Appendices

APPENDIX A

Lesson Plan Format/Teaching Episodes for the Licensure Portfolio

Although formats will vary depending on content, lesson plans should contain the following elements:

Title of Lesson
Grade Level/Subject/Time Required
Date of Lesson
Lesson Topic
Purpose/Rationale/Focusing Question/s
Vermont Standard/s
Instructional Objectives
Materials
Sequence: Introduction/Procedures/Closure Assessment/Evaluation Reflection (After)

APPENDIX B

Unit Plan Format/Teaching Over Time for the Licensure Portfolio

A unit is an organized group of lesson plans with a beginning, various activities, and a culmination. Your task is to arrange the unit into organized and sequential blocks of content and learning activities. The unit will consist of a number of daily lessons designed to achieve the broader goals of the unit. A unit may be subject based, interdisciplinary, or thematic. The unit can last as long as a semester or as short as a week. For the purpose of planning, consider three weeks to be the appropriate length of time for your unit. Just as with lesson plan formats, there is no single best format for a teaching unit that works best for every time of unit. While a unit will have a general outline and plan for implementation, the daily lesson plans demonstrate in detail how the unit is carried out in the classroom. Often, lesson plans are created as you move through the unit, rather than ahead of time, since there are often changes from the original plan.

Questions to Consider Before Beginning a Unit:

• What is the purpose of the unit?
• How much time will the unit need?
• Why are you choosing to teach it?
• How many lessons approximately?
• What do students already know?
• What would students like to learn or know?
• How will the unit be introduced?
• What are the key questions that need to be answered?
• Is prior knowledge necessary?
• Will the unit have a theme?
• Will the unit cross disciplines?
• Is team-teaching involved, i.e. what role will the cooperating teacher play?
• Will my special activities be part of the unit?
• Field trips?
• Guest speakers?
• What materials will be necessary? At a minimum, the following components should be included in your outline:
• Grade Level and Subject
• Topic
• Time Duration
• General Goals of the Unit
• Vermont Standards Addressed/Featured
• Specific Instructional Objectives (include objective from cognitive, affective, and psychomotor domains)
• Listing of Materials, Resources, References Needed/Used
• Accommodations for students with Special Needs and Various Learning Styles/Individual Differences
• Both formative and summative assessments to track student learning

The unit and its documentation, student work samples/analysis, supervisor comments, and self-reflections will go into Entry 4, "Teaching Over Time," of your portfolio.

Level I Teacher Licensure Portfolio

APPENDIX D

The purpose of the midterm conference is to discuss the progress of the student teacher so far in the professional semester, and to develop goals based on strengths and areas for growth in each of these four domains of professional practice. Please use these "Components of Professional Practice" to guide your writing of a brief narrative. The three write-ups (one from the student teacher, the cooperating teacher, and the college supervisor) will provide the basis for the midterm conference discussion. (Enhancing Professional Practice: A Framework for Teaching, by Charlotte Danielson, ASCD 1996, pp. 3-4.)

Professional Semester Review Committee Meeting

Committee Members: Cooperating Teacher(s), Teacher Education Supervisor, Liberal Arts Mentor, and, when available, the Director of Teacher Education

Part 1: Student Teacher Opening Presentation (15 minutes)

The student is free to structure this presentation on the student teaching experience in any way that he or she would like. To help frame the presentation, the student should include the responses to the following three questions within the presentation:

• If you could choose only one aspect of your student teaching that you think best demonstrates who you are as a developing teacher, what would it be and why?
• What is important about you as a teacher that a portfolio or other documentation could never show? • What would your ideal classroom look like? How would it be similar to or different from your placement classroom?

Part 2: Committee Questions Student Teacher (45 minutes)

1. The committee will ask questions which focus on the sixteen Principles for Vermont Educators that are found in the document, "Five Standards for Vermont Educators, A Vision for Schooling, Adopted August 2003."

2. All students should be prepared to respond to the following prompts relating to Principle #1, under the Learning Standard:

• What are your strengths in the content area(s) of your endorsement level (See Professional Endorsement for Vermont Educators located in the appendix of the Student Teaching Handbook) and how have they been reflected in your teaching practices this semester?
• How has your content expertise enabled students to meet or exceed the standards represented in Grade Expectations for Vermont's Framework of Standards and Learning Opportunities?
• What are areas of your content knowledge that you feel need improvement and what are your plans to address this?

3. All students should be prepared to respond to the following question relating to Principle #7, under the Professional Knowledge Standard: What are some examples of multiple assessment strategies that you have used to evaluate student growth and modify instruction?

4. Any other question or questions that a committee member would like to ask of the student teacher.

Part 3: Review Committee Decision Discussion (15 minutes, without student teacher)

The Committee reviews the total professional semester experience and the student's performance during this meeting and recommends to the Director of Teacher Education either to (1) approve the licensure recommendation, pending satisfactory completion of the licensure portfolio or (2) deny the licensure recommendation.

APPENDIX F

Final Evaluation by the Cooperating Teacher

You are to write an evaluation of the student that covers the performance throughout the "professional semester." There is no set form for this evaluation but here are some guidelines to consider:

Label the document: Evaluation: Professional Semester

Include: Your name and title (Supervising Teacher), school, grade level/dept.
Student's name Date

The revised (1999) Document, Five Standards for Vermont Educators: A Vision for Schooling serves as the professional development guide for preservice and practicing educators in Vermont, as well as for Vermont's teacher training institutions and local and regional standards boards. We ask that you organize your remarks to include statements around the five standards:

Learning (content expertise)
Professional Knowledge (methods, practices, pedagogy, planning)
Colleagueship
Advocacy
Accountability

In the past, most of these evaluations have been 2-3 typed pages in length.

We appreciate your continued support of your student teacher and look forward to an exciting end of the semester. Please feel free to contact us if you have any questions.

Five Standards for Vermont Educators

APPENDIX H

5230 General Requirements for All Applicants for Professional License

Sections 5231 through 5235 are the general requirements for all initial licenses:

5231 Except as otherwise noted by this section, the applicant shall hold a baccalaureate degree from a regionally accredited or state-approved institution and shall have successfully completed a major, or its equivalent, in the liberal arts and sciences.

5232 Documentation of the specified competencies and prerequisites for the endorsement(s) being sought.

5233 Evidence of at least twelve consecutive weeks of student teaching, or an equivalent learning experience as determined by the policy of the VSBPE or by the requirements of the endorsement.

5234 Demonstrated ability to communicate effectively in speaking, writing and other forms of creative expression and ability to apply basic mathematical skills, critical thinking skills, and creative thinking skills.

5235 Demonstrated competency as specified in the following requirements:

As of the effective date of these rules through July 1, 2002, approved educator preparation programs may utilize either requirements 5235.1 through 5235.10 or requirements 5235.11 through 5235.26 for the purpose of recommending educators for initial licensure. An approved educator preparation program that wishes to change the conditions of its approval shall do so pursuant to Section 5920 of these rules.

On or after the effective date of these rules, applicants for initial licensure pursuant to the applicable processes in Sections 5320 or 5330 of these rules shall meet the requirements 5235.11 through 5235.26.

5235.1 Ability to identify the processes by which students learn and an ability to select appropriate methods and materials to meet the learning needs of a diverse student body.

5235.2 Ability to select, use, and interpret assessment processes and instruments to identify the strengths and weaknesses of individual pupils.

5235.3 Ability to recognize the individual learners' physical, intellectual, and psychological developmental needs.

5235.4 Ability to teach reading skills as they relate to subject matter being taught.

5235.5 Ability to apply the knowledge of child, early and late adolescence development to learning.

5235.6 Ability to integrate special education students into appropriate learning situations.

5235.7 Ability to develop students' awareness of and responsibility for personal health.

5235.8 Ability to select and use appropriate technology within the endorsement area(s).

5235.9 Ability to apply current state and federal laws and regulations as they apply to all children, including those who are at risk and those with disabilities.

5235.10 Ability to identify conditions and actions which would tend to discriminate against students on the basis of sex, race, color, creed, age, sexual orientation, disability, or national origin.

APPENDIX I

Professional Endorsements for Vermont Educators, Elementary Education 5440-00

Elementary Education 5440-00
Applicants for a Vermont teacher's license must fulfill the requirements for all applicants.

The holder is authorized to teach in grades K-6. The holder is authorized to teach any other subject(s) in grades 7 and 8 provided the holder has at least a minor in the subject field.

In order to be judged as competent, the candidate must have the following qualifications:

1. Knowledge of intellectual, language, social, emotional, and physical growth and development including an understanding of the special needs of atypical, handicapped, and gifted students.
2. Knowledge of ways to structure the learning environment in order to enhance students' cognitive development, creativity, and the development of interpersonal relations.
3. Knowledge of literature, language arts, mathematics, science, social studies, health, physical education, the fine arts, and computer capabilities appropriate for teaching in the elementary grades.
4. Knowledge of the techniques involved in the individualization of instruction, team teaching, and various methods of grouping students within a self-contained classroom.
5. Knowledge of the characteristics and signs of developmental delay or handicapping conditions, as well as knowledge of how to adapt curriculum and the learning environment in order to meet the needs of special students.
6. An understanding of each student in his or her family, school and community context, and a sensitivity to the variety of economic and cultural influences which affect each student's life.
7. Ability to perform in a creative medium.
8. Ability to encourage students to express themselves creatively in a variety of ways, including the visual and performing arts.
9. Ability to develop students' language arts skills and to encourage students to develop an enthusiasm for and competence in their reading, writing, speaking, listening and reasoning skills.
10. Ability to develop students' sensitivity to and enthusiasm for literature.
11. Ability to interest and actively involve students in the study of mathematics, science, health, physical education, social studies, the fine arts, and computer science.
12. Ability to provide an environment which encourages each student to become aware of him or herself, to develop the ability to express, understand, and control his or her feelings, and to develop a sense of trust and independence.
13. Ability to provide an environment which encourages positive peer relations including the enjoyment of being with other people, the development of respect for the feelings of others, and which encourages respect for rules and routines shared by the group.
14. Ability to plan, organize, manage and evaluate students and classroom activities.
15. Ability to establish and maintain positive and productive relationships with families and the community.
16. Ability to supervise aides and other personnel involved with the elementary program.

APPENDIX J

Professional Endorsements for Vermont Educators, Secondary Education 5440-2

Art 5440-2
Applicants for a Vermont teacher's license must fulfill the requirements for all applicants.

The holder is authorized to teach art.

In order to be judged as competent, the candidate must have the following qualifications:

1. Knowledge, understanding, and appreciation of the visual arts in contemporary and past cultures.
2. Knowledge of aesthetic theory, including an awareness of the visual arts as a fundamental expression of human communication and emotion.
3. Knowledge of the principles of art including the use of light, color, design, form and three-dimensional space.
4. Demonstrated expertise in one of the visual arts areas of architecture, crafts, drawing, graphics, painting, photography, printing or sculpture.
5. Knowledge of developmental stages of children and ability to apply appropriate teaching methods to help children perceive and express themselves, interpret their thoughts and feelings through the visual arts, and appreciate the role of the visual arts in their lives.
6. Awareness of divergent approaches essential to fostering the creative process.
7. Experience in teaching visual arts to individuals, small groups, and large groups.
8. Ability to motivate students and develop their appreciation of art history and philosophy.
9. Ability to develop student's unique capabilities through teaching the basic principles of art.
10. Ability to arrange and adapt the visual arts curriculum and experiences to meet the needs and abilities of students.
11. Ability to demonstrate and practice a visual arts area of expertise including applying appropriate methods for completion, presentation and exhibition of art work.
12. The programs shall require demonstrated competencies in the knowledge of the influence and use of technology in the visual arts.

Computer Science Teacher 5440-14 Applicants for a Vermont teacher's license must fulfill the requirements for all applicants.

The holder is authorized to teach computer science in secondary schools.

In order to be judged competent, the candidate must have the following qualifications:

1. Knowledge of the principles, practices, and implications of computer science. This includes:

• knowledge of program and algorithm design; data structures; structured program design; and a high level language
• general knowledge of the internal workings of mainframe, mini, and micro-computer systems and their applications
• knowledge of programming languages including the definition and structure of languages and comparison of existing high level languages
• knowledge of the function, application, capabilities and limitations of computers
• knowledge of the social implications of computers and its related technology

2. Ability to program and evaluate programs in BASIC and at least one other high-level language.

3. Knowledge of the mathematical principles which are the basis of many computer applications; algebra, set theory, coordinate systems and graphs, matrices, probability and statistics, and linear programming.

4. Knowledge of and ability to use current, commonly used software for:

• word processing
• calculation/spreadsheet
• data base management
• communications

5. Ability to teach students the above listed topics, using a variety of methods.

English 5440-05
Applicants for a Vermont teacher's license must fulfill the requirements for all applicants.

The holder is authorized to teach English.

In order to be judged as competent, the candidate must have the following qualifications:

1. Exemplary writing and speaking skills.
2. Knowledge of the various personal, social and communicative purposes of language as well as knowledge of the processes whereby individuals acquire, understand and use language.
3. Knowledge of the history of the English language.
4. Knowledge of structural and tranformational grammar, with emphasis on the parts of speech, punctuation, sentence patterns and usage.
5. Knowledge of the composing process, particularly rewriting and revising.
6. Knowledge of a representative body of American, English, and world literature including adolescent literature, contemporary literature, literary classics, and non-western literature.
7. Knowledge of a variety of methods for teaching the language arts and a variety of media available to teach communication skills including appropriate computer technologies.
8. Ability to assess students' achievement and competency level in reading, writing, speaking, listening and reasoning.
9. Ability to develop students' comprehension and critical thinking skills through discussion and writing activities.
10. Ability to provide comprehensive writing instruction that develops students' skills in functional and creative writing as well as in persuasive and expository writing.

Modern and Classical Languages 5440-06
Applicants for a Vermont teacher's license must fulfill the requirements for all applicants.

The holder is authorized to teach (a) specified modern language(s) and/or classical language(s).

In order to be judged as competent, the applicant shall have the following qualifications: Proficiency in Modern Language

1. The demonstrated proficiency at the advanced* level in speaking, reading, writing and aural comprehension in the target language.

*"Advanced" is defined as able to sustain and comprehend narration and inquiry in all of the major tenses. When speaking, the candidate uses appropriate language, characterized by a full range of vocabulary. The candidate's pronunciation is easily comprehended by native speakers with few significant patterns of error interfering with meaning; speech is characterized by some hesitation and normal pauses. Performance at this level will be ascertained, and verified in writing, by either of the following: an ACTFL-trained tester or professor in the target language at an accredited university, college, or language institution.

1. Knowledge of advanced grammar.

2. Knowledge of the structure of the language and its linguistics or the equivalent.

3. Knowledge of the literature, geography, history, and the arts of the target culture.

4. Knowledge of the methods and techniques for teaching modern languages including:

• prevalent theories on language and language learning;
• prevalent objectives for language teaching;
• methods and techniques to teach vocabulary, sound system and grammar;
• methods and techniques to elicit the four skills: speaking, writing, reading and aural comprehension;
• methods and techniques to teach culture; principles and techniques for modern language teaching including the use of language laboratories, computers and other current technology.

Teaching Abilities

1. The ability to involve students in speaking and listening, reading and writing activities which allow them to work toward expressing their thoughts fluently and understanding the thoughts of others.

2. The ability to develop students' understanding of the cultures, history, geography, and social customs of the target cultures' world at a level at which such topics can be discussed at the proficiency level of the student.

To extend this endorsement to include grade levels pk-12 the applicant shall:

1. meet all of the above qualifications.

2. demonstrate knowledge of the intellectual,language,social, emotional and physical growth and development of children in grades PK-6, including an understanding of the special needs of a diverse elementary population.

3. demonstrate the ability to structure learning environments appropriate for elementary programs in order to enhance students' cognitive development, creativity and the development of inter-personal relations.

To limit this endorsement to grade levels pk-6 the applicant shall:

1. hold a current Elementary Endorsement

2. meet the proficiency qualification in a modern language as defined in the first section. Classical Languages

Proficiency in classical languages (Latin and Greek). There are four standards that shall apply to teachers of classical languages.

Standard I

1. A reading comprehension of standard authors.

2. An ability to translate into Latin or Greek from English.

3. An ability to recite both prose and poetry and to conduct practice drills orally.

Standard II

1. Knowledge of the grammar and syntax of Latin or Greek.

2. Knowledge of the place of Latin and Greek in the etymology of English words.

Standard III

1. Knowledge of the literature and culture of Greece and Rome.

2. A reading knowledge of at least two foreign languages (ancient and modern). Standard IV

1. Skill in varied and lively teaching activities including reading, writing, reciting and speaking the language.

2. An ability to continue to study Classical antiquity and to evaluate and learn new methods in teaching

Mathematics 5440-11
Applicants for a Vermont teacher's license must fulfill the requirements for all applicants.

The holder is authorized to teach Mathematics.

In order to be judged as competent, the candidate must have the following qualifications:

1. Knowledge of the history of mathematics and its role in the development of civilization.

2. Knowledge of key concepts, methods and skills in mathematics with particular emphasis on:

• properties of numbers and numeration, estimation, measurement, computation, descriptive geometry, applications in solving practical problems, and the use of calculators and computers appropriate for teaching elementary mathematics; or
• algebra, geometry, probability and statistics, calculus, how the various branches of mathematics relate to each other and to other disciplines, the process of reasoning and analysis, mathematical proofs, axioms and theorems, computer science, logic and the foundations of mathematics appropriate for teaching secondary mathematics, as well as knowledge of a scientific area

3. Ability to interest and involve students in using mathematical concepts, skills and tools appropriate to their age and ability in order to recognize, construct, and solve problems in mathematics and other disciplines.

4. Ability to teach students a variety of methods associated with solving mathematical problems.

5. Ability to teach students to use basic mathematical tools, such as a protractor, compass, straight edge, calculator, and computer to solve problems or learn mathematical concepts.

6. Ability to introduce students to the history, philosophy, nature and cultural significance of mathematics.

7. Ability to teach students how to apply mathematics procedures to the physical, biological or social sciences, or to business procedures in order to solve problems.

Science 5440-13
Applicants for a Vermont teacher's license must fulfill the requirements for all applicants.

The holder is authorized to teach (a) science(s).

In order to be judged as competent, the candidate must have the following qualifications:

1. Knowledge of key concepts and principles of science and technology with particular emphasis on:

• an understanding of the concepts and principles in several areas of science
• the processes of science common to several scientific disciplines
• a specialized field of science.

Biology

• Knowledge of the characteristics of living organisms in terms of maintenance, regulation, behavior, reproduction, genetics, development, evolution, and systematic.
• Knowledge of the interrelationship of biology to organic and biochemistry, physics, paleontology, behavior and statistical mathematics.
• Knowledge of investigation, inquiry and experimental methods with emphasis on laboratory and field experience.

Chemistry

• Knowledge of organic, inorganic, analytical and physical chemistry.
• Knowledge of the relationship of physics, biology, and mathematics, including calculus, to chemistry.
• Knowledge of experiences designed to develop laboratory skills necessary to prepare experiments and demonstrations.

Earth and Space Science

• Knowledge of mathematics through trigonometry and basic sciences (biology, chemistry, and physics) and a specialized knowledge of one of the earth/space sciences such as astronomy, geology, meteorology and/or oceanography with supporting work in the other three.
• Knowledge and ability to present earth/space science as an interdisciplinary science involving the study of the lithosphere, atmosphere, and hydrosphere and their relationship to man's environment.
• Knowledge of techniques to use the local environment as a laboratory in addition to laboratory demonstrations, experimentation and research.

Physical Science

• Knowledge of chemistry and physics with a balance between the two disciplines.
• Knowledge of astronomy, biology, geology, meteorology, physical geography, and calculus with laboratory experience in chemistry, physics and one other science.

General Science

• Knowledge of the basic principles of biology, chemistry, physics, and earth/space science with specialization in one discipline and mathematics through trigonometry.
• Knowledge of the use of teaching aids and laboratory equipment in all science fields.

Physics

• Knowledge of principles of classic, atomic and nuclear physics including introduction to differential equations with concurrent study of mathematics and physics.
• Knowledge of laboratory skills necessary to prepare and evaluate laboratory activities and for the proper use and care of equipment.

2. Knowledge of a variety of teaching methods and media available to explore scientific concepts and principles, including the most current computer technology associated with the teaching of science.

3. Knowledge of general mathematical concepts, methods and skills.

4. Ability to inspire student interest in scientific and technological fields.

5. Ability to teach students analytic methods associated with scientific inquiry as well as standard methods used by scientists to report scientific findings.

6. Ability to introduce students to the relationships among science, culture, and history, including an understanding of the problems resolved through scientific and technological advances as well as new and potentially controversial problems created by scientific inquiry and discovery.

7. Ability to involve students in computer technology available for the exploration of scientific principles and practices.

8. Ability to demonstrate and practice safe procedures in the classroom, in laboratory activities, and ability to make judgments related to the selection of science materials.

Social Studies 5440-15
Applicants for a Vermont teacher's license must fulfill the requirements for all applicants.

The holder is authorized to teach a social studies subject area in which the holder has an academic major or minor.

In order to be judged as competent, the candidate must have the following qualifications:

1. Knowledge of key concepts in history and the social sciences which can include political science, economics, sociology, psychology, anthropology, geography, and the arts in order to attain a broad understanding of human society and the environmental and cultural factors which shape and condition human life.

2. Knowledge of how to apply key concepts in history and the social sciences to contemporary issues and local, state, national and international problems.

3. Knowledge of teaching strategies particularly important to social studies such as democratic participation and debate.

4. Knowledge of computer technology appropriate for the teaching of social studies.

5. Ability to interest and involve students in the key concepts of history and the social sciences and develop the students' understanding of how these concepts relate to contemporary issues and problems including the ability to teach about:

• attitudes and values essential to informed participation in a democratic society
• the diverse cultural, social, economic, political, racial, ethnic and religious groups that compose American society
• how to understand and cope with controversial issues, problems, and human values.

6. Ability to use special teaching methods to help students:

• solve problems
• understand time and chronology
• conduct research using materials and tools such as social studies reading materials, primary sources, statistical information including demographic information and public opinion poll data, computers, graphs, charts, globes, and maps to analyze issues and problems; work in a group, and with a number of groups, in order to understand issues and problems.