Student Guide for Auditor*

Figure 4

Student Outcomes Resulting from Program Experiences

Student Guide for Auditor* (Sample) Name of Student: Jane Doe

INTASC Principles	Assessments Employed (Embedded, Formative, Summative)
INTASC Principles	Candidate Self Report	Pencil/ Paper Tasks	Candidate Products	K-12 Student Products	Observ. Of Perform	Teacher Profes-sionalism	External Reviews
General Competency One: (Knowledge of Subject matter) The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.	Course test scores	Science Test Grades	Lesson Plans				Letter from subject advisor
General Competency Two: (Knowledge of Human Development and Learning)The teacher candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.	Philosophy paper	Teaching test	Lesson plans Course projects	Graded papers	Video
General Competency Three: (Adapting Instruction for individual Strategies) The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.			Lesson plans Case Analysis	Graded Papers			Comments from Supervisor
General Competency Four: (Multiple Instructional Strategies) The teacher candidate understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.	Philosophy statement			Student Notebooks	Video tape
General Competency Five: (Classroom motivation and management skills)The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.	Reflections		Lesson Plans Projects		Video clips of group inter-actions
General Competency Six: Communication Skills) The teacher candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.				Taped interview with students	Video Audiotape of discussion
General Competency Seven: (Instructional Planning Skills) The teacher candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.	Rationale paper		Lesson Plans
General Competency Eight: (Assessment of Student Learning) The teacher candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.			Lesson Plans Assessment tacks	Graded student Products
General Competency Nine: : Professional Commitment and Responsibility) The teacher candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.						List of Professional Devel. activities
General Competency Ten: (Partnerships) The teacher candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.			Brochure for parents rights				A letter from a parent

* This represents a summary worksheet for auditors. One or more types of assessment evidence should be available for each of the ten competencies. It is suggested that a general rating rubric be prepared to ultimately show both the type of evidence reviewed and, more importantly, the quality of that evidence. For example, the final chart might have a box filled in with "lesson plans" and a quality rating. As of this date no such rubric exist.