University of Rochester Warner School of Education
Portfolio Science (2012 standards)
 
Candidate: Evaluator:
Semester and Year (required): Course #:
Date:
Description:
 
The Comprehensive Portfolio has been designed to assess the extent to which you have achieved the set of proficiencies we have established as the goal of our teacher preparation programs. This rubric is one portion of the complete assessment process.  

Please review the complete guidelines for the Comprehensive Portfolio: https://www.warner.rochester.edu/files/assessment/CPGuidelines.pdf,
submissions deadlines: https://www.warner.rochester.edu/files/assessment/CPDeadlines.pdf,
sign-off sheet: https://www.warner.rochester.edu/files/assessment/CPSignoff.pdf.

Content Preparation Update Worksheet:
Biology https://www.warner.rochester.edu/files/assessment/science/BiologyCPUpdateWorksheet.doc
Chemistry https://www.warner.rochester.edu/files/assessment/science/ChemistryCPUpdateWorksheet.doc
Earth Science https://www.warner.rochester.edu/files/assessment/science/EarthScienceCPUpdateWorksheet.doc
Physics https://www.warner.rochester.edu/files/assessment/science/PhysicsCPUpdateWorksheet.doc
 
All teacher candidates completing a Masters’ teacher preparation program leading to NYS Initial as well as Professional teaching certification will need to submit and pass this comprehensive portfolio evaluation in order to graduate and be recommended for teacher certification. (Tx program codes).

Based on the narrative and artifacts provided by the candidate for this principle, please first evaluate the extent to which the candidate has demonstrated the desired level of proficiency with respect to each of the following NSTA standards. For your evaluation, please use the following rubrics and report your scores in the table below:

1.   Insufficient – i.e., you did not find evidence that the candidate has the necessary content knowledge in this area.
3.   Basic proficiency – i.e., you found evidence that the candidate has at least the minimum content knowledge in this area.
4.   Outstanding performance – i.e., you found evidence that the candidate has a solid background in this area.
 
1. Content Principle

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  __3  __4
(1)Unacceptable / Insufficient
Narrative and related documentation 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.
(3) Basic Proficiency
Narrative and related documentation 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
Narrative and related documentation 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  __3  __4
(1)Unacceptable / Insufficient
Narrative and related documentation 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.
(3) Basic Proficiency
Narrative and related documentation 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
Narrative and related documentation 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  __3  __4
(1)Unacceptable / Insufficient
Narrative and related documentation demonstrate an insufficient understanding of the central concepts of the supporting disciplines and the supporting role of science-specific technology.
(3) Basic Proficiency
Narrative and related documentation demonstrate solid understanding of the central concepts of the supporting disciplines and the supporting role of science-specific technology.
(4) Outstanding Performance
Narrative and related documentation 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  __3  __4
(1)Unacceptable / Insufficient
Narrative and related documentation demonstrate insufficient understanding of state and national curriculum standards and their impact on the content knowledge necessary for teaching P-12 students.
(3) Basic Proficiency
Narrative and related documentation 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
Narrative and related documentation 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  __3  __4
(1)Unacceptable / Insufficient
Narrative and related documentation demonstrate insufficient understanding of how students learn and develop scientific knowledge and use scientific inquiry inconsistently to develop this knowledge for all students.
(3) Basic Proficiency
Narrative and related documentation demonstrate how students learn and develop scientific knowledge. Candidates use scientific inquiry to develop this knowledge for all students.
(4) Outstanding Performance
Narrative and related documentation 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 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  __3  __4
(1)Unacceptable / Insufficient
Lesson plans 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.
(3) Basic Proficiency
Lesson plans include frequent active inquiry opportuities 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
Lesson plans 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.

Science Content Knowledge 
Science1 Employ research Candidates employ research to successfully design, implement, and communicate findings to investigations in the field of science __1  __3  __4
Science2 Use mathematics Candidates accurately use mathematics to support the scientific problem-solving process. __1  __3  __4

Nature of Science 
Science3 History of science Candidates have a solid understanding of the history of science, including the evolution of knowledge and impact on society. __1  __3  __4
Science4 Understand nature of science Candidates have a solid understanding of the nature of science and can distinguish science from other content areas. __1  __3  __4

Issues in Science 
Science6 Societal issues Candidates can identify important societal issues related to science and technology and understand scientific processes used to make decisions about such issues. __1  __3  __4

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 1.1 Candidate background in subject matter Candidates have a broad preparation in the subject area(s) taught, consistent with professional and New York State standards. __1  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation identifies some significant gaps in content preparation, as defined by New York State and/or relevant professional organizations.
(3) Basic Proficiency
Candidate's narrative and related documentation demonstrate sufficient preparation in the subject matter to meet the minimum requirements set by New York State and relevant professional organizations.
(4) Outstanding Performance
Candidate's narrative and related documentation demonstrate a broad preparation in the subject matter that meets and exceeds the minimum requirements set by New York State and relevant professional organizations.
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  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide evidence of in-depth understanding of any of the key concepts, tools of inquiry or structures of the discipline identified by relevant professional organizations, as no examples are provided or the examples chosen are inappropriate and/or reveal serious misunderstandings
(3) Basic Proficiency
Candidate's narrative and related documentation identifies at least one example that demonstrates in-depth understanding of a key concept, tool of inquiry or structure of the discipline identified by relevant professional organizations; all the examples chosen are appropriate and do not reveal serious misunderstandings; the candidate articulates at least one doable strategy to deepen his/her understanding of the subject matter taught.
(4) Outstanding Performance
Candidate's narrative and related documentation identifies a few examples that demonstrate a good understanding of key concepts, tools of inquiry and structures of the discipline identified by relevant professional organizations; all the examples chosen are appropriate and do not reveal serious misunderstandings; the candidate articulates multiple strategies to deepen his/her understanding of the subject matter taught.
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  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation indicate that the candidate is unaware of relevant set(s) of standards, and/or reveal serious misunderstandings of specific standards and their instructional implications.
(3) Basic Proficiency
Candidate's narrative and related documentation indicate that the candidate is aware of all relevant sets of standards to be considered in his/her teaching and understands their meaning and basic implications for instruction.
(4) Outstanding Performance
Candidate's narrative and related documentation indicate that the candidate is aware of all relevant sets of standards to be considered in his/her teaching and understands their meaning; there is also evidence that these standards inform the candidates' planning and instruction.
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  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide sufficient evidence that the candidate is able to create learning experiences that make the subject matter meaningful and relevant for all students, as no examples are provided or the examples chosen are inappropriate and/or reveal serious misunderstandings.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence of at least one occasion when the candidate has created learning experiences that were meaningful and relevant to all students, and raise no major concern about the candidate's capability of doing so in other occasions.
(4) Outstanding Performance
Candidate's narrative and related documentation provide evidence that the candidate is able to create learning experiences that are meaningful and relevant to all students, and does so on a regular basis.
 
2. Learning Principle

NSTA 2012 2: Content Pedagogy 
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  __3  __4
(1)Unacceptable / Insufficient
Lesson plans include inquiry approaches that demonstrate insufficient knowledge and understanding of how students learn science.
(3) Basic Proficiency
Lesson plans include a variety of inquiry approaches and demonstrate knowledge and understanding of how all students learn science.
(4) Outstanding Performance
Lesson plans include a variety of inquiry approaches and demonstrate knowledge and understanding of how all students learn science.

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  __3  __4
(1)Unacceptable / Insufficient
Lesson plans 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.
(3) Basic Proficiency
Lesson plans 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
Lesson plans 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.

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  __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  __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 2.1 Understand human development Candidates understand human development and how it is affected by context. __1  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation identify some major gaps or misconceptions in the candidate's understanding of how all children develop.
(3) Basic Proficiency
Candidate's narrative and related documentation demonstrate a basic understanding of how all children develop and the role played by context in development.
(4) Outstanding Performance
Candidate's narrative and related documentation demonstrate an in-depth understanding of how all children develop and the role played by context in development, and awareness of relevant research.
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  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation identify some major gaps or misconceptions in the candidate's understanding of how all children construct knowledge through participation in culturally valued activities and/or what is appropriate for the ages and backgrounds of the children s/he teaches.
(3) Basic Proficiency
Candidate's narrative and related documentation demonstrate a basic understanding of how all children construct knowledge through participation in culturally valued activities and what is appropriate for the ages and backgrounds of the children s/he teaches.
(4) Outstanding Performance
Candidate's narrative and related documentation demonstrate in-depth understanding of how all children construct knowledge through participation in culturally valued activities and what is appropriate for the ages and backgrounds of the children s/he teaches, as well as awareness of relevant research.
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  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide sufficient evidence that the candidate is able to provide learning experiences that take into consideration the students' developmental level, prior experiences and contexts, as no examples are provided or the examples chosen are inappropriate and/or reveal serious misunderstandings.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence of at least one occasion when the candidate has provided learning experiences taking into consideration the students' developmental level, prior experiences and contexts, and raise no major concern about the candidate's capability of doing so in other occasions.
(4) Outstanding Performance
Candidate's narrative and related documentation provide evidence that the candidate is able to provide learning experiences that take into consideration the students' developmental level, prior experiences and contexts, and does so on a regular basis.
 
3. Equity Principle

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 3.1 Equity principles Candidates understand equity and social justice principles, including everyone's right to have an opportunity to learn and what constitutes equitable and socially just behavior and treatment for themselves and others. __1  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation identify some major gaps or misconceptions in the candidate's understanding of equity and social justice principles.
(3) Basic Proficiency
Candidate's narrative and related documentation demonstrate a basic understanding of the principle that everyone has the right to have an opportunity to learn, and of what constitutes equitable and socially just behavior and treatment for themselves and others.
(4) Outstanding Performance
Candidate's narrative and related documentation demonstrate an in-depth understanding of equity and social justice principles, including everyone's right to have an opportunity to learn and what constitutes equitable and socially just behavior and treatment for themselves and others, as well as awareness of relevant research.
WS 3.2 Respect of diversity Candidates are committed to high moral and ethical standards and respect and value their students' differences in contexts and approaches to learning. __1  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not demonstrate a commitment to high moral and ethical standards and/or a basic respect for student diversity.
(3) Basic Proficiency
Candidate's narrative and related documentation demonstrate a basic commitment to high moral and ethical standards and respect for student diversity.
(4) Outstanding Performance
Candidate's narrative and related documentation demonstrate a strong commitment to high moral and ethical standards, with an explicit emphasis on equity and social justice; the candidate respects student differences and perceives them as resources rather than obstacles for instruction.
WS 3.3 Understanding differences & disabilities Candidates are familiar with some of the cultural, linguistic and learning differences and/or disabilities their students may present and their implications for the classroom. __1  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation demonstrate some major gaps and/or misconceptions in their knowledge of cultural, linguistic and learning differences and/or disabilities and their implications for the classroom.
(3) Basic Proficiency
Candidate's narrative and related documentation demonstrate that the candidate is familiar with at least a few of the cultural, linguistic and learning differences and /or disabilities students may present, and their implications for the classroom.
(4) Outstanding Performance
Candidate's narrative and related documentation demonstrate that the candidate is aware of several cultural, linguistic and learning differences and/or disabilities students may present, and their implications for the classroom, as well as awareness of relevant research.
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  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide sufficient evidence that the candidate is able to create learning experiences that are culturally relevant and address the strengths and needs of all students, as no examples are provided or the examples chosen are inappropriate and/or reveal serious misunderstandings.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence of at least one occasion when the candidate has created learning experiences that were culturally relevant and addressed the strengths and needs of all students, and raise no major concern about the candidate's capability of doing so in other occasions.
(4) Outstanding Performance
Candidate's narrative and related documentation provide evidence that candidate is able to create learning experiences that are culturally relevant and address the strengths and needs of all students, and does so on a regular basis.
 
4. Pedagogy Principle

NSTA 2012 2: Content Pedagogy 
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  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and related documentation demonstrate insufficient instruction and assessment strategies that confront and address naïve concepts/preconceptions.
(3) Basic Proficiency
Lesson plans and related documentation demonstrate consistent instruction and assessment strategies that confront and address naïve concepts/preconceptions.
(4) Outstanding Performance
Lesson plans and related documentation demonstrate detailed instruction and assessment strategies to confront and address naïve concepts/preconceptions.

NSTA 2012 3: Learning Environments 
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  __3  __4
(1)Unacceptable / Insufficient
Lesson plans 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.
(3) Basic Proficiency
Lesson plans 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
Lesson plans 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 5: Impact on Student Learning 
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  __3  __4
(1)Unacceptable / Insufficient
Narrative and related documentation 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.
(3) Basic Proficiency
Narrative and related documentation 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
Narrative and related documentation 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.

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 4.1 Knowing a variety of instructional strategies Candidates are familiar with a wide array of instructional strategies consistent with professional, New York State and Warner School program standards, and understand their potential uses, values and limitations for achieving specific learning goals. __1  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide sufficient evidence that the candidate is aware of all relevant set(s) of pedagogy-related standards and/or knows enough innovative instructional strategies.
(3) Basic Proficiency
Candidate's narrative and related documentation indicate that the candidate is aware of relevant pedagogy-related standards, can identify a few instructional strategies consistent with those standards, and understands the potential uses, values, and limitations of these strategies for achieving specific learning goals.
(4) Outstanding Performance
Candidate's narrative and related documentation indicate that the candidate is aware of relevant pedagogy-related standards, knows several instructional strategies consistent with those standards, understands the potential uses, values and limitations of each of these strategies to achieve specific learning goals, and is aware of relevant research.
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  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide sufficient evidence that the candidate is able to use a variety of innovative instructional strategies, as the examples provided are inappropriate, too limited and/or reveal serious misconceptions.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence of a few occasions when the candidate has effectively used different innovative strategies to achieve learning goals consistent with relevant standards, and raise no major concern about the candidate's capability of doing so in other occasions.
(4) Outstanding Performance
Candidate's narrative and related documentation provide evidence that the candidate is able to effectively use a variety of innovative strategies to achieve learning goals consistent with relevant standards, and does so on a regular basis.
WS 4.3 Understand value and limitations of technology Candidates understand the potential values as well as problems and limitations of using technology in instruction. __1  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide sufficient evidence that the candidate is aware of the potential values and limitations of using technology in instruction.
(3) Basic Proficiency
Candidate's narrative and related documentation demonstrate that the candidate understands at least a few of the potential values and limitations of using technology in instruction.
(4) Outstanding Performance
Candidate's narrative and related documentation demonstrate that the candidate understands many of the potential values and limitations of using technology in instruction, recognizes equity issues connected with the uses of technology, and is aware of relevant research.
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  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide sufficient evidence that the candidate is able to use technology to support student learning, as no example is provided or the examples provided are inappropriate, too limited and/or reveal serious misconceptions.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence of at least one occasion when the candidate has used technology effectively to support student learning, raise no major concern about the candidate's capability of doing so in other occasions.
(4) Outstanding Performance
Candidate's narrative and related documentation provide evidence that the candidate is able to use technology effectively to support student learning, and does so on a regular basis.
 
5. Learning Community Principle

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  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or related documentation 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.
(3) Basic Proficiency
Lesson plans and/or related documentation 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
Lesson plans and/or related documentation 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 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  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or related documentation 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.
(3) Basic Proficiency
Lesson plans and/or related documentation 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
Lesson plans and/or related documentation 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  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or related documentation 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.
(3) Basic Proficiency
Lesson plans and/or related documentation 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.
(4) Outstanding Performance
Lesson plans and/or related documentation describe activities in a P-12 classroom that demonstrate advanced 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.

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 5.1 Understand student motivation Candidates understand what may encourage or hinder student motivation and engagement in learning, based on an analysis of research and practice. __1  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation identify some major gaps or misconceptions in the candidate's understanding of student motivation.
(3) Basic Proficiency
Candidate's narrative and related documentation demonstrate a basic understanding of what may encourage or hinder students' motivation and engagement in learning.
(4) Outstanding Performance
Candidate's narrative and related documentation demonstrate an in-depth understanding of what may encourage or hinder students' motivation and engagement in learning, and awareness of relevant research literature.
WS 5.2 Create safe classroom environment Candidates are able to construct comfortable and safe classroom environments for all students. __1  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation raise concerns about the candidate's capability of constructing a comfortable and safe classroom environment.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence that the candidate is able to construct a comfortable and safe classroom environment, at least most of the time and for most of the students in his/her class.
(4) Outstanding Performance
Candidate's narrative and related documentation provide evidence that the candidate is able to construct a comfortable and safe classroom environment for all students in his/her class.
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  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation raise concerns about the candidate's capability of creating a classroom environment that fosters students' motivation and learning.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence that the candidate is able to create a classroom environment that fosters students' motivation and learning, at least most of the times and for most of the students in his/her class.
(4) Outstanding Performance
Candidate's narrative and related documentation provide evidence that the candidate is able to create a classroom environment that fosters students' motivation and learning for all students and supports the creation of a community of learners.
 
6. Communication Principle

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 6.1 Understand role of language Candidates understand the role of language in teaching and learning. __1  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation identify some major gaps or misconceptions in the candidate's understanding of the role of language in teaching and learning.
(3) Basic Proficiency
Candidate's narrative and related documentation demonstrate a basic understanding of the role of language in teaching and learning.
(4) Outstanding Performance
Candidate's narrative and related documentation demonstrate an in-depth understanding of the role of language in teaching and learning, and awareness of the relevant research.
WS 6.2 Proficient in various modes of communication Candidates are familiar with and proficient in a wide variety of modes and vehicles for communication that can support learning and inquiry for all students. __1  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide sufficient evidence that the candidate is aware of and proficient in a wide enough variety of modes and vehicles of communication.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence that the candidate is familiar with and proficient in at least a few modes and vehicles of communication to support learning and inquiry, and can recognize the potential uses, values and limitations of each to achieve specific learning goals.
(4) Outstanding Performance
Candidate's narrative and related documentation indicate that the candidate is familiar with and proficient in several modes and vehicles of communication to support learning and inquiry, can recognize the potential uses, values and limitations of each to achieve specific learning goals, and is aware of relevant research.
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  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide sufficient evidence that the candidate is able to use effectively a variety of modes of communication in the classroom, as the examples provided are inappropriate, too limited and/or reveal serious misconceptions.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence that the candidate has used effectively a variety of modes of communication to make ideas accessible to all students and foster inquiry in at least one occasion, and raise no major concern about the candidate's capability of doing so in other occasions.
(4) Outstanding Performance
Candidate's narrative and related documentation provide evidence that the candidate is capable of using effectively a variety of modes of communication to make ideas accessible to all students and foster inquiry, and does so on a regular basis.
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  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide sufficient evidence that the candidate is able to construct activities that incorporate a variety of texts, as the examples provided are inappropriate, too limited and/or reveal serious misconceptions.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence of at least one occasion when the candidate has constructed activities that incorporated a variety of texts and facilitated all students' critical analysis of such texts, and raise no major concern about the candidate's capability of doing so in other occasions.
(4) Outstanding Performance
Candidate's narrative and related documentation provide evidence that the candidate is able to construct activities that incorporate a variety of texts and facilitate all students' critical analysis of such texts, and does so on a regular basis.
 
7. Planning Principle

NSTA 2012 3: Learning Environments 
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  __3  __4
(1)Unacceptable / Insufficient
Lesson plans 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.
(3) Basic Proficiency
Lesson plans 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
Lesson plans 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 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  __3  __4
(1)Unacceptable / Insufficient
Lesson plans 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.
(3) Basic Proficiency
Lesson plans 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
Lesson plans 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 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  __3  __4
(1)Unacceptable / Insufficient
Lesson plans and/or related documentation demonstrate insufficient safety techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.
(3) Basic Proficiency
Lesson plans and/or related documentation 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
Lesson plans and/or related documentation demonstrate advanced safety techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction.

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  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation raise concerns about the candidate's capability of aligning instruction with learning goals consistent with professional and NYS standards.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence of at least one occasion when the candidate was able to explicitly align instruction with learning goals consistent with professional and NYS standards, and raises no major concern about the candidate's capability of doing so in other occasions.
(4) Outstanding Performance
Candidate's narrative and related documentation provide evidence that the candidate is able to align instruction with learning goals consistent with professional and NYS standards, and does so on a regular basis.
WS 7.2 Unit planning and implementation Candidates are able to implement lessons according to a well- defined and high quality plan. __1  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation identify major shortcomings with respect to the candidate's capability of implementing lessons according to a well-defined and high quality plan.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence of at least one occasion when the candidate was able to implement lessons according to a well-defined and high quality plan, and raises no major concern about the candidate's capability of doing so in other occasions.
(4) Outstanding Performance
Candidate's narrative and related documentation provide evidence that the candidate is able to implement lessons according to a well-defined and high quality plan, is able to make modifications in this plan as appropriate to respond to unexpected students' responses, and does both on a regular basis.
 
8. Assessment Principle

NSTA 2012 3: Learning Environments 
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  __3  __4
(1)Unacceptable / Insufficient
Lesson plans 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.
(3) Basic Proficiency
Lesson plans 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
Lesson plans 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 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  __3  __4
(1)Unacceptable / Insufficient
Narrative and related documentation 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.
(3) Basic Proficiency
Narrative and related documentation 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
Narrative and related documentation 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  __3  __4
(1)Unacceptable / Insufficient
Narrative and related documentation 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.
(3) Basic Proficiency
Narrative and related documentation 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
Narrative and related documentation 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  __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.
(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.

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 8.1 Knows multiple assessments Candidates understand the multiple purposes of assessment and are familiar with a variety of assessment and evaluation strategies, their purposes and potential uses. __1  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide sufficient evidence that the candidate understands the multiple purposes of assessment and/or knows a sufficient number of assessment strategies and tools.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence that the candidate understands the multiple purposes of assessment, is familiar with a few different assessment strategies and tools, and is aware of the potential uses, values and limitations of each to achieve specific assessment goals.
(4) Outstanding Performance
Candidate's narrative and related documentation provide evidence that the candidate understands the multiple purposes of assessment, is familiar with several assessment strategies and tools, is aware of the potential uses, values and limitations of each to achieve specific assessment goals, and is aware of relevant research literature on assessment.
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  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide sufficient evidence that the candidate is able to use a variety of assessment strategies and tools and/or to use assessment to monitor and support student learning, as the examples provided are inappropriate, too limited and/or reveal serious misconceptions.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence that the candidate has effectively used a variety of assessment strategies and tools to monitor and support student learning in at least a few occasions, and raise no major concerns about the candidate's capability to do it in other occasions.
(4) Outstanding Performance
Candidate’s narrative and related documentation provide evidence that the candidate is able to effectively use a variety of assessment strategies and tools, including some that are embedded in authentic learning activities and have real audiences and purposes, to monitor and support student learning and does so on a regular basis.
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  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide sufficient evidence that the candidate is able to use assessment to inform instruction, as the examples provided are inappropriate, too limited and/or reveal serious misconceptions.
(3) Basic Proficiency
Candidate's narrative and related documentation provide evidence that the candidate has been able to use assessment to inform instruction, at least in a few occasions, and raise no major concerns about the candidate's capability to do it in other occasions.
(4) Outstanding Performance
Candidate's narrative and related documentation provide evidence that the candidate is able to use assessment to inform instruction, and does so on a regular basis.
WS 8.4 Positive effect on students' learning Candidates are able to have a positive effect on their students' learning. __1  __3  __4
(1)Unacceptable / Insufficient
Candidate's narrative and related documentation do not provide sufficient evidence that the candidate is able to have a positive effect on his/her students' learning, as the examples provided are inappropriate or too limited.
(3) Basic Proficiency
Candidate's narrative and related documentation provide at least three well-documented and commented-on examples that the candidate was able to have a positive effect on their students' learning.
(4) Outstanding Performance
Candidate's narrative and related documentation provide several well-documented and commented-on examples that the candidate was able to have a very positive effect on their students' learning, as well as testimonials to that effect.
 
9. Professional Practice Principle

NSTA 2012 6: Professional Knowledge and Skills 
NSTA 2012 6 Professional Knowledge and Skills Effective teachers of science strive continuously to improve their knowledge and understanding of the ever changing knowledge base of both content, and science pedagogy, including approaches for addressing inequities and inclusion for all students in science. They identify with and conduct themselves as part of the science education community. __1  __3  __4
NSTA 2012 6a Engagement in professional development in content areas Pre-service teachers will engage in professional development opportunities in their content field such as talks, symposiums, research opportunities, or projects within their community. __1  __3  __4
NSTA 2012 6b Engagement in professional development in field of education Pre-service teachers will engage in professional development opportunities such as conferences, research opportunities, or projects within their community. __1  __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 9.1 Committed to improvement Candidates are committed to continue to learn and improve their practice throughout their teaching career. __1  __3  __4
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  __3  __4
WS 9.3 Professional organizations Candidates recognize the key role played by professional organizations and the importance of participating in these learning communities; this includes knowing and using relevant standards generated by these organizations (including professional ethics standards). __1  __3  __4
 
10. Community Principle

Science in the Community 
Science8 Scientific community Candidates use community resources and stakeholders to connect their students to the scientific community. __1  __3  __4
Science9 Involve students in community issues Candidates engage their students in scientific learning that helps address important issues in their community. __1  __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  __3  __4
WS10.2 Communicate effectively Candidates are able to communicate effectively with parents/caregivers and colleagues. __1  __3  __4
 
Notes:

1