University College | Roger Williams University
Exemplar of evidence source and rationale: Writing a strong and descriptive rationale for each evidence source you
include will illustrate to the reviewer the depth and breadth of your understanding of the standard and where you
are in meeting the competency. It is the responsibility of the Candidate to make the case that the evidence meets
the competency. Be sure to include evidence for the standards in the three clusters (Instruction, Environment and
Professionalism), and identify the individual standards and sub-indicators that align with each artifact. One piece of
evidence could include standards in more than one cluster. For example, when including a course as evidence,
examine the objectives on the syllabus to determine the RIPTS and NBPTS-CTE* standards that align with the
course.
Also, be extremely cognizant that your assessment is based on the following question “Has the candidate
demonstrated a SUFFICIENT level of competency?” Be sure to include enough evidence to demonstrate your level of
competency.
ENVIRONMENT CLUSTER
Standard
- RIPTS 4 –
Diversity of Learners
NBPTS
-CTE II- Responding to Diversity
Evidence- Lesson Plans
Rationale
-
Why I chose this evidence
: I have chosen these three lesson plans because they
demonstrate my understanding of responding to diversity of learners in my
Construction Technology
classroom. These lesson plans align with RIPTS Standard 4:
Teachers create instructional opportunities that reflect a respect for the diversity of
learners and an understanding of how students differ in their approaches to learning.
Teachers. The particular sub
-indicators include: Design instruction that
accommodates individual differences in approaches to learning; Seek information
about the impact of student
s’ specific challenges to learning or disabilities on
. Make appropriate accommodations and modifications for
individual students who have identified learning differences or needs in an
Individualized Educational Plan (IEP), 504 Accomm
odation Plan, Personal Literacy
Plans (PLP’s), or other approved school-based individualized learning plans.
The lesson plans also connect to the NBPTS
-CTE II- II—Responding to Diversity: how
accomplished teachers respond to their own biases while promoti
ng instructional
inclusivity and a proactive stance toward individual respect, emotional safety, and
global citizenship in the CTE learning environment.
These lesson plans show that I
value and respect the diversity of my students’ learning needs.
How this evidence indicates meeting the
competency:
By revising and adapting these
lesson plans
, I have recognized that there are a multitude of strategies to utilize for
diverse learners to understand and participate more
successfully in my Construction
classroom. The common thread running through these artifacts is how
the lessons can be differentiated and adapted according to the learning needs of
each individual
student. As a teacher, it is imperative that I understand and
ciate that every student learns differently. Adapting these lesson plans has
helped me comprehend more clearly how to break down lessons
in order to
accommodate each student as well as how to identify
more appropriate, effective
instructional strategies that align with students’ individual capabilities
.
*NBPTS-CTE Standards are included to enhance and align with the RIPTS with CTE specific competencies.
Participation in the official NBPTS certification process is a major professional commitment. Interested educators
should visit the NBPTS website at www.nbpts.org to examine the Five Core Propositions, certification areas,
standards, and eligibility requirements.
