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Philosophical Works

Alignment of Standards to Assess

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Alignment of Standards to Assess

Introduction

In the USA education system, each content area has specific set standards of assessment. In this discussion, I will focus on NCTE English to the SPA of my content area. The NCTE most recent standards   written for the initial licensure programs will be highlighted. I will review standards and write objective that students can accomplish to be able to meet the criteria. Alignment of Standards to Assess is the measure to be applied. To guide the researcher understand, whether the student or not the student achieved the objective and mastered the standards.

In Alignment of Standards to Assess, the following aspects are considered on SPA of English as my content area. There is an observation of the candidate’s behavior, this is what students will be able to do. According to NCTE, behavior is derived directly from the standard. Candidate’s condition is another aspect which focuses on how students will do it, and this is typically some activity (Haught & Crusan, 2016). For instance the activities the English teacher   can get involved in such as professional workshops and seminars. The last aspect is on a criterion, and this will focus on the degree of accuracy the candidates would be interested in observing.

Educator preparation providers make use of outcome assessments aligned to standards that are developed by SPA to be able to monitor the progress of the students .The assessment ensures that the students can be able to apply the content as well as pedagogical knowledge in English.

The candidates learn to practice the writing in a stimulated practice through writing workshops. This practically is done by developing main lesson models used while teaching several rhetorical devices. In student teaching experience the candidates are supposed semester with a certified teacher. During the professional practice, the mentor teacher participates in continuous coaching based on the student’s availability. The coach is responsible for guiding and assessing the candidate’s abilities to implement teaching strategies and goals this is aimed at promoting the learning experience doesn’t in several setting and classroom environment giving opportunities for all elementary teacher candidates to learn and be assessed. The final teacher candidate assessment is done after 12-15 weeks of full-time work in the classroom (Unal, & Bodur, 2018). Teacher candidate seminar is scheduled for one hour every week during the student teaching semester.

The candidates are provided with opportunities to problem solve and collaborate. During the seminar, the coordination of efforts of all candidates in their field is assessed. Student teaare assisted whenever they come across any problem. In the seminar circumstances, the practitioner teachers’ review and evaluate teaching methods. By use of language and the essence of communication as well as reading strategies which can help in understanding non-print and print texts, the mentor teacher use grading rubric to asses and evaluate the teacher candidates skills throughout the seminar; this is a project known as the impact on K-8 student learning .

Candidates generate knowledge of philosophical and social establishments,  components of education of the teaching career. During the assessment, students are obliged to write reflection papers based on 30 hours observation in class. They have to make connections on philosophical as and social aspects learned in class. Candidates also develop a working professional relationship with experienced tutors (Unal, & Bodur, 2018). These candidates also develop experience in applying technology-related skills, oral, verbal, and written presentation on trends in education.

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