NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY
SCHOOL OF EDUCATION
Elementary Education M.A.T. Program
teacher facilitates learners’ use of current tools and resources to maximize content learning in varied contexts.
teacher engages learners in questioning and challenging assumptions and approaches in order to foster innovation and problem solving in local and global contexts.
teacher develops learners’ communication skills in disciplinary and interdisciplinary contexts by creating meaningful opportunities to employ a variety of forms of communication that address varied audiences and purposes.
teacher engages learners in generating and evaluating new ideas and novel approaches, seeking inventive solutions to problems, and developing original work.
teacher facilitates learners’ ability to develop diverse social and cultural perspectives that expand their understanding of local and global issues and create novel approaches to solving problems.
teacher develops and implements supports for learner literacy development across content areas.
Artifact that….
Principle 6
Assessment
Artifacts and reflection in this component should evidence the following indicators:
teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning.
teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.
teacher works independently and collaboratively to examine test and other performance data to understand each learner’s progress and to guide planning.
teacher engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.
teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.
teacher models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others.
teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.
teacher prepares all learners for the demands of particular assessment formats and makes appropriate modifications in assessments or testing conditions especially for learners with disabilities and language learning needs.
teacher continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs.
Artifacts of the following assessment strategies: Informal reading assessment, Formal reading assessment, Authentic assessment in an area other than reading, Criterion-referenced assessment (teacher-made) in an area other than reading.
Principle 7
Planning for Instruction
Artifacts and reflection in this component should evidence the following indicators:
teacher individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.
teacher plans how to achieve each student’s learning goals, choosing appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.
teacher develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skill.
teacher plans for instruction based on formative and summative assessment data, prior learner knowledge, and learner interest.
teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate effective learning experiences to meet unique learning needs.
