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Boyce College

Teacher Preparation Unit

Boyce College Teacher Education Program (TEP) Review Document:

CONTINUOUS ASSESSMENT PLAN (CAP)

Date Completed: 8-23-2010

Date Approved by CTE:

Date Submitted to EPSB: 9-15-2010

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Introduction

Woven throughout the Conceptual Framework (CF) of the Boyce teacher preparation unit is the

concept of assessment as the fabric of an effective teacher preparation unit. We believe that an

effective teacher preparation unit must develop and maintain an assessment system that achieves

two major objectives: 1. Provide credible performance data on the progress and achievement of

each teacher candidate as related to specific program standards and EPSB standards 1 and 2, and

2. Provide feedback to the unit on the effectiveness of the program components and functions in

achieving the specified program standards. To these ends we have developed a system of

continuous performance assessment for the Boyce Teacher Education Program (TEP) to assure

that the vision we have articulated for the development of professional teachers as leaders will be

a reality. This Continuous Assessment Plan (CAP) is based on the Boyce TEP Conceptual

Framework, based on the unit theme “Teachers as Servant-Leaders” and the three sub-themes of

service, collaboration, and the teacher as a reflective practitioner. The Boyce CAP for teacher

candidates is designed to measure the professional knowledge, skills, and dispositions that we

believe are necessary for the “teacher as a servant-leader”. It is designed to monitor and report

overall teacher candidates’ progress through a Kentucky Teacher Standards performance-based

program. The CAP also will permit the collection and electronic storage of the data for analysis

of the effectiveness of the Boyce teacher preparation unit in the training of professional teachers

as servant-leaders and thereby provide insights for any necessary changes.

CAP Rationale

The Boyce CAP is based on the belief that the knowledge and skills of the teacher candidate are

the foundation of the effective professional teacher, but that the goal of developing teachers as

servant-leaders requires having the disposition to be a servant first who also values the need to be

a collaborative and reflective team-oriented professional teacher. We therefore base our

treatment of the assessment of teacher candidates on the conviction that teacher dispositions

(beliefs, and values) is a primary issue for all aspects of the professional teacher Of course, the

continuous growth of knowledge, and the development and application of teacher skills are

absolutely necessary, but we believe that what the teacher believes and values is the driving force

for the quality and type of teacher that the teacher candidate will ultimately become. Unless the

teacher has core beliefs and values that drive the growth of knowledge, and the development of

pedagogical and professional educator skills, and even the involvement in service and leadership,

the resulting knowledge, skills, and service may likely lack enduring and deep roots of

professionalism. We therefore believe that the growth of the knowledge and the application of

skills and the demonstration of servant-leadership involvement are vitally connected to the

dispositions of the teacher candidate. Within the Conceptual Framework the valued dispositions

for the Boyce teacher preparation unit are those dispositions that foster service, collaboration,

and the teacher as a reflective practitioner. The Boyce CAP will therefore focus on the

assessment of knowledge, skills, and the dispositions which engender the teacher as a servant-

leader.

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Assessment of Conceptual Framework Components Using the above rationale we have developed a means for assessing teacher candidate

knowledge, skills, and dispositions throughout the teacher preparation process, which are

believed to be important to develop teachers as servant-leaders. Table 1 below presents how

each of the major components of knowledge, skills, and dispositions of the Conceptual

Framework are assessed throughout the experiences of the teacher candidate, experiences that

are both external to the TEP and also internal.

Table 1: Alignment of Program Assessments with Conceptual Framework Components

CF

Component

TEP External

Assessments

TEP Internal Assessments

Prerequisite

Assessments

For TEP

TEP

Checkpoint 1

Application for

TEP

TEP

Checkpoint 2

Application to

Student Teaching

TEP

Checkpoint 3

TEP Exit

Knowledge

General Knowledge: ACT,

SAT, Praxis I:

EN 101 tests SP 105 tests

Gen. Ed., Bible/

Theo., Related Studies course tests;

*Praxis II Score.

General Knowledge :

Pass courses-

ED 200. EN 101, SP 205, ED 210:

-Maintain GPA of

2.5 for Boyce courses

General Knowledge: -Required ACT, SAT, or

Praxis I score -Gen. Ed.(EN 101, SP

105)

Bible/Theo. -Overall GPA 2.5 0

Prof. Knowledge

Related Studies & Prof. Ed.(ED

200, 210) – Min. “C’

General Knowledge: -Min. GPA 2.5 for all

courses,

-no grades lower than “C”

Prof.Knowledge:

-Evaluation of teaching lessons in ED 220, 310,

311, 320, 330, 380, 420

using KTS rubric #1: 2.5 Mean score

Prof. Knowledge: -S t.Teaching:

KTS Rubrics #1-

6: 2.5 mean sc. -Final GPA 2.5+

-Final ED 490

Gr.-“C” minimum -TWS min.

rubric score

85%; -POS,KCC: TWS

analytic score

Skills

General Academic

skills: -ACT, SAT, or Praxis I:

Reading,

Writing score, -EN 101, SP 105

Min.”C” grades -PLT Score

General Skills

-ED 200: Philosophy of

Education writing

evaluation min. grades of “C”

-ED 210: Technology -

Minimum course

grade of “C’; -Portfolio rubric

min. score 3

Communication

Skills: 1. Philosophy of Ed.-

Min. “C”

2. Impromptu writing-“Satisfactory”

Technology skills:

-ED 210 projects

completed- Min. “C” grades.

Professional Skills:

-ED 380 FE Evaluations

-Teaching skills:

Evaluation of teaching lessons

in ED 220, 310, 311, 320, 330, 380, 410

420 using KTS

Standards 2-8 rubrics-2.5 mean sc.

Communication Skills:

CTE Interview. Technology Skills;

-E-portfolio updated

Servant-Leadership: -ED 480 KTS rubric

#10, Min.3 score.

Professional Skills

-Final GPA 2.5+ -Final Supervised

Teaching grade, min.

“C”; -TWS min. rubric score

85%; -KTS Rubrics 2-8:

Evaluation of all

teaching skills- Mean sc. 2.5 min.

-PLT Score.

Servant-Leadership: -ED 490 service pro-

ject, KTS rubric #10,

Min. 3 score

Dispositions

Pre-assessment of TEP Dispositions:

ED 200 –

Complete Boyce Dispositions

Inventory

Dispositions Pre-assessment:

Completion of Boyce

Dispositions Inventory with record of results and

Dispositions Plan of

Action form.

Dispositions Check; -ED 381 Dispositions

Questionnaire -Rubric

Score 2.5 minimum for all dispositions- service,

collaboration, reflection.

-ED 380, 420: KTS rubric 7,8,10-mean sc.

2.5 on teaching lessons

Dispositions Final Evaluation:

-Dispositions Inventory

Final score; 85% -Dispositions

Questionnaire final

mean score 2.5; - ED 490- KTS rubrics

7-10: Mean sc. 2.5 for

teaching observations.

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ASSESSMENT OF CONCEPTUAL FRAMEWORK MAJOR GOALS

Knowledge Assessment

Basic to all assessment in the Boyce teacher preparation unit is the continuous assessment of the

teacher candidates’ growth in knowledge (See Table 1 above). Required initial knowledge is

assessed through the academic achievement test score submitted by the candidate in the

admissions process to the college. A minimum ACT, SAT, or Praxis I score is required (See

Three Checkpoint System of Assessment below) for admission to the TEP. To further

demonstrate the continuous growth of knowledge the teacher candidate must maintain a

minimum 2.5 cumulative GPA through a minimum of the first 30 credit hours of Boyce course

work as a prerequisite for admission to the TEP. This course work must include passing grades

of a minimum of “C” for EN 101, and SP 105, and the two prerequisite Professional Education

courses, ED 200, and ED 210. The assessments for measuring the growth of knowledge are

regularly scheduled tests and final exams.

After admission to the TEP, the candidate must maintain the 2.5 cumulative GPA for all course

work to demonstrate continued growth in knowledge and for admission to Supervised Teaching

of the TEP. This knowledge is in four areas of study: General Education (Liberal) Studies,

Biblical and Ministry Studies, Related Studies, and Professional Education Studies. After

admission to the TEP, the candidates is regularly assessed for demonstration of content

knowledge (KTS #1) through the preparation and teaching of lessons in each of the core areas of

elementary teaching as the candidates is involved in field experiences required for the

Professional Education courses. Growth in knowledge for teaching in elementary school is also

assessed through the tests administered in each of the courses taken prior to student teaching. A

minimum grade of “C” is also required for these courses to demonstrate the continued growth in

knowledge.

During Supervised Teaching the candidate’s knowledge of the core areas is assessed through the

KTS Rubric #1 used as the assessment tool during observation of the candidate’s teaching. The

candidate is finally assessed for knowledge in the endorsement area of teaching through

knowledge demonstrated in the planning and implementation of the Teacher Work Sample. A

minimum rubric level of 3 is required for the KTS #1 Rubric, and for the TWS a minimum score

of 85% is required from the Analytic Scoring Rubrics total (See Appendix for both of the scoring

rubrics).

Finally, the ultimate measure of the candidate’s knowledge is the passing of the Praxis II test for

elementary education. Although, it is not a requirement for completion of the Boyce degree

program, students must report the Praxis II score through the Boyce Teacher Education Program,

which becomes a component of the Accountability System for follow-up on the Boyce graduates

and serves as a measure of the success of the program effectiveness for building the required

knowledge of a professional elementary classroom teacher.

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Skills Assessment

The skills required for the profession of teaching covers a wide range of skills, including

professional skills of pedagogy, communication skills (including collaboration), technology

skills, and servant-leadership skills (including skills of reflection). Throughout the teacher

candidate’s experience as a student at Boyce College, all of these skills are assessed to determine

the candidate’s qualifications as a professional teacher. Assignments and projects of the courses

of study engage the teacher candidate in training and development of these skills which are

assessed for determination of a final course grade.

Methods of assessment for determining the teacher candidate’s skills and in meeting the program

standards, include evaluation of teaching skills in both simulated teaching, and also authentic

classroom settings during field experience associated with many of the courses (ED 220,310,311,

320, 330, 380, 410, 420) and during student teaching (ED 490). Candidates are also required to

demonstrate skills of communication through both writing (EN 101, 102) and speaking (SP 105)

and as part of course requirements involving the candidates in presentations and lesson

simulations, and through effective communication during the teaching of lessons of the field

experiences, as well as part of the requirements for admission to the TEP and to Supervised

Teaching. A key area of assessment of communication skills is the assessment of the skills of

collaboration as demonstrated in the field experiences with classroom teachers in the preparation

and teaching of authentic lessons. The assessment of the skills of technology occur throughout

the program, initiated by the ED 210 course and continuing throughout the program courses that

require candidates to demonstrate the use of technology in class presentations and lesson

simulations, and finally through the application of technology in the teaching of lessons during

field experiences. The assessment of skills of service and leadership are built into two of the

required courses of study for all candidates (ED 330, 480) and are assessed as a major

requirement of the Supervised Teaching experience (ED 490), using the KTS Rubric #10.

Another key component of the Boyce teacher preparation unit, assessed as a skill of effective

servant-leadership, is the skill of the teacher as a reflective practitioner. The assessment oof the

candidate’s skills of reflection occur continuously through course requirements for preparing and

teaching lessons, both simulated and authentic during field experience teaching lessons.

Finally, the assessment of skills reaches its culmination during the Supervised Teaching

experience when the teacher candidate is assessed for all skills of the KTS using rubrics during

the observation of the candidate’s overall experience of student teaching. The Boyce teacher

preparation unit believes that the Supervised Teaching semester should be a time of intense

assessment of professional teacher skills. Through both the cooperating teacher’s daily

assessment of the student teacher, and the college supervisor’s regular observations and

assessments, the Boyce teacher candidate is thoroughly assessed in each the skill areas of

professional teaching as discussed above.

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Dispositions Assessment

We recognize that the entire field of teacher education is only in the infant stages of placing

importance on the measurement of teacher dispositions and that the instruments we are using for

assessing dispositions need refinement and empirical testing for validity and reliability. Over

time we plan to refine both the dispositions measurement instruments and the process for their

use to make the overall assessment of dispositions more effective. We have only laid the

foundation for that ultimate goal, but we intend to continue to develop the assessment of

dispositions as one of the basic components of assessing teacher candidates. The Boyce TEP

dispositions measurement instruments were developed from the guidelines presented by

Wilkerson and Lang (2007) from their research on assessing teacher dispositions.

The measurement instruments for assessment of teacher candidate dispositions may be viewed in

the appendix of this CAP document. The first instrument, the Boyce Dispositions Survey, uses

the Thurstone Scale (1928) of agreement/disagreement to assess a teacher candidate’s beliefs

about principles of teacher education. The dispositions related to the three sub-themes (service,

collaboration, and reflection) of the conceptual framework theme of teachers as servant-leaders,

are measured with the use of this instrument. As stated clearly in the Conceptual Framework, we

believe these dispositions are crucial for developing teachers as servant-leaders. This measure is

administered during the ED 200 Introduction to Teacher Education course and again later in the

ED 381 Clinical Experience course. We believe the time lapse between the two courses will

allow the teacher candidate time to work on the development of dispositions that are indicated as

weak on the first ED 200 assessment.

The second dispositions assessment instrument, the Boyce Dispositions Questionnaire, is a series

of questions or response tasks that require the teacher candidate to respond in writing. Each of

the questions are drawn from one of the indicators for the three sub-themes (dispositions) of

service, collaboration, and reflection, probing the teacher candidate’s disposition associated with

one of these. The indicators for these three dispositions are outlined in the Conceptual

Framework under V.C, page 22. A 3-level rubric (See Appendix for the Dispositions

Questionnaire rubrics) for scoring the candidate’s response is used and the score is recorded for

use at TEP assessment Checkpoints 1 and 3. A mean score for all rubric scores for the questions

is calculated and used as part of each candidaate’s data for the Boyce TEP Accountability System

Database. A final mean score of a minimum of 2.5 is required for exit from the program. This

instrument is administered as a pre-assessment on a week-to-week basis, one question at each of

the sessions, during the ED 381 Clinical Experience course, and also later as a summative

assessment during the weekly sessions of the seminars of Supervised Teaching. Again, the time

lapse between the two administrations allows the teacher candidate time to strengthen areas of

weak dispositions indicated from the first pre-assessment administration. Discussions in the class

sessions of the ED 381 course and Supervised Teaching seminars focus on the development of

these professional teacher dispositions for the teacher as servant-leader.

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Application and Use of the Results of the Dispositions Measures

The results of each of the two dispositions measures will be shared with the teacher candidate by

the instructor of the course in which the instruments are administered. Guidance and counseling

will be given to each candidate with regard to the areas of weak dispositions, either individually

or in group sessions when appropriate. In the initial years of the Boyce TEP, the results of the

use of these instruments will be used only for counseling and guidance of those candidates who

score poorly with regard to the intended dispositions measurements. At this beginning stage of

the Boyce TEP, it is not intended that these dispositions measures will be used in a high stakes

process i.e. teacher candidates will not be removed from the TEP because of low scores or weak

dispositions as indicated by these dispositions instruments. As the measures are used over time

with the teacher candidates, analysis of the results will allow us to perform statistical analyses

and studies of the dispositions instruments for more exact validity, reliability, and fairness, and

to be used as more high stakes measures. We do not plan for this high stakes process to be in

place until the validity, reliability, and fairness of the dispositions instruments have been

statistically established. Our goal is that by the time of the first graduating cohort (2012-2013),

we will have dispositions measures that are sound in validity, reliability, and fairness, and from

that time forth may be used in a more high-stakes process.

COURSE ASSESSMENTS AND KENTUCKY TEACHER STANDARDS

Table 2 below presents each of the Professional Education courses and the assessment

components of those courses aligned with each Kentucky Teacher Standard. Table 2, therefore,

gives a more exact overview of how the assessment process is carried out internally. While each

of the Professional Education courses involves more assessments than shown, many of those that

are shown are the assessments that must be recorded as part of the data for tracking all

candidates’ progress and performance in meeting the Kentucky Teacher Standards for the Boyce

teacher preparation unit.

Many of the targeted assessments shown in Table 2 are scored using the 4 level rubric for

assessing the KTS adopted by the Boyce Council on Teacher Education (CTE): 1-Novice; 2-

Apprentice; 3-Proficient; 4-Distinguished. The candidate’s rubric score for each of the targeted

assessments is recorded as part of the permanent record in the candidate’s permanent folder filed

in the permanent teacher education files. The desired rubric score for each assessment is a

minimum of “3”; however, the mean score for the aggregated assessments is the critical score

and must be no lower than 2.5 at Checkpoint 2 and 3. The mean score is calculated and applied

as the critical evaluation for admission to Supervised Teaching. KTS rubric scores from the ED

490 Supervised Teaching semester are used as part of the critical performance evaluation for exit

from the TEP.

It is also noteworthy that many of the measures shown in Table 2 are taken while the candidates

are performing field experience teaching lessons. The KTS rubrics are completed by the field

experience cooperating teacher after the teaching of lessons and also by the course Boyce

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instructor when the teaching of the lesson(s) is observed by the Boyce instructor. Lessons

observed and evaluated only by the field experience cooperating teacher are through the

Professional Education courses of ED 310, 311, 320, 330, and 410. The Professional Education

courses that teaching lessons are also observed and evaluated by the Boyce course instructor are

ED 220, 380, 420, and during the supervised teaching experience of ED 490.

We believe that early teaching experience in authentic classroom situations through the field

experience component of the program is vital. By repeated evaluations of the candidate’s

teaching skills, we believe we will be able to detect areas of weakness early and be able to guide

the candidate in improvement in those areas. We also believe it is vital to allow the practicing

classroom field experience teachers the opportunity to assess the candidates’ teaching skills, in

addition to the assessment by the college instructor. What this means is that each candidate will

be assessed for actual teaching skills through the field experiences of 8 different professional

education courses covering all core areas of teaching for the elementary teacher prior to the

concentrated teaching of student teaching. And these assessments will have come through both

practicing elementary teachers and through the college instructors. We believe this will also

allow the candidate to concentrate to a greater degree on service and leadership skills during the

student teaching experience, after having such a wide range of experience in lesson preparation

and teaching before student teaching, thus expending less time and energy toward preparation of

lessons and units.

Table 2: Professional Education Course Assessments Aligned with Kentucky Teacher Standards (KTS)

Course KTS #1 KTS #2 KTS #3 KTS #4 KTS #5

ED 200 Boyce Dispositions

Inventory Pre-Assessment

ED 210 Power Point simulated

lesson w/ TWS Lesson Plan-KTS rubric #1

Power Point simulated

lesson w/ TWS Lesson Plan- KTS rubric #2

Power Point simulated

lesson w/ TWS Lesson Plan-KTS rubric #4

ED 220

-Course Tests:

Exceptional learners.

-FE teaching lesson KTS rubric #1

- FE Lesson Plan for

exceptional learners.

- FE Teaching lesson- KTS rubric #2

-FE Lesson teaching

exceptional learners

KTS rubric #3

-FE lesson teaching

implementation.

KTS rubric #4

-FE Lesson teaching

w/

assessment KTS rubric #5

ED 230 - Course Tests: Child

Development

ED 310

- Course Tests: Teaching

math

-FE LP: Math content. KTS rubric #1

-FE teaching lesson

Design.

KTS rubric #2.

- FE math teaching

lesson

KTS rubric #3.

-FE math teaching

lesson

KTS rubric #4.

-Math lesson

teaching

w/ assessment KTS rubric #5

ED 311

- Course Tests: Teaching

math -FE Lesson Plan-

Knowledge of math

content. KTS rubric #1

-FE teaching lesson

Design. KTS rubric #2.

- FE math teaching

lesson KTS rubric #3.

-FE math teaching

lesson KTS rubric #4.

-Math lesson

teaching w/ assessment

KTS rubric #5

ED 320 - Course Tests: Teaching science

-FE LP-Knowledge

of science content. KTS rubric #1

- FE teaching science lesson design

KTS rubric #2

- FE teaching science lesson

KTS rubric #3.

- FE teaching science lesson

KTS rubric #4

- FE science lesson w/ assessment

KTS rubric #5

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Table 2: Professional Education Course Assessments (Continued)

Course KTS #6 KTS #7 KTS #8 KTS #9 KTS #10

ED 200

-Phil. of Ed. paper:

Reflecting on beliefs

-Boyce Dispositions Inventory Pre-Assessment

-Boyce Dispositions

Inventory Pre-

Assessment of collaboration.

-Phil. Of Ed. paper:

Launching

professional career dev. Passing grade

-Boyce Dispositions

Inventory Pre-

Assessment of servant-leadership disposition

ED 210

- 8 computer

projects

-PP simulated lesson w/ LP

KTS rubric #6

PP simulated lesson w/ LP,

including reflection on

lesson planning & implementation

KTS rubric #7

PP simulated lesson w/

LP : Plan & implement

in collaboration w/ another candidate.

KTS rubric #8

Assignment: How

schools use

technology. KTS rubric #9

ED 220

FE assignment: How

to use technology w/ exceptional learners.

-FE LP for exceptional

learners: post lesson reflection.

KTS rubric #7

-FE LP for exceptional

learners in collaboration w/ FE Teacher.

KTS rubric #8

FE assignment: How

to meet learning needs of inclusions.

KTS rubric #9

ED 310 - FE LP application

of technology KTS rubric #6.

-FE: post teaching

reflection. KTS rubric #7

- FE LP collaboration

w/ FE teacher .KTS rubric #8

ED 311 - FE LP application

of technology

KTS rubric #6.

-FE: post teaching

reflection.

KTS rubric #7

- FE LP collaboration

w/ FE teacher

.KTS rubric #8

FE Assignment: The

math curriculum for

K-5. KTS rubric #9

ED 320

-FE science lesson

application

of technology

. KTS rubric #6

-FE LP: post teaching

lesson classroom

management reflection

KTS rubric #7

-FE LP: lesson design

in collaboration

w/ FE teacher

KTS rubric #8

FE Assignment: The

science curriculum for

K-5.

KTS rubric #9

ED 330 -FE LP: post teaching

assessment reflection

KTS rubric #7

FE: Service Learning

Collaboration.

KTS rubric # 8

FE Assignment: The

SS curriculum for

K-5. KTS rubric #9

Service Learning

Project leadership

KTS rubric #10

ED 340 TWS Unit plan for

use of technology.

KTS rubric #6

Collaboration w/ FE

teacher for TWS Unit

Plan. KTS rubric #8

FE Assignment: The

school assessment

program

ED 330 - Course Tests: Teaching

SS -FE LP - SS content.

KTS rubric #1

-FE teaching SS lesson

design KTS rubric #2

-FE teaching SS

lesson KTS rubric #3

-FE teaching SS


-FE teaching SS


ED 340 - Course Tests:

Educational assessment. -FE LP-Knowledge of

assessment.

KTS rubric #1

-TWS Unit Plan

narrative

Rubrics Project:

Portfolio of rubrics for elementary

grades.

ED 380 FE TWS Unit narrative

KTS Rubric #1

-FE design of TWS Unit

lessons. KTS rubric #2

-FE Classroom

management in

teaching TWS Unit KTS rubric #3

-FE teaching TWS

Unit KTS rubric #4

-FE Use of

assessment

in teaching TWS Unit

KTS rubric #5

ED 410 FE LP: Lang. Arts

KTS Rubrics #1

FE LP: Designing lang.

arts lesson- KTS Rubrics #2

FE: Lang. Arts- Using

grouping techniques in lesson instruction

KTS Rubrics #3

FE: Lang. Arts-using

differentiated instruction KTS Rubrics #4

FE: Lang. Arts:

Using rubrics for assessment

KTS Rubrics #5

ED 420 -Course tests: Knowledge of literacy

-FE LP: Teaching

Literacy-KTS Rubric #1

FE LP: Designing Literacy lesson-

KTS Rubric #2

FE LP: Literacy-Using grouping techniques

KTS Rubric #3

FE LP: Literacy- Differentiated

instruction

KTS Rubric #4

FE LP: Literacy, Using rubrics for

assessment

KTS Rubric #5

ED 430 Course tests: classroom management

Classroom Management Project

ED 490 Student Teaching KTS Rubric #1

Student Teaching KTS Rubri#2

Student Teaching *KTS Rubric#3

Student Teaching KTS Rubric #4

Student Teaching KTS Rubric#5

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ED 380

-FE Using technology

in teaching TWS Unit KTS rubric #5

FE: Reflecting on the

teaching of the TWS Unit. KTS rubric #7

Collaboration w/ FE

teacher for TWS Unit . KTS rubric #8

PD plan for self-

improvement. KTS rubric 8

Demonstration of

servant-leadership. KTS #10

ED 381

-Boyce Teacher Dispositions

Questionnaire

Question #1- Pre-assessment

-Boyce Teacher

Dispositions

Question #2, Pre-assessment

Clinical Experience

Portfolio-Instructor

evaluated

-Boyce Teacher

Dispositions

Question #3 Pre-assessment

ED 420 FE: Reflection on lesson

plan and implementation KTS Rubric #7

FE: Collaboration w/

FE teacher on LP KTS Rubric #8

ED 430

FE Assignment:

Classroom

Management Plan KTS rubric #9

ED 480 Service Leadership

Reflections for PD KTS rubric #9

Servant-Leadership

Plan KTS #10

ED 490,

Student Teaching

technology use

KTS Rubric#6

-Student Teaching

Reflections

KTS Rubric#7

-Boyce Teacher Dispositions

Ques. #1-Post assessment

-Student Teaching

Collaboration

KTS Rubric#8

-Boyce Teacher

Dispositions

Ques. #2 -Post assessment

-Post Student Teaching

PD Plan

KTS Rubric#9

-Boyce Teacher

Dispositions

Ques. #3 -Post assessment

-Student Teaching

Service project

KTS Rubric#10

Alignment of KTS, and Program Assessments

All assessment of the Elementary Education program is standards-based. Table 3 below shows

the alignment of the standards with each of the program assessments throughout the experiences

of the teacher candidates. The results of the program assessments are entered into the

Accountability System Data Base and are used for individual candidate progress as each

progresses through the three Checkpoints. This data is also used to assess the effectiveness of

the overall program and therefore is used to determine the need for program revisions.

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Table 3: Alignment of KTS Standards and Program Assessments

KTS # PROGRAM ASSESSMENTS

STANDARD 1:

THE TEACHER DEMONSTRATES APPLIED

CONTENT KNOWLEDGE

-Praxis II (External assessment) -General Education course grades for degree program

-El.Ed. Related Studies Courses, minimum grades of “C”

-Evaluation of teaching lessons through Professional Education Studies courses: ED 220, 310, 311 320, 330, 380, 410, 420 & ED 490,, using KTS rubric #1

STANDARD 2:

THE TEACHER DESIGNS AND PLANS

INSTRUCTION

-Evaluation of TWS Unit plans for ED 490 Supervised Teaching, using TWS Scoring Guide

-Evaluation of lesson plans required in Professional Education Studies courses: ED 220, 310, 311,320, 330, 380, 410, 420 and ED 490, evaluated using KTS rubric #2

STANDARD 3:

THE TEACHER CREATES AND MAINTAINS

LEARNING CLIMATE

-Evaluation of classroom management skills during teaching lessons of

ED 220, 380, 420, 490 (also includes evaluation during teaching of TWS

unit) using KTS rubric #3 -Classroom Management Plan from ED 430: Instructor evaluation, KTS rubric #9

STANDARD 4:

THE TEACHER IMPLEMENTS AND

MANAGES INSTRUCTION

- Evaluation of teaching skills during teaching lessons of ED 220, 380, 420, 490

(also includes evaluation during teaching of TWS unit) using KTS rubric # 4 and TWS

Unit Scoring Guide during ED 490)

STANDARD 5:

THE TEACHER ASSESSES AND

COMMUNICATES LEARNING RESULTS

- Evaluation of assessment skills through Field Experience teaching lessons of the

courses: ED 220, 380,, 420

- Evaluation of assessment skills using the TWS Scoring Guide and KTS rubric #5 in ED 490 Supervised Teaching

STANDARD 6:

THE TEACHER DEMONSTRATES THE

IMPLEMENTATION OF TECHNOLOGY

- Evaluation of technology artifacts and projects from ED 210 Computer and Media in

the Schools.

- Evaluation of use of technology in teaching using the TWS Scoring Guide and KTS rubric #6 in ED 490 Supervised Teaching

- Evaluation of use of technology in teaching through Field Experience teaching

lessons of the courses: ED 220, 310, 311, 320, 330, 380, 410, 420

STANDARD 7:

REFLECTS AND EVALUATES TEACHING

AND LEARNING

- E-portfolio reflections recorded for artifacts and lessons taught through

Field Experience teaching lessons of the courses: ED 220, 310, 311,320, 330, 380, 410,420

- Evaluation of reflections for the TWS Unit narrative using the TWS Scoring Guide and rubric #7 during ED 490 Supervised Teaching,

- Evaluation of Boyce Dispositions for teacher as a reflective practitioner using the Boyce

Teacher Dispositions Inventory during ED 381 (Pre-assessment) and during student teacher seminars (summative assessment)..

- Evaluation of Boyce dispositions for teacher as a reflective practitioner using the Boyce

Teacher Dispositions Questionnaire during ED 200 (Pre-assessment) and during student teacher seminars (summative assessment).

STANDARD 8:

COLLABORATES WITH

COLLEAGUES/PARENTS/OTHERS

- Evaluation of collaborative activities during Field Experience component of ED 220, 310,

311, 320, 330, 380, 410, 420. 480 using KTS rubric #8 - Evaluation of teacher candidate collaboration with cooperating teacher during ED 490

Supervised Teaching using KTS rubric #8.

- Evaluation of Boyce Dispositions for collaboration dispositions using the Boyce Teacher Dispositions Inventory during ED 381 (Pre-assessment) and during student teacher seminars

(summative assessment).

- Evaluation of Boyce Dispositions for collaboration disposition using the Boyce Teacher Dispositions Questionnaire during ED 200 (Pre-assessment) and during student teacher

seminars (summative assessment).

STANDARD 9:

EVALUATES TEACHING AND

IMPLEMENTS PROFESSIONAL

DEVELOPMENT

- Evaluation of written narrative “Professional Development Plan” required during ED 490

Supervised Teaching using KTS rubric #9 - Evaluation of teacher candidate reflection for professional development as part of

ED 380,480.

STANDARD 10:

PROVIDES LEADERSHIP WITHIN

SCHOOL/COMMUNITY/

PROFESSION

- Evaluation of servant-leadership in the classroom during the teaching of the TWS Unit, during ED 490 Supervised Teaching, and during ED 480 Field Experience: Service using

KTS rubric #10 for both.

- Evaluation of teacher candidates leadership activities during KEA-SP state and campus

activities using KTS rubric #10

- Evaluation of dispositions for service using the Boyce Teacher Dispositions Inventory

during ED 381 (Pre-assessment) and during student teacher seminars (summative assessment).

- Evaluation of dispositions for service using the Boyce Teacher Dispositions Questionnaire

during ED 200 (Pre-assessment) and during student teacher seminars (summative assessment).

12

THREE CHECKPOINT SYSTEM OF ASSESSMENT

The overall system of assessment for all teacher candidates occurs in the three monitoring

checkpoints for each teacher candidate. Definite assessments are required for each teacher

candidate in each of the 3 checkpoints. The assessments of each checkpoint serve as criteria for

determining the success of the teacher candidate for progressing to the next level of the program

and are linked to at least one of the KTS, and are also linked to the three core components of

knowledge, skills, and dispositions, of the Conceptual Framework of the Boyce teacher

preparation unit. This assessment process attempts to assure that each of the teacher candidate

program completers have met all program standards and have acquired the necessary knowledge,

developed the needed skills for effective teaching, have demonstrated the required dispositions

for the profession of teaching, and have proven themselves to be servant leaders.

The major components of the assessment plan include the following:

The Three Checkpoints of the TEP

Checkpoint # 1 Assessment Criteria for Admission to the Teacher Education Program

Knowledge Assessments

1. Standardized Academic Test

Option 1: Minimum ACT 20 Comprehensive Score

Option 2: Minimum SAT 990 comprehensive Score

Option 3: Minimum Composite Score of 532 on Praxis I

Option 4: This option is a substitute for a minimum level standardized academic

test score of Options 1 and 2 above. The teacher candidate may prove academic

capability by maintaining a cumulative GPA of 3.0 out of a 4.0 system for all

course work for 45 credit hours or more of Boyce College courses up to the time of

application to the TEP.

2. Course Requirements

1. Pass EN 101 and SP 105: Minimum grade of “C”

2. Pass ED 200 and 210: Minimum grade of “C”

3. Pass all General Education Core, Biblical and Theological, and/or Related

Studies courses taken prior to TEP application: Minimum grade of “C”

Skills Assessments

1. Communication Skills: a. Write Philosophy of Education (ED 200)

b. Impromptu writing assessment (ED 200)

c. Successfully complete interview before CTE representatives

2. Computer Skills: produce artifacts for e-portfolio (ED 210)

Dispositions Assessments

1. Complete Boyce Dispositions Survey (ED 200)

2. Write PD plan for improving weak dispositions

3. Membership in KEA-SP

13

Checkpoint # 2: Assessment Criteria for Admission to Supervised Teaching


1. Knowledge of Teaching Content and Pedagogy: Pass all Professional Education

courses with minimum grade of “C”, and maintain GPA of 2.5 minimum

2. Knowledge of the Teaching Profession: Complete ED 381 Clinical Experience

assignments; pass all Professional Education courses with minimum grade of “C”.

3. Teaching Area Content Knowledge: Pass Praxis II for endorsement area (Not required

for supervised teaching admission but is required for state certification) 4. Knowledge of Principles of Learning and Teaching: Pass PLT test (Not required for supervised

teaching admission but is required for state certification)

Skills Assessments

1. Pedagogical Skills: Write lesson plans (TWS format: See Appendix) in all teaching

methods courses. Pass Professional Education courses with a minimum of “C” grade.

Complete all Field Experience assignments –Professional Education courses with Field

Experience requirements and ED 380 Field Experience: Teaching- the teacher

candidate is assessed during the course by both the cooperating Field Experience

teacher and the course instructor of the ED 380 course. KTS #’s 1-8 are all part of the

teaching of lessons in the ED 380 course and the Prof. Ed. courses: ED 220,310,311,

320, 330, 380, 410, 420 2. Professional Education Skills: Complete clinical experience assignments ED 381 Clinical

Experience-the assignments are assessed by the course instructor. Write “reflections” as part of

the teaching of lessons in the ED 380 Field Experience: Teaching course. 3. Technology Skills: Continued development of the professional e-portfolio with reflections and

artifacts from course assignments. Dispositions Assessments

1. Boyce Dispositions Questionnaire: Completed in the seminar sessions of ED 381

Clinical Experience.

Service Assessments 1. Complete service leadership assignments of ED 480 Field Experience: Service.

2. Complete service learning project of ED 330 Teaching Soc. Studies. 3. Be active member in KEA-SP

Checkpoint # 3 – Assessment Criteria for TEP Exit


1. Teaching Content Assessment: Demonstrate knowledge of teaching area content during

teaching of lessons; four evaluations by the cooperating teacher and four by the college

supervisor-KTS rubric #1

2. Knowledge of Assessment: Demonstrate knowledge of assessment during teaching of

lessons; four evaluations by the cooperating teacher and four by the college supervisor,

using KTS rubric #5

3. Knowledge of Teaching Strategies: Demonstrate knowledge of appropriate teaching

strategies during teaching of lessons; four evaluations by the cooperating teacher and

four by the college supervisor, using KTS rubric #4

14

4. Knowledge of Lesson Planning: Demonstrate knowledge of lesson planning during

teaching of lessons; four evaluations by the cooperating teacher and four by the college

supervisor, using KTS rubric #2

5. Knowledge of classroom management: In the course ED 430 Classroom Management

develop knowledge of classroom management and discipline and design a classroom

management strategy, using KTS rubric #3

6. Knowledge of Program of Studies and Kentucky Core Content: Demonstrated in lesson

planning and evaluated by the cooperating teacher, using the TWS score guide

7. Knowledge of Unit Plan: Demonstrated in planning of the TWS Unit (Appendix: Table

10) and evaluated by the college instructor of Supervised Teaching, using tWS score

guide.

8. Knowledge of Technology: Demonstrated in the planning and teaching of lessons and

the TWS Unit; Continued development of e-portfolio. Evaluated by the college

supervisor and cooperating teacher using KTS rubric #6

Skills Assessments 1. Teaching Skills Assessment: Demonstrate teaching skills during teaching of lessons;

four evaluations by the cooperating teacher and four by the college supervisor, using

KTS rubric #4.

2. Assessment Skills Assessment: Demonstrate assessment skills during teaching of

lessons and TWS Unit (pre-assessment, formative assessments, and summative

assessment) four evaluations by the cooperating teacher and four by the college

supervisor, using KTS rubric #5

3. Technology Skills Assessment: Demonstrate use of technology in lesson and unit

teaching, using KTS rubric #6. Continuation of work on artifacts of the e-portfolio.

Evaluated by the Coordinator of Supervised Teaching

4. Leadership Skills: Demonstrate leadership in the classroom and in the school;

Evaluated by the college supervisor and service area supervisor, using KTS rubric #10.

5. Classroom Management Skills: Demonstrated in the creation of a “community of

proactive learners” and skills of classroom management during all phases of the

Supervised Teaching experience. Evaluated by both the cooperating teacher on a daily

basis and by the college supervisor, using KTS rubric #3


1. Dispositions Questionnaire: Completed during seminar sessions of the Supervised

Teaching course. Evaluated by the Supervised Teaching Supervisor, using

questionnaire rubrics: minimum 2.5 mean dispositions score.

2. Boyce Dispositions Survey Summative administration during Supervised

Teaching seminars; 85% correct minimum score

3. KTS Rubrics: Completed during observations of the teacher candidate in the classroom

and the school for KTS #’s 7, 8, 10

Service Assessments

1. Service Leadership Assessment: Demonstrated by the student teacher in a school

leadership role. Evaluated by the leader of the program in the school, using KTS rubric

#10

15

TEACHER EDUCATION PROGRAM ACCOUNTABILITY SYSTEM

The TEP Accountability System is an electronic database which will permit the collection and

electronic storage of vital data for analysis of the effectiveness of the Boyce teacher preparation

unit. The data to be stored includes teacher candidate demographic information and performance

data derived from the assessment components of the Continuous Assessment Plan. The table

below depicts the vital information that is collected.. This data when aggregated will provide

unit insights into both individual teacher candidate progress and achievements, and also vital

information on the effectiveness of the overall program for initial teacher preparation. Since the

accountability system will provide feedback on the performance of the teacher candidates on

each of the KTS program standards, insights will be provided about where the unit needs to

make necessary improvements in achieving the goals set by the standards. Where teacher

candidate assessment demonstrates low performance on any standard, the unit may takes steps to

improve the program related to that standard. As data becomes available through the use of the

assessment instruments on the teacher candidates, the data as shown in the table headings will be

entered. The data input will be handled by designated personnel of the TEP.

CAP Figure 1: Boyce Accountablity System Database:TEP

IDNum Yr.Code TermCde ProgCde Last, First Middle Address_Line_1 City State

0910 FA C05 A

Zip Phone email

Acad.Test Score (ACT,

SAT, or Praxis I

Dispositions Survey – Pre-assessment

Dispositions Survey –

Summative assessment

TEP Admission

GPA

Exit TEP GPA

FE I Teaching Eval.

KTS Rubrics #’s 1-8

Mean Score

FE II Service Eval. KTS

Rubrics #’s 9,10

Mean Score

FE Teaching KTS

Rubric #1: Mean Sc.

FE Teaching KTS

Rubric #2: Mean Sc.

FE Teaching KTS

Rubric #3: Mean Sc.

FE Teaching KTS

Rubric #4: Mean Sc.

FE Teaching KTS

Rubric #5: Mean Sc.

FE Teaching KTS

Rubric #6: Mean Sc.

FE Teaching KTS

Rubric #7: Mean Sc.

FE Teaching KTS

Rubric #8: Mean Sc.

FE Teaching KTS Mean

Score Rubrics 1-8

Boyce Disp. Questionnaire-

Pre, Rubric Mean score

Boyce Disp Ques.-Post, Rubric Score

(Min.2.5 mean score required)

ST KTS Rubrics 1-10

Score (Min. 2.5

mean score required)

ST TWS Unit Score (85% min. required)

ST Service Project Score:

KTS Rubric #10

ST Final Grade

(“C” min. required)

Praxis II Score (State

req’d min. 164)

PLT Score (State

req’d min. 148)

KTIP-Pass /Fail/NA

16

Assessment Data: Reports on Candidate Progress

An important part of the assessment program is the use of the accountability system data. The

data will be used at each of the Checkpoints to assess the success of each candidate in meeting

the standards for completing the program as an initial level professional teacher. Minimum

candidate scores are required for each of the assessments included in the data of the

accountability system. As the candidates move through each of the Checkpoints, they will

individually be informed of the areas of concern as indicated by failure to achieve a particular

minimum score. In this way each candidate can focus on that area as he/she continues through

the program. Failure to show adequate improvement in achieving the required minimum score by

the time of exit from the program, will affect the final student teaching grade for ED 490

Supervised Teaching.

At each of the 3 Checkpoints, reports are generated on each individual candidate. These reports

are presented to the Council on Teacher Education (CTE) in an official business session for

discussion and vote for each candidate to be approved for passing that checkpoint. Tables 4, 5,

& 6 below show the aggregated data for each candidate presented at each of the Checkpoints for

CTE action.

Table 4: Individual Candidate Data Submitted to CTE for Checkpoint #1

CHECKPOINT #1

Required Data Benchmark Candidate Criteria 1.Standardized Test Score

OR Minimum GPA for 45 Credits

ACT 20, SAT 990, Praxis I 532

Minimum GPA: 3.0

ACT___, SAT___.Praxis I___

Or GPA _____

2.Prerequisite Courses: EN 101,

SP 105, ED 200, ED 210

Minimum grades: “C” EN 101_____, SP105 _____

ED 200_____, ED 210_____

3.All Courses before TEP application Minimum grades: “C” YES _____ NO ______

4.Comprehensive GPA Minimum 2,5 GPA: ________

5.Philosophy of Education 70% Minimum grade Grade %: _____

6.Impromptu Writing “Satisfactory” Writiing Skills YES _____ NO ______

7.Candidate Interview

Communication skills

Technology skills

Min. “Proficient” (PR)

Min. “Proficient” (PR)

*NO__,AP__, PR __, DI __

*NO__,AP__, PR __, DI __

8.Candidate Dispositions:

Boyce Dispositions Survey

Pre-Assessment Only:

No minimum required

Candidate Score:

_______%

9.Professional Development Plan based

on Boyce Dispositions Survey results

Approved PD Plan Approved:

YES ____ NO ____

10.KEA-SP Membership Official Member YES ____ NO ____

*NO-Novice, AP-Apprentice, PR-Proficient, DI-Distinguished: Rubric Interview Score

17

Table 5: Individual Candidate Data Submitted To CTE for Checkpoint #2

CHECKPOINT #2

Required Data Benchmark Student Criteria 1.All Courses before Supervised

Teaching application

Minimum grades: “C” YES _____ NO ______

2.Comprehensive GPA Minimum 2,5 Candidate GPA: _____

3.Candidate Dispositions:

Boyce Dispositions Questionnaire

Pre-Assessment Only:

No minimum required

Candidate Mean Score:

______

4.ED 380 FE:Teaching KTS

Rubrics 1-8 Mean Score

Minimum 2.5 mean score for

KTS rubrics 1-8

KTS rubrics1-8 Mean

Score: _______

4.ED 480 FE: Service KTS

Rubrics 9-10 Mean Score

Minimum 2.5 mean score for

KTS rubrics 9-10

KTS rubrics 9-10 Mean

Score: _______

5.FE Teaching KTS Rubric #1:

Mean Score

Minimum 2.5 mean score Rubric #1 Mean Score:

_______

6. FE Teaching KTS Rubric #2:

Mean Score


_______


Mean Score


_______


Mean Score


_______


Mean Score


_______

10. FE Teaching KTS Rubric #6

Mean Score


_______


Mean Score


_______


Mean Score


_______ 13.FE Teaching KTS Rubrics #’s 1-8

Mean Score Minimum 2.5 mean score for

KTS Rubrics 1-8

YES ____ NO ____

14.ED 330 Service Learning Project

Grade

Minimum Grade of “C” Service Learning Grade:

______

15.Current E-portfolio Artifacts from

Prof. Ed. courses

Minimum 1 artifact

for each KTS.& 1 reflection for

each Field Experience

Minimum artifacts: Y N

Required Reflections Y N

16. KEA-SP Membership Official Member YES ____ NO ____

18

Table 6: Individual Candidate Data Reviewed Individually With Each Candidate For

Checkpoint #3 - Program Exit

CHECKPOINT #3

Required Data Benchmark Student Criteria 1.Summative Dispositions Survey

Score

Minimum Dispositions

Survey Score: 85%

Candidate Score_____ %

2.Summative Dispositions

Questionnaire Score

Dispositions Questionnaire

Rubric Mean Score: 2.5 Min.

Candidate Rubric

Mean Score: ______

3.Student Teaching KTS Rubrics

1-10 Mean Score

KTS Rubrics 1-10

Mean Score: 2.5 Min.

Candidate Rubrics 1-10

Mean Score: _______

4.Student Teaching TWS Unit

Score

Minimum TWS

Score: 85%

Candidate TWS Score:

_____ %

5.Student Teaching Service Project KTS Rubric #10 Score: 3 Candidate KTS Rubric #10

Score: ______

6.ED 490 Supervised Teaching

Final Grade

Minimum “C” Candidate Final ST Grade:

_______

7.Praxis II Elementary P-6 Content

Knowledge Test score: required

for state certification

Praxis II Cut Score: 164

Candidate Praxis II Score:

_______

8.PLT (Principles of Learning and

Teaching) Test score: required for

state certification

PLT Cut Score: 148

Candidate PLT Score:

_______

Assessment Data: Analysis of Program Effectiveness

Assessment data will also be aggregated for reports to the CTE to make program revisions where

the data suggests that changes may be needed. As a performance-based teacher preparation

program, we believe the candidate’s performance in the classroom and in the school setting is the

critical measure to validate the effectiveness of the program in preparing professional teachers.

For this reason the assessments taken during observations and evaluations of the candidate in

authentic teaching activities are the best measures to validate the program’s effectiveness. Using

this rationale, comparison of the recorded scores for candidate dispositions taken from the

Teacher Dispositions Survey and the Teacher Dispositions Questionnaire, and the rubric scores

derived from observations of the candidate’s actual teaching in both the lessons taught and

assessed during field experience teaching and also those teaching lessons during student

teaching, the effectiveness of the written dispositions assessments can be analyzed. The desired

result is that the scores derived from the written dispositions measures will closely match the

candidate’s teaching performance scores. If the written dispositions scores are discrepant from

the scores derived from the observations of the actual teaching, a different approach to the

measurement of candidate dispositions must be studied for change.

19

Another use of the data for program improvement is a comparison of the KTS rubric scores of

the candidate’s field experience lesson preparation and teaching and the scores of the same KTS

rubrics during student teaching. To validate the effectiveness of the program, improvements

should be demonstrated from the scores of the field experience and those of the student teaching.

Lack of improvement in any of the 10 rubric scores between the two teaching experiences, would

require adjustments in the program to strengthen the candidates’ skills in that area.

To determine if the curriculum content of the program is preparing the candidates with the

necessary content knowledge for elementary grades teaching, a study of both the candidates’

demonstration of content knowledge mastery during teaching (KTS Rubric #1 score), and the

candidates’ scores on the Praxis II content knowledge, indicate the curriculum is imparting the

required knowledge for professional performance.

Finally, program effectiveness may also be analyzed in the all-important area of developing the

teacher as a servant-leader. The data for analysis to study this are the performances of the

candidates in the three service requirements of the program:

1. The service-learning project of the ED 330 Teaching Social Studies P-5

2. The service requirement of ED 480 Field Experience: Service

3. The service component requirement during ED 490 Supervised Teaching

Student performance as a servant-leader is assessed during these service opportunities. If

aggregated candidate scores indicate that the candidates are not performing well, changes in the

program approach for instilling servant-leadership are warranted. As a capstone to this analysis,

the performance of Boyce teacher education graduates in the KTIP leadership requirement is an

area for analysis to determine if Boyce candidates excel or are at least more successful than other

non-Boyce candidates in this leadership role. A study of the success of Boyce graduates in the

leadership role derived from the KTIP evaluation, as well as a comparison of the evaluations of

Boyce and non-Boyce graduates would be the data sources for this analysis.

In summary, the areas of the Boyce TEP that would be analyzed for program revision through

the available data of the database, are the following: Program effectiveness…

1. in imparting professional content knowledge.

2. of the dispositions measures for assessing candidates’ teacher dispositions.

3. in developing the identified teacher dispositions for servant-leader:

service, collaboration, teacher as a reflective practitioner. (KTS rubrics 7,8,10).

4. in improving teaching skills (KTS 1-6).

5. in improving leadership skills (KTS 7- 10).

6. in developing servant-leadership skills (Service projects).

CAP Assessment Overview

Table 7 below presents an overview matrix of the entire CAP, with the intention of giving a

summary of how all assessments work together to achieve the unit goals.

20

TABLE 7: Unit Continuous Assessment Plan Overview Alignment Matrix

Assessment Area 1 Admission Data

Assessment Area 2 Course Related Assessment Data

Assessment Area 3 Clinical Experience Data

Assessment Area 4 Exit Data

Assessment Area 5 Post –Grad Data

KTS Standards/CF Components & Values

Pre-Requisite

Data

Ky Required

Data

Field Experience Teaching

Course Assignments

A. Pre-Student Teaching

B. Supervised Teaching

Exit Data Analysis

KTIP and Employment

Content Knowledge ACT, SAT, Praxis I

Various Data

dictated by Conceptual Framework

components: Theme, sub-

themes, Knowledge

Skills, Dispositions

KTS Rubric #1 ED 380 TWS

Aligned With

Kentucky Teacher

Standards

Lesson Teaching in these

courses:

ED 220,

ED 310, ED 311

ED 320, ED 330, ED 380, ED 410,

ED 420…

Assessed using

KTS rubrics 1-8

TWS Unit Assessment And assessment of other teaching lessons… Evaluated through KTS rubrics 1-10

Praxis II Elemen. Content Knowledge

Pass KTIP

Employer Survey

Designs/Plans Instruction ED 210 PP KTS Rubric #2 ED 380 TWS

TWS Unit 85% ST Lessons : KTS rubrics mean score of 2.5 minimum ST Service KTS rubric #10: Score of 3

Learning Climate KTS Rubric #3 ED 380 TWS

Implements/Manages Instruction


Assesses/Analyzes Results KTS Rubric #5 ED 380 TWS

Reflection ED 210 project Reflections


Technology Knowledge/Use

ED 210 Artifacts


Collaboration KTS Rubric #8 ED 380 TWS

Professional Dev. KTS Rubric #9

Leadership/Service KTS Rubric #10 ED 480 Service Project

ST Service Project

Dispositions for Service, Collaboration, Reflection

Dispositions Inventory

ED 200 , 381 Pre- Dispositions


Dispositions Sc.: 85% Disp. Questionnaire: Mean 2.5

Diversity ED 380 TWS ED 381 ED 490

Communication Skills

EN 101, SP105

ED 200 Phil. Of Educ.

FE Teaching Lessons

Lesson teaching in ST

Impact on P-5 Student Learning:

TWS Unit Assessment

TWS Unit Anal. of Assess. Results

TWS Unit Evaluation

Data Maintenance: TEP Staff TEP Staff TEP Staff TEP Staff ST. Coord. ST. Coord.

Data Storage Location: Boyce Accountability System (BAS)

Boyce Accountability System (BAS) BAS BAS BAS BAS

Data Review by: TEP Chair/CTE TEP Chair/CTE ST Coord. ST Coord. ST. Coord. ST. Coord.

Reporting Time: Semester Annually Annually Annually Annually Bi-annually

1. Admission to TEP 2. Admission to Supervised Teaching

3. Program Exit

21

Appendix TABLE 1: Kentucky Teacher Standards- Initial Level Performance

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE

The teacher demonstrates a current and sufficient academic knowledge of the certified content areas to develop student

knowledge and performance in those areas

1.1 Communicates concepts, processes, and knowledge

Accurately and effectively communicates concepts, processes and/or knowledge and uses vocabulary that is clear,

correct, and appropriate for students.

1.2 Connects content to life experiences of students.

Effectively connects most content, procedures, and activities with relevant life experiences of students.

1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student

learning.

Uses instructional strategies that are clearly appropriate for the content and processes of the lesson and make a clear

contribution to student learning.

1.4 Guides students to understand content from various perspectives.

Provides opportunities and guidance for students to consider lesson content from different perspectives to extend their

understanding.

1.5 Identifies and addresses students’ misconceptions of content.

Identifies misconceptions related to content and addresses them during planning and instruction.

STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION

The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become

self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge

2.1 Develops significant objectives aligned with standards.

States learning objectives that reflect key concepts of the discipline and are aligned with local or state standards.

2.2 Uses contextual data to design instruction relevant to students.

Plans and designs instruction based on conceptual (i.e., student, community, and/or cultural) and pre-assessment data.

2.3 Plans assessments to guide instruction and measure learning objectives.

Prepares assessments that measure student performance on each objective and help guide teaching.

2.4 Plans instructional strategies and activities that address learning objectives for all students.

Aligns instructional strategies and activities with learning objectives for all students.

2.5 Plans instructional strategies and activities that facilitate multiple levels of learning.

Plans instructional strategies that include several levels of learning that require higher order thinking.

STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE

The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core

concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate

knowledge.

3.1 Communicates high expectations.

Sets significant and challenging objectives for students and verbally/nonverbally communicates confidence in students’

ability to achieve these objectives.

3.2 Establishes a positive learning environment.

Establishes clear standards of conduct, shows awareness of student behavior, and responds in ways that are both

appropriate and respectful of students.

3.3 Values and supports student diversity and addresses individual needs.

Uses a variety of strategies and methods to support student diversity by addressing individual needs.

3.4 Fosters mutual respect between teacher and students and among students.

Treats all students with respect and concern and monitors student interactions to encourage students to treat each other

with respect and concern.

3.5 Provides a safe environment for learning.

Creates a classroom environment that is both emotionally and physically safe for all students.

22

STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION

The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core

concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate

knowledge.

4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage

students.

Uses a variety of instructional strategies that engage students throughout the lesson on tasks assigned with learning

objectives.

4.2 Implements instruction based on diverse student needs and assessment data.

Implements instruction based on contextual information and assessment data.

4.3 Uses time effectively.

Establishes efficient procedures for performing non-instructional tasks, handling materials and supplies, managing

transitions, and organizing and monitoring group work so that there is minimal loss of instructional time.

4.4 Uses space and materials effectively.

Uses classroom space and materials effectively to facilitate student learning.

4.5 Implements and manages instruction in ways that facilitate higher order thinking.

Instruction provides opportunity to promote higher-order thinking.

STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS

The teacher assess learning and communication results to students and others with respect to student ability to use

communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and

solve problems, and integrate knowledge.

5.1 Uses pre-assessments.

Uses a variety of pre-assessments to establish baseline knowledge and skills for all s tudents.

5.2 Uses formative assessments.

Uses a variety of formative assessments to determine each student’s progress and guide instruction.

5.3 Uses summative assessments.

Uses a variety of summative assessments to measure student achievement.

5.4 Describes, analyzes, and evaluates student performance data. Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify

differences in progress among student groups.

5.5 Communicates learning results to students and parents.

Communicates learning results to students and parents that provide a clear and timely understanding of learning

progress relative to objectives.

5.6 Allows opportunity for student self-assessment.

Promotes opportunities for students to engage in accurate self-assessment of learning.

STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY The teacher uses technology to supports instruction; access and manipulate data; enhance professional growth and productivity;

communicate and collaborate with colleagues, parents, and the community; and conduct research.

6.1 Uses available technology to design and plan instruction.

Uses technology to design and plan instruction.

6.2 Uses available technology to implement instruction that facilitates student learning.

Uses technology to implement instruction that facilitates student learning.

6.3 Integrates student use of available technology into instruction.

Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs.

6.4 Uses available technology to assess and communicate student learning.

Uses technology to assess and communicate student learning.

6.5 Demonstrates ethical and legal use of technology.

Ensures that personal use and student use of technology are ethical and legal.

23

STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING.

The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

7.1 Uses data to reflect and evaluate student learning.

Reflects on and accurately evaluates student learning using appropriate data.

7.2 Uses data to reflect on and evaluate instructional practice.

Reflects on and accurately evaluates instruction practice using appropriate data.

7.3 Uses data to reflect on and identify areas for professional growth. Identifies areas for professional growth using appropriate data.

STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS

The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that

develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become

responsible team members, think and solve problems, and integrate knowledge.

8.1 Identifies students whose learning could be enhanced by collaboration.

Identifies one or more students whose learning could be enhanced by collaboration and provides an appropriate

rationale.

8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort.

Designs a plan to enhance student learning that includes all parties in the collaborative effort.

8.3 Implements planned activities that enhance student learning and engage all parties.

Implements planned activities that enhance student learning and engage all parties.

8.4 Analyzes data to evaluate the outcomes of collaborative efforts.

Analyzes student learning data to evaluate the outcomes of collaboration and identifies next steps.

STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT

The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the

skills and processes necessary, and implements a professional development plan.

9.1 Self assesses performance relative to Kentucky’s Teacher Standards.

Identifies priority growth areas and strengths by thoroughly and accurately assessing current performance on all the

Kentucky Teacher Standards.

9.2 Identifies priorities for professional development based on data from self-assessment, student

performance and feedback from colleagues.

Identifies priorities for professional development based on data from self-assessment, student performance and

feedback from colleagues.

9.3 Designs a professional growth plan that addresses identified priorities.

Designs a clear, logical professional growth plan that addresses all priority areas.

9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on

instructional effectiveness and student learning.

Shows clear evidence of professional growth and reflection on the identified priority areas and impact on instructional

effectiveness and student learning.

STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION

The teacher provides professional leadership within the school, community, and education profession to improve student learning

and well-being.

10.1 Identifies leadership opportunities that enhance student learning and/or professional environment

of the school.

Identifies leadership opportunities in the school, community, or professional organizations and selects one with the

potential for positive impact on learning or the professional environment and is realistic in terms of knowledge, skill,

and time requirement.

10.2 Develops a plan for engaging in leadership activities.

Develops a leadership work plan that describes the purpose, scope, and participants involved and how the impact on

student learning and/or the professional environment will be assessed.

10.3 Implements a plan for engaging in leadership activities.

Implements the approved leadership work plan that has a clear timeline of events/actions and a clear description of how

impact will be assessed.

10.4 Analyzes data to evaluate the results of planned and executed leadership efforts.

Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed leadership

efforts.

24

Table 2 below is designed to derive information about the valued dispositions for service,

collaboration and the teacher as a reflective practitioner of the Boyce teacher preparation unit,

how it is to be used (column 2 “New #, is the order of the item on the student’s version of the

instrument), the item statements related to the above dispositions (column 3) that the student

must agree or disagree with, the alignment of each of the items with the program standard and

the valued Boyce disposition (column 4, “Standard/Disposition Assessed”), the expected correct

response (column 5 “A”=Agree or “D”=disagree), and the determined level of difficulty (column

6, “Difficulty Level”, E = Easy, A=Average, D=Difficult)

TABLE 7: Boyce Dispositions Inventory for Assessing the Valued Boyce Teacher

Dispositions

#

Student Version Item # Item Statement

KTS Standard/

Disposition Assessed *

A or D **

Difficulty Level ***

1 2 General knowledge of the major content areas related to teaching in the elementary school is necessary for an effective teacher leader.

KTS-1.1 Reflection 3.1

D D

2

10 Specific knowledge gained from all content areas related to teaching in the elementary school is absolutely necessary for an effective teacher leader.


A

E

3 17 Understanding the central concepts and vocabulary of my teaching subjects is necessary for effective communication for student learning.

KTS-1.1,1.4 Reflection 3.1

A A

4 6 As a teacher I need to understand most of the general concepts and the basic structures of the content areas of elementary teaching to prevent student misconceptions.

KTS-1.1,1.3,1.4,

Reflection 3.1

D D

5 24 The most important component of my teaching is the accuracy of the knowledge I share, then depending on the student to apply it to his/her own everyday life.


D A

6 20 The effective teacher-leader not only knows the concepts of his/her discipline of teaching but also is engaged in continuous learning and revision of his/her own knowledge to remain current.

KTS-1, 7.3 Reflection 3.1

A A

7 26 The teacher as servant-leader sometimes reflects on the results from assessment data to plan instruction to improve student learning.

KTS 7.1, 7.2 Reflection 3.3

D D

8 4 The teacher as servant-leader reflects on his/her own teaching experiences in order to improve future student learning

KTS 7.2 Reflection 3.2

A E

9 13 To be effective in teaching the teacher must conserve time and limit the frequency of assessments in the instructional process in order to focus on student learning.


D A

10 28 The effective teacher must take the time to assess the learning progress of the students at least once each week in each of the subjects taught.


D D

11 8 The best approach to a planned instructional program is to perfect a lesson in a certain subject area and use it each time to teach that lesson.


D A

12 16 An important practice for the successful teacher as servant-leader is to reflect on his/her own teaching experiences in order to plan more improved teaching practices for student learning.


A E

13 22 The most important skill as a collaborative teacher is the ability to recognize a great teaching strategy for a particular lesson in order to share that strategy with other teachers.

KTS 1.1, 8 Collab. 2.2

D D

25

14 19 If a servant-leader is to be effective in collaborating with other teachers, he/she must be able to effectively communicate the need for a school culture of a community of learners.

KTS 1.1, 8 Collab. 2.2 &

2.3

A A

15 1 A teacher as servant-leader must be an effective communicator to be a collaborator with other professionals to improve student learning.

KTS-1.1, 8 Collabor. 2.2

A E

16 12 Knowing and using various teaching strategies is not necessary after the teacher discovers those “best practices” for his/her own teaching..

KTS 3.3 Collabor. 2.1

D A

17 25 The effective teacher as servant-leader must be open to the use of different strategies of teaching in order to assist herself and other teachers of the professional learning community to meet the diverse needs of the learners.


A E

18 9 A major purpose for collaboration with other teachers is to share the best teaching strategies that work for nearly all of the learners.


D D

19

29 The effective servant-leader must practice collaboration with other teachers to support student learning and establish a professional community of learners.


A A

20 15 A major purpose for collaboration is to develop a better working relationship with the other teachers, the parents, and the principal in the school.


D D

21 23 Collaboration must be an organized school-wide activity in order to achieve its basic purpose of improving student learning throughout all classes of the school.


A E

22 5 The effective servant-leader gains the respect of others as the rightful authority to be the leader in the school.

Service. 1.1 D A

23 30 The most basic principle of servant-leadership for the teacher is to become the servant of those the teacher wishes to lead.

Service. 1.1 A E

24 18 Effective teacher-leaders must serve others first before having the right and privilege to lead as the authority.

Service. 1.1 D D

25 27 The effective servant-leader attempts to serve in any area or opportunity that arises in the school or community in order to earn the recognition as a leader.

Service. 1.2 D A

26 7 A teacher who wants to serve in the school recognizes that the service must be limited to those opportunities that have potential for having a positive impact on the professional environment as a learning community.

Service. 1.2 A D

27 14 The teacher as servant-leader must not jump into every leadership role that arises just to prove leadership skill.

Service. 1.2 A E

28 21 What the teacher as servant leader believes about other teachers in the school is vitally important to success in service to them.

Service. 1.3 A E

29 11 The major character trait for the successful servant-leader is a humble spirit which does not exert power over others.

Service. 1.3 D D

30 3 The teacher as servant leader must have integrity and honesty as the basic character traits for earning the privilege to lead others in the school.

Service. 1.3 A A

Expected Performance Level on Boyce Dispositions Inventory: Minimum 85% Correct.

Developed by Al Hickey, All rights reserved

26

* KTS = Kentucky Teacher Standard

**A =Agree; D = Disagree

*** E=Easy, meaning that most students should get this correct. Those who do not need to be corrected immediately D=Difficult, meaning that only the high disposition student or highly motivated teacher will get this correct. This student has a “natural“ disposition for this. Others who miss this item need to be motivated to reach for the higher standard A=Average, meaning many will get this correct while a significant number of others will not. Those who miss this item are borderline low in this disposition, and will need to be trained and taught to develop this disposition.

Table 3 is designed to explain why each of the items of the Boyce Dispositions Survey are

determined to be of a certain “Difficulty Level”. Column 1 matches the item # of Table 4 above,

column 2 is the Key for the required correct response from the student, column 3 is the difficulty

level of each item, and column 4 is the explanation for rating the difficulty level as each one is

rated in column 3.

TABLE 3 – Explanation of Boyce Dispositions Inventory Scoring Decisions

Item # Correct

Response

Difficulty

Level

Explanation of Response

1 D D This is “difficult” because the desired disposition is not for “general

knowledge” but for thorough and specific knowledge of the content areas. The

candidate may be prone to believe that general knowledge covers all knowledge

but they must believe that the knowledge MUST be specific.

2 A E All candidates should agree that knowledge of the central concepts of the

teaching subject is absolutely necessary; therefore 100% of the candidates

should get this correct.

3 A A In order to communicate student .learning to students, a teacher must have a

thorough grasp of the central concepts of the teaching subjects.but the candidate

may be thrown off by the reason for knowing the central concepts.

4 D D This is difficult because candidates may believe that just knowing “most” of the

concepts is all that can be expected; however, it is necessary to know all of the

central concepts (not the general concepts) to be an effective teacher

5 D A . Some candidates will believe that it is the students’ responsibility to apply

what they learn to their own lives; however, it is the teacher’s responsibility to

guide the students’ to apply the knowledge, and not leave it up to the students to

do it on their own. Most candidates but not all, will believe the latter,

6 A A Some candidates will believe that once they have learned their subject area their

growth in the knowledge of that subject is complete; however most will

understand that knowledge is ever-changing and therefore the teacher must be

continuously learning and revising the knowledge of the field.

7 D D Candidates may stumble over the word “sometimes”, thus they may agree with

the statement, but the careful reader will not agree with sometimes but knows it

must be “always” as the ideal.

27

8 A E 100% 0f the candidates should agree with the idea that reflection is meant to

ultimately improve student learning..

9 D A This statement seems logical and thus some candidates may believe this false

logic that a teacher can only use assessment as time permits not as a vital part of

teaching all the time.

10 D D Because teachers are used to the idea of assessing at the end of instruction,

many candidates may agree with this statement; thus it is difficult for the

candidate to overcome this thinking.

11 D A Because teachers get “hung-up” on a pet teaching strategy that worked in the

past, they may believe that using it always is the best approach without

considering the context of the different learners.

12

A

E

Using reflection to improve student learning is a recognized basic purpose for

reflection, thus 100% should agree with this.

13 D D This sounds very logical as a good reason for collaborating with teachers thus

many candidates may agree with the idea, but it is really not the purpose for

collaborating at all.

14 A A Since the establishment of a school culture as a community of learners is the

real purpose for collaboration, most candidates may agree with this idea but

others will miss this grander goal of collaboration and focus on more limited

goals.

15 A E 100% of candidates should recognize the truth of the need for effective

communication skill as the number one skill for collaboration.

16 D A Some candidates may have heard of the idea of “best practices” and have been

misled to believe that means it may be used under all teaching circumstances,

and thus they may agree with this statement, but no strategy is “best” for all

learners.

17 A E 100% of the candidates should agree tat teachers need to ever-learning new

teaching strategies to meet the diverse learning needs of the learners.

18 D D Candidates may be misled by this statement for sharing the “best teaching

strategies”, but that is not a major purpose for collaboration, thus should be

disagreed with.

19

A A This statement is right on target for the purposes of collaboration. Most

candidates should recognize this and agree, but some will balk at the idea of

creating a professional leaning community as part of the purpose.

20 D D A better working relationship sounds great but it has little to do with the purpose

for collaboration. Because it sounds like this will “lead to” a better school for

the learners, that is not necessarily so ; therefore many candidates may agree

with this statement when they should disagree.

21 A E To achieve its true goal of a “professional community” of learners, collaboration

cannot be limited to just a few teachers in the school. It must be a school-wide

engagement. Candidates who do not think the big picture for collaboration may

disagree, thinking collaboration can be between just a few teachers and still

achieve its major goal.

22 D A Some candidates may be stuck with the idea that the leader must be respected as

the authority but the servant-leader is not that kind of leader; thus this statement

should be disagreed.

23 A E 100% of the candidates should agree with this idea that a servant-leader does

“serve” those he/she leads.

24 D D All of this statement except the use of the word “authority” is correct.

Candidates may still accept the idea that the leader must have authority thus

many may agree with the statement.

28

25 D A Some candidates may forget that the motive for doing any service is never for

any kind of recognition; but some may miss this point and agree with this

statement.

26 A D Many candidates may lack the insight to see that service in the school has but

one purpose and that is to impact learning for the students. Servant leaders must

have this insight before getting involved in activities that will not have a

positive impact on student learning.

27 A E Service opportunities that do not impact student learning should not be a part of

the servant-leaders service.. 100% of the candidates should agree with this

obvious logic.

28 A E 100% of the candidates should know that bad attitudes about colleagues can

only hamper servant-leadership

29 D D Many candidates may be carried away with the word ”humble”and agree with

this, but humility is not the main character trait for the servant- leader. Integrity

and honesty are the top traits. Humility may actually be a stumbling block for

the servant-leader.

30 A A 100% of the candidates should agree that integrity and honesty are the main

traits for servant-leaders to earn the privilege to serve the others.

Table 4 below is the student version of the Boyce Dispositions Survey that will be administered

to the student. No teacher candidate will ever see Table 4 or Table 5 above because they contain

information that would invalidate the administration of the measure to the candidate if the

candidate had seen the two tables.

Table 4: Boyce Dispositions Inventory: Student Version-Assessment

of Teacher Candidate Dispositions

Boyce Dispositions Survey for Measuring Teacher Candidate Dispositions for Service,

Collaboration, and the teacher as a Reflective Practitioner

(Student Version)

Teacher Candidate: ______________________________________ ID # ___________________ Education Major: ________________________________________

Directions: This assessment instrument is a survey of your consistency with the dispositions indicators of the Boyce Dispositions, that are aligned with the Kentucky Teacher Standards. Your responses will help you identify any beliefs/attitudes that are contrary to expectations for teacher dispositions as set by state and national standards and which Boyce College has adopted. Your responses will be aggregated with those of other teacher candidates and analyzed so that we can improve our teacher preparation unit program. The survey should take you about 15 minutes to complete; however, give serious thought to each statement below to determine if you agree or disagree with each one.

29

This is not a True/False test. Your responses should be solely based on your “beliefs”, not on the factual nature of the statements. Therefore answer honestly about what you believe. Some of the items will be more difficult than others, so read carefully and answer from the heart. If any part of the statement you disagree with, then you should circle “D” for “Disagree”. If you agree with the thought of the whole statement, then circle “A” for“ Agree”. # Item Statement Response

1 A teacher as servant-leader must be an effective communicator to be a collaborator with other professionals to improve student learning.

A D

2 General knowledge of the major content areas related to teaching in the elementary school is necessary

for an effective teacher leader. . A D

3 The teacher as servant leader must have integrity and honesty as the basic traits for earning the right and privilege to lead others in the school.

A D

4 The teacher as servant-leader reflects on his/her own teaching experiences in order to improve future student learning

A D

5 The effective servant-leader gains the respect of others as the rightful authority to be the leader in the

school.. A D

6 As a teacher I need to understand most of the general concepts and the basic structures of the content

areas of elementary teaching to prevent student misconceptions. . A D

7 A teacher who wants to serve in the school recognizes that the service must be limited to those opportunities that have potential for having a positive impact on the professional environment as a learning community

A D

8 The best approach to a planned instructional program is to perfect a lesson in a certain subject area and use it each time to teach that lesson

A D

9 A major purpose for collaboration with other teachers is to share the best teaching strategies that each has discovered works for nearly all of the learners.

A D

10 Specific knowledge gained from all content areas related to teaching in the elementary school is absolutely necessary for an effective teacher leader

A D

11 The major character trait for the successful servant-leader is a humble spirit which does not exert power over others.

A D

12 Knowing and using various teaching strategies is not necessary after the teacher discovers those “best practices” for his/her own teaching..

A D

13 To be effective in teaching the teacher must conserve time and limit the frequency of assessments in the instructional process in order to focus on student learning.

A D

14 The teacher as servant-leader must not jump into every leadership role that arises just to prove leadership skill.

A D

15 A major purpose for collaboration is to develop a better working relationship with the other teachers, the parents, and the principal in the school.

A D

16 An important practice for the successful teacher as servant-leader is to reflect on his/her own teaching experiences in order to plan more improved teaching practices for student learning.

A D

17 Understanding the central concepts and vocabulary of my teaching subjects is necessary for effective communication for student learning

A D

18 Effective teacher-leaders mst serve others first before having the right and privilege to lead as the authority.

A D

19 If a servant-leader is to be effective in collaborating with other teachers, he/she must be able to effectively communicate the need for a school culture of a community of learners.

A D

20 The effective teacher-leader not only knows the concepts of his/her discipline of teaching but also is engaged in continuous learning and revision of his/her own knowledge to remain current.

A D

21 What the teacher as servant leader believes about other teachers in the school is vitally important to success in service to them.

A D

30

TABLE 5: Boyce Dispositions Questionnaire for Assessing Teacher Candidate

Dispositions For Service, Collaboration, and the Teacher as a Reflective Practitioner

The questions below are used in the intermediate and final dispositions assessment of Boyce teacher candidates. Each question is aligned with the Kentucky Teacher Standards (Initial Level). During the seminar meetings of the ED 381 Clinical Experience course, and later during the seminar sessions of the Supervised Teaching semester, the questions are administered for the teacher candidates to respond in writing. The student’s response is evaluated according to the rubric as shown beneath each question. Possible evidence for evaluating each level of the rubric is indicated in the boxes for each level. The teacher candidate is assigned a score from the rubric for each standard and a holistic score for “Teacher Dispositions” which is the sum of all of the rubric scores divided by 9 to derive a “Mean Dispositions Score”. Purpose and uses of the Dispositions Questionnaire: The results of the two administrations of the Boyce Dispositions Questionnaire are used to assess each teacher candidate’s dispositions for service, collaboration and for the teacher as a reflective practitioner. When each candidate exits the Boyce TEP, he/she is expected to achieve the rubric level of “On Target” for each of the related standards. The final evaluation for the student teaching experience will be affected by the student’s Mean Dispositions Score, which must be a minimum of 2.5 for the overall holistic mean score. Patterns of student responses will also be used to determine strengths and weaknesses of the overall Boyce TEP. Where any of the dispositions appear consistently weak over aggregated candidates’ scores of any of the dispositions, the Boyce TEP will be reviewed for changes in the program to address those dispositions more intensely

22 The most important skill as a collaborative teacher is the ability to recognize a great teaching strategy for a particular lesson in order to share that strategy with other teachers.

A D

23 Collaboration must be an organized school-wide activity in order to achieve its basic purpose of improving student learning throughout all classes of the school.

A D

24 The most important component of my teaching is the accuracy of the knowledge I share, then depending on the student to apply it to his/her own everyday life.

A D

25 The effective teacher servant-leader must be open to the use of different strategies of teaching in order to assist herself and other teachers of the professional learning community to meet the diverse needs of the learners.

A D

26 The teacher as servant-leader sometimes reflects on the results from assessment data to plan instruction to improve student learning.

A D

27 The effective servant-leader attempts to serve in any area or opportunity that arises in the school or community in order to earn the recognition as a leader.

A D

28 The effective teacher must take the time to assess the learning progress of the students at least once each week in each of the subjects taught

A D

29 The effective servant-leader must practice collaboration with other teachers to support student learning and establish a professional community of learners.

A D

30 The most basic principle of servant-leadership for the teacher is to become the servant of those the teacher wishes to lead.

A D

31

Aligned Standard

KTS-1 & 7 1. Disposition Question: Pursuit of Knowledge

(Candidate values the need to grow in knowledge for professional growth and for effective reflection)

Select a central concept of your teaching discipline. If you will be teaching several subjects, such as in elementary grades, choose any one subject you will be teaching. Then list at least 5 central concepts that are important in the teaching of the knowledge or skills of that discipline. Finally, tell why each one of the listed concepts is important for students to learn for that subject area.

Boyce Disposition Measured

Reflection: 3.1

Rationale: If the teacher candidate has not pursued knowledge in his/her studies, the assumption is made for this

question that the student will be shallow in conceptual understanding of the subject area, and be unaware of the central concepts of the teaching discipline.

SCORING RUBRIC

3-ON TARGET 2-BELOW TARGET 1-OFF TARGET

The candidate is on target for the disposition: Demonstrates a grasp of the central concepts of the teaching area and of the possible methods for teaching the concepts. Knows the subject; and has been committed to the pursuit of knowledge in the teaching discipline.

The candidate is below target for the disposition: Weak in the knowledge of the subject and central concepts of the subject. Knows some major concepts; knows why some are major, but others not central to the subject. Has been only average in the pursuit of knowledge as a student.

The candidate is off-target for the disposition: Concepts listed are not central to the subject, or has not listed any or less than 5. Does not take study seriously or has a poor grasp of the subject; has not been committed to the pursuit of knowledge in the teaching discipline.

Aligned Standard KTS-10.1

2.Disposition Question: Values the Need to Serve to Affect Student Learning (values the need to serve in ways that promote a professional community of learners)


Service 1.2

You are a teacher in a school where the prevailing idea is that the individual teacher’s classroom is his/her own domain and that the other teachers’ classroom is their domain. You are also aware that some of the learners under certain teachers are not doing as well as others in other classrooms though all classes are heterogeneously grouped. You know there is a more effective way for helping all learners achieve to their greatest potential. What prevailing attitude do you believe YOU should have in order to begin to change this situation? What changes do you believe need to be made to help all learners in the school reach their learning potential? What role will YOU need to play to make this happen?

Rationale:

SCORING RUBRIC


The candidate is on target for the disposition: Understands that an attitude of servant-first is needed, that the school culture must change to that of a “community of learners”, and that his/her role must be to serve the school by leading in the effort to create a collaborative team of professionals to maximize student learning in all classrooms.

The candidate is below target for the disposition: Knows that the teachers must work together toward the goal of maximizing student learning in all classrooms, but does not understand the need to have a servant-first attitude, but contrarily believes that a strong leader is needed to take authority over the school.

The candidate is off-target for the disposition: Does not recognize the need to be a servant to the needs of the school; makes no reference to the need to create a “community of learners”, and does not refer to the need for the teachers to work as a collaborative team to maximize all students’ learning.

32

Aligned Standards KTS-1,2,3,4

3. Disposition Question: Awareness of Diversity of Learners (values diversity as a fact of life that gives all individuals their own distinctive, and God-given abilities)


Collaboration 2.1

“Children differ in the way they learn”…Explain why this statement is or is not true using your awareness and knowledge of diverse learning modalities and of developmental and cognitive psychology. Then explain how you would use the concept of differentiated instruction to meet the diverse learning needs of a classroom of learners.

Rationale: If the candidate is aware that not all children learn the same way and within the same time period, he/she

will be able to discuss the different modalities of learning and that some children cognitively develop earlier than others. The candidate will also recognize that emotional and social development affects learning.

SCORING RUBRIC


The candidate is on target for the disposition: Understands different modalities (visual, auditory, psycho-motor) of learning; is aware of the effects of child development (cognitively, emotionally, socially, spiritually) on learning and knows the need to differentiate instruction because of these differences.

The candidate is below target for the disposition: Knows that children differ in their learning but is not sure why that is true; vague on the specifics of learning modalities and of developmental levels and rates. Does not clearly relate childrens’ differences and the need for differentiated instruction.

The candidate is off-target for the disposition: May not believe that learning is much different from learner to learner and has little or no understanding of the different modalities of learning nor of the differences in development that require different instruction.

Aligned Standards

KTS-1, 3

4. Disposition Question: Value of Communication Skills for Collaborative Leadership ( recognizes that effective communication is a primary skill for effective collaboration)


Collaboration 2.2

You recognize that you need to collaborate with the other teachers to create a culture of a professional community of learners to enhance student learning in the school. What one skill for you is the most important as you begin to plan to collaborate with the other teachers? Once you identify that all-important skill, explain why it is such a vital skill for building collaborative leadership among the other teachers.

Rationale: If the teacher candidate recognizes the value of all the different modes of communication for teaching

effectiveness, he/she will present a full range of communication techniques, to include verbal, non-verbal, and media for use in teaching to foster active inquiry, collaboration, and supportive interaction in the classroom.

SCORING RUBRIC

3-ON TARGET 2-BELOW TARGET 1-OFF TARGET The candidate is on target for the disposition: Recognizes that the skill of effective communication is vital for collaborative leadership and that without skill in communication of ideas to the other teachers, the need for a community of learners will be unconvincing or unclear. .

The candidate is below target for the disposition: Recognizes the value of communication skill for collaboration but fails to understand why it is so important for building a community of learners.

The candidate is off-target for the disposition: Does not identify communication as the all-important skill for collaborative leadership. Identifies a different skill other than communication skill.

33

Aligned

Standards KTS-5, 7

6. Disposition Question: Value of Reflection as a Servant-Leader (Candidate values reflection as a vital practice for growth and effectiveness as a servant-leader)

Boyce Disposition Measured Reflection

3.2

Tell about a particular success or failure you have experienced in your own personal life. In the aftermath of the experience what did you do in order to assure that you would or would not do the same things again, if similar circumstances arose for you. Do you think you learned anything valuable from your experience? Tell why or why not. Explain how the answer to this question relates to your professional improvement as a teacher?

Rationale: If the teacher candidate has formed habits of reflecting about the successes and/or failures in the

experiences of life, the candidate will transfer that habit to the teaching profession successes and/or failures and will grow professionally as a result.

SCORING RUBRIC 3-ON TARGET 2-BELOW TARGET 1-OFF TARGET

The candidate is on target for the disposition: Has practiced habits of reflection through experiences in life that resulted in actions to change or maintain certain behavior. Knows that reflection is a value that has benefitted personal growth. Clearly sees the need to be reflective for professional growth as a teacher.

The candidate is below target for the disposition: Has understood the need to be reflective some time but it has not formed as a habit. Has experienced growth through some reflective behavior. Does not see the necessity of making reflection a vital habit in the teaching profession but will use it sometimes.

The candidate is off-target for the disposition: Has not practiced reflection much at all and in fact may see it as an unnecessary activity with no benefit for growth through the use of it. Does not see using it to any advantage in the teaching profession.

Aligned Standards

KTS-4,5

5. Disposition Question: Value of Assessment for Improvement of Instruction ( recognizes the value of assessment data as a major source of information for reflection

to improve teaching for student learning) Boyce

Disposition Measured Reflection

3.3

What is the role of assessment in the teaching/learning process? In your answer, first give a clear definition of assessment, then tell how you will use assessment in your own teaching, both during and after instruction. Finally, tell the basic purpose of all assessment strategies.

Rationale: If the teacher candidate cannot connect the need to assess as a continual process of teaching, and does not

understand that assessment is more than determination of a final grade at the end of instruction, he/she will be unable to recognize the full range of the contexts of assessment (the individual learner, the school, the community, and the match between the performance goals and where the learner presently is), and will fail to connect assessment to performance goals of the instructional process.

SCORING RUBRIC 3-ON TARGET 2-BELOW TARGET 1-OFF TARGET

The candidate is on target for the disposition: Clearly defines and understands the role of assessment in the teaching/learning process. Sees the full range of assessment as pre-assessment, formative assessment, and post assessment and the uses of each. Connects assessment clearly to the performance objective(s) of the instruction.

The candidate is below target for the disposition: Defines assessment but not as a continuous process. May include some components of pre-assessment, formative assessment, and/or post assessment, but does not see their total value. Makes little or no connection between assessment and the performance objective(s) of the instruction.

The candidate is off-target for the disposition: Has no clear or meaningful definition of assessment other than for “grades”. Does not see assessment as continuous with pre-assessment, formative assessment, and post assessment. Does not connect the performance objective(s) to assessment.

34

Aligned Standards

KTS-6

7. Disposition Question: Need for Collaboration as a Servant-Leader (Candidate values the need for collaboration with others for meeting the needs of learners)

Boyce

Disposition Measured

Collaboration 2.3

You have been teaching for several years as an elementary school teacher, you know you have gained some respect for your commitment to teaching, and have observed that all the teachers, including yourself, function in relative isolation from the other teachers with little or no communication among them about what goes on in the classrooms. You believe that the school should work more as a team to promote more effective student learning. What action do you believe you should follow to promote a greater team effort to promote student learning in all classrooms of the school? Be specific in your answer, being sure to include who should be included in your effort to create a greater team effort.

Rationale: If the teacher candidate recognizes that a professional learning community is built on communication and

seeking answers to how to improve student learning, he/she will seek help through collaboration and conferring with the other professionals in the school, with the learners themselves, and even through collaboration with the home.

SCORING RUBRIC


The candidate is on target for the disposition: Recognizes the need to be the leader in creating a professional learning community through collaboration.. with the principal, other teachers, the learners themselves, and the parents. Knows that collaboration is absolutely necessary for having a culture of a community of learners

The candidate is below target for the disposition: Hints at the possibility of seeking help from other teachers and may see collaboration as a possible, but not necessary, solution, but does not see the need to take the leadership role in creating a community of learners.

The candidate is off-target for the disposition: Does not refer to collaboration as a necessary solution. And does not see the need to be the leader as a collaborative teacher.

35

Aligned Standards KTS-8, 10

8. Disposition Question: Attitude of Servant Leadership (Candidate has an attitude of “servant first” as the basis for leadership as a teacher)

Boyce

Disposition Measured

Service 1.1

You are about to begin your second year of teaching and you have begun to think about what your major purpose for being a teacher should be and how that purpose would affect your overall activities as a teacher. Describe what you decide about your purpose for being a teacher. You have also been asked to be the director of a program to get some parents more involved in the daily teaching activities as aides or assistants in the classrooms of all teachers in your school building. How do you think this responsibility would fit your determined “purpose for being a teacher”? Tell what you decide to do with this request to take responsibility outside the classroom.

Rationale: If the teacher candidate does not see the purpose of teaching in the context of being a servant first and also

a leader in the school and community where he/she teaches, the idea of taking advantage of the opportunity to serve the school and community outside the classroom will be negative or a distraction to the profession as a “teacher” in the classroom. The candidate’s attitude will be that he/she will serve in whatever way is necessary to improve student learning.

SCORING RUBRIC


The candidate is on target for the disposition: States that the role of a teacher is as a servant first and then as leader in the school and community; does not perceive the role of ”teacher” as confined to the classroom, but does see classroom teaching as part of the role as servant and leader. Sees the servant and leader role beginning with serving and leading the children in the classroom but then extends school-wide and to the community.

The candidate is below target for the disposition: Does not see the purpose of being a teacher as being a servant first or leader outside the classroom. Agrees to the responsibility of getting involved outside the classroom, but does not see this as a role of the need to serve or be a leader in the school or community.

The candidate is off-target for the disposition: Makes no reference to being a servant or leader as part of the purpose for being a teacher. Disagrees with taking any responsibility outside the classroom because it may interfere with the role of classroom teaching. Does not see teaching as related to leadership or service in or outside the classroom.

36

Aligned Standards KTS-8, 10

9. Disposition Question: Character Traits for Servant Leadership (Candidate believes in integrity, honest and the value of each person)


Service 1.3

To be a servant-leader there are certain character traits and beliefs about others that are necessary to command the following of other teachers. What do you believe those character traits should be and what attitudes should the servant-leader have about others. List those character traits and the necessary attitudes about others for the servant-leader. Then discuss why those traits and that attitude about others are so important for the servant-leader’s success in creating a community of learners in a school.

Rationale: If the teacher candidate does include the traits of integrity, and honesty in the list of necessary traits,

and does not hold the attitude that each individual is to be valued as a person and has much to offer in any situation, they do not have the valued character traits and beliefs about others for servant-leadership.

SCORING RUBRIC


The candidate is on target for the disposition: Includes integrity, and honesty among the valued traits for servant-leadership, and clearly understands their importance. Expresses the belief in the value of others and the contribution each can make to any situation. It is clear that the role of leader, is as servant first, not as the source of all knowledge and the sole authority for solving problems.

The candidate is below target for the disposition: Does not include both integrity and honesty as necessary traits for servant-leadership. Values others but is not specific about the need for them in making contributions to solutions to any problem. There is some evidence of the “servant-first” attitude.

The candidate is off-target for the disposition: Does not include integrity or honesty as the necessary traits for servant-leadership. Also, does not place value on others as necessary for offering solutions to problems. The “servant-first” attitude is missing from the discussion

37

TABLE 6: Dispositions Questionnaire-Teacher Candidate Version

Dispositions Questionnaire

Directions : The writing tasks of this questionnaire are designed to measure your consistency

with some of the national, and state Teacher Education Program standards for the preparation of

professional teachers. These questions specifically assess your dispositions for the teaching

profession as stated in the Kentucky Teacher Standards (KTS), and the Boyce dispositions for

service, collaboration, and the teacher as a reflective practitioner. Your responses will be used to

help you identify any beliefs that are contrary to the standards for these dispositions. Your

responses will also be pooled with the responses of other Boyce teacher candidates so that we

can improve our teacher preparation unit here at Boyce College. You will be completing one or

two questions at each of the sessions that we meet, and should require no more than 30-45

minutes each session.

We request that you respond honestly in your written response to each of these. Read each

question and answer from your heart. Be as specific as possible. If you have access to a word

processor we prefer that you use it in writing your responses. Please use a separate sheet of

paper to answer each question. Please number your response to match the question number.

Dispositions Assessment Question #1

Select a central concept of your teaching discipline. If you will be teaching several subjects,

such as in elementary grades, choose any one subject you will be teaching. Then list at least 5

central concepts that are important in the teaching of the knowledge or skills of that discipline.

Finally, tell why each one of the listed concepts is important for students to learn for that subject

area.


You are a teacher in a school where the prevailing idea is that the individual teacher’s classroom

is his/her own domain and that the other teachers’ classroom is their domain. You are also aware

that some of the learners under certain teachers are not doing as well as others in other

classrooms though all classes are heterogeneously grouped. You know there is a more effective

way for helping all learners achieve to their greatest potential. What prevailing attitude do you

believe YOU should have in order to begin to change this situation? What changes do you

believe need to be made to help all learners in the school reach their learning potential? What

role will YOU need to play to make this happen?

38


“Children differ in the way they learn”…Explain why this statement is or is not true using your

awareness and knowledge of diverse learning modalities and of developmental and cognitive

psychology. Then explain how you would use the concept of differentiated instruction to meet

the diverse learning needs of a classroom of learners.


You recognize that you need to collaborate with the other teachers to create a culture of a

professional community of learners to enhance student learning in the school. What one skill for

you is the most important as you begin to plan to collaborate with the other teachers? Once you

identify that all-important skill, explain why it is such a vital skill for building collaborative

leadership among the other teachers..


What is the role of assessment in the teaching/learning process? In your answer, first give a

clear definition of assessment, then tell how you will use assessment in your own teaching, both

during and after instruction. Finally, tell the basic purpose of all assessment strategies.


Tell about a particular success or failure you have experienced in your own personal life. In the

aftermath of the experience what did you do in order to assure that you would or would not do

the same things again, if similar circumstances arose for you. Do you think you learned anything

valuable from your experience? Tell why or why not. Explain how the answer to this question

relates to your professional improvement as a teacher?


You have been teaching for several years as an elementary school teacher. You know you have

gained some respect for your commitment to teaching, and have observed that all the teachers,

including yourself, function in relative isolation from the other teachers with little or no

communication among them about what goes on in the classrooms. You believe that the school

should work more as a team to promote more effective student learning. What action do you

believe you should follow to promote a greater team effort to promote student learning in all

classrooms of the school? Be specific in your answer, being sure to include who should be

included in your effort to create a greater team effort.

39


You are about to begin your second year of teaching and you have begun to think about what

your major purpose for being a teacher should be and how that purpose would affect your overall

activities as a teacher. Describe what you decide about your purpose for being a teacher. You

have also been asked to be the director of a program to get some parents more involved in the

daily teaching activities as aides or assistants in the classrooms of all teachers in your school

building. How do you think this responsibility would fit your determined “purpose for being a

teacher”? Tell what you decide to do with this request to take responsibility outside the

classroom.


To be a servant-leader there are certain character traits and beliefs about others that are necessary

to command the following of other teachers. What do you believe those character traits should

be and what attitudes should the servant-leader have about others. List those character traits and

the necessary attitudes about others for the servant-leader. Then discuss why those traits and that

attitude about others are so important for the servant-leader’s success in creating a community

of learners in a school.

40

TABLE 7: Teacher Work Sample (TWS) Guide

Boyce College Teacher Work Sample: Overview A completed Teacher Work Sample (TWS) is one of several culminating activities leading to a degree in teacher education at Boyce College.. Concepts and terms from the TWS are imbedded into every Professional Education course, and portions of the TWS are assigned throughout the program curricula.. A well-conceived, fully implemented TWS is an integral component of the Supervised Teaching experience and must be submitted as part of the electronic portfolio.

Analytic Scoring Rubric for Boyce TEP Teacher Work Sample (TWS)

Teaching Process Goal for Teacher Candidate Performance Points

Learning Context The candidate describes a specific learning context, including community, school, classroom, teacher, and student characteristics, which might affect student learning.

15

Learning Goal & Objectives

The candidate sets a learning goal and multiple learning objectives that offer variety and are appropriate to the learning context, challenging to students, and aligned with Kentucky’s standards for student learning.

15

Assessment Plan The candidate plans appropriate assessment strategies for each learning objective to evaluate student learning before, during, and after instruction.

15

Design for Instruction

The candidate designs instruction for specific learning objectives, taking into account the entire learning context.

15

Instructional Decisions

The candidate makes instructional changes based on analyses of assessments before and during instruction, These assessments may be simple observations of student reactions or actual “test” results.

5

Analysis of Student Learning

The candidate uses assessment results to profile student learning and presents an analysis of student progress for each learning objective.

15

Reflections & Self Evaluation

The candidate reflects on his or her instruction and student learning to improve teaching practice.

10

Competent Communication

The candidate communicates about his or her teaching through the written TWS document that reflects clarity of thought and competence in written English.

10

Total 100

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Format

Your Teacher Work Sample should reflect your knowledge and skills in teaching as well as in communicating about your teaching, through written expression. Please use the required Boyce College style for the mechanics of writing, abbreviations, headings, series, quotations, footnotes, and references. Use 11-12 point font and one inch margins and tabs, and since this document is not being prepared for publication, single space the lines.

Write your TWS clearly and concisely in Standard English and attend closely to your concept development, grammar, and mechanics. Concept development includes thesis, coherence, clarity, support, and transitions. Grammar includes parallelism, agreement, verb tense, and word choice. Mechanics include spelling, punctuation, and capitalization. Use computer software to check spelling and grammar. This is a necessary yet not sufficient step to accomplish this objective. Therefore, also print, proofread, and edit a hard draft, and then enter the edits into the final draft on your computer before you submit your final TWS for your electronic portfolio.

Section 1: Learning Context

Goal for Teacher Candidate Performance: Learning Context

The candidate describes a specific learning context, including community, school, classroom, teacher, and student characteristics that might affect student learning.

Objectives & Scoring Guide: Learning Context

Objective for Teacher Candidate Performance

Points

The candidate describes specific community characteristics that might affect student learning. 2

The candidate describes specific school characteristics that might affect student learning. 2

The candidate describes specific classroom characteristics that might affect student learning. 2

The candidate describes characteristics of the classroom teacher and herself or himself that might affect student learning.

2

The candidate describes specific student characteristics that might affect student learning. 7

Guidelines: Learning Context

Instructional Implications: Community, School, Students, and Physical Environment, Schedules Describe the general socio-economic status of the community where your school is located and

draw inferences from this about the possible impact of this on your students’ learning in general as you teach this unit. Describe the school, including its age and physical appearance; number of students; number of teachers; support personnel; administration; student to teacher ratio; media and educational resources (e.g, computer lab, library, teacher resource room); parent involvement; enrichment activities; sports; and extracurricular activities. How might the school as you have described it above, affect the learning of the students in any way, positive or negative. What is the composition of your students in the classroom? How many students are in the classroom? What are the genders by number? Do you have any that are repeating the grade? What is the ethnicity breakdown of the students? Do you have a significant number of disadvantages students in you classroom? Do you have special needs learners (LD, ADHD, autistic, etc.)? If so, how many, and what are the IEPs (if any) for these students?

42

How will these student characteristics and the dynamics of the classroom affect the possible learning outcomes during the instruction of the unit? What is the physical environment of the classroom and how will that affect the instruction? How is the room arranged, and will you need to do any rearranging to accommodate the instruction? How about the lighting, the room temperature, and the resources available to you for performance of the teaching? Will any of this affect the instruction and/or the student learning outcomes? Does the room arrangement allow you the freedom to do grouping if necessary? What is the school schedule during the teaching of the unit? For example, are there any interruptions of the instruction by recess, or lunch, or students who are taken from the room for special resource learning during the instruction of the unit time? How will any of this affect the learning outcomes?

Section 2: Learning Goal and Objectives Goal for Teacher Candidate Performance: Learning Goal and Objectives

The candidate sets a learning goal and multiple learning objectives that offer variety and are appropriate to the learning context, challenging to students, and aligned with Kentucky’s standards for student learning.

Objectives & Scoring Guide: Learning Goal and Objectives

Objective for Teacher Candidate Performance Points

The candidate sets a learning goal that identifies levels and areas of learning that address the grade-level

curriculum and the specific students.

3

The candidate sets multiple learning objectives that will lead the students to achieve the learning goal. 5

The candidate sets learning objectives that describe areas and levels of learning that are appropriate to the

students, grade level, and multiple learning activities.

5

The candidate aligns each learning objective with Kentucky’s Core Content for Assessment. 2

Guidelines: Learning Goals and Objectives

Appropriate Learning Goal Contemplate the big picture and determine the overall goal you want your students to meet

through their participation in this unit of activity. State the goal in clear terms that would be understood easily by your students. Avoid wordiness. Explain how this goal addresses one or more crucial components of the curriculum and how it is appropriate, in terms of your students’ learning levels. Multiple Objectives That Lead to the Goal

Determine what your students will need to know and do to reach the goal you have set. State each type of knowledge or skill as a separate objective. Objectives Match Learner Context, Grade Level, and Learning Activities

Consider each aspect of the learning context you described in Section I to assure that each objective is appropriate for your specific community, school, classroom, classroom teacher, and students. Pay particular attention to the achievement levels, prior knowledge, and learning styles of your students, and how these objectives lend themselves to appropriate learning activities. Objectives Align with Core Content for Assessment

Show the alignment of each objective with Kentucky=s Core Content for Assessment. Write the code and the Core Content indicator directly below each objective. Avoid a “kitchen sink” alignment; include only the most important and applicable indicator(s) for each objective.

43

Section 3: Assessment Plan Goal for Teacher Candidate Performance: Assessment Plan

The teacher candidate plans appropriate assessments for each learning objective to evaluate student learning before, during, and after instruction.

Objectives & Scoring Guide: Assessment Plan

Objectives for Candidate Performance Points The candidate plans and implements an appropriate pre-assessment and presents the results in a table and chart. 3

The candidate uses pre-assessment results to plan, select, or design appropriate formative assessment and post-assessment strategies for assessing each learning objective. 3

The candidate develops reliable assessment strategies to evaluate the learner’s performance on each learning objective. 3

The candidate plans assessment and scoring procedures that will yield valid results for determining progress toward the learning objectives.

3

The candidate plans adaptations in assessment procedures to meet the needs of each student. 3 3

Guidelines: Assessment Plan Pre-assessment

Develop a pre-assessment strategy that is aligned with your unit goal and objectives. Administer the pre-assessment well in advance of implementing your instructional unit. Develop a table and chart that reflect the pre-assessment results. Assessment Plan Overview

Develop a table that will reflect an overview of the assessment plan. Include four columns in the table with these headings: Learning Objective(s), Type of Assessment, Assessment Format, and Adaptations. The purpose of the first two columns is to depict the alignment between the learning objectives and the planned assessments. The Assessment Format column should summarize the type of assessment (e.g., objective test, essay response, authentic performance, checklist, running record, project) to be used to assess the learning objectives. The Adaptations column should explain any procedures that will be used to meet the individual needs of the learners in the administration of the assessment(s). Make certain that the planned assessments are appropriate for the level of objective intended to be assessed. For example, knowledge objectives might best be assessed by questions which require the learner to respond with the correct knowledge; whereas, skills objectives might best be measured by requiring the learner to practice or demonstrate the learned skill; and thinking skills, such as analyzing or evaluating, might best be assessed through some writing activity that requires that thinking process. Reliable and Valid Assessment

Describe each of the assessment strategies (pre-assessment, formative assessments, post-assessment) that you will use to evaluate learning for each of the learning objectives. Does your method(s) of assessment measure what you intend for it to measure? Does your pre-assessment and post assessment instrument measure reliably the same construct or all of the same objectives or learning outcomes? Verify your judgments by collaborating with a practicing professional teacher.

1. Justify why you are choosing each of the assessment strategies. 2. If the pre-assessment and post-assessment are not the same, explain how each assesses

the same knowledge or skills. If they do not measure the same learning objectives, the

44

conclusions you make cannot be reliable, i.e. the results cannot be consistent from one measure to the next.

3. Make sure to plan enough items for the test measure(s) to be valid. If you do not have enough items or enough opportunities for the learner to demonstrate learning, the test measure may not be measuring what you wish for it to measure.

4. Explain how the assessment items or procedures are a valid assessment of the stated learning objectives they are designed to measure.

Valid Assessment and Scoring Procedures Describe the scoring procedures for each of the assessment strategies. Explain how you will use

assessment results to draw valid conclusions about each learner’s progress. State the criteria you will use to determine learner progress. The criteria may be include a mastery scale, rubric, raw scores, percentage scores, gain scores, performance rating scale, observation checklist, anecdotal record, or a combination of any of these. Regardless of the chosen criteria, be sure to determine in advance of the pre-assessment how you will measure the students’ learning progress. If you will use a form for recording learner responses (e.g., rubric, checklist, rating scale), include it in the Appendices and explain its use in the description of this section.. Adaptations in Assessment Administration Procedures

Based on the learning context for differences in student learning characteristics, describe any and all planned adaptations for the administration of each of the assessments. If you plan to use a different procedure for some of the learners, describe precisely that adaptation.

Section 4: Design for Instruction Goal for Teacher Candidate Performance: Design for Instruction

The candidate designs instruction for specific learning objectives, taking into account the entire learning context.

Objectives & Scoring Guide: Design for Instruction

Objectives for Teacher Candidate Performance Points

The candidate clearly describes how pre-assessment data inform content level and choice of key teaching/learning activities.

5

The candidate plans appropriate teaching strategies that align with the learning objectives and utilizes a variety of teaching strategies and resources to facilitate student learning.

4

The candidate discusses how certain contextual characteristics will impact instruction and student learning. 4

The candidate integrates appropriate technology and highlights how it will enable teaching and learning or provides a clear rationale for not using technology.

2

Guidelines: Design for Instruction

Interpretation and Application of Pre-assessment Data

Discuss what the pre-assessment data suggest or reveal about students’ strengths and weaknesses in relation to the learning objectives. Then show how the inferences you draw from the pre-assessment data guide you to select appropriate level(s) of content and learning strategies. If you had already made plans for the instruction or parts of it, what changes were required as a result of the pre-assessment results?

45

Plan for Instruction Draw upon your knowledge of professional theories, principles, best practices, and research to

design a block plan that shows the topic of each learning activity and the learning objective(s) addressed. Be certain that your plan includes a variety of teaching strategies and resources. Then, write a narrative that explains the block plan by presenting the scope and sequence (the flow) of the activities and provides clear rationales for your choices of activities. Explain how your plan reflects recognized approaches or “best practices” to teaching for the learning objectives you have identified for this unit. Impact of Learning Context

Identify the contextual characteristics (especially special student needs) you are addressing, as you plan for instruction. Is there any individual student or group of students you are making adjustments in your plan for the instruction? Describe the possible impact of each identified characteristic and how your instructional plan deals with it. Use of Technology Explain how you will use technology during instruction. Discuss how it will contribute to teaching and learning. If you cannot use technology, provide justification.

Section 5: Instructional Decisions

Goal for Teacher Candidate Performance: Instructional Decisions The candidate makes instructional decisions and changes based on analysis of the teaching,

student learning, and the learning context.

Objectives & Scoring Guide: Instructional Decisions

Objectives for Teacher Candidate Performance Points The candidate makes sound instructional decisions for changes in the instructional procedures to address individual student or group performance.

2

The candidate connects instructional decisions for changes to achievement of the learning objective(s). 3

Guidelines: Instructional Decisions

Instructional Decisions Informed by Student Performance Discuss two changes you made in terms of content level, pacing, sequencing, instructional

strategy, classroom management, etc., in response to individual student or group performance or need, as indicated by formative assessment data or instructional feedback during instruction. Were the modifications effective? Discuss the impact of the modifications. Instructional Decisions and Learning Goals

Discuss how each of the instructional decisions for change of instructional procedure contributed to the realization of any of the unit learning objectives.

46

Section 6: Analysis of Student Learning

Goal for Teacher Candidate Performance: Analysis of Student Learning The candidate uses assessment results to profile student learning and presents an analysis of

student progress for each learning objective.

Objectives & Scoring Guide: Analysis of Student Learning

Objectives for Teacher Candidate Performance Points The candidate graphically presents the results of the assessments clearly and accurately for each learning objective, comparing the pre-assessment data and the post-assessment data.

4

The candidate analyzes assessment results from the data for both the whole class and two subgroups, using the criteria identified in the Assessment Plan.

4

The candidate interprets and draws meaningful and appropriate conclusions that are based upon analysis and interpretation of assessment results.

5

The candidate presents evidence that clearly demonstrates the affective impact of the learning on student attitudes and/or behavior resulting from the overall instructional unit or any segment thereof.

2

Guidelines: Analysis of Student Learning Graphic Presentation of Assessment Results

To analyze the progress of your whole class, create a table using computer technology that shows pre- and post-assessment data on every student on each of the learning objectives. Then create a graphic (chart) summary that shows the extent to which your students made progress (from pre- to post-) toward the learning criterion that you identified for each learning objective, in the Assessment Plan section.

Analysis of Student Learning

Whole Group. Using the assessment data, analyze and describe student progress for the whole class, along each learning objective, according to the criteria you identified in the Assessment Plan section. For example, if your criterion for one or more of your objectives was a rubric, how many of the students showed learning progress to the higher levels of the rubric? If you used a mastery, partial mastery, no mastery scale, how many of the students increased their mastery of the criterion set for each objective?

Sub-Groups. Select any two groups (male vs. females, special needs vs. non-special needs, two different ethnic groups or individuals, etc) to compare for progress on each learning objective. Describe group similarities and differences in achieving the criterion set for each objective. Did one of the sub-groups do better than the other(s) on any objective? Explain possible reasons for similarities and different.

Interpretation of Assessment Results

Pull back from the details of your assessment results and discuss what your students learned during this unit of instruction. How well did they accomplish your learning objectives? What new knowledge and skills did they demonstrate? Will there be any transfer of what they learned to other studies in future lessons?

47

Section 7: Reflection and Self-Evaluation

Goal for Teacher Candidate Performance: Reflection and Self-Evaluation

The candidate reflects on his or her instruction and student learning to improve teaching practice.

Objectives & Scoring Guide: Reflection and Self-Evaluation

Objectives for Teacher Candidate Performance in Reflection and Self-Evaluation Points

The candidate reflects on the need for changes in the learning objectives, instruction, and assessments to improve student learning.

5

The candidate reflects on implications for professional development resulting from the experience of planning and teaching this unit of instruction (the TWS).

5

Guidelines: Reflection and Self-Evaluation Reflection on Modifications to the Unit of Instruction Reflect back over the entire unit, both the planning process and the actual instruction, and assessments, and discuss any changes that you now believe would improve student learning. These modifications may relate to the learning objectives, assessments (pre-, formative, or post-), or the instruction and/or planned learning activities. Reflection on Implications for Professional Development

What has the planning and implementation of this unit of instruction revealed to you about yourself? Consider these questions as you reflect on this issue: What strengths and/or weaknesses emerged with regard to... your planning skills and abilities for a lengthy unit of instruction? ...your knowledge of assessment and developing assessment criteria? ...your knowledge of the subject area covered by this unit? ...your ability to select effective learning activities related to specific learning objectives? ...your teaching skills for affecting learning? ...your ability to attend to the attitudes and behaviors of the students during instruction? ...your ability to meaningfully analyze and interpret assessment results to determine student learning? ...your ability to manage the learning environment (classroom management skills) to keep learning on track?

Identify any three of these areas of consideration and present evidence for your personal need for improvement in these areas that emerged from this unit planning and instruction. Finally, describe specific steps you would take to meet the goal of improving in these areas.

48

TABLE 8: Kentucky Teacher Standards Rubrics

STANDARD 1:: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE

Directions: After repeated observations of the teacher candidate in teaching lessons, circle one of the rubric levels. Then follow

directions for that level with regard to the indicators

1 2 3 4

NOVICE APPRENTICE PROFICIENT DISTINGUISHED

The teacher candidate fails to

demonstrate a current and

sufficient academic

knowledge of the certified

content areas to develop

student knowledge and

performance in those areas.

No indicators performed.

The teacher candidate

demonstrates limited

academic knowledge of the

certified content areas.

Check the indicators below

that the candidate performed

adequately.


demonstrates sufficient


certified content areas to

develop student knowledge

and performance in the

content areas.


to show the candidate’s

strengths.


demonstrates exemplary


certified content areas to

develop student knowledge

and performance in the

content areas.

The candidate performed all

indicators below.

Indicators:

______ Communicates concepts, processes, and knowledge.

______ Connects content to life experiences of students.

______ Demonstrates instructional strategies that are appropriate for content and contribute to student learning.

______ Guides students to understand content from various perspectives.

______ Identifies and addresses students’ misconceptions of content.



directions for that level with regard to the indicators 1 2 3 4

NOVICE APPRENTICE PROFICIENT DISTINGUISHED The teacher candidate does

not design/plan instruction

that develops student abilities

to grow through the

instruction.

No indicators below are

performed.

The teacher candidate shows

limited ability to design/plan

instruction that develops

student abilities to grow

through the instruction.



adequately.



ability to design/plan





to show the candidate’s

strengths.



ability to design/plan





indicators below.

Indicators:

______ Develops significant learning outcomes aligned with standards.in the Kentucky Core Content for Assessment.

______ Uses classroom contextual data to design instruction relevant to students.(IEP’s, special needs learners, ELL’s, etc.)

______ Plans assessments to guide instruction and measure learning outcomes.

_______Plans instructional strategies and activities that address learning outcomes for all students.

_____ Plans instructional strategies and activities that facilitate multiple levels of learning.

49



directions for that level with regard to the indicators.

1 2 3 4

NOVICE APPRENTICE PROFICIENT DISTINGUISHED The teacher candidate

fails to create a learning

climate that supports the

development of student

abilities to grow through

the instruction.


performed.


limited ability to create a

learning climate that develops





adequately.


demonstrates sufficient ability

to create a learning climate that

develops student abilities to

grow through the instruction.

Check the indicators below to

show the candidate’s strengths.



ability to create a learning

climate that develops student

abilities to grow through the

instruction.


indicators below.

Indicators:

_____ Communicates high expectations.

_____ Establishes a positive learning environment.

_____ Values and supports student diversity and addresses individual needs.

_____ Fosters mutual respect between teacher and students and among students.

_____ Provides a safe environment for learning.




1 2 3 4

NOVICE APPRENTICE PROFICIENT DISTINGUISHED The teacher candidate fails to

introduce, implement, manage

instruction that develops student

abilities to grow through the

instruction.


performed.


limited ability to introduce,

implement, manage






adequately.



ability to introduce,

implement, manage




Check the indicators

below to show the

candidate’s strengths.



ability to introduce,

implement, manage





indicators below.

Indicators:

_______ Uses a variety of instructional strategies that align with learning objectives and actively engage students.

_______ Implements instruction based on diverse student needs and assessment data.

_______ Uses time effectively.

_______ Uses space and materials effectively.

_______ Implements and manages instruction in ways that facilitate higher order thinking.

50




1 2 3 4


fails to assess learning

and communicate

results to students and

others with respect to

student growth resulting

from the instruction.


performed.


limited ability to assess

learning and communicate

results to students and others

with respect to student growth

resulting from the instruction.



adequately.


demonstrates sufficient ability

to assess learning and

communicate results to

students and others with respect

to student growth resulting

from the instruction.




demonstrates exemplary ability

to assess learning and

communicate results to students

and others with respect to

student

growth resulting from the

instruction.


indicators below.

Indicators:

______ Uses pre-assessments to establish baseline knowledge and skills for all students.

______ Uses formative assessments to determine each student’s progress and guide instruction.

______ Uses summative assessments to measure student achievement.

______ Describes, analyzes, and evaluates student performance data to determine progress of individuals and

identify differences in progress among student groups.

______ Communicates learning results to students and parents that provide a clear and timely

understanding of learning progress relative to objectives.

______ Allows opportunity for student self-assessment.

STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY

Directions: After repeated observations of the teacher candidate in teaching lessons, or in other school situations where

technology may be used, circle one of the rubric levels. Then follow directions for that level with regard to the indicators.

1 2 3 4

NOVICE APPRENTICE PROFICIENT DISTINGUISHED The teacher candidate fails

to use technology to

support instruction or to

enhance effectiveness as a

professional teacher.


performed.

The teacher candidate makes

limited use of technology to

support instruction or to

enhance effectiveness as a




adequately.


demonstrates sufficient use of

technology to support instruction

or to enhance effectiveness as a





demonstrates exemplary use

of technology to support

instruction or to enhance

effectiveness as a



indicators below.

Indicators:

______ Uses available technology to design and plan instruction.

______ Uses available technology to implement instruction that facilitates student learning.

______ Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student

needs.

______ Uses technology to assess and communicate student learning.

______ Ensures that personal use and student use of technology are ethical and legal.

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STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING.

Directions: After repeated observations of the teacher candidate in teaching lessons, or in conference with the candidate about

his/her practices in reflection, and reading teacher candidate reflections following lessons taught, circle one of the rubric levels.

Then follow directions for that level with regard to the indicators.

1 2 3 4


to reflect on and evaluate

specific teaching/learning

situations and/or

programs.


performed.


limited use of reflecting on and

evaluating specific

teaching/learning situations

and/or programs.

Check the indicators below that

the candidate performed

adequately.



reflecting on and evaluating

specific teaching/learning

situations and/or programs. .





of reflecting on and

evaluating specific

teaching/learning situations

and/or programs.


indicators below.

Indicators:

______ Reflects on and accurately evaluates student learning using appropriate data.

______ Reflects on and accurately evaluates instruction practice using appropriate data.

______ Uses data to reflect on and identify areas for professional growth.

STANDARD 8: COLLABORATES WITH COLLEAGUES AND/OR PARENTS AND/OR OTHERS

Directions: After discussion with the cooperating teacher and/or other teachers, or the school principal, circle one of the rubric

levels which best applies with regard to the candidate’s use and skills of collaboration. Then follow directions for that level with

regard to the indicators.

1 2 3 4


to collaborate with

colleagues, parents, and

other agencies to design,

implement, and support

learning programs for

improved student learning.


performed.


limited use of collaboration

with colleagues, parents, and







adequately.



collaboration with colleagues,

parents, and other agencies to

design, implement, and support

learning programs for improved

student learning.





of collaboration with

colleagues, parents, and






indicators below.

Indicators:

______ Identifies students whose learning could be enhanced by collaboration.

______ Designs a plan to enhance student learning that includes all parties in the collaborative effort.

______ Implements planned activities that enhance student learning and engage all parties.

______ Analyzes data to evaluate the outcomes of collaborative efforts.

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Directions: After conference with the teacher candidate and/or cooperating teacher about the teacher candidate’s implementation

of a professional development plan, circle one of the rubric levels which best applies. Then follow directions for that level with

regard to the indicator.

1 2 3 4


to evaluate his/her overall

performance with respect

to modeling and teaching

Kentucky’s learning goals,

and does not implement a

professional development

plan.


performed.


limited use of evaluation of

his/her overall performance

with respect to modeling and

teaching Kentucky’s learning

goals for the purpose of

implementing a professional

development plan.



adequately.



evaluation of his/her overall

performance with respect to

modeling and teaching

Kentucky’s learning goals for

the purpose of, implementing a

professional development plan.





of evaluation of his/her

overall performance with

respect to modeling and

teaching Kentucky’s learning

goals, for the purpose of

implementing a professional

development plan.


indicators below.

Indicators:

______ Self assesses performance relative to Kentucky’s Teacher Standards.

______ Identifies priorities for professional development based on data from self-

assessment, student performance and feedback from colleagues.

______ Designs a clear, logical professional growth plan that addresses all priority areas.

______ Shows clear evidence of professional growth and reflection on the identified priority areas and impact on

instructional effectiveness and student learning.

STANDARD 10: PROVIDES LEADERSHIP WITHIN THE SCHOOL OR COMMUNITY OR PROFESSION

Directions: After conference with the teacher candidate and/or cooperating teacher about the teacher candidate’s leadership role

in the school, or community, or profession, circle one of the rubric levels which best applies. Then follow directions for that

level with regard to the indicators.

1 2 3 4


fails to provide

professional leadership

within the school,

community, and

education profession to

improve student

learning and well-being.


performed.

The teacher candidate provides

only limited professional

leadership within the school,

community, and education

profession to improve student




adequately.

The teacher candidate provides

sufficient professional

leadership within the school,

community, and education

profession to improve student






professional leadership within

the school, community, and

education profession to

improve student learning and

well-being.


indicators below.

Indicators:

______ Identifies and selects leadership opportunities that enhance student learning and/or professional

environment of the school.

______ Develops a plan for engaging in leadership activities.

______ Implements a plan for engaging in leadership activities.

______ Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed

leadership efforts.

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KTS STUDENT TEACHER EVALUATION FORM Boyce College Department of Teacher Education

KTS Student Teacher Evaluation Form

PURPOSE OF THIS FORM: This form is to be used as the final evaluation for the student teacher. From the results of evaluation

observations using the KTS Teacher Observation Rubrics, complete each of the KTS evaluations below. All 10 standards must

have an evaluation; however, if you are unable to evaluate the teacher candidate on any particular indicator, please use the “NA”,

meaning “Not Assessed” or not observed. The use of the “NA” must be used sparingly since it is desired to assess the teacher

candidate on as many of the indicators as possible. The 10 standards below cover the important knowledge and skills that the

Boyce Teacher Education Program desires for its teacher candidates to demonstrate during the Supervised Teaching experience.

Guidelines for Assigning the Final Grade: A: Candidate is Distinguished on most of the Standards evaluations on this form and is not below Proficient on any of the

Standards. The Dispositions Questionnaire is no lower than a 2.5 mean score out of the possible 3.0 and the Boyce Teacher

Dispositions Inventory final score is no lower than 85% correct.

B: Candidate is about equally Distinguished and Proficient on all of the Standards of this form. The Dispositions Questionnaire

is no lower than a 2.5 mean score out of the possible 3.0 and the Boyce Teacher Dispositions Inventory is no lower than 85%

correct

C: Candidate is Proficient on most of the Standards (more than 6) and is not below Developing on any other Standard. The

Dispositions Questionnaire is no lower than a 2.0 mean score out of the possible 3.0.and the Boyce Teacher Dispositions

Inventoryis no lower than 80%.

F: If the teacher candidate does not meet the requirements for any of the three grade categories above, the teacher candidate has

not passed Student Teaching and must repeat the Supervised Teaching in a future semester.

The Teacher Candidate’s FINAL GRADE: ________ (The grade assigned MUST match the above criteria for that grade)

PLEASE SUBMIT THIS FORM WITH THE GRADE RECORDED TO THE COORDINATOR OF SUPERVISED

TEACHING BEFORE THE BEGINNING OF THE FINAL EXAM WEEK.

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE

1.1 Communicates concepts, processes, and knowledge O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

1.2 Connects content to life experiences of students. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

1.3 Demonstrates instructional strategies that are appropriate for

content and contributes to student learning.

O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

1.4 Guides students to understand content from various

perspectives.


1.5 Identifies and addresses students’ misconceptions of content O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

Final Standard 1 Performance O Distinguished O Proficient O Developing O Novice

STUDENT NAME _________________________________________________ BOYCE STUDENT ID# _____________

YEAR: ______ SEMESTER: ____ Fall ____ Spring ST MAJOR ____ Elem.Ed.

PLACEMENT TYPE ____ Single PLACEMENT GR. LEVEL: ____

PLACEMENT SCHOOL: _________________________PLACEMENT SCHOOL DISTRICT: ___________________

54


2.1 Develops significant objectives aligned with standards O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

2.2 Uses contextual data to design instruction relevant to

students.


2.3 Plans assessments to guide instruction and measure learning

objectives.


2.4 Plans instructional strategies that address learning objectives

for all students.


2.5 Plans instructional strategies and activities that facilitate

multiple levels of learning.




3.1 Communicates high expectations. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

3.2 Establishes a positive learning environment O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

3.3 Values and supports student diversity and addresses

individual needs.


3.4 Fosters mutual respect between teacher and students and

among students.


3.5 Provides a safe environment for learning O Demonstrated O Partially Demonstrated O Not Demonstrated O NA




4.1 Uses a variety of instructional strategies that align with

learning objectives and actively engage students.


4.2 Implements instruction based on diverse student needs and

assessment data.


4.3 Uses time effectively. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

4.4 Uses space and materials effectively. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

4.5 Implements and manages instruction in ways that facilitate

higher order thinking.



5.1 Uses pre-assessments O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.2 Uses formative assessments. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.3 Uses summative assessments. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.4 Describes, analyzes, and evaluates student performance data. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.5 Communicates learning results to students and parents. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.6 Allows opportunity for student self-assessment. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA


55

STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY

STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING

7.1 Uses data to reflect and evaluate student learning. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

7.2 Uses data to reflect on and evaluate instructional practice. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

7.3 Uses data to reflect on and identify areas for professional

growth



STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS


STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION

6.1 Uses available technology to design and plan instruction. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

6.2 Uses available technology to implement instruction that

facilitates student learning


6.3 Integrates student use of available technology into instruction. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

6.4 Uses available technology to assess and communicate student

learning.


6.5 Demonstrates ethical and legal use of technology. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA


8.1 Identifies students whose learning could be enhanced by

collaboration.


8.2 Designs a plan to enhance student learning using all parties in

collaboration.


8.3 Implements planned activities to enhance student learning and

engage all parties.


8.4 Analyzes data to evaluate the outcomes of collaborative efforts. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA


9.1 Self assesses performance relative to Kentucky’s Teacher

Standards


9.2 Identifies priorities for professional development based on data

from self-assessment, student performance and feedback from

colleagues.


9.3 Designs a professional growth plan that addresses identified

priorities.


9.4 Shows evidence of professional growth and reflection on the

identified priority areas and impact on instructional

effectiveness and student learning.



10.1 Identifies leadership opportunities that enhance student

learning and/or professional environment of the school.


10.2 Develops a plan for engaging in leadership activities. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

10.3 Implements a plan for engaging in leadership activities. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

10.4 Analyzes data to evaluate the results of planned and executed

leadership efforts.



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