EVIDENCE CHART

Directions

Over the span of your preparation program, as you complete course and fieldwork assignments, you
will collect evidence of your performance and align the evidence to Performance Criteria of the Core
Teaching Standards for Vermont Educators. The evidence demonstrates your performance of a
specific Performance Criterion. Potential evidence (e.g., lesson plans, videos of teaching
performance) for each Performance Criterion may be identified through the Educator Preparation
Program materials or course syllabi.

This Evidence Chart is a mechanism for you to collect and curate your evidence that aligns with
specific Performance Criterion. It is encouraged that you use an electronic platform for the evidence
chart. You will collect evidence by title, which is hyperlinked to the evidence, and linked or tagged
to a specific Performance Criterion. Each Performance Criterion must have at least one piece of
evidence but may have many. One piece of evidence may address multiple Performance Criteria.
Collate and organize all evidence cited in the evidence chart. For each piece of evidence, a rationale
must be written to explain how the evidence demonstrates the Performance Criterion (2 or 3
sentences).

When you submit a Narrative for Part I, II, or III, you will provide the reviewer with access to all of
your collected evidence for the Performance Criteria of that specific Narrative. Use your Evidence
 Chart as a cover page. The reviewer will check your evidence chart to observe the connection
between your evidence and a specific Performance Criterion. A clear rationale makes this review
more efficient.

Candidate’s
Name: Emily Vetter

Program: Castleton University Educator Preparation Program

Part One: The Learner and Learning

Standard Performance Evidence & Rationale
Criterion
Standard I: Learner PC 1.1 Candidates lesson plan
Development use understanding This lesson plan used learning theory to create
of learning theory appropriate learning experiences for my
The teacher understands (in areas such as
how learners grow and students. I focused on Bloom’s Taxonomy and
cognitive, linguistic,
develop, recognizing that social emotional developed how it would impact student learning.
patterns of learning and and physical) to
development vary design appropriate
individually within and learning
across the cognitive, experiences.
linguistic, social, emotional,
and physical areas, and PC 1.2 Candidates the lesson
designs and implements use understanding
developmentally of developmental This lesson used developmental theory to design
appropriate and theory (in areas
a story walk for students with the book So Be It
challenging learning such as cognitive,
linguistic, social by Sarah Weeks
experiences.
emotional and
physical) to design
appropriate learning
experiences.
PC 2.1 Candidates mini lessons
Standard 2: Learning use an
Differences understanding of These lessons focused on how learners could be
The teacher uses individual
helpers in the classroom and showed an
understanding of individual differences to understanding of individual student differences
differences and diverse design inclusive
and how to create an inclusive learning
cultures and communities learning
experience.
to ensure inclusive learning experiences.
environments that enable PC 2.2 Candidates Food and Culture of Iceland Lesson Plan
each learner to meet high use an
standards. understanding of This lesson plan was designed for elementary
diverse cultures
students and focused on the foods and cultures
and communities to
design inclusive of the nation of Iceland. It gave students the
learning ability to learn about different cultures and ways
experiences. of life.

Standard 3: Learning PC 3.1 Candidates activities/projects

Environments design learning Plant life cycle project
environments that These projects supported individual learning
The teacher works with support individual
others to create while actively engaging the students in the
learning marked by
environments that support active engagement. learning.
individual and collaborative
learning, and that PC 3.2 Candidates Lesson plan
encourage positive social design learning This lesson plan is about Teacher Planning – the
interaction, active environments that benefits, different approaches, and why it is
engagement in learning, support important.
and self-motivation. collaborative
learning marked by
positive social
interaction.
Part Two: Content Knowledge and Instructional Practice
Standard Performance Evidence & Rationale
Criterion
Standard 4: Content PC 4.1 Candidates Annotated video-
Knowledge accurately This video shows me teaching middle school
communicate students language arts and communication skills
The teacher understands central concepts of
the central concepts, tools and identifying central concepts.
the discipline.
of inquiry, and structures of
the discipline(s) he or she PC 4.2 Candidates Math Evidence
teaches and creates accurately address This is a formative assessment on measuring
learning experiences that common time.
make the discipline misconceptions of
accessible and meaningful the discipline.
for learners to assure
mastery of the content.
Standard 5: Application of PC 5.1 Candidates Curriculum Package
Content engage learners in This is filled with lesson plans and instruction on
applying what a week of school would look like if a class
The teacher understands perspectives from
how to connect concepts were to travel to Iceland.
varied disciplines in
and use differing authentic contexts
perspectives to engage (such as local and
learners in critical thinking, global issues).
creativity, and collaborative
problem solving related to PC 5.2 Candidates Five Day Unit
authentic local and global integrate cross-
issues. disciplinary skills This five day unit includes critical thinking,
(such as critical
creativity and problem solving while working on
thinking, creativity,
and collaborative the process of narrative writing.
problem solving) to
help learners
demonstrate their
learning in unique
ways.
Standard 6: Assessment PC 6.1 Candidates Math lesson plan
implement multiple This math lesson plan is on measuring and uses
The teacher understands methods of
and uses multiple methods assessment to of multiple methods of assessment.
of assessment to engage monitor learner
learners in their own progress to inform
growth, to monitor learner instructional
progress, and to guide the practice.
teacher’s and learner’s
decision making. Analysis of students work-
PC 6.2 Candidates
These samples include three variations in
analyze an
individual student’s standards (below, at, and above). They are
work over time based on the book “So B. It” where the students
using multiple had to complete the question with evidence.
methods of
assessment to
adjust instruction.
Lesson Plan – Everyone’s a helper
Standard 7: Planning for PC 7.1 Candidates
Instruction plan instruction by
drawing upon
The teacher plans knowledge of
instruction that supports content areas to
every student in meeting meet rigorous
rigorous learning goals by learning goals.
drawing upon knowledge
of content areas, PC 7.2 Candidates activities/projects
curriculum, cross- plan instruction by Plant life cycle project
disciplinary skills, and drawing upon These projects supported individual learning
pedagogy, as well as knowledge of while actively engaging the students in the
knowledge of learners and learners to meet learning.
the community context. rigorous learning
goals.

Standard 8: Instructional 8.1 Candidates use Instructional toolkit

Strategies a variety of
instructional This document is a list of strategies that include
The teacher understands strategies to make
and uses a variety of technology, attention getters, classroom
the discipline
instructional strategies to accessible for management and instructional techniques. It
encourage learners to diverse learners includes approaches I have seen and some I
develop deep have used.
understanding of content
areas and their 8.2 Candidates use Interactive Story Walk
connections, and to build a variety of This story walk uses a variety of strategies to
skills to apply knowledge in instructional encourage learners to build skills to apply
meaningful ways. strategies to
knowledge in meaningful ways.
encourage learners
to build skills to
apply knowledge in
meaningful ways.
Part Three: Professional Responsibility
Standard Performance Evidence & Rationale
Criterion
Standard 9: Professional Camp Counselor-
Learning and Ethical PC 9.1 Candidates
Each summer I serve as a camp counselor five
Practice are prepared for
self-directed, days a week and teach ages seven-twelve-year-
The teacher engages in continuous old’s. We do fieldtrips, activities, communication
ongoing professional professional skills and more. In preparing for my job, I am
learning and uses learning. continuously learning new techniques and ways
evidence to continually to interact with my campers.
evaluate his/her practice, CPR Certification-
particularly the effects of
Annually, we must renew our CPR lifesaving
his/her choices and actions
on others (learners, training and keep current on techniques for
families, other emergencies.
professionals, and the Online certifications- Each summer we are
community), and adapts tasked with training modules on topics including
practice to meet the needs Needham Risk Management
of each learner.
PC 9.2 Candidates Link from Reading & Writing/Special Education.
are prepared to
practice in a legal
and ethical manner.
Standard 10: Leadership Supervisor Template-
and Collaboration PC 10.1
Every week my student teaching supervisor
Candidates are
The teacher seeks prepared to observes me interacting with students and
appropriate leadership collaborate with provides feedback in several areas related to
roles and opportunities to learners, families, professional responsibilities, student learning and
take responsibility for colleagues, other collaboration.
student learning, to school
collaborate with learners, professionals, and
families, colleagues, othercommunity
school professionals, and members to ensure
community members to student learning.
ensure learner growth, and
to advance the profession. PC 10.2 Ill structured Problem-
I chose to research how teachers can best
Candidates are
prepared to understand and support students dealing with
advance the mental health issues. The website, which is the
profession through product of my research focuses on what
advocacy, educators should know, what they should look for
leadership and/or in students’ behavior, and what educators can do
action research. in classrooms and school. In addition, research
and data, policies, and related media are
included.
.