Spring 2018 student teaching ENGLISH MAJORS' Summ attach

English Language Arts Majors

(*NCTE standards referenced and identified)
Student Teaching NCTE SUMMATIVE Assessment Attachment
Oklahoma Christian University
School of Education

1. Please use the detailed paper rubric to base your scoring.
2. Use this assessment along with the the Summative Assessment.

Question Title

* 1. Please complete the following:

Teacher Candidate

Subject

Grade Level

Site

Evaluator

Question Title

* 2. Response date

Date

Question Title

* 3. For each item, please input 0, 1, 2, 3, or 4. (See paper assessment for detailed criteria.)
Note: If a particular item is not applicable, please indicate it as 'NA.'
0 =
1 = Basic
2 = Emerging
3 = Proficient
4 = Exemplary
NA = Not applicable
_____________________________________________

	0	1	2	3	4	NA
1. . Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society. (NCTE 2.2)	1. . Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society. (NCTE 2.2) 0	1. . Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society. (NCTE 2.2) 1	1. . Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society. (NCTE 2.2) 2	1. . Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society. (NCTE 2.2) 3	1. . Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society. (NCTE 2.2) 4	1. . Candidates know the conventions of English language as they relate to various rhetorical situations (grammar, usage, and mechanics); they understand the concept of dialect and are familiar with relevant grammar systems (e.g., descriptive and prescriptive); they understand principles of language acquisition; they recognize the influence of English language history on ELA content; and they understand the impact of language on society. (NCTE 2.2) NA
2. Candidates use their knowledge of theory, research, and practice in ELA to plan standards-based, coherent and relevant learning experiences utilizing a range of different texts and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure. (NCTE 3.1)	2. Candidates use their knowledge of theory, research, and practice in ELA to plan standards-based, coherent and relevant learning experiences utilizing a range of different texts and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure. (NCTE 3.1) 0	2. Candidates use their knowledge of theory, research, and practice in ELA to plan standards-based, coherent and relevant learning experiences utilizing a range of different texts and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure. (NCTE 3.1) 1	2. Candidates use their knowledge of theory, research, and practice in ELA to plan standards-based, coherent and relevant learning experiences utilizing a range of different texts and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure. (NCTE 3.1) 2	2. Candidates use their knowledge of theory, research, and practice in ELA to plan standards-based, coherent and relevant learning experiences utilizing a range of different texts and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure. (NCTE 3.1) 3	2. Candidates use their knowledge of theory, research, and practice in ELA to plan standards-based, coherent and relevant learning experiences utilizing a range of different texts and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure. (NCTE 3.1) 4	2. Candidates use their knowledge of theory, research, and practice in ELA to plan standards-based, coherent and relevant learning experiences utilizing a range of different texts and instructional strategies that are motivating and accessible to all students, including English language learners, students with special needs, students from diverse language and learning backgrounds, those designated as high achieving, and those at risk of failure. (NCTE 3.1) NA
3. Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting. (NCTE 3.2)	3. Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting. (NCTE 3.2) 0	3. Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting. (NCTE 3.2) 1	3. Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting. (NCTE 3.2) 2	3. Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting. (NCTE 3.2) 3	3. Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting. (NCTE 3.2) 4	3. Candidates design a range of authentic assessments (e.g., formal and informal, formative and summative) of reading and literature that demonstrate an understanding of how learners develop and that address interpretive, critical, and evaluative abilities in reading, writing, speaking, listening, viewing, and presenting. (NCTE 3.2) NA
4. Candidates plan standards-based, coherent and relevant learn. experiences in reading that reflect knowledge of current theory & research about the teaching and learning of reading & utilize individ. and collab. approaches and a variety of reading strategies. (NCTE 3.3)	4. Candidates plan standards-based, coherent and relevant learn. experiences in reading that reflect knowledge of current theory & research about the teaching and learning of reading & utilize individ. and collab. approaches and a variety of reading strategies. (NCTE 3.3) 0	4. Candidates plan standards-based, coherent and relevant learn. experiences in reading that reflect knowledge of current theory & research about the teaching and learning of reading & utilize individ. and collab. approaches and a variety of reading strategies. (NCTE 3.3) 1	4. Candidates plan standards-based, coherent and relevant learn. experiences in reading that reflect knowledge of current theory & research about the teaching and learning of reading & utilize individ. and collab. approaches and a variety of reading strategies. (NCTE 3.3) 2	4. Candidates plan standards-based, coherent and relevant learn. experiences in reading that reflect knowledge of current theory & research about the teaching and learning of reading & utilize individ. and collab. approaches and a variety of reading strategies. (NCTE 3.3) 3	4. Candidates plan standards-based, coherent and relevant learn. experiences in reading that reflect knowledge of current theory & research about the teaching and learning of reading & utilize individ. and collab. approaches and a variety of reading strategies. (NCTE 3.3) 4	4. Candidates plan standards-based, coherent and relevant learn. experiences in reading that reflect knowledge of current theory & research about the teaching and learning of reading & utilize individ. and collab. approaches and a variety of reading strategies. (NCTE 3.3) NA
5. Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes. (NCTE 3.4)	5. Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes. (NCTE 3.4) 0	5. Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes. (NCTE 3.4) 1	5. Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes. (NCTE 3.4) 2	5. Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes. (NCTE 3.4) 3	5. Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes. (NCTE 3.4) 4	5. Candidates design or knowledgeably select appropriate reading assessments that inform instruction by providing data about student interests, reading proficiencies, and reading processes. (NCTE 3.4) NA
6.Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts. (NCTE 3.5)	6.Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts. (NCTE 3.5) 0	6.Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts. (NCTE 3.5) 1	6.Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts. (NCTE 3.5) 2	6.Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts. (NCTE 3.5) 3	6.Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts. (NCTE 3.5) 4	6.Candidates plan instruction that incorporates knowledge of language—structure, history, and conventions—to facilitate students’ comprehension and interpretation of print and non-print texts. (NCTE 3.5) NA
7. Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials. (NCTE 3.6)	7. Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials. (NCTE 3.6) 0	7. Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials. (NCTE 3.6) 1	7. Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials. (NCTE 3.6) 2	7. Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials. (NCTE 3.6) 3	7. Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials. (NCTE 3.6) 4	7. Candidates plan instruction which, when appropriate, reflects curriculum integration and incorporates interdisciplinary teaching methods and materials. (NCTE 3.6) NA
8.Candidates use their knowledge of theory, research, and practice in ELA to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences. (NCTE 4.1)	8.Candidates use their knowledge of theory, research, and practice in ELA to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences. (NCTE 4.1) 0	8.Candidates use their knowledge of theory, research, and practice in ELA to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences. (NCTE 4.1) 1	8.Candidates use their knowledge of theory, research, and practice in ELA to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences. (NCTE 4.1) 2	8.Candidates use their knowledge of theory, research, and practice in ELA to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences. (NCTE 4.1) 3	8.Candidates use their knowledge of theory, research, and practice in ELA to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences. (NCTE 4.1) 4	8.Candidates use their knowledge of theory, research, and practice in ELA to plan standards-based, coherent and relevant composing experiences that utilize individual and collaborative approaches and contemporary technologies and reflect an understanding of writing processes and strategies in different genres for a variety of purposes and audiences. (NCTE 4.1) NA
9. Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing. (NCTE 4.2)	9. Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing. (NCTE 4.2) 0	9. Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing. (NCTE 4.2) 1	9. Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing. (NCTE 4.2) 2	9. Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing. (NCTE 4.2) 3	9. Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing. (NCTE 4.2) 4	9. Candidates design a range of assessments for students that promote their development as writers, are appropriate to the writing task, and are consistent with current research and theory. Candidates are able to respond to student writing. (NCTE 4.2) NA
10. 10. Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities. (NCTE 4.3)	10. 10. Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities. (NCTE 4.3) 0	10. 10. Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities. (NCTE 4.3) 1	10. 10. Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities. (NCTE 4.3) 2	10. 10. Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities. (NCTE 4.3) 3	10. 10. Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities. (NCTE 4.3) 4	10. 10. Candidates design instruction related to the strategic use of language conventions (grammar, usage, and mechanics) in the context of students’ writing for different audiences, purposes, and modalities. (NCTE 4.3) NA
11. Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes. (NCTE 4.4)	11. Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes. (NCTE 4.4) 0	11. Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes. (NCTE 4.4) 1	11. Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes. (NCTE 4.4) 2	11. Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes. (NCTE 4.4) 3	11. Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes. (NCTE 4.4) 4	11. Candidates design instruction that incorporates students’ home and community languages to enable skillful control over their rhetorical choices and language practices for a variety of audiences and purposes. (NCTE 4.4) NA
12.Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds. (NCTE 5.1)	12.Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds. (NCTE 5.1) 0	12.Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds. (NCTE 5.1) 1	12.Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds. (NCTE 5.1) 2	12.Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds. (NCTE 5.1) 3	12.Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds. (NCTE 5.1) 4	12.Candidates plan and implement instruction based on ELA curricular requirements and standards, school and community contexts, and knowledge about students’ linguistic and cultural backgrounds. (NCTE 5.1) NA
13. Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA. (NCTE 5.2)	13. Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA. (NCTE 5.2) 0	13. Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA. (NCTE 5.2) 1	13. Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA. (NCTE 5.2) 2	13. Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA. (NCTE 5.2) 3	13. Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA. (NCTE 5.2) 4	13. Candidates use data about their students’ individual differences, identities, and funds of knowledge for literacy learning to create inclusive learning environments that contextualize curriculum and instruction and help students participate actively in their own learning in ELA. (NCTE 5.2) NA
14.Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning. (NCTE 5.3)	14.Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning. (NCTE 5.3) 0	14.Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning. (NCTE 5.3) 1	14.Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning. (NCTE 5.3) 2	14.Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning. (NCTE 5.3) 3	14.Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning. (NCTE 5.3) 4	14.Candidates differentiate instruction based on students’ self-assessments and formal and informal assessments of learning in English language arts; candidates communicate with students about their performance in ways that actively involve them in their own learning. (NCTE 5.3) NA
15. Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts. (NCTE 5.4)	15. Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts. (NCTE 5.4) 0	15. Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts. (NCTE 5.4) 1	15. Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts. (NCTE 5.4) 2	15. Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts. (NCTE 5.4) 3	15. Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts. (NCTE 5.4) 4	15. Candidates select, create, and use a variety of instructional strategies and teaching resources, including contemporary technologies and digital media, consistent with what is currently known about student learning in English Language Arts. (NCTE 5.4) NA
16. Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. (NCTE 6.1)	16. Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. (NCTE 6.1) 0	16. Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. (NCTE 6.1) 1	16. Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. (NCTE 6.1) 2	16. Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. (NCTE 6.1) 3	16. Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. (NCTE 6.1) 4	16. Candidates plan and implement English language arts and literacy instruction that promotes social justice and critical engagement with complex issues related to maintaining a diverse, inclusive, equitable society. (NCTE 6.1) NA
17. Candidates use knowledge of theories & research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, eth., gender expression, age, appearance, ability, spiritual belief, sexual orient., socioecon. status, and community environ.), and languages/dialects as they affect students’ opportunities to learn in ELA. (NCTE 6.2)	17. Candidates use knowledge of theories & research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, eth., gender expression, age, appearance, ability, spiritual belief, sexual orient., socioecon. status, and community environ.), and languages/dialects as they affect students’ opportunities to learn in ELA. (NCTE 6.2) 0	17. Candidates use knowledge of theories & research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, eth., gender expression, age, appearance, ability, spiritual belief, sexual orient., socioecon. status, and community environ.), and languages/dialects as they affect students’ opportunities to learn in ELA. (NCTE 6.2) 1	17. Candidates use knowledge of theories & research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, eth., gender expression, age, appearance, ability, spiritual belief, sexual orient., socioecon. status, and community environ.), and languages/dialects as they affect students’ opportunities to learn in ELA. (NCTE 6.2) 2	17. Candidates use knowledge of theories & research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, eth., gender expression, age, appearance, ability, spiritual belief, sexual orient., socioecon. status, and community environ.), and languages/dialects as they affect students’ opportunities to learn in ELA. (NCTE 6.2) 3	17. Candidates use knowledge of theories & research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, eth., gender expression, age, appearance, ability, spiritual belief, sexual orient., socioecon. status, and community environ.), and languages/dialects as they affect students’ opportunities to learn in ELA. (NCTE 6.2) 4	17. Candidates use knowledge of theories & research to plan instruction responsive to students’ local, national and international histories, individual identities (e.g., race, eth., gender expression, age, appearance, ability, spiritual belief, sexual orient., socioecon. status, and community environ.), and languages/dialects as they affect students’ opportunities to learn in ELA. (NCTE 6.2) NA
18. Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA. (NCTE 7.1)	18. Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA. (NCTE 7.1) 0	18. Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA. (NCTE 7.1) 1	18. Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA. (NCTE 7.1) 2	18. Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA. (NCTE 7.1) 3	18. Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA. (NCTE 7.1) 4	18. Candidates model literate and ethical practices in ELA teaching, and engage in/reflect on a variety of experiences related to ELA. (NCTE 7.1) NA
19. Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement. (NCTE 7.2)	19. Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement. (NCTE 7.2) 0	19. Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement. (NCTE 7.2) 1	19. Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement. (NCTE 7.2) 2	19. Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement. (NCTE 7.2) 3	19. Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement. (NCTE 7.2) 4	19. Candidates engage in and reflect on a variety of experiences related to ELA that demonstrate understanding of and readiness for leadership, collaboration, ongoing professional development, and community engagement. (NCTE 7.2) NA

Comments, if any:

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* 1. Please complete the following:

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* 3. For each item, please input 0, 1, 2, 3, or 4. (See paper assessment for detailed criteria.) Note: If a particular item is not applicable, please indicate it as 'NA.' 0 = 1 = Basic2 = Emerging 3 = Proficient 4 = ExemplaryNA = Not applicable _____________________________________________

* 3. For each item, please input 0, 1, 2, 3, or 4. (See paper assessment for detailed criteria.)
Note: If a particular item is not applicable, please indicate it as 'NA.'
0 =
1 = Basic
2 = Emerging
3 = Proficient
4 = Exemplary
NA = Not applicable
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