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E-portfolio in TaskStream (DRF). Signature Assignments Classroom Community (1 st & 2 nd semesters) Ethnography Report (1 st semester) Unit Plan (1 st semester) Reflective Analysis (1 st semester) Literacy Lesson Set (2 nd semester)

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E-portfolio in TaskStream (DRF)

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E-portfolio in TaskStream(DRF)

  • Signature Assignments

    • Classroom Community (1st & 2nd semesters)

    • Ethnography Report (1st semester)

    • Unit Plan (1st semester)

    • Reflective Analysis (1st semester)

    • Literacy Lesson Set (2nd semester)

  • PACT (3rd semester) Performance Assessment for California Teachers

Classroom Community (1st & 2nd semesters)

  • …This Signature Assignment is focused on the process of building an effective classroom management plan and in-depth reflections of your use and your plan within the context of your own beliefs….

  • (EDTE 371 Schools and Community).

Ethnography Report (1st semester)

  • …demonstrates an ability to use anthropological approaches including field observation, data collection and analysis and the development and use of theoretical frameworks for understanding a classroom learning environment and a set of English Language Learners within that environment.  EDTE 372

Unit Plan (1st semester)

  • involves the use of design standards that incorporate key educational psychology principles, assessment , and learning experiences to create a unit of instruction in the candidates’ content area within a small group setting.

Reflective Analysis (1st semester)

  • …how each of the following categories is incorporated into the unit plan: learning theories/models, accommodations for English language learners and students with special needs, social and emotional development, theories of motivation and cognition, and assessment, evaluation, and standardized test data.

Literacy Lesson Set (2nd semester)

  • designing and implementing a series of content-area literacy lessons during their student teaching experience.

PACT: Guide for Assessing Teaching

  • Context

  • Planning Assessment & Instruction

  • Instruction

  • Assessment

  • Reflection

    Academic Language


  • Students (H.S. or M.S.)

    • Academic Development – key skills & knowledge

    • Language Development – academic language as well as English language competency

    • Social Development – problems solving skills,

    • Socio-economic & Cultural Context

Planning for Instruction & Assessment

  • How do the plans structure student learning of strategies

    • Key Learning Tasks

  • How do the plans make the curriculum accessible to the students in the class?

    • Teaching Strategies

  • What opportunities do students have to demonstrate their understanding of the standards and learning objectives?

    • Collection of Assessments


  • How does the candidate actively engage students?

  • How does the candidate monitor student learning during instruction and respond to student questions, comments, and needs?

  • Video


  • How does the candidate monitor student learning during instruction and respond to student questions, comments, and needs?

  • How does the candidate use the analysis of student learning to propose next steps in instruction?


  • How does the candidate use research, theory, and reflections on teaching and learning to guide practice?

Academic Language

  • How does the candidate describe student language development in relation to the language demands of the learning tasks and assessments?

  • How do the candidate’s planning, instruction, and assessment support academic language development?

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