WA Initial Crediential Requirements Utilizing Instruction Strategies

TFA Coverage of Topics

Limited/Moderate Using mulitple instructional strategies, including the principles of second language acquisition, to address student "does not include academic languae ability levels and cultural and linguisti discipline-specific backgrounds instructional strategies other than literacy" Differentiating Instruction Applying principles of differentiated instruction, including theories of language acquisition, stages of language and academic language development in the integration of subject matter across the content areas of reading, mathematical, scientif and aesthetic reasoning Limited

TFA Pre-Service Curricular Materials "Very little attention is paid to understanding and addressing the unique needs of ELLs " One 3 hour lesson focused on meeting the needs of ELLs Four pages in a textbook, chapter entitled "Supporting English Language Learners" One 3 hour lesson focused on "Understanding Disability and the Continuum of Services" Two pages in textbook discuss Academic Language development. Four pages cited above. Six pages on "Differentiating Instruction". Twelve pages on "Supporting Students with Special Needs", fourteen pages on "Supporting English Language Learners" Eleven pages in Learning Theory is on "Learning Differences and Special Education".

Ensuring All Students Articulate Learning Targets Using standards-based assessment that is systemicatically analyzed using multiple formative, summative and selfassessment strategies to monitor and improve instruction Community Building Implementing classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with others Cultural Competence Planning and/or adapting standards based curricula that are personlized to the diverse needs of each student Moderate Not Core. Independent reading. Aligning Instruction with Standards Aligning instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them Teaching for Understanding Planning and/or adapting curricula that are standards driven so students develop understanding and problem-solving expertise in the content areas(s) using reading,k written and oral communication and technology Preparing Students to Be Responsible Citizens Preparing students to be responsible citizens for an environmentally sustainable, globally interconnected, and divere society Learner-Centered Teaching Planning and/or adapted learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies Strong Strong

Assessment and tracking student's test scores is a central part of TFA's lesson cycle In my view, emblematic of test prep instructors .

On the TFA website has an area on placing emphasis on "creating a safe, welcoming environment". These topics are granted limited time in the summer institute. Moderate Not Core. Provides toolkit TFA website reading discusses "connecting content to students' current lives," by "making meaningful links between what students value and class content." TFA website includes unit on developing students' "I CAN" TFA assigns independent reading of a text entitled Diversity, Community and Achievement. Part of "big goals". "This topic is addressed on almost every page of almost every text and lesson produced by TFA." In my view, emblematic of test prep instructors. Moderate Nine pages in Learning Theory discuss the importance of engaging students in critical thinking.

Not Core. "There are limited opportunities to Same book has thirteen pages in chapter entitled "Teaching for engage with the topic in the Understanding: 'Getting Into Your Students' Minds'" pre-service curriculum." "This topic is not addressed in TFA's textbooks or in their summer institute lesson plans. Limited

Learning Theory has same thirteen pages cited above entitled "Teaching for Understanding: 'Getting Into Your Students' Minds'" Moderate that discuss the importance of planning and implementing Not Core. "Candidates are instruction with knowledge about students' cultural reference asked to explore the issue points, their misconceptions, and their prior knowledge. throughout their preservice curriculum."

Integrating Technology Using technology that is effectively integrated to create technologically proficient learners Involving and Collaborating with Families and Communities Moderate Informing, involving and collaborating with families/neighborhoods, and communities in each student's Central to TFA Framework. education process, including using information about student "however candidates cultural identity, achievement and performance. have limited opportunities to explore it in the preservice curriculum" Utilizing Feedback and Reflection to Improve Teaching Practice Developing reflective, collaborative, professional growthStrong centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection. Collaborating in Contributing to School Improvement Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication Demonstrating Knowledge of Responsibilities and Policies Demonstrating knowledge of professional, legal and ethical responsibilities and policies Limited Limited Limited

"This topic is not addressed in TFA's textbooks or in their summer institute lesson plans.

"Pre-service curriculum does not spend significant instructional time on collborating with families and communities." TFA website has toolkit. Chapter 9 of independent reading text "asks candidates to think about how to effect change in communities from stances of respect and humility." TFA spends significant time in their pre-service curriculum on the cycle of instruction, which concludes with continually adjusting your plan" in response to student data. In my view, emblematic of data-driven, test prep instructors.

"This topic is not addressed in TFA's textbooks or in their summer institute lesson plans.

"This topic is not addressed in TFA's textbooks or in their summer institute lesson plans.

Five week preparation before TFA is assigned "teacher of record" in a classroom in a high poverty/high minority school

Six Limiteds Five Moderates Three Strongs

43% 36% 21%