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Instructor:
Pre-Assessment
Instructor |
Course
Description:
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Orientation
to
professional
teacher
certification
processes
and
standards;
investigation
and
identification
of
professional
teacher
resources;
instruction
in
methods
for
collecting
and
analyzing
evidence.
Participants
develop
and
implement
a
self-assessment
study.
Candidates
will
complete
Pre-assessment
requirements
and
in
addition,
present
work
sample
evidence
to
verify
that
all
Professional
Certificate
Standards
have
been
met.
Candidates
who
successfully
present
portfolio
evidence
will
be
affirmed
as
having
met
Professional
Certificate
requirements
at
the
completion
of
the
course.
Candidates
without
at
standard
portfolio
evidence
will
complete
the
program’s
remaining
Core
and
Culminating
Seminar
requirements. |
Targeted
Professional
Certification
Standards
and
Criteria:
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I.
Effective
Teaching:
(a)
using
instructional
strategies
that
make
the
learning
meaningful
and
show
positive
impact
on
student
learning
(b)
using
a
variety
of
assessment
strategies
and
data
to
improve
instruction
(c)
using
appropriate
classroom
management
principles,
processes,
and
practices
to
foster
a
safe,
positive,
student-focused
learning
environment
(d)
designing
and/or
adapting
challenging
curriculum
that
is
based
on
the
diverse
needs
of
each
student
(e)
demonstrating
cultural
sensitivity
in
teaching
and
in
relationships
with
students,
families,
and
community
members
(f)
integrating
technology
into
instruction
and
assessment
(g)
informing,
involving,
and
collaborating
with
families
and
community
members
as
partners
in
each
student’s
educational
process,
including
using
information
about
student
achievement
and
performance
II.
Professional
Development:
(a)
evaluating
the
effects
of
his/her
teaching
through
feedback
and
reflection
(b)
using
professional
standards
and
district
criteria
to
assess
professional
performance,
and
plan
and
implement
appropriate
growth
activities
(c)
remaining
current
in
subject area(s),
theories,
practice,
research,
and
ethical
practice
III.
Professional
Contributions:
(a)
advocating
for
curriculum,
instruction,
and
learning
environments
that
meet
the
diverse
needs
of
each
student
(b)
participating
collaboratively
in
school
improvement
activities
and
contributing
to
collegial
decision-making
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Course
Objectives:
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A
successful
candidate
will:
-
Complete
a
Personal
Capacity
Worksheet
(word)(pdf)
and
use
the
results
during
the
selection
of
Professional
Growth
Plan
(word)(pdf)
goals.
-
Create
a
Professional
Growth
Team
(word)(pdf) .
-
Develop
a
Professional
Growth
Plan
(PGP)
(word)(pdf) in
collaboration
with
the
Professional
Growth
Team.
The
plan
must
include
three
to
five
objectives
that
focus
on
Professional
Certificate
criteria
relevant
to
your
specific
teaching
assignment.
-
Write
a
Student
Learning
Context
Profile (word)(pdf)
that
describes
current
teaching
environment,
current
student
strengths
and
unique
learning
needs,
desired
characteristics
of
the
environment,
the
school
and
community
at-large,
and
goals/potential
challenges
related
to
the
development
of
the
desired
classroom
environment.
-
Participate
in
discussions
about
the
professional
literature
base
that
supports
professional
practice
represented
in
the
Professional
Certificate
Criteria
(word)(pdf).
-
Use Professional Certificate Descriptors of Practice (word)(pdf) the OSPI Descriptions of Effective Professional Practice (word) (pdf) and Portfolio Evidence Guidelines (word)(pdf) to demonstrate the knowledge and skills for the Professional Certificate by presenting at standard portfolio evidence of effective teaching, professional development and professional contributions.
-
To demonstrate the knowledge and skills for the Professional Certificate by presenting at standard portfolio evidence of effective teaching, professional development and professional contributions.
-
Meet individually or in a group of other Advanced Track Candidates to compare potential portfolio entries to at standard expectations.
-
Organize portfolio evidence using Qualities of Evidence (word)(pdf) descriptors.
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Textbook(s)
and/or
Assigned
Readings:
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1.
Candidates
are
expected
to
subscribe
to ASCD’s
Education
Leadership
or
purchase
a
specific
district-based
text
as
advised
by
your
instructor. ASCD
subscription
information
is
available
at
this
website:
http://www.ascd.org/portal/site/ascd/menuitem.c589cb8d0cfa0f8bdeb3ffdb62108a0c/ .
Current
and
archived
reports
from
this
periodical
will
be a
major
source
of
information
during
seminar
discussions
about
research
underlying
professional
practice.
Candidates
should
read
and
be
prepared
to
discuss
at
least
one
on-topic
article
published
in
Education
Leadership
for
criteria
scheduled
for
discussion
at seminars.
A
list
of
criteria
that
will
be
discussed
in
each
seminar
follows
in
the
course
outline.
The
criteria
may
be
introduced
out
of
alphabetical
sequence,
so
be
sure
to
consult
the
outline.
2.
Western
Washington
University’s
on-line
Professional
Certificate
Handbook
is
available
at:
http://www.wce.wwu.edu/Resources/Certification/Pro/
It
is
very
important
that
you
use
the
on-line
handbook.
It’s
rich
with
resources
that
will
help
you
navigate
through
Professional
Certificate
requirements
including
the
required
Professional
Certificate
Portfolio
Coversheet
(word)
(pdf)
3.
The
Office
of
the
Superintendent
of
Public
Instruction’s
on-line
Professional
Certificate
Handbook
is
available
at:
http://www.k12.wa.us/Certification/ProfEd/handbook.aspx |
Assessments/Assignments:
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1.
Create
a Professional
Growth
Team
(word) (pdf)
as
early
as
possible.
The
team
will
collaborate
in
the
development
of
the
Professional
Growth
Plan
(word)(pdf)
and
must
consist
of:
-
A
District
Representative
–
principal,
Professional
Development
Director,
or
other
administrator
who
understands
the
goals
of
the
school
district
-
A
Representative
from
the
University
–
may
be
your
seminar
instructor
-
You,
the
Candidate
and
-
A
Colleague
(Advocate)
who
understands
the
expectations
of
your
teaching
assignment.
Note: The
plan
must
be
submitted
to
your
instructor
on a
State
of
Washington Professional
Growth
Plan
(word)(pdf)
form. No
substitutions.
2. Develop
a Professional
Growth
Plan
(word)(pdf)
that
focuses
on
three-to-five
criteria
as
agreed
upon
by
the
Professional
Growth
Team
(word)(pdf)
and
with
consideration
of
your
school
district’s
School
Improvement
Program,
strategic
plan,
the
results
of
your
Personal
Capacity
Worksheet
(word)(pdf)
and
your
own
professional
development
goals.
3. A
written
Student
Learning
Context
Profile
(word)(pdf)
narrative
that
describes
your
student
and
classroom
characteristics,
the
relevant
characteristics
of
your
school
and
district,
and
the
relevant
characteristics
of
your
community.
4. Maintain
a
regular
meeting
schedule
with
the
instructor
as
entries
are
developed.
5. Develop
and
submit
a
portfolio
of
at
standard
evidence
for
each
of
Professional
Certificate’s
three
standards
and
twelve
criteria.
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Grading
Scale:
S/U
(Satisfactory/Unsatisfactory)
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Course
Overview:
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This
seminar
provides
an
“Introduction
to
reflective
practice
and
the
Professional
Certification
requirements.
The
candidate
reflects
on
all
12
criteria
to
identify
areas
in
which
she/he
has
strengths
and
the
areas
in
which
she/he
needs
to
increase
capacity.”
Professional
development
is a
continuum
spanning
an
educator’s
entire
career.
The
Professional
Certificate
component
of
the
continuum
asks
that
you
think
about
professional
practice
in
your
current
teaching
assignment
with
a
special
emphasis
on
what
you
do
that
makes
a
positive
impact
on
student
learning.
Professional
Certificate
Standards
and
Criteria
are
not
about
elegant
teacher
presentation
styles
–
they
are
about
providing
evidence
that
your
students
have
the
skills
and
knowledge
necessary
to
be
efficient
and
continuous
learners.
In
this
seminar,
you
will
review
three
Professional
Certificate
Standards,
twelve
criteria
and
the
supporting
professional
literature.
As
criteria
in
Standard
One
are
introduced
you’ll
be
asked
to
consider
these
two
essential
questions:
-
What
clear
and
convincing
student
evidence
would
verify
that
students
have
benefited
from
your
mastery
of
this
criterion?
-
What
implications
does
this
criterion
have
for
your
personal
professional
practice?
In
Standards
Two
and
Three
you
are
asked
to
consider:
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