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Intern Name
Andrea Claire
Number of Students Identified by Intern as Gifted/Talented: 7_* IMPORTANT: Lesson observed must include students who meet the NAGC definition of
gifted/talented. The National Association for Gifted Children/Council for Exceptional Children (NAGC/CEC) definition of gifted and talented is:
Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence
(documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its
own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).Some students may fit the
definition of gifted/talented and be identified by the school district as having a disability.
Competence Professionals a) use reflective research models to improve professional practice and consistently apply professional standards for content and pedagogy within
their disciplines; b) use and incorporate a variety of tools and strategies, including technology and communication formats; c) demonstrate professionalism in interactions,
appearance, and behaviors; d) construct learning environments and experiences using data-driven decision making; and e) demonstrate culturally-responsive practice.
Experience Professionals a) are accepting of feedback and engage in reflective practice; b) create learning environments based on research and best practice; and c) work as
an active part of a learning community.
Social Justice Professionals a) demonstrate respect for the diversity, dignity and worth of individuals, and b) create effective learning environments that recognize
commonalities while affirming diversity in all its forms.
Planning
Target
Plans are aligned with appropriate standards
High, flexible expectations set for student performance
3.1Beginning gifted education professionals understand the role
of central concepts, structures of the discipline, and tools of
inquiry of the content areas they teach, and use their
understanding to organize knowledge, integrate cross-disciplinary
skills, and develop meaningful learning progressions within and
across grade levels.
3.2Beginning gifted education professionals design appropriate
learning and performance modifications for individuals with gifts
and talents that enhance creativity, acceleration, depth and
complexity in academic subject matter and specialized domains.
3.4Beginning gifted education professionals understand that
individuals with gifts and talents demonstrate a wide range of
advanced knowledge and performance levels and modify the
general or specialized curriculum appropriately.
K1. Candidate uses content knowledge and strategies for shortand long-term planning activities appropriate to the professional
discipline.
K2. Candidate considers learner or client and environmental
characteristics when planning activities.
X
X
X
Acceptable
Unacceptable
Comments
Lesson plan is clear and complete design
of learning activities and small group
work facilitates both academic as well as
socio-emotional learning for these
students. Minimal use of written content
X
X
conduct experiments.
Assessment
Target
3.3Beginning gifted education professionals use assessments to
select, adapt, and create materials to differentiate instructional
strategies and general and specialized curricula to challenge
individuals with gifts and talents.
4.2Beginning gifted education professionals use knowledge of
measurement principles and practices to differentiate
assessments and interpret results to guide educational decisions
for individuals with gifts and talents.
Assessment directly related to objective and yields data to
guide future instruction.
S3. Candidate uses appropriate assessment tools and
techniques to inform practice.
Acceptable
X
Unacceptable
Comments
Assessment statement could be revised to
more directly reflect stated learning
of science content.
Instructional delivery
questions utilized to facilitate advanced
X
X
X
X
X
X
X
X
X
X
X
X
X
Comments: This was a well-designed and well delivered co-taught lesson. Students were challenged with high levels of problem solving and high
levels of collaboration and communication.