Assignment Prompt & Instructions
**files (4)**
– ## PBDARatingSheet.pdf
– ## CAPSInternKeysRatingSheet.pdf
– ## fromTotalEclipseLessonPlan.docx
– VSULessonPlanTemplateGC1.docx
**## PBDARatingSheet.pdf**
31
Valdosta State University Dewar College of Education& Human Services
Professional Behaviors and Dispositions Assessment (PBDA) Rating Sheet
Teacher Candidate: ___________________________________ School: __________________________
Grade/Subject: ______________________ Date: ____________ Department: _____________________
Assessment Type (Circle): Final Field Experience Mid-Formative Summative Other
Observer’s Name____________________________ Teacher Candidate Mentor Supervisor
1. Collaboration: The teacher or teacher candidate collaborates with others.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
2. Attitude: The teacher or teacher candidate demonstrates a positive attitude.
Note: This criterion is measurable only by observation of the candidate’s behaviors. Examples are provided but
are not intended to be inclusive of all behaviors related to the criterion.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
3. Relationship with Adults: The teacher or teacher candidate maintains positive relationships with adults
(parents, colleagues, guardians, staff, administration, etc.).
Note: This criterion is measurable only by observation of the candidate’s behaviors. Examples are provided but
are not intended to be inclusive of all behaviors related to the criterion.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
32
4. Communication: The teacher or teacher candidate communicates effectively.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
5. Attendance: The teacher or teacher candidate adheres to policies regarding attendance and punctuality.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
6. Relationship with Students: The teacher or teacher candidate interacts appropriately and positively with
others.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
7. Initiative: The teacher or teacher candidate demonstrates evidence of initiative.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
33
8. Professional Appearance: The teacher or teacher candidate adheres to good hygiene and follows university,
school, and/or district policies for professional appearance.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
9. Legal and Ethical Conduct: The teacher or teacher candidate adheres to legal and ethical standards for
behavior.
Rating:
____ Exceeds
Expectations
____ Meets
Expectations
____ Developing
____ Does Not Meet
Expectations
____ Not
Observed
Evidence That Supports Assessor Rating:
10. Diversity: The teacher or teacher candidate demonstrates respect for and appreciation for a wide variety of
individual differences.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
11. Learning Environment: The teacher or teacher candidate demonstrates a commitment to creating a positive,
low-risk learning environment.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
34
12. Time Management: The teacher or teacher candidate uses time effectively.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
13. Commitment to Student Learning: The teacher or teacher candidate demonstrates a commitment to students’
learning.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
14. Commitment to Continuous Improvement: The teacher or teacher candidate demonstrates a commitment to
continuous improvement as an educator.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
Adapted and Used by Permission:
Georgia Educators’ Task Force Professional Behaviors and Dispositions Assessment (PBDA) – Spring 2017
Copyright © 2017 by Co‐Project Leaders: Dr. Mary Ariail and Dr. Sallie Averitt Miller
Task Force Members – Phase II: Dr. Bonnie Anderson, Dr. Cynthia Bolton, Dr. Susan Hagood, Dr. Sharon Livingston, Dr. Holley Roberts, Ms. Carla
Tanguay, and Dr. Deborah Thomas
Piloting Institutions: Augusta University, Georgia Gwinnett College, Georgia Southwestern State University, Georgia State University, LaGrange
College, Thomas University, University of West Georgia
Invited Reviewers: Dr. Bobbi Ford, Dr. Deirdre Greer, Dr. Beverly Mitchell, Dr. Debbie Stouli
**## CAPSInternKeysRatingSheet.pdf**
18
Teacher Candidate Name: ________________________________ School: ______________________
Grade/Subject: ___________________ Date: ____________ Department: ______________________
Assessment Type (Circle): Early Field Experience Final Field Experience Initial Formative
Mid-Formative Final Formative Summative Walk-through
Observer’s Name_________________________ Teacher Candidate Mentor Supervisor
Instructions
Use the form during observations and documentation reviews to comment on evidence of the teacher
candidate meeting the standard. Based on the observation and documentation provided, evaluators should
check the applicable rating. Specific comments must be included to substantiate the rating. Follow the
directions in the Intern Keys/Candidate Assessment on Performance Standards (CAPS) User Guide for
completing the assessment.
***Standard 9: Professionalism is rated post observation during the conference with the teacher
candidate. The purpose in evaluating post-observation is to provide the candidate an opportunity to
demonstrate reflective practice through conversation with the evaluator.
Assessment Types
Formative Assessment: The formative assessment is used for a formal observation of an implemented
lesson in its entirety; all standards are evaluated. Level 4 is not intended for formative assessments of
teacher candidates and may only be used in the summative assessment. Provide a rationale for the ratings
by listing evidence observed or comments in the right-hand column of the form. Overall comments may
be given in the space on the last page.
Summative Assessment: The summative assessment is the culminating evidence that includes
walkthroughs, formative assessments, and additional documentation collected during the clinical practice
of a program. The summative assessment should be based on the teacher candidate’s overall performance
during clinical practice. Use the preponderance of evidence (formative assessments using Intern
Keys/CAPS, informal observations, lesson plans, etc.) to determine the teacher candidate’s level of
performance at the completion of clinical practice. Provide a rationale for the ratings by listing evidence
observed or comments in the right-hand column of the form. Overall comments may be given in the space
on the last page.
Walkthrough: A walk-through is a 10-minute minimum observation. It provides a snapshot of practice
where a limited number of standards (typically 1-4) are rated. The walkthrough is an announced or
unannounced observation that is not required or submitted for clinical practice.
Revised August 2018
Valdosta State University Dewar College of Education & Human Services
Intern Keys/Candidate Assessment on Performance Standards (CAPS)
Rating Sheet
19
Performance Standard 1: Professional Knowledge: The teacher candidate demonstrates an understanding of
the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning
experiences.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 2: Instructional Planning: The teacher candidate plans using state and local school
district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all
the students.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 3: Instructional Strategies: The teacher candidate promotes student learning by using
research-based instructional strategies relevant to the content to engage students in active learning and to facilitate
the students’ acquisition of key knowledge and skills.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 4: Differentiated Instruction: The teacher candidate challenges and supports each
student’s learning by providing appropriate content and developing skills which address individual learning
differences.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
20
Performance Standard 5: Assessment Strategies: The teacher candidate systematically chooses a variety of
diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the
content and student population.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 6: Assessment Uses: The teacher candidate systematically gathers, analyzes, and uses
relevant data to measure student progress, to inform instructional content and delivery methods, and to provide
timely and constructive feedback to students and relevant stakeholders.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 7: Positive Learning Environment: The teacher candidate provides a well-managed,
safe, and orderly environment that is conducive to learning and encourages respect for all.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 8: Academically Challenging Environment: The teacher candidate creates a student-
centered, academic environment in which teaching and learning occur at high levels and students are self-directed
learners.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
21
Performance Standard 9: Professionalism: The teacher candidate exhibits a commitment to professional ethics,
participates in professional growth opportunities to support student learning, and engages in reflective practice.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 10: Communication: The teacher candidate communicates effectively with students,
district and school personnel, and relevant stakeholders in ways that enhance student learning.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Overall Comments:
_________________________________ _________________________________
Observer’s Signature/Date Candidate’s Signature/Date
This assessment was adapted from the Georgia Department of Education Teacher Keys Effectiveness System Evaluator Training &
Credentialing Materials 2013-2014 and the Georgia Intern Keys Effectiveness System Candidate Assessment on Performance Standards
available at: http://www.gapsc.com/GaEducationReform/Downloads/Intern_TKES_DRAFT_11-2-13.pdf.
**## fromTotalEclipseLessonPlan.docx**
**Lesson Plan**
**_Text: “from Total Eclipse” by Annie Dillard_**
**Lesson Title:**
**Understanding Figurative Language, Tone, and Perspective in “from Total Eclipse”**
**Duration:**
50–60 minutes
**Standards (Aligned to 10th Grade ELA):**
·
**ELAGSE10RL4:** Determine the meaning of words and phrases, including figurative and connotative meanings.
·
**ELAGSE10RL6:** Analyze how an author’s point of view shapes the text.
·
**ELAGSE10RL1:** Cite textual evidence to support analysis.
**Learning Objectives (StudentFriendly):**
By the end of this lesson, students will be able to:
1. Identify figurative language in the passage.
2. Explain how Dillard’s language creates tone.
3. Describe the author’s perspective using evidence.
4. Complete a scaffolded graphic organizer with support.
**Materials:**
· Excerpt from
_“Total Eclipse”_
· IRR Scaffolded Graphic Organizer
· Highlighters
· Sentence starters and word banks
· Projector or Smartboard
**Accommodations & Supports (IRRFocused):**
· Chunked text (short paragraphs at a time)
· Readaloud support
· Visual colorcoding
· Guided questions
· Sentence frames
· Extended time
· Smallgroup or oneonone prompting
· Frequent comprehension checks
· Reduced answer expectations (3–4 sentences instead of full paragraphs)
**Lesson Procedure**
**1. WarmUp (5 minutes)**
**Prompt:** _“Describe a time when something you saw felt unreal or surprising. What made it feel that way?”_
Students write 2–3 sentences. Teacher collects ideas to connect to Dillard’s surreal descriptions.
**2. MiniLesson: Figurative Language & Tone (10 minutes)**
Teacher models with a short, safe example:
**Example sentence:** _“The sky cracked open like a broken mirror.”_
Teacher ThinkAloud:
· “This is a
**simile** because it uses
_like_.”
· “The tone feels dramatic or intense.”
· “This shows the narrator sees the sky as frightening or powerful.”
Students identify figurative language in 2 more teachercreated sample sentences.
**3. Read the Passage (10 minutes)**
· Teacher reads aloud the excerpt.
· Students follow along with chunked text.
· Pause after each paragraph for quick comprehension checks.
**4. Guided Practice Using the Graphic Organizer (15 minutes)**
Model filling in the organizer using a short phrase from the text (1–2 lines allowed).
**Example (teacher model):**
· Highlight figurative language in yellow.
· Identify tone using the tone word bank.
· Use sentence starter to model a complete response.
Students work on Rows 2 and 3 with teacher support.
**5. Independent/Supported Practice (10 minutes)**
Students complete remaining sections of the organizer using:
· Word banks
· Sentence starters
· Colorcoding Teacher circulates, prompting with guiding questions.
**6. Exit Ticket (5 minutes)**
**Prompt:** _“What tone does Dillard create in the passage? What words helped you figure that out?”_
Students write 2–3 sentences.
**“from Total Eclipse” – Paragraph Breakdown**
_(Note: These are simplified summaries, not the original text.)_
**Paragraph 1 – Setting the Scene**
Dillard describes traveling to see a total eclipse. She explains that the experience is strange and hard to describe. She hints that the event feels bigger than normal life.
**Breakdown:**
· She is preparing for something unusual.
· She wants the reader to know this is not a regular day.
· Her tone feels serious and thoughtful.
**Paragraph 2 – The Drive and the Atmosphere**
She talks about the landscape and the quietness around her. Everything feels slightly off, like the world is holding its breath.
**Breakdown:**
· The environment feels weird or different.
· She uses imagery to show how the world looks before the eclipse.
· Her perspective: she feels uneasy but curious.
**Paragraph 3 – The Beginning of the Eclipse**
Dillard describes the light changing and the sky darkening. She compares the moment to something unreal or dreamlike.
**Breakdown:**
· The sun starts to disappear.
· The world looks strange and unnatural.
· She uses figurative language to show how shocking it feels.
**Paragraph 4 – The Moment of Total Darkness**
This is the most intense part. She describes the sun being completely covered and the world going dark in the middle of the day. She feels overwhelmed and almost frightened.
**Breakdown:**
· Everything suddenly becomes dark.
· She feels amazed and scared at the same time.
· Her tone becomes dramatic and emotional.
**Paragraph 5 – Her Emotional Reaction**
Dillard explains that the eclipse feels powerful and almost too much to handle. She says it’s nothing like what she expected.
**Breakdown:**
· She is surprised by how strong her feelings are.
· She realizes the eclipse is more intense than she imagined.
· Her perspective: the event feels lifechanging.
**Paragraph 6 – After the Eclipse**
The light returns, and the world looks normal again. But Dillard feels changed inside, like she experienced something important.
**Breakdown:**
· The world goes back to normal.
· She still feels different because of what she saw.
· She reflects on how rare and powerful the moment was.
**Paragraph 7 – Final Reflection**
She explains that the eclipse taught her something about life, nature, and how small humans are compared to the universe.
**Breakdown:**
· She thinks deeply about what the eclipse meant.
· She realizes nature is powerful and mysterious.
· Her tone becomes reflective and philosophical.
**VSULessonPlanTemplateGC1.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/vsulessonplantemplategc1-docx-10503849)
**VSULessonPlanTemplateGC1.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/vsulessonplantemplategc1-docx-10503849)
**## PBDARatingSheet.pdf**
31
Valdosta State University Dewar College of Education& Human Services
Professional Behaviors and Dispositions Assessment (PBDA) Rating Sheet
Teacher Candidate: ___________________________________ School: __________________________
Grade/Subject: ______________________ Date: ____________ Department: _____________________
Assessment Type (Circle): Final Field Experience Mid-Formative Summative Other
Observer’s Name____________________________ Teacher Candidate Mentor Supervisor
1. Collaboration: The teacher or teacher candidate collaborates with others.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
2. Attitude: The teacher or teacher candidate demonstrates a positive attitude.
Note: This criterion is measurable only by observation of the candidate’s behaviors. Examples are provided but
are not intended to be inclusive of all behaviors related to the criterion.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
3. Relationship with Adults: The teacher or teacher candidate maintains positive relationships with adults
(parents, colleagues, guardians, staff, administration, etc.).
Note: This criterion is measurable only by observation of the candidate’s behaviors. Examples are provided but
are not intended to be inclusive of all behaviors related to the criterion.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
32
4. Communication: The teacher or teacher candidate communicates effectively.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
5. Attendance: The teacher or teacher candidate adheres to policies regarding attendance and punctuality.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
6. Relationship with Students: The teacher or teacher candidate interacts appropriately and positively with
others.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
7. Initiative: The teacher or teacher candidate demonstrates evidence of initiative.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
33
8. Professional Appearance: The teacher or teacher candidate adheres to good hygiene and follows university,
school, and/or district policies for professional appearance.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
9. Legal and Ethical Conduct: The teacher or teacher candidate adheres to legal and ethical standards for
behavior.
Rating:
____ Exceeds
Expectations
____ Meets
Expectations
____ Developing
____ Does Not Meet
Expectations
____ Not
Observed
Evidence That Supports Assessor Rating:
10. Diversity: The teacher or teacher candidate demonstrates respect for and appreciation for a wide variety of
individual differences.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
11. Learning Environment: The teacher or teacher candidate demonstrates a commitment to creating a positive,
low-risk learning environment.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
34
12. Time Management: The teacher or teacher candidate uses time effectively.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
13. Commitment to Student Learning: The teacher or teacher candidate demonstrates a commitment to students’
learning.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
14. Commitment to Continuous Improvement: The teacher or teacher candidate demonstrates a commitment to
continuous improvement as an educator.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
Adapted and Used by Permission:
Georgia Educators’ Task Force Professional Behaviors and Dispositions Assessment (PBDA) – Spring 2017
Copyright © 2017 by Co‐Project Leaders: Dr. Mary Ariail and Dr. Sallie Averitt Miller
Task Force Members – Phase II: Dr. Bonnie Anderson, Dr. Cynthia Bolton, Dr. Susan Hagood, Dr. Sharon Livingston, Dr. Holley Roberts, Ms. Carla
Tanguay, and Dr. Deborah Thomas
Piloting Institutions: Augusta University, Georgia Gwinnett College, Georgia Southwestern State University, Georgia State University, LaGrange
College, Thomas University, University of West Georgia
Invited Reviewers: Dr. Bobbi Ford, Dr. Deirdre Greer, Dr. Beverly Mitchell, Dr. Debbie Stouli
**## CAPSInternKeysRatingSheet.pdf**
18
Teacher Candidate Name: ________________________________ School: ______________________
Grade/Subject: ___________________ Date: ____________ Department: ______________________
Assessment Type (Circle): Early Field Experience Final Field Experience Initial Formative
Mid-Formative Final Formative Summative Walk-through
Observer’s Name_________________________ Teacher Candidate Mentor Supervisor
Instructions
Use the form during observations and documentation reviews to comment on evidence of the teacher
candidate meeting the standard. Based on the observation and documentation provided, evaluators should
check the applicable rating. Specific comments must be included to substantiate the rating. Follow the
directions in the Intern Keys/Candidate Assessment on Performance Standards (CAPS) User Guide for
completing the assessment.
***Standard 9: Professionalism is rated post observation during the conference with the teacher
candidate. The purpose in evaluating post-observation is to provide the candidate an opportunity to
demonstrate reflective practice through conversation with the evaluator.
Assessment Types
Formative Assessment: The formative assessment is used for a formal observation of an implemented
lesson in its entirety; all standards are evaluated. Level 4 is not intended for formative assessments of
teacher candidates and may only be used in the summative assessment. Provide a rationale for the ratings
by listing evidence observed or comments in the right-hand column of the form. Overall comments may
be given in the space on the last page.
Summative Assessment: The summative assessment is the culminating evidence that includes
walkthroughs, formative assessments, and additional documentation collected during the clinical practice
of a program. The summative assessment should be based on the teacher candidate’s overall performance
during clinical practice. Use the preponderance of evidence (formative assessments using Intern
Keys/CAPS, informal observations, lesson plans, etc.) to determine the teacher candidate’s level of
performance at the completion of clinical practice. Provide a rationale for the ratings by listing evidence
observed or comments in the right-hand column of the form. Overall comments may be given in the space
on the last page.
Walkthrough: A walk-through is a 10-minute minimum observation. It provides a snapshot of practice
where a limited number of standards (typically 1-4) are rated. The walkthrough is an announced or
unannounced observation that is not required or submitted for clinical practice.
Revised August 2018
Valdosta State University Dewar College of Education & Human Services
Intern Keys/Candidate Assessment on Performance Standards (CAPS)
Rating Sheet
19
Performance Standard 1: Professional Knowledge: The teacher candidate demonstrates an understanding of
the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning
experiences.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 2: Instructional Planning: The teacher candidate plans using state and local school
district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all
the students.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 3: Instructional Strategies: The teacher candidate promotes student learning by using
research-based instructional strategies relevant to the content to engage students in active learning and to facilitate
the students’ acquisition of key knowledge and skills.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 4: Differentiated Instruction: The teacher candidate challenges and supports each
student’s learning by providing appropriate content and developing skills which address individual learning
differences.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
20
Performance Standard 5: Assessment Strategies: The teacher candidate systematically chooses a variety of
diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the
content and student population.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 6: Assessment Uses: The teacher candidate systematically gathers, analyzes, and uses
relevant data to measure student progress, to inform instructional content and delivery methods, and to provide
timely and constructive feedback to students and relevant stakeholders.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 7: Positive Learning Environment: The teacher candidate provides a well-managed,
safe, and orderly environment that is conducive to learning and encourages respect for all.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 8: Academically Challenging Environment: The teacher candidate creates a student-
centered, academic environment in which teaching and learning occur at high levels and students are self-directed
learners.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
21
Performance Standard 9: Professionalism: The teacher candidate exhibits a commitment to professional ethics,
participates in professional growth opportunities to support student learning, and engages in reflective practice.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 10: Communication: The teacher candidate communicates effectively with students,
district and school personnel, and relevant stakeholders in ways that enhance student learning.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Overall Comments:
_________________________________ _________________________________
Observer’s Signature/Date Candidate’s Signature/Date
This assessment was adapted from the Georgia Department of Education Teacher Keys Effectiveness System Evaluator Training &
Credentialing Materials 2013-2014 and the Georgia Intern Keys Effectiveness System Candidate Assessment on Performance Standards
available at: http://www.gapsc.com/GaEducationReform/Downloads/Intern_TKES_DRAFT_11-2-13.pdf.
**## fromTotalEclipseLessonPlan.docx**
**Lesson Plan**
**_Text: “from Total Eclipse” by Annie Dillard_**
**Lesson Title:**
**Understanding Figurative Language, Tone, and Perspective in “from Total Eclipse”**
**Duration:**
50–60 minutes
**Standards (Aligned to 10th Grade ELA):**
·
**ELAGSE10RL4:** Determine the meaning of words and phrases, including figurative and connotative meanings.
·
**ELAGSE10RL6:** Analyze how an author’s point of view shapes the text.
·
**ELAGSE10RL1:** Cite textual evidence to support analysis.
**Learning Objectives (StudentFriendly):**
By the end of this lesson, students will be able to:
1. Identify figurative language in the passage.
2. Explain how Dillard’s language creates tone.
3. Describe the author’s perspective using evidence.
4. Complete a scaffolded graphic organizer with support.
**Materials:**
· Excerpt from
_“Total Eclipse”_
· IRR Scaffolded Graphic Organizer
· Highlighters
· Sentence starters and word banks
· Projector or Smartboard
**Accommodations & Supports (IRRFocused):**
· Chunked text (short paragraphs at a time)
· Readaloud support
· Visual colorcoding
· Guided questions
· Sentence frames
· Extended time
· Smallgroup or oneonone prompting
· Frequent comprehension checks
· Reduced answer expectations (3–4 sentences instead of full paragraphs)
**Lesson Procedure**
**1. WarmUp (5 minutes)**
**Prompt:** _“Describe a time when something you saw felt unreal or surprising. What made it feel that way?”_
Students write 2–3 sentences. Teacher collects ideas to connect to Dillard’s surreal descriptions.
**2. MiniLesson: Figurative Language & Tone (10 minutes)**
Teacher models with a short, safe example:
**Example sentence:** _“The sky cracked open like a broken mirror.”_
Teacher ThinkAloud:
· “This is a
**simile** because it uses
_like_.”
· “The tone feels dramatic or intense.”
· “This shows the narrator sees the sky as frightening or powerful.”
Students identify figurative language in 2 more teachercreated sample sentences.
**3. Read the Passage (10 minutes)**
· Teacher reads aloud the excerpt.
· Students follow along with chunked text.
· Pause after each paragraph for quick comprehension checks.
**4. Guided Practice Using the Graphic Organizer (15 minutes)**
Model filling in the organizer using a short phrase from the text (1–2 lines allowed).
**Example (teacher model):**
· Highlight figurative language in yellow.
· Identify tone using the tone word bank.
· Use sentence starter to model a complete response.
Students work on Rows 2 and 3 with teacher support.
**5. Independent/Supported Practice (10 minutes)**
Students complete remaining sections of the organizer using:
· Word banks
· Sentence starters
· Colorcoding Teacher circulates, prompting with guiding questions.
**6. Exit Ticket (5 minutes)**
**Prompt:** _“What tone does Dillard create in the passage? What words helped you figure that out?”_
Students write 2–3 sentences.
**“from Total Eclipse” – Paragraph Breakdown**
_(Note: These are simplified summaries, not the original text.)_
**Paragraph 1 – Setting the Scene**
Dillard describes traveling to see a total eclipse. She explains that the experience is strange and hard to describe. She hints that the event feels bigger than normal life.
**Breakdown:**
· She is preparing for something unusual.
· She wants the reader to know this is not a regular day.
· Her tone feels serious and thoughtful.
**Paragraph 2 – The Drive and the Atmosphere**
She talks about the landscape and the quietness around her. Everything feels slightly off, like the world is holding its breath.
**Breakdown:**
· The environment feels weird or different.
· She uses imagery to show how the world looks before the eclipse.
· Her perspective: she feels uneasy but curious.
**Paragraph 3 – The Beginning of the Eclipse**
Dillard describes the light changing and the sky darkening. She compares the moment to something unreal or dreamlike.
**Breakdown:**
· The sun starts to disappear.
· The world looks strange and unnatural.
· She uses figurative language to show how shocking it feels.
**Paragraph 4 – The Moment of Total Darkness**
This is the most intense part. She describes the sun being completely covered and the world going dark in the middle of the day. She feels overwhelmed and almost frightened.
**Breakdown:**
· Everything suddenly becomes dark.
· She feels amazed and scared at the same time.
· Her tone becomes dramatic and emotional.
**Paragraph 5 – Her Emotional Reaction**
Dillard explains that the eclipse feels powerful and almost too much to handle. She says it’s nothing like what she expected.
**Breakdown:**
· She is surprised by how strong her feelings are.
· She realizes the eclipse is more intense than she imagined.
· Her perspective: the event feels lifechanging.
**Paragraph 6 – After the Eclipse**
The light returns, and the world looks normal again. But Dillard feels changed inside, like she experienced something important.
**Breakdown:**
· The world goes back to normal.
· She still feels different because of what she saw.
· She reflects on how rare and powerful the moment was.
**Paragraph 7 – Final Reflection**
She explains that the eclipse taught her something about life, nature, and how small humans are compared to the universe.
**Breakdown:**
· She thinks deeply about what the eclipse meant.
· She realizes nature is powerful and mysterious.
· Her tone becomes reflective and philosophical.
**VSULessonPlanTemplateGC1.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/vsulessonplantemplategc1-docx-10503849)
**## PBDARatingSheet.pdf**
31
Valdosta State University Dewar College of Education& Human Services
Professional Behaviors and Dispositions Assessment (PBDA) Rating Sheet
Teacher Candidate: ___________________________________ School: __________________________
Grade/Subject: ______________________ Date: ____________ Department: _____________________
Assessment Type (Circle): Final Field Experience Mid-Formative Summative Other
Observer’s Name____________________________ Teacher Candidate Mentor Supervisor
1. Collaboration: The teacher or teacher candidate collaborates with others.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
2. Attitude: The teacher or teacher candidate demonstrates a positive attitude.
Note: This criterion is measurable only by observation of the candidate’s behaviors. Examples are provided but
are not intended to be inclusive of all behaviors related to the criterion.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
3. Relationship with Adults: The teacher or teacher candidate maintains positive relationships with adults
(parents, colleagues, guardians, staff, administration, etc.).
Note: This criterion is measurable only by observation of the candidate’s behaviors. Examples are provided but
are not intended to be inclusive of all behaviors related to the criterion.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
32
4. Communication: The teacher or teacher candidate communicates effectively.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
5. Attendance: The teacher or teacher candidate adheres to policies regarding attendance and punctuality.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
6. Relationship with Students: The teacher or teacher candidate interacts appropriately and positively with
others.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
7. Initiative: The teacher or teacher candidate demonstrates evidence of initiative.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
33
8. Professional Appearance: The teacher or teacher candidate adheres to good hygiene and follows university,
school, and/or district policies for professional appearance.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
9. Legal and Ethical Conduct: The teacher or teacher candidate adheres to legal and ethical standards for
behavior.
Rating:
____ Exceeds
Expectations
____ Meets
Expectations
____ Developing
____ Does Not Meet
Expectations
____ Not
Observed
Evidence That Supports Assessor Rating:
10. Diversity: The teacher or teacher candidate demonstrates respect for and appreciation for a wide variety of
individual differences.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
11. Learning Environment: The teacher or teacher candidate demonstrates a commitment to creating a positive,
low-risk learning environment.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
34
12. Time Management: The teacher or teacher candidate uses time effectively.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
13. Commitment to Student Learning: The teacher or teacher candidate demonstrates a commitment to students’
learning.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
14. Commitment to Continuous Improvement: The teacher or teacher candidate demonstrates a commitment to
continuous improvement as an educator.
Rating:
____ Exceeds
Expectations (3)
____ Meets
Expectations (2)
____ Developing (1)
____ Does Not Meet
Expectations (0)
____ Not
Observed
Evidence That Supports Assessor Rating:
Adapted and Used by Permission:
Georgia Educators’ Task Force Professional Behaviors and Dispositions Assessment (PBDA) – Spring 2017
Copyright © 2017 by Co‐Project Leaders: Dr. Mary Ariail and Dr. Sallie Averitt Miller
Task Force Members – Phase II: Dr. Bonnie Anderson, Dr. Cynthia Bolton, Dr. Susan Hagood, Dr. Sharon Livingston, Dr. Holley Roberts, Ms. Carla
Tanguay, and Dr. Deborah Thomas
Piloting Institutions: Augusta University, Georgia Gwinnett College, Georgia Southwestern State University, Georgia State University, LaGrange
College, Thomas University, University of West Georgia
Invited Reviewers: Dr. Bobbi Ford, Dr. Deirdre Greer, Dr. Beverly Mitchell, Dr. Debbie Stouli
**## CAPSInternKeysRatingSheet.pdf**
18
Teacher Candidate Name: ________________________________ School: ______________________
Grade/Subject: ___________________ Date: ____________ Department: ______________________
Assessment Type (Circle): Early Field Experience Final Field Experience Initial Formative
Mid-Formative Final Formative Summative Walk-through
Observer’s Name_________________________ Teacher Candidate Mentor Supervisor
Instructions
Use the form during observations and documentation reviews to comment on evidence of the teacher
candidate meeting the standard. Based on the observation and documentation provided, evaluators should
check the applicable rating. Specific comments must be included to substantiate the rating. Follow the
directions in the Intern Keys/Candidate Assessment on Performance Standards (CAPS) User Guide for
completing the assessment.
***Standard 9: Professionalism is rated post observation during the conference with the teacher
candidate. The purpose in evaluating post-observation is to provide the candidate an opportunity to
demonstrate reflective practice through conversation with the evaluator.
Assessment Types
Formative Assessment: The formative assessment is used for a formal observation of an implemented
lesson in its entirety; all standards are evaluated. Level 4 is not intended for formative assessments of
teacher candidates and may only be used in the summative assessment. Provide a rationale for the ratings
by listing evidence observed or comments in the right-hand column of the form. Overall comments may
be given in the space on the last page.
Summative Assessment: The summative assessment is the culminating evidence that includes
walkthroughs, formative assessments, and additional documentation collected during the clinical practice
of a program. The summative assessment should be based on the teacher candidate’s overall performance
during clinical practice. Use the preponderance of evidence (formative assessments using Intern
Keys/CAPS, informal observations, lesson plans, etc.) to determine the teacher candidate’s level of
performance at the completion of clinical practice. Provide a rationale for the ratings by listing evidence
observed or comments in the right-hand column of the form. Overall comments may be given in the space
on the last page.
Walkthrough: A walk-through is a 10-minute minimum observation. It provides a snapshot of practice
where a limited number of standards (typically 1-4) are rated. The walkthrough is an announced or
unannounced observation that is not required or submitted for clinical practice.
Revised August 2018
Valdosta State University Dewar College of Education & Human Services
Intern Keys/Candidate Assessment on Performance Standards (CAPS)
Rating Sheet
19
Performance Standard 1: Professional Knowledge: The teacher candidate demonstrates an understanding of
the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning
experiences.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 2: Instructional Planning: The teacher candidate plans using state and local school
district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all
the students.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 3: Instructional Strategies: The teacher candidate promotes student learning by using
research-based instructional strategies relevant to the content to engage students in active learning and to facilitate
the students’ acquisition of key knowledge and skills.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 4: Differentiated Instruction: The teacher candidate challenges and supports each
student’s learning by providing appropriate content and developing skills which address individual learning
differences.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
20
Performance Standard 5: Assessment Strategies: The teacher candidate systematically chooses a variety of
diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the
content and student population.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 6: Assessment Uses: The teacher candidate systematically gathers, analyzes, and uses
relevant data to measure student progress, to inform instructional content and delivery methods, and to provide
timely and constructive feedback to students and relevant stakeholders.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 7: Positive Learning Environment: The teacher candidate provides a well-managed,
safe, and orderly environment that is conducive to learning and encourages respect for all.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 8: Academically Challenging Environment: The teacher candidate creates a student-
centered, academic environment in which teaching and learning occur at high levels and students are self-directed
learners.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
21
Performance Standard 9: Professionalism: The teacher candidate exhibits a commitment to professional ethics,
participates in professional growth opportunities to support student learning, and engages in reflective practice.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Performance Standard 10: Communication: The teacher candidate communicates effectively with students,
district and school personnel, and relevant stakeholders in ways that enhance student learning.
Rating: _____Level IV _____Level III _____Level II _____Level I
Specific Comments:
Overall Comments:
_________________________________ _________________________________
Observer’s Signature/Date Candidate’s Signature/Date
This assessment was adapted from the Georgia Department of Education Teacher Keys Effectiveness System Evaluator Training &
Credentialing Materials 2013-2014 and the Georgia Intern Keys Effectiveness System Candidate Assessment on Performance Standards
available at: http://www.gapsc.com/GaEducationReform/Downloads/Intern_TKES_DRAFT_11-2-13.pdf.
**## fromTotalEclipseLessonPlan.docx**
**Lesson Plan**
**_Text: “from Total Eclipse” by Annie Dillard_**
**Lesson Title:**
**Understanding Figurative Language, Tone, and Perspective in “from Total Eclipse”**
**Duration:**
50–60 minutes
**Standards (Aligned to 10th Grade ELA):**
·
**ELAGSE10RL4:** Determine the meaning of words and phrases, including figurative and connotative meanings.
·
**ELAGSE10RL6:** Analyze how an author’s point of view shapes the text.
·
**ELAGSE10RL1:** Cite textual evidence to support analysis.
**Learning Objectives (StudentFriendly):**
By the end of this lesson, students will be able to:
1. Identify figurative language in the passage.
2. Explain how Dillard’s language creates tone.
3. Describe the author’s perspective using evidence.
4. Complete a scaffolded graphic organizer with support.
**Materials:**
· Excerpt from
_“Total Eclipse”_
· IRR Scaffolded Graphic Organizer
· Highlighters
· Sentence starters and word banks
· Projector or Smartboard
**Accommodations & Supports (IRRFocused):**
· Chunked text (short paragraphs at a time)
· Readaloud support
· Visual colorcoding
· Guided questions
· Sentence frames
· Extended time
· Smallgroup or oneonone prompting
· Frequent comprehension checks
· Reduced answer expectations (3–4 sentences instead of full paragraphs)
**Lesson Procedure**
**1. WarmUp (5 minutes)**
**Prompt:** _“Describe a time when something you saw felt unreal or surprising. What made it feel that way?”_
Students write 2–3 sentences. Teacher collects ideas to connect to Dillard’s surreal descriptions.
**2. MiniLesson: Figurative Language & Tone (10 minutes)**
Teacher models with a short, safe example:
**Example sentence:** _“The sky cracked open like a broken mirror.”_
Teacher ThinkAloud:
· “This is a
**simile** because it uses
_like_.”
· “The tone feels dramatic or intense.”
· “This shows the narrator sees the sky as frightening or powerful.”
Students identify figurative language in 2 more teachercreated sample sentences.
**3. Read the Passage (10 minutes)**
· Teacher reads aloud the excerpt.
· Students follow along with chunked text.
· Pause after each paragraph for quick comprehension checks.
**4. Guided Practice Using the Graphic Organizer (15 minutes)**
Model filling in the organizer using a short phrase from the text (1–2 lines allowed).
**Example (teacher model):**
· Highlight figurative language in yellow.
· Identify tone using the tone word bank.
· Use sentence starter to model a complete response.
Students work on Rows 2 and 3 with teacher support.
**5. Independent/Supported Practice (10 minutes)**
Students complete remaining sections of the organizer using:
· Word banks
· Sentence starters
· Colorcoding Teacher circulates, prompting with guiding questions.
**6. Exit Ticket (5 minutes)**
**Prompt:** _“What tone does Dillard create in the passage? What words helped you figure that out?”_
Students write 2–3 sentences.
**“from Total Eclipse” – Paragraph Breakdown**
_(Note: These are simplified summaries, not the original text.)_
**Paragraph 1 – Setting the Scene**
Dillard describes traveling to see a total eclipse. She explains that the experience is strange and hard to describe. She hints that the event feels bigger than normal life.
**Breakdown:**
· She is preparing for something unusual.
· She wants the reader to know this is not a regular day.
· Her tone feels serious and thoughtful.
**Paragraph 2 – The Drive and the Atmosphere**
She talks about the landscape and the quietness around her. Everything feels slightly off, like the world is holding its breath.
**Breakdown:**
· The environment feels weird or different.
· She uses imagery to show how the world looks before the eclipse.
· Her perspective: she feels uneasy but curious.
**Paragraph 3 – The Beginning of the Eclipse**
Dillard describes the light changing and the sky darkening. She compares the moment to something unreal or dreamlike.
**Breakdown:**
· The sun starts to disappear.
· The world looks strange and unnatural.
· She uses figurative language to show how shocking it feels.
**Paragraph 4 – The Moment of Total Darkness**
This is the most intense part. She describes the sun being completely covered and the world going dark in the middle of the day. She feels overwhelmed and almost frightened.
**Breakdown:**
· Everything suddenly becomes dark.
· She feels amazed and scared at the same time.
· Her tone becomes dramatic and emotional.
**Paragraph 5 – Her Emotional Reaction**
Dillard explains that the eclipse feels powerful and almost too much to handle. She says it’s nothing like what she expected.
**Breakdown:**
· She is surprised by how strong her feelings are.
· She realizes the eclipse is more intense than she imagined.
· Her perspective: the event feels lifechanging.
**Paragraph 6 – After the Eclipse**
The light returns, and the world looks normal again. But Dillard feels changed inside, like she experienced something important.
**Breakdown:**
· The world goes back to normal.
· She still feels different because of what she saw.
· She reflects on how rare and powerful the moment was.
**Paragraph 7 – Final Reflection**
She explains that the eclipse taught her something about life, nature, and how small humans are compared to the universe.
**Breakdown:**
· She thinks deeply about what the eclipse meant.
· She realizes nature is powerful and mysterious.
· Her tone becomes reflective and philosophical.
**VSULessonPlanTemplateGC1.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/vsulessonplantemplategc1-docx-10503849)