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 Professional
Educational 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 Common Core / Curriculum 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, assessments #3-6) 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 packet will be handed
into the supervisor and will not be returned.
The supervisor using the terms, “unacceptable,” “acceptable,” and
“target” will grade the packets. The 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
This assessment is documented by artifacts in the Student
Teaching Portfolio (Assessment 5) which includes a modified Student Work
Sample, and is combined with observation results from your college supervisor
and your cooperating practitioner. According to the state PPA
guidelines (On College of Education website) “The Regulations (Section 7.03)
require programs that are approved to grant an Initial License to assess a
candidate’s performance in a practicum or practicum equivalent using guidelines
developed by the Department. The guidelines herein address the
Professional Standards for Teachers, and should be used by all licensure
programs for the Initial License.”
At the final assessment, the Pre-service Performance
Assessment for Practicum must be completed.
It is the student teacher’s responsibility to complete the form prior to
the scheduled meeting.
1. Each standard must
have an entry for evidence that the standard has been met. This entry will simply be coded (as described
below). Most likely, a review at the
mid-term , some standards will get a code of NY for
“not yet” if the candidate has not yet reached this point in his or her student
teaching experience.
Evidence for the standard can come from elements being
developed in the Student Teacher Assessment and Teacher Work Sample. It can also be found in Form B (observation
report) comments, cooperating practitioner observations, student work sample,
journal entries, student work, etc.
2. Explanation: You
must provide concise, specific information about the evidence.
3. 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. (An electronic version will go on Task Stream)
4.
Independently, have your cooperating practitioner complete the rating on
his/her copy.
5. At the 3-way
meeting, all 3 copies need to be available, along with copies of any described
evidence. The supervisor will use the
original copy to record the final rating and confirm that the evidence and
explanations are consistent with the specific standard.
Pre-service Performance Assessment
Professional Standards for Teachers: See 603 CMR 7.08
Please use this assessment in conjunction with the
Pre-service Performance Assessment for Teachers guidelines: the rating scale;
evaluation questions relating to the standards; and the license-specific
questions per standard (b)2c. Candidates must complete the Evidence column
for evaluation by the program supervisor and supervising practitioner.
|
Standard A -
Plans Curriculum and Instruction |
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|
Indicators |
Evidence |
|
1.
Draws
on content standards of the relevant curriculum frameworks to plan sequential
units of study, individual lessons, and learning activities that make
learning cumulative and advance students’ level of content knowledge. (Specify
Curriculum Framework title, learning standards, and concept and skills used
[attach list if necessary]). |
|
|
2.
Draws
on results of formal and informal assessments as well as knowledge of human
development to identify teaching strategies and learning activities
appropriate to the specific discipline, age, level of English language
proficiency, and range of cognitive levels being taught. |
|
|
3.
Identifies
appropriate reading materials, other resources, and writing activities for
promoting further learning by the full range of students within the
classroom. |
|
|
4.
Identifies
prerequisite skills, concepts, and vocabulary needed for the learning
activities and design lessons that strengthen student reading and writing
skills. |
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5.
Plans
lessons with clear objectives and relevant measurable outcomes. |
|
|
6.
Draws
on resources from colleagues, families, and the community to enhance
learning. |
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7.
Incorporates
appropriate technology and media in lesson planning. |
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8.
Uses
information in Individualized Education Programs (IEPs) to plan strategies
for integrating students with disabilities into general education classrooms. |
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9. Uses instructional
planning, materials, and student engagement approaches that support students
of diverse cultural and linguistic backgrounds, strengths, and challenges. |
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Rating:
|
Explanation
of Rating for Standard A - Plans Curriculum and Instruction: |
Rating Scale: 1=Does Not Meet the Standard;
2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.
|
Candidate’s Name: |
License: |
|
Program Supervisor (initial): |
Date: |
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Supervising Practitioner
(initial): |
Date: |
Pre-service Performance Assessment for Practicum or
Practicum Equivalent
Professional Standards for Teachers: See 603 CMR 7.08
|
Standard B –
Delivers Effective Instruction |
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|
Indicators |
Evidence |
|
1. Communicates
high standards and expectations when beginning the lesson.
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2. Communicates high standards and
expectations when carrying out the lesson.
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3. Communicates high standards and
expectations when extending and completing the lesson.
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4. Communicates high standards and expectations when
evaluating student learning.
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Rating:
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Explanation
of Rating for Standard B – Delivers Effective Instruction: |
Rating Scale: 1=Does Not Meet the
Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.
|
Candidate’s
Name: |
License: |
|
Program
Supervisor (initial): |
Date: |
|
Supervising
Practitioner (initial): |
Date: |
Pre-service Performance Assessment for Practicum or
Practicum Equivalent
Professional Standards for Teachers: See 603 CMR 7.08
|
Standard C –
Manages Classroom Climate and Operation |
|
|
Indicators |
Evidence |
|
1.
Creates
and maintains a safe and collaborative learning environment that values
diversity and motivates students to meet high standards of conduct, effort
and performance. |
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2.
Creates
a physical environment appropriate to a range of learning activities. |
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3.
Maintains
appropriate standards of behavior, mutual respect, and safety. |
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4.
Manages
classroom routines and procedures without loss of significant instructional
time. |
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Rating:
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Explanation
of Rating for Standard C - Manages Classroom Climate and Operation: |
Rating Scale: 1=Does Not Meet the
Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.
|
Candidate’s
Name: |
License: |
|
Program
Supervisor (initial): |
Date: |
|
Supervising
Practitioner (initial): |
Date: |
Pre-service Performance Assessment for
Practicum or Practicum Equivalent
Professional Standards for Teachers:
See 603 CMR 7.08
|
Standard D –
Promotes Equity |
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Indicators |
Evidence |
|
1.
Encourages
all students to believe that effort is a key to achievement. |
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2.
Works
to promote achievement by all students without exception. |
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3.
Assesses
the significance of student differences in home experiences, background
knowledge, learning skills, learning pace, and proficiency in the English
language for learning the curriculum at hand and uses professional judgment
to determine if instructional adjustments are necessary. |
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4.
Helps
all students to understand American civic culture, its underlying ideals,
founding political principles and political institutions, and to see
themselves as members of a local, state, national, and international civic
community. |
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5. Collaborates with families,
recognizing the significance of native language and culture to create and
implement strategies for supporting student learning and development both at
home and at school. |
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Rating:
|
Explanation
of Rating for Standard D- Promotes Equity: |
Rating Scale: 1=Does Not Meet the
Standard; 2=Meets the Standard, 3=Exceeds the Standard; 4=NA/Not Applicable.
|
Candidate’s
Name: |
License: |
|
Program
Supervisor (initial): |
Date: |
|
Supervising
Practitioner (initial): |
Date: |
Pre-service Performance Assessment for Practicum or
Practicum Equivalent
Professional Standards for Teachers: See 603 CMR 7.08
|
Standard E –
Meets Professional Responsibilities |
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Indicators |
Evidence |
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Rating:
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Explanation
of Rating for Standard E – Meets Professional Responsibilities: |
Rating Scale: 1=Does Not Meet the Standard;
2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.
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Candidate’s
Name: |
License: |
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Program
Supervisor (initial): |
Date: |
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Supervising
Practitioner (initial): |
Date: |
Appendix B - The Professional Standards for Teachers (PST)
Evaluation Questions
Evaluation
questions for the Professional Standards for Teachers are designed to support
the professional judgment of the supervising practitioner and program
supervisor. The following
evaluation questions must be used with the Pre-service Performance Assessment
Form by the program supervisor and supervising practitioner. Supervisors may elect to include additional
evaluation questions where appropriate.
Standard
A: Plans Curriculum and Instruction
1.
Draws on
content standards of the relevant curriculum frameworks to plan sequential
units of study, individual lessons, and learning activities that make learning
cumulative and advance students’ level of content knowledge.
Evaluation
Questions:
·
Does documentation show evidence of activities planned as lessons
in sequential units of study? (For
example, is the structure of each lesson and unit clear? Is there a focus and logic to each lesson,
and are the connections within the lessons and the transitions between lessons
appropriate?)
·
Are specific standards in the curriculum framework noted with page
number and date of publication?
·
Is there an explanation of why these content standards and units
of study are being taught?
2.
Draws on
results of formal and informal assessments as well as knowledge of human
development to identify teaching strategies and learning activities appropriate
to the specific discipline, age, level of English language proficiency, and
range of cognitive levels being taught.
Evaluation
Questions:
·
Does documentation note what assessments have been used and how their
results guided planning?
·
Does the planned pedagogy include a rationale grounded in research
and common sense?
·
Does the candidate choose teaching strategies that are appropriate
for the content, grade level, and range of students being taught?
·
Are the learning activities described and do they provide suitable
challenges for academically advanced as well as for those whose work is below
grade level?
·
Is there an explanation of how knowledge of human development and
learning guided planning?
3.
Identifies
appropriate reading materials, other resources, and writing activities for
promoting further learning by the full range of students within the classroom.
Evaluation
Questions:
·
Does documentation describe the reading and other resources being
planned and explain which will suitably challenge students at each level: below
grade level, learning disabled, English language learners, at grade level, and
academically advanced?
·
Is there an explanation of the different writing activities
selected for these different groups of students?
4.
Identifies
prerequisite skills, concepts, and vocabulary needed for the learning
activities.
Evaluation
Questions:
·
Does documentation list skills, concepts, and vocabulary needed
for the topic being studied and for the different groups of students in the
class?
5.
Plans lessons with clear objectives and
relevant measurable outcomes.
Evaluation
Questions:
·
Does documentation show the objectives for each planned lesson?
·
Does it describe the measurable outcomes expected?
·
Is there an explanation of how the expected outcomes will be
measured?
·
Do the homework, learning activities, and assessments reflect the
objectives described?
·
Are there suitable objectives for students who are academically
advanced as well as for those whose work is at or below grade level?
6.
Draws on
resources from colleagues, families, and the community to enhance learning.
Evaluation
Question:
·
Are resources identified that may be provided by colleagues,
student families, or the community?
·
Does the candidate explain how the resources are going to be used
and why?
7.
Incorporates appropriate technology and media in lesson planning.
Evaluation
Questions:
·
Are the technology or media identified that will be used during
the unit of study?
·
How and why are technology and media used to achieve the
objectives of the lesson?
·
Are these uses appropriate for the discipline at the intended
grade level?
8.
Uses information
in Individualized Education Programs (IEPs) to plan strategies for integrating
students with disabilities into general education classrooms.
Evaluation
Questions:
·
What information in the IEPs has been used to plan units of study?
·
What strategies or materials are to be used to promote the
learning of students with disabilities and why they are expected to be
effective for these students in this discipline?
9.
Uses
instructional planning, materials, and student engagement approaches that
support students of diverse cultural and linguistic backgrounds, strengths, and
challenges.
Evaluation
Questions:
·
Does the candidate employ WIDA ELD standards instructional tools and other relevant data
about English language proficiency (for example, ACCESS scores) when planning
lessons to help ELLs at different proficiency levels meet the MA
standards and develop academic language for all disciplines?
·
Does the lesson plan have language objectives that consider all
levels of language proficiency?
·
Does the candidate employ appropriate support, materials and
strategies to make standards accessible and promote language learning?
·
Do lesson and unit activities, assignments, and assessments align
with identified language and content objectives – where applicable?
Standard
B: Delivers Effective Instruction
1.
Communicates high standards and expectations
when beginning the lesson:
a.
Makes
learning objectives clear to the student.
Evaluation
Questions:
·
How are learning objectives communicated to the student?
·
Are the transitions from the beginning of the lesson to the body
of the lesson smooth, and clear?
b.
Communicates
clearly in writing, speaking, and through the use of appropriately designed
visual and contextual aids.
Evaluation
Questions:
·
Does the candidate communicate clearly in writing and speaking?
·
Does the candidate utilize visual and contextual aids to make
instruction comprehensible to ELLs at different proficiency levels?
·
Does the candidate modulate his or her use of language to make
instruction comprehensible, but also promote language development of students
at different proficiency levels?
c.
Uses engaging
ways to begin a new unit of study or lesson.
Evaluation
Questions:
·
What types of opening activities are used and what are the
purposes (i.e., to stimulate prior knowledge, to frame the lesson, or to
motivate students)?
d.
Builds on students’ prior knowledge and
experience.
Evaluation
Questions:
·
Does the candidate build on students’ prior knowledge and
experience?
2.
Communicates high standards and expectations
when carrying out the lesson:
a.
Uses a
balanced approach to teaching skills and concepts of elementary reading and
writing.
Evaluation
Questions:
·
Are phonemic awareness, phonics, and vocabulary skills taught and
practiced separately as well as together with comprehension skills?
·
Are materials provided for practice?
·
Are decodable texts used for practicing phonics lessons?
·
Are reading materials suitably challenging for students with
different learning paces?
·
Are provisions made to develop automaticity and fluency?
b.
Employs a
variety of content-based and content-oriented teaching techniques, from more
teacher-directed strategies such as direct instruction, practice, and Socratic
dialogue, to less teacher-directed approaches such as discussion, problem
solving, cooperative learning, and research projects (among others).
Evaluation
Questions:
·
Does candidate indicate two or more teaching techniques that address
the range of student skills?
·
Are the teaching techniques appropriate for the objectives of the
lesson and for the different groups of students?
c.
Demonstrates
adequate knowledge of and approach to the academic content of lessons.
Evaluation Questions:
·
See license-specific evaluation questions. (Appendix C)
d.
Employs a
variety of reading and writing strategies for addressing the learning
objectives.
Evaluation
Questions:
·
Are reading and writing activities included in the body of the
lesson and /or in the homework?
·
Are students asked to describe, explain and justify their ideas?
e.
Uses
questioning to stimulate thinking and encourages all students to respond.
Evaluation
Questions:
·
Does the candidate use probing questions to help students understand
concepts?
·
Does the candidate address questions to all students to encourage
participation?
f.
Uses
instructional technology appropriately.
Evaluation
Questions:
·
Is the candidate knowledgeable in the use of technology?
·
Is there a smooth transition to and from technology use?
·
Do all students have access to the technology and are they given
sufficient instruction in its use?
·
Is technology used as a tool to develop and reinforce knowledge
and skills?
g. Uses effective strategies and techniques for
making content accessible for English language learners.
Evaluation
Questions:
·
Does the candidate use proven research-based strategies and
techniques to adapt or modify grade level content material in ways that make it
more comprehensible for students at different proficiency levels while
maintaining appropriate rigor?
·
Does the candidate emphasize academic and content related language
and give students frequent opportunities to English in relevant academic
contexts?
·
Does the candidate’s speech model proper English usage when
working with English language learners despite modifications to make
instruction more comprehensible?
h.
Demonstrates
knowledge of the difference between social and academic language and the
importance of this difference in planning, differentiating, and delivering
effective instruction for English language learners at various levels of
English language proficiency and literacy.
Evaluation
Questions:
·
Does the candidate provide explicit instruction in both social and
academic language, along with opportunities to practice both types of language
and receive feedback on improvement?
·
Does the candidate choose and implement assessments appropriate
for students’ proficiency level?
·
Does the candidate design appropriate tasks, supports and scaffolding
in response to the needs and proficiency levels of ELL students?
3.
Communicates
high standards and expectations when extending and completing the lesson:
a.
Assigns
homework or practice that furthers student learning and checks it.
Evaluation Questions:
·
Does the candidate provide evidence of differential homework
assignments or practice that further the learning of students who are
academically advanced as well as students whose work is at or below grade
level?
·
Are several examples of assignments included and a rationale
provided for them?
·
Are classroom sets of examples of student homework provided?
·
How is student homework evaluated?
b.
Provides
regular and frequent feedback to students on their progress.
Evaluation
Questions:
·
Does the candidate aptly summarize what students have been
expected to learn at the end of the lesson (or ask students to do so)?
c.
Provides many
and varied opportunities for students to achieve competence.
Evaluation Questions:
·
Does the candidate guide students to an adequate or useful
conclusion to the lesson?
·
Does the candidate provide examples of how student work is
evaluated and how that evaluation is communicated to students?
4.
Communicates high standards and expectations
when evaluating student learning.
a.
Accurately
measures student achievement of, and progress toward, the learning objectives
with a variety of formal and informal assessments, and uses results to plan
further instruction.
Evaluation
Questions:
·
Has the candidate provided examples of tests written by her/him?
·
Are formal tests provided by the district identified?
·
Are examples of student response papers for teacher tests
provided?
·
Have alternate forms of assessment (portfolios, projects, etc.)
been used and copies provided?
b.
Translates
evaluations of student work into records that accurately convey the level of
achievement students for parents or guardians, and school personnel.
Evaluation
Questions:
·
Are report cards or grades given for student learning provided?
Standard C: Manages
Classroom Climate and Operation
1.
Creates and maintains a safe and collaborative
learning environment that values diversity and motivates students to meet high
standards of conduct, effort and performance.
Evaluation
Questions:
·
Does the candidate use strategies to create environments that reduce the environmental
“affective filter?”
·
Does the candidate have appropriate linguistic
expectations for students based on their English language proficiency level, as
evidenced by lesson planning and delivery?
·
Does the candidate utilize flexible grouping
strategies (homogeneous, heterogeneous groups, etc.) to promote a classroom
culture of inclusion?
·
Does the candidate demonstrate the ability to
recognize when classroom management issues stem from cultural issues and
address them appropriately?
2.
Creates a physical environment appropriate to
range of learning activities.
Evaluation
Questions:
·
Has the candidate created a physical environment appropriate to
the range of learning activities?
·
How has candidate created an environment that is conducive to
learning? (For example, does the
candidate establish a positive atmosphere where students are encouraged to
participate?
·
Does the candidate have good rapport with the students? Is the
candidate patient with students?)
3.
Maintains appropriate standards of behavior,
mutual respect, and safety.
Evaluation
Questions:
·
Has the candidate maintained appropriate standards of behavior,
mutual respect, and safety? (For example, does the candidate communicate rules
and procedures for classroom behavior to the students? Is the candidate alert
to student behavior at all times? Does
the candidate stop inappropriate behavior promptly and consistently? Does the
candidate treat the students with respect and is that respect returned?)
4.
Manages
classroom routines and procedures without loss of significant instructional
time.
Evaluation
Questions:
·
Does the candidate manage classroom routines and procedures
without loss of significant instructional time? (For example, does the
candidate use appropriate time periods for checking homework, for the body of
the lesson, etc.? Are the materials
needed for activities ready for distribution and is the candidate organized in
transitioning between activities?)
Standard D: Promotes
Equity
1.
Encourages all students to believe that effort
is a key to achievement.
Evaluation
Questions:
·
Does the candidate pay as much attention to students who are
academically advanced as to those whose work is at or below grade level?
2.
Works to promote achievement by all students
without exception.
Evaluation
Questions:
·
Does the candidate provide opportunities for students to receive
extra help outside of class time?
·
Does the candidate provide more challenging work on a systematic
or accelerated basis for academically advanced students?
3.
Assesses the
significance of student differences in home experiences, background knowledge,
learning skills, learning pace and proficiency in the English language for
learning the curriculum at hand and uses professional judgment to determine if
instructional adjustments are necessary.
Evaluation
Questions:
·
Does student work reflect adjustments made? For example, what did the candidate do for
students who may require additional foundational knowledge or skills; or for
students who have advanced knowledge or skills?
4.
Helps all
students to understand American civic culture, its underlying ideals, founding
political principles, and political institutions and to see themselves as
members of a local, state, national, and international civic community.
Evaluation
Questions:
·
Has the candidate explained what adjustments have been made for
these purposes, and why?
·
Does the candidate address all students as unique individuals and
as Americans or potential Americans?
·
Does the candidate avoid identifying students as “representatives”
of particular racial, ethnic, or gender groups?
·
Does the candidate help students to see themselves and each other
as American citizens? Does candidate give special writing assignments, lessons
on national symbols, songs, phrases, and Pledge of Allegiance, or special
civics lessons?
5.
Collaborates
with families, recognizing the significance of native language and culture to
create and implement strategies for supporting student learning and development
both at home and at school.
Evaluation
Questions:
·
Does the candidate serve as a cultural mediator to help bridge
cultural differences and promote student success?
·
Can the candidate demonstrate that he or she has communicated with
students’ parents and families to gather information for lesson planning and
assessment?
·
Does the candidate regularly communicate with parents about
students’ academic progress and English language development, as well as
strategies for supporting students at home?
·
Does the candidate design activities and assignments that draw on
cultural and linguistic “funds of knowledge” of students’ family and culture?
·
Does the candidate explicitly make connections between students’
native language and English during instruction, when possible?
Standard E: Meets Professional Responsibilities
1.
Understands his or her legal and moral
responsibilities.
Evaluation
Questions:
·
Does the candidate behave in a professional manner (including
punctuality, confidentiality, and carrying out all job-related
responsibilities)?
2.
Conveys knowledge of and enthusiasm for
his/her academic discipline to students.
Evaluation
Questions:
·
Is the candidate enthusiastic about his/her academic discipline
during interactions with students?
3.
Maintains
interest in current theory, research, and developments in the academic
discipline and exercises judgment in accepting implications or findings as
valid for application in classroom practice.
Evaluation
Questions:
·
Does the candidate take advantage of professional development
opportunities provided by the school during his/her teaching there?
4.
Collaborates with colleagues to improve
instruction, assessment, and student achievement.
Evaluation
Questions:
·
Does the candidate confer with his/her supervising practitioner
and other colleagues (including other student teachers) about improving his/her
practice?
5.
Works
actively to involve parents in their child’s academic activities and
performance, and communicates clearly with them.
Evaluation
Questions:
·
Does the candidate participate in conferences with parents (under
the guidance of the supervising practitioner) when appropriate?
6.
Reflects
critically upon his or her teaching experience 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.
Evaluation
Questions:
·
Does the candidate provide evidence (e.g., a journal) of
reflecting upon his/her practice?
7.
Understands legal and ethical issues as they
apply to responsible and acceptable use of the Internet and other resources.
Evaluation
Questions:
·
Does the candidate communicate appropriate use of the Internet to
students whenever class activities include Internet use?
Elementary (1-6) Standard (b)2c
Demonstrates
adequate knowledge of and approach to the academic content of lessons.
|
Evidence
Found |
Evidence
Not Found |
License-Specific Evaluation
Questions |
|
|
|
Has the
candidate demonstrated proficiency in developing learning units drawing on
the content and grade level standards contained in the Massachusetts
Curriculum Frameworks in English/Language Arts, History/Social Science,
Science and Technology, Health, Mathematics and the Arts? |
|
|
|
Has the
candidate demonstrated knowledge of child development (early childhood
through preadolescence) to plan appropriate learning experiences? |
|
|
|
Does the
candidate demonstrate knowledge of the five dimensions of reading: phonemic
awareness, phonics, fluency, vocabulary, and comprehension? |
|
|
|
Does the
candidate use research-based strategies to shelter the content for students
and promote academic language development, differentiating for students at
different stages of English language acquisition? |
|
|
|
Does the
candidate use information contained in IEPs to effectively plan and assess
learning experiences for students with special needs integrated into the
general education classroom? |
|
|
|
Is the
candidate able to help students see connections across the curricula by
integrating subject matter in lesson planning and instruction? |
|
|
|
Does the
candidate demonstrate knowledge of the basic principles and concepts related
to elementary mathematics? |
|
|
|
Does the
candidate demonstrate knowledge of history and social science including major
developments and figures in US, Massachusetts and world history, basic
economic and geographic principles and concepts and US political principles? |
|
|
|
Does the
candidate demonstrate knowledge of science and technology/engineering
including the life sciences, physical sciences and major scientific and
technological discoveries and principles and procedures of scientific
inquiry? |
#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 (20)
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
The unit contains seven teaching processes identified by
research and best practice as fundamental to improving student learning. Each
teaching process is followed
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 DESE 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 DESEs 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. |
Contextual Factors Rubric
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. |
|
|
Multiple modes and approaches;
technical soundness ACEI 4.0.1 |
Assessment plan includes a
single assessment mode and DESEs not assess students before, during, and
after instruction. Assessments do not
show evidence of appropriateness for student use. |
Assessment plan
includes multiple modes that are either pencil/paper based (i.e., not
performance assessments) and/or do not require learners to integrate
knowledge, skills, and reasoning ability. The assessment is not
self-explanatory. |
Assessment plan include
multiple assessment modes (including performance assessments, lab reports,
research units) and assesses student performance throughout the instructional
sequence. Scoring systems, prompts, directions, and procedures are clear. |
|
|
Adaptations based on the
individual needs of students ACEI 4.0.2 ACEI 4.0.3 |
Teacher DESEs not adapt
assessments to meet the individual needs of students; many assessments seem inappropriate. |
Teacher uses
assessments that seem appropriate to meet the individual needs of some
students; teacher makes some adaptations. |
Teacher makes
adaptations to assessments that seem appropriate to meet the individual needs
of most students. |
|
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 Unit Instruction
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 DESEs
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 DESEs
not use technology; no appropriate rationale for either use or lack of
use is provided. |
Teacher uses technology but the choice of use DESEs 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
Unit Standard: The teacher uses ongoing analysis of student learning to
make instructional decisions.
|
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. |
|
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 DESEs 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 DESEs 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 |
DESEs 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
- DESE
– Candidate understands his or her legal and moral responsibilities.
- DESE
– 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.
- DESE
– 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.
- DESE
– Candidate draws on resources from colleagues, families, and the
community to enhance learning.
****See Rubric on three pages below
#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 two pages below
#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.
- DESE
– 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.
- DESE
– 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 on next page