Evaluate 2.1.2 – Rubrics and Competencies Quest

Evaluate 2.1.2 – Rubrics and Competencies Quest

Gifted Endorsement Program- Curriculum and Program Development Competencies and how they are also tied to the National Association for Gifted Children and Council for Exceptional Children Standards and Elements.

Course Competencies	NAGC/CEC Standards and Elements
1. Demonstrate knowledge of historical foundations of gifted and talented education including points of view and contributions of individuals from diverse backgrounds.	Standard 1: K1
2. Demonstrate knowledge of  key philosophies, theories, models, and research that supports gifted education.	Standard 1: K2 Standard 7: K1
3. Demonstrate knowledge and understanding of key issues and trends, including diversity and inclusion that connects general, special and gifted education.	Standard 1: K7 Standard 7: K2
4. Integrate perspectives of diverse groups into planning instruction for individuals with gifts.	Standard 3: S1 Standard 7: K3, S2, S4
5.  Align differentiated instructional plans with local, state, and national curricular standards.	Standard 7: S1, S3, S5, S6
6.  Improve practice through continuous research-supported professional development in gifted education and related fields.	Standard 9: S5
7. Participate in the activities of professional organizations related to gifted and talented education.	Standard 9: S6
8. Reflect on personal practice to improve teaching and guide professional growth in gifted education.	Standard 9: S7
9. Demonstrate competence in planning and designing curriculum for gifted students that are appropriately differentiated for diverse gifted students.	Standard 7: K3, S1, S2, S3, S4, S5, S6

Here is the Rubric I created that ties in the competencies with the assignments and standards.

Floyd County Schools

Gifted Endorsement Program

 Portfolio

Assesses: Professional and Pedagogical Knowledge and Skills for Teacher Candidates

Candidate: ___________________________________________________________________

Criterion in Portfolio	Does Not Meet Expectations	Meets Expectations	Exceeds Expectations	Dispositions	Goals	Competencies	NAGC Standards
Characteristics *Include Population Handout, Case Study, bibliotherapy	Few characteristics of gifted students.	Several characteristics of gifted students.	All characteristics of gifted students given. Myths. Special Populations.	1, 3, 5, 6, 7, 8, 9	1, 2	1, 2, 4	1, 4, 6
Assessment *Include Think-tack-toe activities, time sheet for field experience, log for evaluating student	Assessment information is not complete.	Evaluation and interpretation of assessment information has some flaws.	Assessment information is evaluated and interpreted correctly.	3, 4, 6, 7, 8, 9	2, 3, 5	1, 5	2, 6
Methods/Materials Differentiation *Include Unit, implementation documentation	Few recommendations made for differentiation based on student needs. No evidence of consideration of student strengths and weaknesses is present in unit.	Some differentiation strategies incorporated into assignments. Limited consideration of student strengths and weaknesses is evident in unit.	Variety of strategies incorporated into assignments in order to differentiate for student needs. Consideration of student strengths and weaknesses is evident in unit.	2, 3, 5, 6, 7, 8, 9	1, 2, 3, 4, 5	1, 2, 3, 4	3, 6
Curriculum Program Model *Include curriculum map, gifted camp plans, documentation of time in practicum	Limited consideration of program models. Model recommended not appropriate for student based on information given. Little or no explanation given for program model selected.	Some consideration of various program models evidenced. Program model selected is appropriate based on information given. Limited explanation for program selection.	All program models considered and most appropriate model selected based on information given. Well-thought out reasons for selecting program model.	2, 3, 4, 5, 6, 7, 8, 9	1, 2, 3, 4, 5	1, 2, 3, 4	3, 5, 6

Comments:

Does Not Meet Expectations            Meets Expectations            Exceeds Expectations