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Download the TA Observation Form and complete using Microsoft Word. Please print out the finished product and submit in class.

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• Binders with DVDs and 5wk+5wk Curriculum Grid due: 4/30

 

 

 

 

• Drawing/Writing Activity and LAS #2 Statement due: 4/4

 

 

 

Language Arts Standards for All Illinois Teachers

STANDARD 2
All teachers should model effective reading, writing, speaking, and listening skills during their direct and indirect instructional activities. The most important communicator in the classroom is the teacher, who should model English language arts skills.

Knowledge Indicators - The competent teacher:
2A. Knows and understands the rules of English grammar, spelling, punctuation, capitalization, and syntax for both written and oral contexts.
2B. Understands how to communicate ideas in writing to accomplish a variety of purposes.

Performance Indicators - The competent teacher:
2C. Models the rules of English grammar, spelling, punctuation, capitalization, and syntax in both written and oral contexts.
2D. Reads, understands, and clearly conveys ideas from texts or other supplementary materials.
2E. Writes and speaks in a well-organized and coherent manner that adapts to the individual needs of readers/listeners.
2F. Expresses ideas orally with explanations, examples, and support in a clear, succinct style.
2G. Helps students understand a variety of modes of writing (persuasive, descriptive, informative, and narrative).
2H. Listens well.

Value:
For students to understand, teachers must communicate effectively. For audiences to understand or react in some way, artists, via their artwork, must communicate effectively. As artists and teachers of art, we must be strong communicators and teach our students this practice as well.

To begin:
Design a combined drawing and writing activity that complements the content of your overall curriculum.  It can be a sketchbook assignment, or another component within a lesson. Ask children to experiment, write, and reflect in preparation for or as a culminating experience following a specific lesson.  You must create a specific written or verbal prompt to initiate students’ responses.

 

• Museum Activity & LAS #1 Ref Statement due: 2/27

 

 

 

ARTE 203 Artifact/Reflective Statement

Language Arts Standards for All Illinois Teachers

STANDARD 2

All teachers should model effective reading, writing, speaking, and listening skills during theirdirect and indirect instructional activities. The most important communicator in the classroom is the teacher, who should model English language arts skills.

Knowledge Indicators - The competent teacher:
2A. knows and understands the rules of English grammar, spelling, punctuation, capitalization, and syntax for both written and oral contexts.

 

• Curriculum Collaboration (1st 5 weeks) & IPTS#11 due 3/7

 

 

 

STANDARD 11 - Professional Conduct and Leadership The teacher understands education as a profession, maintains standards of professional conduct, and provides leadership to improve student learning and well-being.

Knowledge Indicator: The competent teacher
11A. Understands the unique characteristics of education as a profession and a professional code of conduct as defined by the Illinois School Code.
11B. Understands how school systems are organized and operate.
11C. Understands school policies and procedures.
11D. Understands legal issues in education.
11E. Understands the importance of active participation and leadership in professional education organizations.
11F. Is familiar with the rights of students with disabilities.
11G. Knows the roles and responsibilities of teachers, parents, students, and other professionals related to special education.
11H. Knows identification and referral procedures for students with disabilities.

Performance Indicators: The competent teacher
11I. Contributes knowledge and expertise about teaching and learning to the profession.
11J. Follows codes of professional conduct and exhibits knowledge and expectations of current legal directives.
11K. Follows school policy and procedures, respecting the boundaries of professional responsibilities, when working with students, colleagues, and families.
11L. Initiates and develops educational projects and programs.
11M. Actively participates in or leads in such activities as curriculum development, staff development, and student organizations.
11N. Participates, as appropriate, in policy design and development at the local level, with professional organizations, and/or with community organizations.
11O. Demonstrates commitment to developing the highest educational and quality-of-life potential of individuals with disabilities.
11P. Demonstrates positive regard for the culture, religion, gender, and sexual orientation of individual students and their families.
11Q. Promotes and maintains a high level of integrity in the practice of the profession.
11R. Complies with local, state, and federal monitoring and evaluation requirements related to students with disabilities.
11S. Complies with local, state, and federal regulations and policies related to students with disabilities.
11T. Uses a variety of instructional and intervention strategies prior to initiating a referral of a student for special education

 

• Reflective Journal Entry #1 due: 2/15


• Reflective Journal Entry #2 due: 2/29


• Reflective Journal Entry #3 due: 4/25
  

 

 

 

ARTE 203 Artifact/Reflective Statement

STANDARD 10 - Reflection and Professional Growth The teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally. Knowledge Indicator: The competent teacher
10A. Understands that reflection is an integral part of professional growth and improvement of instruction.
10B. Understands methods of inquiry that provide for a variety of self-assessment and problem-solving strategies for reflecting on practice.
10C. Understands major areas of research on the learning process and resources that are available for professional development.
10D. Understands teachers’ attitudes and behaviors that positively or negatively influence behavior of individuals with disabilities.

Performance Indicators: The competent teacher
10E. Uses classroom observation, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice.
10F. Collaborates with other professionals as resources for problem solving, generating new ideas, sharing experiences, and seeking and giving feedback.
10G. Participates in professional dialogue and continuous learning to support his/her own development as a learner and a teacher.
10H. Actively seeks and collaboratively shares a variety of instructional resources with colleagues.
10I. Assesses his or her own needs for knowledge and skills related to teaching students with disabilities and seeks assistance and resources.

The artifact selected must be an appropriate representation of the standard. The reflective statement:

• Clearly identifies the standard the artifact is addressing,
• States why the artifact was chosen,
• States why the artifact is an appropriate representation of the standard and,
• States what the artifact demonstrates about the candidate’s growth and development as a teacher.

Please attach your artifact and reflective statement to this page.
[Download this description in PDF format for easier printing.]

 

• Video Reflection & IPTS #5 Statement due: 4/16

 

 

 

ARTE 203 Artifact/Reflective Statement

STANDARD 5 - Learning Environment The teacher 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. Knowledge Indicator: The competent teacher:
5A. Understands principles of and strategies for effective classroom management.
5B. Understands how individuals influence groups and how groups function in society.
5C. Understands how to help students work cooperatively and productively in groups.
5D. Understands factors that influence motivation and engagement and how to help students become self-motivated.
5E. Knows procedures for inventorying the instructional environment to determine when and how best to meet a student’s individual needs.
5F. Knows applicable laws, rules and regulations, procedural safeguards, and ethical considerations regarding planning and implementing behavioral change programs for individuals with disabilities.
5G. Knows strategies for intervening in situations to prevent crises from developing or escalating.
5H. Knows environmental arrangements that promote positive behavior and learning for students with diverse learning characteristics.
Performance Indicators: The competent teacher
5I. Maintains proper classroom decorum.
5J. Maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to achieving classroom goals.
5K. Uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities.
5L. Analyzes the classroom environment and makes decisions to enhance social relationships, student motivation and engagement in productive work through mutual respect, cooperation, and support for one another.
5M. Organizes, allocates, and manages time, materials, and physical space to provide active and equitable engagement of students in productive tasks.
5N. Engages students in and monitors individual and group learning activities that help them develop the motivation to achieve.
5O. Demonstrates a variety of effective behavior management techniques appropriate to the needs of all students, including those with disabilities (including implementing the least intrusive intervention consistent with the needs of these students).
5P. Modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics.
5Q. Uses a variety of approaches to promote social interaction between students with disabilities and students without disabilities.
5R. Uses effective methods for teaching social skill development in all students.

The artifact selected must be an appropriate representation of the standard. The reflective statement:

• Clearly identifies the standard the artifact is addressing,
• States why the artifact was chosen,
• States why the artifact is an appropriate representation of the standard and,
• States what the artifact demonstrates about the candidate’s growth and development as a teacher.

Please attach your artifact and reflective statement to this page.
[Download this description in PDF format for easier printing.]

 

• First Draft due: 1/23
  
  
• Final Draft due: 1/25
  
  
• Results of Interest Survey & IPTS#4 due: 2/8

 

 

 

ARTE 203 Artifact/Reflective Statement

STANDARD 4 - Planning for Instruction The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.
Knowledge Indicator: The competent teacher
4A. Understands the Illinois Academic Standards, curriculum development, content, learning theory, and student development and knows how to incorporate this knowledge in planning instruction.
4B. Understands how to develop short- and long-range plans consistent with curriculum goals, learner diversity, and learning theory.
4C. Understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction that creates an effective bridge between student experiences and career and educational goals.
4D. Understands when and how to adjust plans based on student responses and other contingencies.
4E. Understands how to integrate technology into classroom instruction.
4F. Understands how to review and evaluate educational technologies to determine instructional value.
4G. Understands how to use various technological tools to access and manage information.
4H. Understands the uses of technology to address student needs.
Performance Indicators: The competent teacher
4I. Establishes expectations for student learning.
4J. Applies principles of scope and sequence when planning curriculum and instruction.
4K. Creates short-range and long-term plans to achieve the expectations for student learning.
4L. Creates and selects learning materials and learning experiences appropriate for the discipline and curriculum goals, relevant to the students, and based on students’ prior knowledge and principles of effective instruction.
4M. Creates multiple learning activities that allow for variation in student learning styles and performance modes.
4N. Incorporates experiences into instructional practices that relate to the students' current life experiences and to future career and work experiences.
4O. Creates approaches to learning that are interdisciplinary and that integrate multiple content areas.
4P. Develops plans based on student responses and provides for different pathways based on student needs.
4Q. Uses teaching resources and materials which have been evaluated for accuracy and usefulness.
4R. Accesses and uses a wide range of information and instructional technologies to enhance student learning.
4S. Uses IEP goals and objectives to plan instruction for students with disabilities.

The artifact selected must be an appropriate representation of the standard. The reflective statement:

• Clearly identifies the standard the artifact is addressing,
• States why the artifact was chosen,
• States why the artifact is an appropriate representation of the standard and,
• States what the artifact demonstrates about the candidate’s growth and development as a teacher.

Please attach your artifact and reflective statement to this page.
[Download this Survey in PDF format for easier printing.]

Please use the expanded menu on the left to navigate this area

Please use the expanded menu on the left to navigate this area

Please use the expanded menu on the left to navigate this area

Please use the expanded menu on the left to navigate this area

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