COVID-19 Safety Information

Checklist of Competencies

CHECKLIST OF COMPETENCIES IN ENGLISH TEACHER

 The English Department of SUNY at Cortland has determined that the following competencies are essential to successful teaching in the language arts.  Students should demonstrate most of these by the end of the first quarter of student teaching; certainly, by the end of the second quarter all should be demonstrated.  In certain instances, in consultation with the cooperating teacher, the college supervisor may judge a competency to be not applicable.  In such instances, the evaluator should write does not apply across the boxes.

 

Long Term and Short Term Planning, Classroom Management and Relationships with Students, Cooperating Teacher, and Supervisor:

 

                           Not    Partially                Clearly

                           Demonstrated    Demonstrated  Demonstrated

 

Interacts and collaborates well with students, cooperating teacher, and supervisor

 

 

 

 

 

 

 

Long-term plans are cohesive and organized around explicit inquiry-driven learning objectives

 

 

 

 

 

 

 

Long-term plans are sequenced to support appropriate culminating activity/activities

 

 

 

 

 

 

 

Works from stated, focused reading, writing, listening, and/or speaking objectives

 

 

 

 

 

 

 

Integrates interdisciplinary strategies and materials where possible

 

 

 

 

 

 

 

Clearly promotes activities demonstrating the role of arts and humanities in learning

 

 

 

 

 

 

 

Offers sound rationale justifying instructional decision-making

 

 

 

 

 

 

 

Identifies and implements clearly stated assessments

 

 

 

 

 

 

 

Offers differentiated instruction

 

 

 

 

 

 

 

Relates materials to students= interests and needs

 

 

 

 

 

 

 

Establishes good rapport with the class-friendly, but firm

 

 

 

 

 

 

 

Includes all learners in class activities

 

 

 

 

 

 

 

Treats students with courtesy and tact

 

 

 

 

 

 

 

Deals effectively with disruptive students

 

 

 

 

 

 

 

Exhibits adequate control over the classroom in order to allow learning to take place

 

 

 

 

 

 

 

Attempts to motivate students through positive rather than negative techniques such as threats or tests

 

 

 

 

 

 

 

Seeks to act as a coach rather than a dispenser of wisdom

 

 

 

 

 

 

 

Presentation Skills and Pedagogy:

            Not           Partially              Clearly

                   Demonstrated   Demonstrated   Demonstrated

 

Exhibits poise and self-confidence

 

 

 

 

 

 

 

Displays enthusiasm for the subject matter

 

 

 

 

 

 

 

Is positive and supportive in relations and students

 

 

 

 

 

 

 

Provides multiple structures for engaging with and responding to texts (e.g., discussion circles, pair-share, writers= notebooks, book clubs, formal essay, blogging, media production)

 

 

 

 

 

 

 

Transitions smoothly from one activity to the next

 

 

 

 

 

 

 

Models activities rather than relying solely on giving verbal directions

 

 

 

 

 

 

 

Spends a minimum amount of time on class administration

 

 

 

 

 

 

 

Designs assessments that move students toward increasingly higher levels of engagement with rather than simple memorization of course material

 

 

 

 

 

 

 

Encourages students to be active, not passive agents of their own learning

 

 

 

 

 

 

 

Demonstrates concepts rather than merely defining them

 

 

 

 

 

 

 

Encourages students to spend time working in pairs and/or small groups to socially construct knowledge

 

 

 

 

 

 

 

Shows students how to function in groups and structures group work carefully

 

 

 

 

 

 

 

Adapts seating arrangements to facilitate discussion

 

 

 

 

 

 

 

Develops questioning strategies that lead students towards higher order thinking

 

 

 

 

 

 

 

Facilitates discussion to create a dialogic, student-centered classroom rather than a monologic, teacher-centered classroom

 

 

 

 

 

 

 

Respects individual learners= culture and language, community and experience

 

 

 

 

 

 

 

Designs instruction that is developmentally appropriate

 

 

 

 

 

 

 

 

Accommodates a variety of learning styles and intelligences

 

 

 

 

 

 

 

Engagement with Texts:

            Not           Partially           Clearly

                   Demonstrated    Demonstrated Demonstrated 

 

Demonstrates mastery of textual content

 

 

 

 

 

 

 

Relates the reading to students= lives

 

 

 

 

 

 

 

Teaches a variety of strategies for comprehending texts

 

 

 

 

 

 

 

Demonstrates ability to match student reading competence with readability of text

 

 

 

 

 

 

 

Encourages engagement with and analysis of a variety of textual forms (e.g., the novel, poetry, drama, memoir, newspapers, magazines, websites, oral/visual media, and the Aworld@)

 

 

 

 

 

 

 

Includes works dealing with human diversity and multicultural themes

 

 

 

 

 

 

 

Reads aloud to model good reading practices and to engage students in texts

 

 

 

 

 

 

 

Encourages a variety of critical perspectives for understanding texts such as new criticism, reader response, etc.

 

 

 

 

 

 

 

Provides pre-reading activities such as advanced organizers and prediction to enhance comprehension

 

 

 

 

 

 

 

Provides time for students to read

 

 

 

 

 

 

 

Encourages enjoyment and emotional response to literature

 

 

 

 

 

 

 

Encourages independent reading including texts written for young adults

 

 

 

 

 

 

 

Teaches students how to read assertively by annotating, underlining, and marking and writing responses to texts, when appropriate

 

 

 

 

 

 

 

Encourages creative dramatic activities (e.g., role play, readers’ theater)

 

 

 

 

 

 

 

Integrates formative and summative writing assessments into the study of literature

 

 

 

 

 

 



Engagement with Writing:

            Not            Partially          Clearly

                 Demonstrated     Demonstrated   Demonstrated

 

Provides time and instruction for all the stages of writing process:

_____ prewriting

_____ drafting

_____ revising

_____ editing

_____ publishing

_____ reflecting

 

 

 

 

_____

_____

_____

_____

_____

_____

 

 

 

_____

_____

_____

_____

_____

_____

 

 

 

_____

_____

_____

_____

_____

_____

 

Employs peer writing groups

 

 

 

 

 

 

 

Stipulates criteria for evaluation of writing assignments

 

 

 

 

 

 

 

 

 

 

 

Provides constructive criticism and encouragement to student writers

 

 

 

 

 

 

 

Teacher models good writing

 

 

 

 

 

 

 

Provides examples of effective writing

 

 

 

 

 

 

 

Uses writing to teach the content of the English curriculum by employing frequent activities for writing to learn (e.g., Learning logs, journals, microthemes, etc.)

 

 

 

 

 

 


Engagement with Language

 

                        Not                Partially                 Clearly

                  Demonstrated     Demonstrated   Demonstrated

 

Demonstrates mastery of Standard American English/Edited American English in classroom presentations and written materials

 

 

 

 

 

 

 

Teaches grammar, usage, and mechanics in the context of students= writing and reading

 

 

 

 

 

 

 

Takes advantage of teachable moments to explore language issues

 

 

 

 

 

 

 

Builds opportunities for reflection about language use into lessons

 

 

 

 

 

 

 

Uses an inductive-discovery process when teaching vocabulary that allows students to figure out meaning through context and build knowledge from understanding of roots, related families, prefixes and suffixes

 

 

 

 

 

 

 

Provides students with authentic (and frequent) opportunities to use new vocabulary in their reading and speaking

 

 

 

 

 

 

 

Leads students through scaffolded language exercises linked to authentic reading/writing experiences

 

 

 

 

 

 

 

Demonstrates sensitivity and tact when responding to dialect and other ELL issues

 

 

 

 

 

 

 

Section III B Special and/or unique projects completed by the student (use the back side).

 

 

 

 

 

 

Section IV B General Statement and/or other comments.