This student teacher has a strong understanding of CONTENT as evidenced by:

Displaying a thorough and complete understanding of the concepts to be taught.

This student teacher shows competence in the are of NATURE OF SCIENCE as evidenced by:

Planning activities to convey the nature of basic and applied sciences, including multiple ways to create scientific knowledge, the tentativeness of knowledge, and creativity based on empirical evidence.

Comparing and contrasting rules of evidence and distinguishes characteristics of knowledge in science to rules and knowledge in other domains.

Explaining and providing examples of conventions for research, evidence and explanation, distinguishing laws, theories and hypotheses.

This student teacher shows evidence of his/her understanding of INQUIRY through:

Planning and implementing data-based activities requiring students to reflect upon their findings, make inferences, and link new ideas to preexisting knowledge.

Planning and implementing activities with different structures for inquiry including inductive, correlational, and deductive (experimental) studies.

Using questions to encourage inquiry and probe for divergent student responses, encouraging student questions and responding with questions when appropriate.

Encouraging productive peer interactions and planning both individual and small group activities to facilitate inquiry.

This student teacher has a strong understanding of CONTEXT OF SCIENCE as evidenced by:

Engaging students in activities and projects in which they examine important social and technological issues related to their disciplines.

Analyzing values and processes of decision-making about science and technological issues and applications.

Relating science to the personal lives and interests of students, to potential careers, and to knowledge in other domains.

This student teacher shows competence in the SKILLS OF TEACHING as evidenced by:

Planning and incorporating science teaching strategies appropriate for learners with diverse backgrounds and learning styles.

Demonstrates the ability to effectively engage students in learning science, both individually and in group work of various kinds.

Identifying goals and providing a well-reasoned rationale, based on student needs, for choosing particular science teaching strategies.

Using appropriate technology, including computers to provide science instruction.

Using diverse teaching methods to address important concepts from different perspectives; and uses learning cycles for some instruction.

Identifying common student misconceptions or naïve conceptions in the teaching field, their source, and an appropriate teaching response.

This student teacher shows evidence of his/her understanding of INQUIRY through:

Relating instructional goals, materials, and actions to state and national science education standards, analyzing strengths and weaknesses in a particular classroom context.

Assembling a diverse set of potentially useful instructional materials in the teaching field from a variety of sources including the World Wide Web.

Developing and implementing long-range and unit plans with clear rationales, goals, methods, materials, and assessments.

Understanding the role of technology in education and can define a rationale and long-range strategy for including technology in science education.

Designing and implementing learning activities that thematically relate science with other school subjects and community resources.

This student teacher shows evidence of his/her understanding of SOCIAL CONTEXT through:

Identifying people and institutions in the community who are willing to assist in teaching certain topics, and plans for their involvement in teaching.

Using data about a community, its culture and its resources to plan science lessons that are appropriate for, and relevant to, students from that community.

Planning activities that involve families in the science teaching/learning process and communicates effectively with families of students.

This student teacher has a strong understanding of ASSESSMENT as evidenced by:

Identifying and using the most appropriate methods for gathering information about student learning, based on student needs and the goals of instruction.

Aligning assessment with goals and actions and uses results to alter teaching.

Demonstrating the ability to use multiple strategies to assess teaching and learning authentically, consistent with national standards and goals for science education.

Engaging in reflective self-assessment and develops a system for self-assessment as a practicing teacher.

This student teacher shows evidence of his/her understanding of ENVIRONMENT FOR LEARNING through:

Identifying and promoting the elements of an exciting and stimulating science learning environment; planning and developing opportunities for students to learn from resources, events, and displays in the environment.

Understanding and setting up procedures for safe handling, labeling, and storage of chemicals, electrical equipment, and knowing the actions to take to prevent or report an emergency.

Understanding liability and negligence, especially as applied to science teaching and the ability to take action to prevent potential problems.

Knowing the standards and recommendations of the science education community for the safe and ethical use and care of animals for science instruction.

This student teacher shows an understanding of PROFESSIONAL PRACTICE as evidenced by:

Develops and states personal goals and a philosophy of teaching based on research and contemporary values of the science education community.

Understands the concept of a community of learners and interacts with instructors and peers as a member of such a community.

Documents personal strengths and weaknesses and seeks opportunities to improve his or her preparation to teach science.

Takes personal responsibility for growth and for assisting others who are preparing to teach science.

Demonstrates the ability to handle problems and tension calmly and effectively, and to relate to peers, instructors, and supervisors with integrity.

Participates in student associations, workshops and activities related to science teaching and reads journals of professional associations in the field.

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