Over the span of your preparation program, as you complete course and fieldwork assignments, you will collect evidence of your performance and align the evidence to Performance Criteria of the Core Teaching Standards for Vermont Educators. The evidence demonstrates your performance of a specific Performance Criterion. Potential evidence (e.g. lesson plans, videos of teaching performance) for each Performance Criterion may be identified through the Educator Preparation Program materials or course syllabi.
This Evidence Chart is a mechanism for you to collect and curate your evidence that aligns with specific Performance Criterion. It is encouraged that you use an electronic platform for the evidence chart. You will collect evidence by title, which is hyperlinked to the evidence, and linked or tagged to a specific Performance Criterion. Each Performance Criterion must have at least one piece of evidence but may have many. One piece of evidence may address multiple Performance Criteria. Collate and organize all evidence cited in the evidence chart. For each piece of evidence, a rationale must be written to explain how the evidence demonstrates the Performance Criterion (2 or 3 sentences).
When you submit a Narrative for Part I, II, or III, you will provide the reviewer with access to all of your collected evidence for the Performance Criteria of that specific Narrative. Use your Evidence Chart as a cover page. The reviewer will check your Evidence Chart to observe the connection between your evidence and a specific Performance Criterion. A clear rationale makes this review more efficient.
Part II has required evidence (listed below). Each piece of required evidence must be aligned with a Performance Criterion. However, the required evidence does not have to be the evidence selected for analysis in the Narrative. Educator Preparation Programs (EPPs) may align this required evidence with Performance Criteria in their individual programs.
Standard I: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
PC 1.1 Candidates use an understanding of learning theory to design appropriate learning experiences.
PC 1.2 Candidates use an understanding of developmental theory (in areas such as cognitive, linguistic, social emotional or
physical) to design appropriate learning experiences.
Standard 2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
PC 2.1 Candidates use an understanding of individual differences to design inclusive learning experiences.
PC 2.2 Candidates use an understanding of diverse cultures and communities to design inclusive learning experiences.
Standard 3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
PC 3.1 Candidates design learning environments that support individual learning marked by active engagement.
PC 3.2 Candidates design learning environments that support collaborative learning marked by positive social interaction.
Required Evidence to be linked in the Evidence Chart below
A unit of study that contains at least five lessons and is representative of a candidate’s endorsement area(s), with an indication of how instruction will accommodate a range of learners and students with special needs;
12-15 minutes of video (continuous or in clips) of the candidate providing instruction during the Student Teaching or Internship phase of the program, with accompanying annotations regarding the candidate’s teaching practice;
A supervisor’s observation or evaluation of the candidate’s teaching practice;
An analysis of samples of one student's work over time (multiple samples of one student) or analysis of samples of multiple students’ work over time drawn from the unit of study. (Student work means original products instead of teacher-generated tests, worksheets, etc., or standardized assessment tools.)
Standard 4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) they teach and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
PC 4.1 Candidates accurately communicate central concepts of the discipline.
PC 4.2 Candidates accurately address common misconceptions of the discipline.
Standard 5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
PC 5.1: Candidates engage learners in applying perspectives from more than one discipline
(e.g. math, art, social studies, ELA, etc.) in authentic contexts (such as local and global issues).
PC 5.2 Candidates integrate cross-disciplinary skills (such as critical thinking, creativity, and collaborative problem solving) to help learners demonstrate their learning in unique ways.
Standard 6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
PC 6.1 Candidates plan and implement multiple methods of assessment over time, and use the results to inform their instructional practice.
PC 6.2 Candidates analyze an individual student’s work products over time, using multiple means of assessment, in order to adjust instruction for that student.
Standard 7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
PC 7.1 Candidates plan instruction by drawing upon knowledge of content areas to meet rigorous learning goals.
PC 7.2 Candidates plan instruction by drawing upon knowledge of learners to meet rigorous learning goals.
Standard 8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways
PC 8.1 Candidates use a variety of instructional strategies to make the discipline accessible for diverse learners
PC 8.2 Candidates use a variety of instructional strategies to encourage learners to build skills to apply knowledge in meaningful ways.
Standard 9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
PC 9.1 Candidates are prepared for self-directed, continuous professional learning.
PC 9.2 Candidates are prepared to practice in a legal and ethical manner.
Standard 10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
PC 10.1: Candidates are prepared to collaborate with stakeholders (such as learners, families, colleagues, other school professionals, or community members) to ensure student learning.
PC 10.2 Candidates are prepared to advance the profession through advocacy, leadership and/or action research.