EE492: Student Teacher
Supervision-Elementary
Contents
Course
Description, Rationale, and Outcomes
Text, Suggested
Readings, and Resources
Competency-
Based Documentation Packet, Teacher Work Sample, and PPA
Course Description, Rationale,
and Outcomes
Course
Description
Supervised experiences in classroom activities. Experiences gained in teaching techniques, individual differences and classroom management. Opportunities available in a variety of instructional environments. Supervision by the cooperating teacher and college supervisor. Full time for either one quarter or full semester. (Prerequisite: Acceptance and good standing in Teacher Preparation Program)
Course Rationale
This field experience is designed to guide candidates in the process of gradually taking full responsibility of a classroom. The course gives the candidate the opportunity to utilize various instructional strategies intended to meet the needs of all learners. Included in the experience is the design and implementation of an integrated, thematic unit and the opportunity to use teacher feedback, video review, reflection and self-evaluation as tools to improve teaching. The topics of this course reflect the content of the elementary curriculum and the Massachusetts State Frameworks. During this field experience candidates are expected to select and employ the methodology and strategies modeled and practiced during the prepracticum to meet the needs of all learners in their classroom.
Course Objectives and Outcomes
Your practicum (student teaching) for initial license grades 1-6 is designed to cover the state standards as stated on the Pre-service Performance Assessment (PPA) and the ACEI standards.
A. Plans Curriculum and Instruction
B. Delivers Effective Instruction
C. Manages Classroom Climate and Operation
D. Promotes Equity
E. Meets
Professional Responsibilities
ACEI / NCATE Elementary Standards
DEVELOPMENT, LEARNING, AND MOTIVATION
1.0 Development, learning, and motivation--Candidates know, understand, and
use the major concepts, principles, theories, and research related to
development of children and young adolescents to construct learning
opportunities that support individual students' development, acquisition of
knowledge, and motivation.
2.0 Central concepts, tools of inquiry, and structures
of content--Candidates
know, understand, and use the central concepts, tools of inquiry, and structures
of content for students across the K-6 grades and can create meaningful
learning experiences that develop students' competence in subject matter and
skills for various developmental levels;
2.1
English language arts--Candidates demonstrate a high level
of competence in use of the English language arts and they know, understand,
and use concepts from reading, language and child development, to teach
reading, writing, speaking, viewing, listening, and thinking skills and to help
students successfully apply their developing skills to many different situations,
materials, and ideas;
2.2 Science--Candidates know, understand, and
use fundamental concepts in the subject matter of science—including physical,
life, and earth and space sciences—as well as concepts in science and
technology, science in personal and social perspectives, the history and nature
of science, the unifying concepts of science, and the inquiry processes
scientists use in discovery of new knowledge to build a base for scientific and
technological literacy;
2.3 Mathematics--Candidates know, understand, and
use the major concepts, procedures, and reasoning processes of mathematics that
define number systems and number sense, geometry, measurement, statistics and probability,
and algebra in order to foster student understanding and use of patterns,
quantities, and spatial relationships that can represent phenomena, solve
problems, and manage data;
2.4
Social
studies--Candidates
know, understand, and use the major concepts and modes of inquiry from the social
studies--the integrated study of history, geography, the social sciences, and
other related areas--to promote elementary students' abilities to make informed
decisions as citizens of a culturally diverse democratic society and
interdependent world;
2.5
The
arts—Candidates
know, understand, and use—as appropriate to their own knowledge and skills—the
content, functions, and achievements of dance, music, theater, and the several
visual arts as primary media for communication, inquiry, and insight among
elementary students;
2.6
Health
education--Candidates
know, understand, and use the major concepts in the subject matter of health
education to create opportunities for student development and practice of
skills that contribute to good health;
2.7
Physical
education—Candidates
know, understand, and use—as appropriate to their own understanding and skills—human
movement and physical activity as central elements to foster active, healthy
life styles and enhanced quality of life for elementary students;
2.8
Connections
across the curriculum--Candidates
know, understand, and use the connections among concepts, procedures, and
applications from content areas to motivate elementary students, build
understanding, and encourage the application of knowledge, skills, tools, and
ideas to real world issues
INSTRUCTION
3.1
Integrating
and applying knowledge for instruction—Candidates plan and implement instruction based on
knowledge of students, learning theory, subject matter, curricular goals, and
community;
3.2
Adaptation
to diverse students – Candidates
understand how elementary students differ in their development and approaches
to learning, create instructional opportunities that are adapted to diverse
students.
3.3
Development
of critical thinking, problem solving and performance skills—Candidates understand and use a variety
of teaching strategies that encourage elementary students' development of
critical thinking, problem solving, and performance skills;
3.4
Active
engagement in learning – Candidates use their knowledge and understanding
of individual and group motivation and behavior among students at the K-6 level
to foster active engagement in learning, self-motivation, and positive social
interaction and to create supportive learning environments.
3.5 Communication to foster learning- Candidates use their knowledge
and understanding of effective verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and supportive interaction
in the elementary classroom.
ASSESSMENT
4.0
Assessment
for instruction—Candidates
know, understand, and use formal and informal assessment strategies to plan,
evaluate, and strengthen instruction that will promote continuous intellectual,
social, emotional, and physical development of each elementary student.
PROFESSIONALISM
5.1
Practices
and behaviors of developing career teachers - Candidates understand and apply
practices and behaviors that are characteristic of developing career teachers;
5.2
Reflection
and evaluation—Candidates
are aware of and reflect on their practice in light of research on teaching and
resources available for professional learning; they continually evaluate the
effects of their professional decisions and actions on students, parents, and
other professionals in the learning community and actively seek out
opportunities to grow professionally;
5.3
Collaboration
with families—Candidates
know the importance of establishing and maintaining a positive collaborative
relationship with families to promote the intellectual, social, emotional, and
physical growth of children;
5.4
Collaboration
with colleagues and the community - Candidates
foster relationships with school colleagues and agencies in the larger
community to support students' learning and well-being.
To meet the state and ACEI standards candidates will:
1. observe and teach a variety of lessons demonstrating knowledge of the subject matter of elementary school curriculum, Massachusetts State Frameworks and the knowledge and skills outlined in the ACEI standards. Candidates will demonstrate knowledge of content, current, researched based methodology, organizational skills and technology to effectively teach this curriculum to meet the needs of all learners.
2. design, teach and evaluate an integrated unit in science or social studies, including a variety of instructional strategies that take into account the developmental stage and needs of all students.
3. show the ability to communicate (oral and written) with students, parents, community members, professional colleagues and other school personnel in a clear, understandable and sensitive manner.
4. demonstrate the ability to reflect upon and self-evaluate lessons designed and taught by the student, and to use this reflection to improve practice and student progress.
5. participate in workshops, seminars and other professional growth activities, and will be encouraged to join professional organizations.
6. demonstrate the ability to organize and manage a classroom so as to foster students creative and analytical thinking skills, motivate students, deal equitably and responsibly with all learners and show awareness of cultural differences
7. show evidence of having used a multiple of assessments, showing sensitivity to learning styles and the needs of all learners, guided by the understanding that assessment drives instruction and show evidence of student growth.
8. take sole responsibility for an extended period of time (typically two weeks) for all aspects of the classroom, including designing activities/lessons, setting a safe and stimulating environment, teaching, managing the classroom, and communicating with administration, para professionals, specialists and parents.
9. create a documentation packet (see requirements, separate page) illustrating and corroborating competence in the state mandated areas of: subject matter knowledge, communication skills, instructional practice, evaluation, problem solving, equity, and professionalism, along with materials and reflections that evidence the ACEI Standards. This documentation packet will be handed into the supervisor and will not be returned. The supervisor using the terms, “unacceptable,” “acceptable,” and “target” will grade the Documentation Packets. The Documentation Packets will be kept by the departments for program review.
Text, Suggested Readings
Text:
Saphier and Gower, The Skillful Teacher: Building Your Teaching Skills. (5th Edition)
Prepracticum Books: The books throughout your prepracticum courses were selected with care for both the researched –based pedagogy and their practical classroom ideas. Use them.
Suggested
Professional
Journals and Magazines
Candidates are encouraged to extract ideas from all professional journals and how-to magazines. Some recommendations:
Childhood Education
Language Arts Journal
Primary Voices K-6
The
Reading
The Science Teacher
Social Studies Journal
Teaching Children Mathematics
Young
Children
Some “recipe” magazines:
The Instructor
Mailbox (look for your grade level)
Learning
Book Links
Books
Children’s textbooks – The curriculum library contains a variety of children’s textbooks and instructor manuals (Teacher Editions). These are excellent resources for lesson content, age appropriateness and motivational ideas. In your unit design, look through as many as possible. Make a professional decision on what to include, the best instructional sequence and what instructional strategies should be employed to meet the needs of all learners.
Professional Books for Resources:
Buss,
Kathleen and Lee Karnowski (2002)
Capper,
Colleen, Frattura Elise and Maureen Keyes. (2000) Meeting the Needs of
Students of All
Abilities
How Leaders Go Beyond Inclusion.
Harvey,
Stephanie and Anne Boudvis (2000) Strategies
That Work : Teaching Comprehension
to Enhance Understanding.
Jesness,
Jerry. (2004) Teaching English
Language Learners K-12: A Quick-Start Guide for the
New Teacher.
Kronowitz,
Ellen L. (2004) Your First Year of Teaching and Beyond.
Bacon.
Mason, Diana, Mittag, Kathleen Cage and Sharon E. Taylor. (2003) Integrating Mathematics,
Science and Technology.
Marzano,
Robert with Jana Marzan and Debra Pickering. (2003) Classroom Management
that
Works:
Research-Based Strategies for Every Teacher. Alexandria,
VA: ASCD.
Pressley, Michael. Dolesan, Sara, Raphael, Lisa, Mohan, Lindsey, Roehrig, Alysis and Kristen
Bogner. (2003) Motivating Primary-Grade
Students.
Publications, Inc.
Richardson,
Judy and Raymond F. Morgan. (2003) Reading to Learn in the Content Areas.
Viewpoints and Practices.
Smith,
Jeffrey, Smith Lisa and Richard De Lisi. (2001) Natural Classroom
Assessment:
Designing
Seamless Instruction and Assessment.
Thompson,
Julia G. (2002). First-Year Teacher’s
Survival Kit.
Tomlinson,
Carol Ann And Caroline Cunningham Edison .( 2003). Differentiation in
Practice:
A Resource Guide for Differentiating
Curriculum, Grades K-5.
Van
de Walle, John A. (2004) Elementary and Middle School Mathematics, Teaching
Developmentally, Fifth Edition.
Wilkins,
Julia. (2001) Group Activities to Include Students With Special Needs:
Developing
Social Interactive Skills.
Witherell,
Nancy L. and Mary C. McMackin. (2002) Graphic
Organizes and Activities for
Differentiated Instruction in
Witherell,
Nancy L. and Mary Lee Prescott-Griffin . (2004). Fluency in Focus:
Comprehension
for All Young Readers.
Technology
resources:
Web sites given out or used in your prepracticum courses
Dr. Marvelle's homepage has an excellent resource for portfolio information (go through BSC's homepage)
Email me for quick results, if you have a question concerning method-
ology, email
that professor see (first initial, last name@bridgew.edu) i.e., sgreenberg@bridgew.edu ,
nwitherell@bridgew.edu
Student Teaching Assessment (STA) Overview/Components
1. Pre-service Performance Assessment (PPA) .
2. Teacher Work Sample with Unit and Unit Reflections
The Teacher Work Sample
A. Contextual Factors
B. Curriculum Frameworks and Outcomes
C. Assessment Plan
D. Unit lesson plans in BSU lesson plan format
E. Design for Instruction (All unit lessons here)
F. Instructional Decision Making (While Teaching)
G. Analysis of Student Learning
H. Reflection and Self Evaluation
3. Video or audio reflections (directions follow)
4. Professionalism Standard
Discuss what professionalism is (be specific) and why it is important. Provide evidence of your growth as a professional educator such as a certificate from attending in-service workshops, attending professional conferences, a copy of your membership card from a professional educator’s society, and/or a description of how you took an advocacy role in your community related to educational issues.
5. Technology Skills Standard
Provide evidence and a brief reflection of your skills with new technologies to include the Internet, Power Point, Excel and software suitable for children.
6. Connections – Family and Community Standard
Write a narrative on the importance of the family in elementary education. Include references to things you did in your student teaching experience. Provide evidence such as introductory letter to parents, classroom newsletters, parent teacher conferences, open houses, field trips, organizing parent volunteers. Provide evidence of how you work with or consider input from multidisciplinary teams of professionals (e.g., health, social services, physical or speech therapists, school curriculum teams, etc.) to prepare IEPs and devise and implement curriculum to meet the special needs of children.
Format for the Student Teacher Assessment (STA)
All elements of the Student Teacher Assessment (STA) will be uploaded to Taskstream.
# 1 Pre-service Performance Assessment Explanation
At the mid-term assessment, the Pre-service Performance Assessment (PPA) for the Practicum must be reviewed. At the final assessment, the PPA must be complete. It is the student teacher’s responsibility to complete the form prior to the scheduled meeting. The PPA and the rubric can be found at: http://www.bridgew.edu/LicensureFieldPlacement/PPAsite.cfm
Each standard must have an entry for evidence that the standard has been met. This entry will simply be a code (as described below). Most likely, at the mid-term assessment, some standards will get a code of NY for “not yet” if you have not reached that point in your student teaching experience.
When completing the PPA, you may use the following codes for the evidence column:
Form B Supervisor observations (Observation report of Initial Licensure
Practicum)
CP Cooperating practitioner observation
TWS Teacher Work Sample
Journal Journal entry
SW Student Work
Other Other could be a conversation with another professional, parent
Make two copies of the form with your evidence and explanations completed. One copy is to go to your cooperating practitioner. The other copy will be yours. The original will go to the supervisor and will be kept on file at BSC.
The Pre-service Performance Assessment for Practicum form has a separate rubric for rating. Prior to the meeting, on your own copy, you are expected to rate yourself using this rubric. You are to rate each standard separately. The rubric rates each standard as
1=Unsatisfactory
2= Basic (standard is met)
3= Proficient (target)
4= Distinguished (A rating of distinguished would most likely not be give to a preservice teacher candidate.)
The cooperating practitioner and your supervisor will also rate you on these items. Together, at the three way meeting, you will discuss progress and confirm evidence
#2 Teacher Work Sample, Unit, and Evidence of Student Learning as a result of the Unit
Note: The materials in this document are adapted from those developed by representatives of the Renaissance Partnership for Improving Teacher Quality http://fp.uni.edu/itq.
Overview
Successful teacher candidates support learning by developing a Teacher Work Sample that employs a range of strategies and builds on each student’s strengths, needs and prior experiences. This work sample begins with your student teaching unit. You, as an effective teacher, must show growth. Teacher candidates must write a unit and use the TWS directions here to reflect upon and analyze student growth and learning resulting from this instruction. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following standards:
• The teacher uses information about the learning-teaching context and student individual differences to set learning outcomes, plan instruction, and assessment;
• The teacher sets learning outcomes that are significant, challenging, varied, and appropriate, and uses multiple assessment modes and approaches aligned with learning outcomes to assess student learning before, during, and after instruction;
• The teacher modifies instruction in response to specific learning outcomes, student characteristics and needs, and learning contexts;
• The teacher uses evaluations that are on-going, systematic, and meaningful evaluations of student learning to make instructional decisions;
• The teacher uses appropriate data to profile student learning and communicate information about student progress and achievement;
• The teacher reflects on his or her instruction and student learning to analyze and improve teaching practice.
1. Include all components. 2. Charts, Graphs, and Attachments.
Necessary charts, graphs, and assessment instruments are required as part
of the project document. You may also want to provide other
attachments, such as selected student
work. However, make sure your attachments provide clear, concise evidence
of your performance related to project standards and your students’
learning progress. 3. Narrative Length. You
have some flexibility of length across components, but the total length of
your written narrative of all narrative sections (excluding charts, graphs,
should be very selective and attachments, and references) should not exceed twenty (12)
word-processed pages, double-spaced in 12-point font, with 1-inch margins. 4. References and Credits
(not included in total page length). If you referred to another person’s
ideas or material in your narrative, you must cite these in a separate
section at the end of your narrative under References and Credits. The
American Psychological Association (APA) style is the required format
(explained in the manual entitled Publication Manual of the American
Psychological Association, 5th edition). 5.
Anonymity. In order to insure the anonymity of
students in your class do not include any student names or identification
in any part of your project or on their work examples.
Teacher Work Sample
guidelines
Your Assignment
Your Assignment
The unit contains teaching processes identified by research and best practice as fundamental to improving student learning. Each teaching process is followed by a standard, the task, a prompt, and a rubric that define various levels of performance for each standard. The standards and rubrics will be used to evaluate your unit. The prompts (or directions) help you document the extent to which you have met each standard. The underlined words in the text of the rubrics and prompts are defined in the Scoring Guide. The Scoring Guide is a separate document developed to clarify expectations for candidate performance.
You are required to teach a comprehensive, interdisciplinary, thematic unit. Before you teach the unit, you will describe contextual factors (the teaching situation), identify learning outcomes based on national, state, or district standards, create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment), and after (post-assessment). Next, plan your instruction and teach the unit. After you teach the unit, analyze student learning and then reflect upon and evaluate your teaching as related to student learning.
In addition this product addresses numerous ACEI standards as shown in the rubrics, which are aligned with the following state standards specifically covering classroom management and engagement in learning:
·
DESE –
Candidate creates an environment that is conductive to learning.
·
DESE – Candidate
creates a physical environment appropriate to a range of learning activities
·
DESE –
Candidate maintains appropriate standards of behavior, mutual respect and
safety.
·
DESE –
Candidate maintains classroom routines and procedure without loss of significant
instructional time
(ACEI 1.1, 2.8.2, 3.2, 3.4, 3.5)
Your unit lesson plans must provide evidence of adaptation for differences, along with ELL outcomes. Reflect upon this in the narrative. This covers specified DOE and ACEI standards.
- DESE
– Candidate encourages all students to believe that effort is a key to
achievement
- DESE
– Candidate works to promote achievement by all students without
exception.
- DESE
– Candidate assesses the significance of student differences in home
experiences, background knowledge, learning skills, learning pace, and
proficiency in the English langue for learning the curriculum and uses
professional judgment to determine if instructional adjustments are
necessary.
- DESE – Candidate helps all students to understand American civic culture, its underlying ideas, founding principles and political institutions, and to see themselves as members of a local, state, national and international civic community
(ACEI 3.2.1, 3.2.3, 3.2.5, 5.3.1, 5.3,2, 5.4.2)
Contextual
Factors
Unit Standard:
The teacher uses information about the learning/teaching context and student
individual differences to set learning outcomes, plan instruction, and design
assessment.
Task: Discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning.
Directions: In your discussion, include:
• Community, district and school factors. Address geographic location, community and school population, socioeconomic profile, and race/ethnicity. You might also address such things as stability of community, political climate, community support for education, and other environmental factors. (Massachusetts Department of Education website)
• Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, and interests.
• Instructional implications. In four sentences address how contextual characteristics of the community, classroom, and students may have implications for instructional planning and assessment. Explain why you might need to adapt for differences for specific student characteristics.
Suggested
Page Length: 1-2
Contextual Factors Rubric
Unit Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning outcomes and plan instruction and assessment.
|
Rating Indicator |
1 Unacceptable |
2 Acceptable |
3 Target |
SCORE |
|
Knowledge of community, school, and classroom
factors ACEI 3.1.2 ACEI 5.4.2 |
Teacher displays minimal, irrelevant or biased knowledge
of the characteristics of the community, school, and classroom. |
Teacher displays some knowledge of the
characteristics of the community, school, and classroom that may affect
children’s learning. |
Teacher
shows confident awareness of interactions of community, school, and classroom
factors. |
|
|
Knowledge of characteristics of students ACEI 1.0.1 ACEI 3.1.2 |
Teacher displays minimal, stereotypical, or
irrelevant knowledge of student differences (development, students’ interests,
culture, background, and student abilities/disabilities). |
Teacher displays general knowledge of student
differences that may affect learning. (Relevant student characteristics will
include: children’s academic and intellectual development, academic and other
interests, culture, ethnicity, abilities, and disabilities.). |
Teacher knows and
uses specific student differences (development, interests, culture,
ethnicity, abilities, disabilities) as vehicles for lesson planning,
teaching, and student evaluation. Lesson plans clearly show individualization
based on sensitivity to students’ individual characteristics. |
|
|
Knowledge of students’ varied approaches to learning
ACEI 3.1.2 ACEI 3.1.3 |
Teacher displays minimal, stereotypical or irrelevant
knowledge about the different ways students learn (e.g., learning styles,
learning modalities). |
Teacher displays accurate general knowledge about the different ways
students may learn (e.g., learning styles, learning modalities). |
Teacher implements knowledge of a variety of
approaches to learning in his/her lesson plans and curriculum implementation. |
|
|
Knowledge of students’ skills and prior learning ACEI 3.1.2 |
Teacher displays little or irrelevant knowledge of
students’ skills. |
Teacher displays general knowledge of students’
skills that may affect learning. |
Teacher lesson plans demonstrate awareness and
understanding of students’ skill levels and they evidence thoughtful planning
for both whole class and individuals. |
|
|
Implications for instructional planning and
assessment ACEI 1.0.1 ACEI 1.0.2 |
Teacher does not seem aware of implications for
instruction and assessment based on student individual differences and community,
school, and classroom characteristics OR provides inappropriate implications.
|
Teacher provides general principles for planning
instruction and assessment based on student individual differences and
community, school, and classroom characteristics. |
Teacher’s lessons and plans show robust connections
among student, community, school, and classroom characteristics. Students are
taken into account both collectively and individually. |
Unit Outcomes
Unit Standard: The teacher sets significant, challenging, varied, and appropriate outcomes for learning.
Task: Provide and justify the outcomes for your unit.
Directions:
• List four to five major unit outcomes (not the activities) that will guide the planning, delivery, and assessment of your teaching unit. These unit outcomes should define what you expect students to know and be able to do at the end of the unit. The unit outcomes should be significant (reflecting the big ideas or the structure of the discipline), and must be challenging, varied, and appropriate.
•
Align outcomes with specifically cited outcomes described in the Massachusetts
State Curriculum Frameworks.
• Describe unit and lesson specific outcomes. Think in terms of literal, interpretive and evaluative areas.
• Discuss why your outcomes are appropriate in terms of developmentally appropriate practices, pre-requisite knowledge, skills, and other student needs.
Suggested Page Length: 1-2
Outcomes Rubric
UNIT Standard: The teacher sets significant, challenging, varied, and appropriate learning outcomes.
|
Rating Indicator |
1 Unacceptable |
2 Acceptable |
3 Target |
Score |
|
Significance, challenge, and variety ACEI 1.0.2 |
Outcomes reflect only one unit or lesson specific. |
Outcomes reflect unit and lesson specific, but lack significance or challenge. |
Outcomes reflect unit and lesson specific and they are significant and challenging. |
|
|
Clarity ACEI 1.0.2 |
Outcomes are not stated clearly and are activities rather than learning outcomes. |
Some of the outcomes are clearly stated as learning outcomes. |
Outcomes are clearly described and stated as learning outcomes. |
|
|
Appropriateness for students ACEI 1.0.2 ACEI 3.2.3 |
Outcomes are not appropriately designed according to students’ development, pre-requisite knowledge, skills, experiences and other student needs. |
Some outcomes are appropriate for students’ development, pre-requisite knowledge, skills, experiences, and other student needs. |
Most outcomes are effectively and consistently matched with children’s development, pre-requisite knowledge, skills, experiences, and other student needs. |
|
|
Alignment with Massachusetts State Curriculum Frameworks |
Outcomes are not consistently aligned with Massachusetts State Curriculum Frameworks. |
Some outcomes are aligned with Massachusetts State Curriculum Frameworks. |
Most of the outcomes are explicitly aligned with Massachusetts State Curriculum Frameworks. |
|
Assessment
Plan
Unit Standard: The teacher uses multiple assessment modes and approaches that are aligned with unit outcomes in order to assess student learning before, during, and after instruction.
Task: Design an assessment plan to monitor student progress toward unit outcomes. Use multiple assessment modes and approaches aligned with unit outcomes to assess student learning before, during, and after instruction. These assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks, or other forms of assessment. One of the unit outcomes must be assessed with a pre and post assessment using a rubric or paper and pencil test. (Each student must have both a pre-assessment and post-assessment for this outcome.) Describe why your selected assessments are appropriate for measuring learning in this teaching/learning context.
Directions:
• Provide a chart of the assessment plan. For each unit outcome include:
* assessment(s) used to judge student performance (See Assessment Rubric),
* identification of the format of each assessment, and
* Adaptations of the assessments for the individual needs of students based on your analysis of pre-assessment and contextual factors.
The purpose of this chart is to present and analyze the alignment between unit outcomes and assessments. At the end of the chart explain adaptations you made in order to meet the individual needs of students. (As shown below.)
• Discuss your plan for formative assessments that will be helpful to your determination of student progress during the teaching of the unit. Include classroom management pieces and adaptations for differences. Although formative assessments may change as you are teaching the unit, your task here is to predict at what points in your teaching it will be important to assess students’ progress toward unit outcomes.
• Include copies of assessments, prompts, and/or student directions as well as criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, and other criteria for demonstration of success.).
Suggested page length: 1-2 pages not counting the pre- and post-assessment instruments, scoring rubrics or keys, etc.
Assessment
Chart Model
|
|
Outcome 1 |
Outcome 2 |
Outcome 3 |
|
Pre-Assessment |
|
|
|
|
Formative |
|
|
|
|
Post-Assessment |
|
|
|
|
Explain any adaptations for assessments here: |
Assessment Plan Rubric
Unit Standard: The teacher uses multiple assessment modes and approaches aligned with learning outcomes to assess student learning before, during, and after instruction.
|
Rating Indicator |
1 Unacceptable |
2 Acceptable |
3 Target |
SCORE |
|
Alignment of assessment with unit outcomes, instruction, clarity of criteria, and standards for performance
ACEI 4.0.1 |
The assessments contain no clear criteria for measuring student performance relative to the unit outcomes. |
Some assessment criteria have been developed, but they are not clear or are not explicitly linked to unit outcomes both in content and cognitive complexity. |
Assessment criteria are clear and are explicitly linked to unit outcomes; assessments are cognitively complex and assess of each unit outcome. |
|
Design for Unit
Instruction
Unit
Standard: The teacher designs instruction for the unit and specific learning
outcomes, based on student characteristics and needs as well as learning contexts.
The unit should be approximately 10 integrated lessons.
Task:
Describe
how you will design your unit instruction related to unit outcomes, students’
characteristics and needs, and the specific learning context.
Directions:
• Include the results of
pre-assessment. After administering the pre-assessment, analyze student
performance. Use a table or graph to report the results of the pre-assessment that
allows you to identify patterns of student performance. Explain whether or not
the students have the prior knowledge to be successful in the unit. Will the
results of your pre-assessment change your instruction?
• Analyze one unit activity that
reflects a variety of instructional strategies and techniques, and explain
specifically why you are planning those activities. In your explanation,
include information to show:
• how the content
relates to your instructional goals;
• how each activity
stems from your pre-assessment information and contextual factors.
•how you will use
technology in your planning and/or instruction.
Suggested
Page Length: 1- 2
Design for Instruction Rubric
Unit Standard: The teacher
designs instruction for specific learning outcomes, student characteristics and
needs, and learning contexts. It may be
useful to refer to the analysis in the BSC documentation packet.
|
Rating → Indicator↓ |
1 Unacceptable |
2 Acceptable |
3 Target |
|
Alignment with learning outcomes ACEI 2.0.3 ACEI 3.1.1 |
Few lessons are explicitly linked to learning outcomes; few learning
activities; assignments, and resources are aligned with learning outcomes;
not all learning outcomes are covered in the design. |
Most lessons are explicitly linked to learning outcomes; most learning
activities, assignments, and resources are aligned with learning outcomes;
most learning outcomes are covered in the design. |
All lessons are explicitly linked to learning outcomes; all learning
activities, assignments, and resources are aligned with learning outcomes;
all learning outcomes are covered in the design. |
|
Accurate representation of content ACEI 2.1.3, 2.2.1, 2.2.2 ACEI 2.2.3, 2.2.4, 2.2.5 ACEI 2.2.6.2.2.7 ACEI 2.3.1.2.3.2 ACEI 2.3.4, 2.3.5 ACEI 2.3.6, 2.7.3 |
Teacher’s use of content appears to contain numerous inaccuracies;
content seems to be viewed more as isolated skills not part of a larger
conceptual structure. |
Teacher’s use of content appears to be mostly accurate; shows some
awareness of the big ideas and the structure of the discipline. |
Teacher’s use of content appears to be accurate; focus of the content
is congruent with the big ideas and structure of the discipline. |
|
Lesson and unit structure ACEI 2.8.1 |
The lessons within the unit are not logically organized or sequenced. |
The lessons within the unit have some logical organization and appear
to be useful in moving some students toward achieving the learning outcomes. |
All lessons within the unit are logically organized and appear to be
useful in moving most students toward achieving the learning outcomes. |
|
Uses
a variety of instructional strategies, learning activities, assignments, and
resources ACEI
3.3.1 |
Little variety of instructional strategies, activities, assignments,
and/or resources. Heavy reliance on textbook or other resources. (worksheets) |
Some variety in instructional strategies, activities, assignments, or
resources, with limited contributions to some students’ learning. |
Significant variety of instructional strategies, learning activities,
assignments, and/or instructional resources. This instructional variety makes
a clear contribution to most students’ learning. |
|
Use
of contextual information and data to select appropriate and relevant
activities, assignments, and resources ACEI
3.1.1, 3.1.2, 3.2.3, 5.4.2 |
Instruction does
not seem to have been designed with reference to contextual
factors and pre-assessment data. Activities and assignments not appropriate. |
Some instruction has been designed with reference to contextual
factors and pre-assessment data. Some activities and assignments appear
productive and appropriate for some students. |
Most instruction has been designed with reference to contextual
factors and pre-assessment data. Most activities and assignments appear
productive and appropriate for most students. |
|
Use of technology ACEI 2.2.3 ACEI 3.5.2 ACEI 3.5.3 ACEI 3.5.4 |
Technology is inappropriately used or teacher does not use technology;
no appropriate rationale for either use or lack of use is provided. |
Teacher uses technology but the choice of use does not make a
significant contribution to teaching and/or learning OR teacher provides very
limited rationale for this use of technology. |
Teacher integrates appropriate technology that makes a significant
contribution to teaching and learning OR teacher provides a strong rationale
for not using technology. |
Instructional Decision-Making--Decisions
made while teaching
Unit
Standard: The teacher uses continuous analysis of student learning to make
instructional decisions.
Task: Provide two examples of instructional decision-making based on students’ learning products or their responses to instruction.
Directions:
• Think of a time while teaching this unit that a student’s learning or response caused you to modify your original design for instruction. The resulting modification may also have affected other students. Cite specific evidence you used in support of your decision to change your plan. Write thoughtful answers to the following prompts:
• Describe the student’s concept or the response that caused you to rethink your plans. The student’s concept or response may have originated in a planned formative assessment or may be a spontaneous reaction to the lesson itself, but it should not come from the pre-assessment.
•Describe what you actually did and explain why you thought this modification of your stated plan would improve the student’s progress toward the learning goal. In hindsight, describe how you might have changed something when you consider adaptations for differences and management of the classroom.
Suggested
Page Length: 1
Instructional Decision-Making Rubric
|
Rating Indicator |
1 Unacceptable |
2 Acceptable |
3 Target |
SCORE |
|
Sound professional practice ACEI 2.8.3 ACEI 3.1.2 ACEI 3.3.2 ACEI 3.4.3 ACEI 3.5.3 |
Instructional decisions seem only marginally appropriate; they do not seem pedagogically sound. |
Instructional decisions seem to be mostly appropriate but some decisions are not pedagogically sound. |
Most instructional decisions seem pedagogically sound and are likely to lead to student learning. |
|
|
Modifications based on analysis of student learning ACEI 3.1.2 ACEI 3.2.3 ACEI 4.0.2 |
Teacher treats class as though one plan fits all with no modifications needed. |
Some modifications of the instructional plan are made in order to address individual student needs, but these do not seem to be based on a thoughtfully articulated analysis of student learning, best practice, and/or contextual factors. |
Appropriate modifications of the instructional plan are made in order to address individual students’ needs. Modifications are based on an analysis of student learning or performance, best practice, and/or other contextual factors. The teacher explains how these modifications are likely to improve student progress. |
|
|
Congruence between modifications and learning outcomes ACEI 4.0.2 ACEI 4.0.3 |
Modifications in instruction not Congruent with goals described by planned student learning outcomes. |
Modifications in instruction are reasonably congruent with learning outcomes. |
Modifications in instruction are thoughtful, based on evidence, and congruent with learning outcomes. |
|
Unit Standard: The teacher uses ongoing analysis of student learning to make instructional decisions.
Analysis of Student Learning
Unit Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.
Task: Analyze your assessment data, including summative pre- and post-instructional assessments as well as more formative assessments to determine students’ progress related to the unit learning outcomes. Use appropriate representations and written narrative to communicate information about the performance of the whole class. Conclusions drawn from this analysis should be provided in the Reflection and Self-Evaluation section.
Directions:
In this section you will analyze your data and explain the progress your class made toward achieving learning outcomes.
• To analyze the progress of your whole class, create a table or graph that shows pre- and post-assessment data for every student for one unit outcome. Then create a graphic summary that shows the progress that your students made toward the learning criteria that you identified for each unit outcome in your Assessment Plan section. Summarize what this graphic representation tells you about your students' learning (e.g., the number of students who met the criterion or an analysis of the most effective learning topics).
Note: You will analyze these data and provide possible reasons for why your students learned (or did not learn) in the next section, Reflection and Self-Evaluation.
Suggested Page Length: Up to one page of writing plus graphs.
Analysis of Student Learning Rubric
Unit Standard: The teacher
uses assessment data to profile student learning and communicate information
about student progress and achievement.
|
Indicator Rating |
Unacceptable |
Acceptable |
Target |
Score |
|
Clarity and accuracy of presentation |
Presentation is not clear and accurate; it does not accurately
reflect the data. |
Presentation is understandable and contains few errors. |
Presentation is easy to understand and contains no errors of
representation |
|
|
Alignment with unit outcome ACEI 2.0.3 |
Analysis of student learning is not appropriately
aligned with unit outcome. |
Analysis of student
learning is partially aligned with unit outcomes and/or it fails to provide a
comprehensive profile of student learning relative to the outcome. |
Analysis is fully aligned
with unit outcome and provides a comprehensive profile of student learning. |
|
|
Interpretation of data ACEI 4.0.2 |
Interpretation seems
inaccurate; conclusions are missing or unsupported by data. |
Interpretation is
technically accurate but conclusions are missing or not fully supported by
data. |
Interpretation is
meaningful and appropriate conclusions are drawn from the data. |
|
|
Evidence of impact on student learning ACEI 4.0.3 |
Analysis of student
learning fails to present evidence of impact on student learning, e.g., the number
of students and how much progress each made toward learning outcomes. |
Analysis of student
learning is based on incomplete evidence of the impact on student learning;
the report does not thoroughly identify nor analyze the performance of
students and how much each achieved and made progress toward learning
outcomes. |
Analysis of student
learning includes evidence of teaching making an impact on student learning,
cites the profiles of students and their progress toward each learning goal. |
|
Reflection
and Self-Evaluation
Unit
standard: The teacher reflects on his or her instruction and the students’
learning in order to improve teaching practice.
Task: Reflect on your teaching performance and link your performance to student learning results. Evaluate your work and identify ways to improve your practice and maintain your professional growth.
Directions:
• Go back to the assessment plan chart. Select the unit outcome where your students were most successful. Provide two or more possible reasons for this success. Consider your expectations, outcomes, instructional techniques, and forms of assessment, along with student characteristics and other contextual factors that seem to be under your control.
• Select the unit outcome where your students were least successful. Provide two or more possible reasons for this lack of success. Consider your outcomes, instruction, and assessment, along with student characteristics and other contextual factors under your control. Discuss what you could do differently or better in the future in order to improve your students’ performance.
• State two professional learning outcomes that emerged from your insights and experiences with teaching this unit. Think about your teaching, what more you needed to know to improve your teaching? Identify and discuss two specific steps you may take that will improve your performance in the critical area or areas you identified.
• Provide a description and reflection on your classroom climate, operation procedures, and classroom discipline and how this helped or hindered your unit’s success.
Suggested Page Length:1- 2
Reflection and Self-evaluation Rubric
Unit standard: The teacher
reflects on his or her instruction and its effect on student learning in order
to improve teaching practice.
|
Rating Indicator |
1 Unacceptable |
2 Acceptable |
3 Target |
SCORE |
|
Interpretation of student learning ACEI 5.1.1 |
No evidence and few reasons are provided to support
the conclusions drawn about connections between instruction and student
learning. |
Provides some evidence but little analysis to
support conclusions drawn in self-evaluation section. |
Uses evidence to support conclusions drawn in
student learning section. Generates multiple hypotheses about student
learning and its connections to specific teaching and planning. |
|
|
Insights into effective instruction and assessment ACEI 5.1.2 ACEI 5.1. |
Provides little or no analysis or rationale for why
some planned activities were more successful than others. |
Identifies successful and unsuccessful activities
and/or assessments; little incorporation of or reference to theory or
research. |
Identifies successful and unsuccessful activities
and assessments and provides practice- and research-based reasons for their
success or lack thereof. |
|
|
Alignment among outcomes, instruction, and assessment ACEI 5.1.2 |
Does not connect learning outcomes, instruction, and
assessment results adequately in discussion of effective instruction and its
contribution to student learning. |
Connects learning outcomes, instruction, and
assessment in written and oral discussion of student learning and effective
instruction; however, some misunderstandings and unreliable causalities are
asserted. |
Effectively connects learning outcomes, instruction,
and assessment results in a discussion of students’ learning and effective
teacher instruction. |
|
|
Implications for future teaching ACEI 5.2.1 ACEI 5.2.2 |
Provides weak or inappropriate ideas for redesigning
teaching to include different learning outcomes, different forms and types of
instruction, and other types of assessment. |
Provides ideas for redesigning learning outcomes,
instruction, and assessment, but offers only weak rationale connecting teaching and planning to
student learning. |
Provides ideas for redesigning learning outcomes,
instruction, and assessment and explains cogently why these modifications
would make a difference in student learning. |
|
#1 Video or Audio
Reflections
Thinking about Teaching and Learning
Components: Two videos are to be recorded during designated
times in your
student teaching experience. One is to
be recorded within the first three weeks of your experience,
the second is to be done during the instruction of your unit.
You are to reflect upon these two lessons by viewing the tape or listening to the audio and writing your thoughts down.
Use the following questions to guide this reflection.
1. Discuss
the components of your lesson, the sequence such as the approach, procedures,
culmination, and adaptations. Were any pieces stronger than others? Explain
your thinking.
- Discuss your management and teaching style. Focus on movements and actions you notice most, distractions caused by yourself or the class, and the need for points of clarification.
- Do you notice any portions of the lesson that could have been shorter or longer? Do you see any places in the lesson that needed clarification? Are there any areas in which the preparation should have been different?
- Think about the learning of your students. Can you assess through this video that progress has been made? Where your adaptations successful? Should you have done something differently to meet the needs of all learners?
- Were you equitable in the management of the class and students? Did you call on one gender more than the other? Did you elicit answers from the same students or did you have a high level of participation?
- In your overall opinion what do you see as the strength of the video?
- After viewing each video, write one or two goals for yourself.
NCATE Assessment 1: Video Reflections
Scoring Rubric
|
Unacceptable 0-1 |
Acceptable 2-3
|
Target 4-5 |
Rating |
||
|
The
reflection/evidence includes most questions or components of the question. 2.The reflection/evidence supports the standard. 3.The
reflection/evidence shows some insight and analysis of the required component
|
1.The
reflection/evidence includes all questions or components of the question. 2.The reflection/evidence strongly supports the standard. 3.The reflection/evidence shows deep insight and analysis
of the required component. |
/5 |
TOTAL: /5
_____ 4-5 Target _____ 2-3 Acceptable _____ 0-1 Unacceptable
#2 Professionalism Standard
|
Standard E – Cluster 1: Candidate Meets Professional Responsibilities
- ACEI 5.1 Practices and Behaviors of Developing Career Teachers – Candidates understand and apply practices and behaviors that are characteristic of developing career teachers.
- ACEI 5.2 Reflection and Evaluation – Candidates actively seek out opportunities to grow professionally
- DOE – Candidate understands his or her legal and moral responsibilities.
- DOE – Candidate reflects critically upon his or her teaching experiences, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.
- DOE – Candidate understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources
Professionalism (The Candidate Meets
Professional Responsibilities)
Discuss what professionalism means to you through the use of specific ideas and explain why it is important. Provide evidence of your growth as a professional educator such as a certificate from attending in-service workshops, attending professional conferences, a copy of your membership card from a professional educator’s society, and/or a description of how you took an advocacy role in your community related to educational issues. (ACEI 5.1.1, 5.2.2, 5.2.3, 5.4.2)
Standard E – Cluster 2: Candidate Meets Professional Responsibilities
- ACEI 5.3 Collaboration with families – Candidates know the importance of establishing and maintaining a positive collaborative relationship with families to promote the intellectual, social, emotional, and physical growth of children.
- DOE – Candidate draws on resources from colleagues, families, and the community to enhance learning.
****See Rubric
#3 Technology standard
# 5 Technology Skills (The Candidate Meets
Professional Responsibilities)
Write a narrative: Provide a brief reflection and evidence of your skills with new technologies (e.g., using the Internet to gather information, designed the PowerPoint demonstrations for Parent Open House, used Internet to connect to other classrooms, etc.) (ACEI 5.1.1, 5.1.2, 3.3.2)
****See Rubric
#4 Family and Community Standard
Family and Community Standard
- ACEI 5.3 Collaboration with families – Candidates know the importance of establishing and maintaining a positive collaborative relationship with families to promote the intellectual, social, emotional, and physical growth of children.
- DOE – Candidate draws on resources from colleagues, families, and the community to enhance learning.
- ACEI 5.4 Collaboration with colleagues and the community – Candidates foster relationships with school colleagues and agencies in the larger community to support students’ learning and well being.
- DOE – Candidate draws on resources from colleagues, families, and the community to enhance learning.
Family and Community
Write a
narrative on the importance of the family in elementary education. Include references
to things you did in your student teaching experience. Provide evidence such as
introductory letter to parents, classroom newsletters, parent teacher
conferences, open houses, field trips, organizing parent volunteers. Provide evidence of how you work with or
consider input from multidisciplinary teams of professionals (e.g., health,
social services, physical or speech therapists, school curriculum teams, etc.)
to prepare IEPs and devise and implement curriculum to meet the special needs
of children. (ACEI 5.4.1,5.4.2)
****See Rubric
Assessment Rubric for Components 2, 3 and 4
TARGET
This means that the components meet the following criteria:
· The reflection/evidence includes all questions or components of the question.
· The reflection/evidence strongly supports the standard.
· The reflection/evidence shows deep insight and analysis of the required
component.
ACCEPTABLE
This means that the components meet the following criteria:
· The reflection/evidence includes all questions or components of the question.
· The reflection/evidence strongly supports the standard.
· The reflection/evidence shows deep insight and analysis of the required
component
UNACCEPTABLE
This means that the components meet the following criteria:
· The reflection/evidence does not include most questions or components of the question.
· The reflection/evidence is not directly related to the standard.
· The reflection/evidence shows minimal thought and effort in the explanation of the component.
(11-10)
Bridgewater
State University
Department of Elementary and Early Childhood
Education
Lesson plan format
1.
Lesson Title,
Your Name(s), Grade Level, Day and Date
2.
Materials
List
specific numbers, and consider what both teacher and students need. Include citations for all resources you used
to research, plan, and teach your lesson.
Include all worksheets, PowerPoint presentations, and other resources
you present or give to students.
3.
Learning Outcomes
What
are the specific materials, task/product, and criteria for
judging students’ successful understanding of this lesson? Include
in parentheses after each learning outcome the Massachusetts Curriculum
Framework(s), by subject and number, that you will be
addressing.
4.
Teacher Content Knowledge
Specifically
describe the academic concepts you will be teaching in this lesson. This should be a textbook-like explanation
for the teacher. Also include
specialized terminology and grade-level appropriate definitions.
5.
Procedure
The
procedures should be so clearly described that anyone can take this lesson and
teach directly from it. Include all
directions for activities, questions, transitions, and assessments.
- Lead-in – How will
you hook your students’ interest?
- Step-by-Step
Procedures – Also include assessments and classroom management
considerations (e.g. transitions, management/safety of materials, student
grouping, etc.)
- Closure – How will
you link the lesson back to your learning outcome(s)?
6.
Assessments
List
each assessment task and whether it’s pre-assessment, formative assessment, or
summative assessment. Describe how
you’ll judge student success (include any criteria, rubrics, and/or checklists
you’ll use). Your formative and summative
assessments should align with the learning outcomes that are stated above.
7.
Accommodations/Modifications
Describe
differentiation based on multiple intelligences, interest, learning styles,
student skill level, cultural backgrounds, etc.
Describe modifications you make for special needs students.
Not
officially part of the lesson plan - Reflection
- Assessments At
various times in the lesson, check to see if learning is taking place.
What will you look for?
-
Post Teaching Reflection Think about the lesson. What went right? What went wrong? Did the materials work well? The procedure? The setting? What could you do differently?
Seminars
A series of seminars are scheduled during the early part of
the semester. Topics are selected to
provide teacher candidates with a more in-depth understanding of effective
teaching practices. Additionally,
seminars are intended to provide an opportunity for you to share with other
student teachers your successes and challenges in the classroom. Your college supervisor will provide you with
a schedule. ATTENDANCE IS MANDATORY!!!