eduweb.education.radford.edueduweb.education.radford.edu/ncate/docs/ru ir addendum exhibits... ·...

Interdisciplinary Studies – Elementary Education Teacher Preparation

Program Area Report

Fall 2009-Spring 2010

Submitted by:

Holly H. Robbins, Ph.D.

[email protected]

540-831-6844

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mailto:[email protected]

CANDIDATE PERFORMANCE ASSESSMENT FRAMEWORKInitial and Advanced Teacher Preparation ProgramsPROGRAM Interdisciplinary Studies – Elementary Education Submitted by Holly Robbins Date September 15, 2010

Decision Point Admission to Admission to Program Program Student Teaching Completion

↓ ↓ ↓Assessment Components(NCATE Standards)

Evidence collected prior to admission.

Evidence collected after formal admission and during Early Field Experiences

Evidence collected during Student Teaching

Evidence collected during the first 3 years of practice

Content Knowledge (NCATE 1a)

Praxis II Planning for Instruction

Field Experience Evaluation form

Planning for Instruction


Pedagogical Content Knowledge and Skills (1b)

Departmental Review Planning for Instruction




Employer and Alumni Survey

Professional Knowledge and Skills (1c)






Impact on Student Learning (1d) EDUC 425/EDUC 430: Work Sampling Unit (section 5)

EDUC 450: Work Sampling Unit (section 5)


Dispositions (1g) Professional and Dispositions Characteristics

Professional and Dispositions Characteristics

Family Newsletter component of the Building School, Family, and Community Connections project (EDUC 304 through Fall 2010; EDUC 430 beginning Spring 2011)

Professional and Dispositions Characteristics

Building School, Family, and Community Connections project


Technology Knowledge, Skills (1c and state requirement)



Knowledge, Skills, and Dispositions to Help All Students Learn (3c)





1. The decision points will vary according to the type of program. For example, PreK-12 programs in art, music, dance, and health and physical education admit students after early field experiences and courses are completed and just prior to student teaching. Five-year programs admit students after completion of one year of pre-professional courses and experiences (their fourth year) ,and they complete early field experiences and student teaching in the fall and spring of their fifth year.

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Section II: List of Assessments

Name of Assessment1 Type or

Form of Assessment2

When the Assessment

Is Administered3

1 [Licensure assessment, or other content-based assessment]

Praxis II: subtest scores will be submitted

Virginia Reading Assessment (taken while enrolled in EDRD 414: Reading II)

Licensure tests Prior to Admission to Teacher Education Program

During Early Field Experience

2 [Assessment of content knowledge in elementary education]

Departmental Review Departmental Review Prior to Admission to Teacher Education Program

3 [Assessment of candidate ability to plan Lesson Planning During Early Field Experience 1 Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.2 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).3 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).

3

Name of Assessment Type or

Form of Assessment

When the Assessment

Is Administered

instruction]

Planning for Instruction:EDUC 410: Teaching and Learning Elementary Mathematics

EDUC 425: Curriculum, Instruction, and Teaching: Social Studies

EDUC 450: Student Teaching Grades PreK-6

(EDUC 410) During Student Teaching

Experience (EDUC 450)

4 [Assessment of student teaching]

Early Field Experience Teacher Candidate Evaluation form (EDUC 430: Field Applications of Professional Studies in the Elementary Classroom)

Student Teaching Teacher Candidate Evaluation form (EDUC 450: Student Teaching Grades K-6)

5-point Likert Scale based on the INTASC Standards

Early Field Experience (EDUC 430)

During Student Teaching Experience (EDUC 450)

5 [Assessment of candidate effect on student learning]

Work Sampling Unit (EDUC 425: Curriculum, Instruction, & Teaching: Social Studies; EDUC 430: Field Applications of Professional Studies in the Elementary Classroom ; EDUC 450: Student Teaching Grades PreK-

Instructional Unit/Lesson Planning During Early Field Experience (EDUC 425, EDUC 430, EDUC 450)

4

Name of Assessment Type or

Form of Assessment

When the Assessment

Is Administered

6)

6 Additional assessment that addresses ACEI standards (required) ]

Employer and Alumni Surveys Follow-up Study of Alumni Post graduation/Exit

7 Additional assessment that addresses ACEI standards (optional) ]

Professional Characteristics and Dispositions form (EDUC 430: Field Applications of Professional Studies in the Elementary Classroom; EDUC 450: Student Teaching Grades K-6)

4-point Likert Scale based on the INTASC Standards

During Early Field Experience (EDUC 430)

During Student Teaching Experience (EDUC 450)

8 Additional assessment that addresses ACEI standards (optional) ]

Building School, Family, and Community Connections project (EDUC 430: Field Applications of Professional Studies in the Elementary Classroom; EDUC 450: Student Teaching Grades K-6)

Project

Newsletter component of project (actually completed during EDUC 304: Teaching Language Arts and Children’s Literature in the Elementary Classroom)

During EDUC 430 (Family Newsletter)

During EDUC 450Student Teaching Experience (Parent/Teacher Conference; Choice assignment)

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Section III: Relationship of Assessments to Standards

ACEI STANDARDAPPLICABLE ASSESSMENTS FROM SECTION II

DEVELOPMENT, LEARNING AND MOTIVATION

1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation..

#1 #2 X#3 #4

X#5 #6 #7 #8

CURRICULUM STANDARDS

2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.

X#1 X#2 X#3 #4

#5 #6 #7 X#8

2.2 Science—Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science.

X#1 X#2 X#3 #4

#5 #6 #7 #8

2.3 Mathematics—Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation.

X#1 X#2 X#3 #4

#5 #6 #7 #8

2.4 Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

X#1 X#2 X#3 #4

#5 #6 #7 #8

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2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students.

#1 X#2 X#3 #4

#5 #6 #7 #8

2.6 Health education —Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health.

#1 X#2 X#3 #4

#5 #6 #7 #8

2.7 Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

#1 X#2 X#3 #4

#5 #6 #7 #8

INSTRUCTION STANDARDS

3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community.

#1 #2 X#3 X#4

X#5 #6 #7 #8

3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students.

#1 #2 X#3 X#4

X#5 #6 #7 #8

3.3 Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving.

#1 #2 X#3 X#4

X#5 #6 #7 #8

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3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments.

#1 #2 X#3 X#4

X#5 #6 #7 #8

3.5 Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

#1 #2 X#3 X#4

X#5 #6 #7 #8

ASSESSMENT STANDARDS

4.0 Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

#1 #2 X#3 X#4

X#5 #6 #7 #8

PROFESSIONALISM STANDARDS

5.1 Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.

#1 #2 #3 X#4

X#5 #6 #7 #8

5.2 Collaboration with families, colleagues, and community agencies—Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social,

#1 #2 #3 X#4

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emotional, physical growth and well-being of children.#5 #6 #7 X#8

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Section IV: Description of Assessments

ASSESSMENT ONE: Licensure Assessment

Praxis II Praxis II – Fall 2007-Spring 2008Elem

Count 156 7 163

% within Program_Area 95.7% 4.3% 100.0%

Virginia Reading AssessmentVRA Status

TotalTest Required but Not Taken Not Passed Passed

Program Area

Deaf Hd.of Hrg.Count 1 1 0 2

% within Program Area 50.0% 50.0% .0% 100.0%

ElemCount 0 35 101 136

% within Program Area .0% 25.7% 74.3% 100.0%

ErlyChEd/Sp.EdCount 0 9 6 15


SpED - HICount 0 8 10 18


TotalCount 1 53 117 171


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Breakout of VRA Performance Data

Component Score Frequency Percentage Percentage Missing

Overall PassedFailed

N = N =

Assessment and Diagnostic Testing (Multiple Choice)

Most/All CorrectMany CorrectSome CorrectFew or None

N = N = N = N =

Assessment and Diagnostic Testing

(Constructed Response)

ThoroughGeneralLimitedLittle or No/Blank

N = N = N = N =

Oral Language and Communication

(Multiple Choice)


N = N = N = N =

Oral Language and Communication

(Constructed Response)


N = N = N = N =

Reading Development (Multiple Choice)


N = N = N = N =

Reading Development (Constructed Response)


N = N = N = N =

Writing and Research (Multiple Choice)


N = N = N = N =

Writing and Research (Constructed Response)


N = N = N = N =

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ASSESSMENT TWO: Departmental Review

The Departmental Review was created to ensure that admission to the Teacher Education Program is based on a variety of criteria and a holistic picture of potential teacher candidates. The use of test scores is complemented by a thorough review of each candidate’s transcript to ensure competency in the myriad subject domains that comprise elementary grades curriculum.

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Departmental Review Instrument

Poor/ Not Eligible

Below Average

Average Above Average

Excellent

Overall Academic Preparation Overall academic preparation (based on RU GPA and overall GPA)

Not eligible = <2.75

2.75-2.99 3.0-3.25 3.25-3.49 3.5-4.0

PRAXIS II Subject Matter Assessment PRAXIS II Subject Matter Assessment

<143 144-154 155-164 165-174 >175

Subject Matter Knowledge Subject Matter Knowledge - The applicant has completed academic coursework

The applicant has completed academic coursework that does not adequately address the content he or she will teach as reflected in the VA Standards of Learning and national standards

The applicant has completed academic coursework that indicates some areas of content he or she will teach as reflected in the VA Standards of Learning and national standards are not as well-addressed as others

The applicant has completed academic coursework that adequately addresses the content he or she will teach as reflected in the VA Standards of Learning and national standards

The applicant has completed academic coursework that addresses well the content he or she will teach as reflected in the VA standards of Learning and national standards

The applicant has completed academic coursework that strongly addresses the content he or she will teach as reflected in the VA Standards of Learning and the national standards

Content Knowledge English Content Knowledge English

The applicant has earned C's, D's and or F's in several courses addressing the content he or she will teach as reflected in national and state standards

The applicant has earned C's in several courses addressing the content he or she will teach as reflected in national and state standards

The applicant has earned A's and B's in 80% or more of the courses addressing the content he or she will teach as reflected in national and state standards


The applicant has earned A's in 80% or more of the courses addressing the content he or she will teach as reflected in national and state standards

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Poor/ Not Eligible Below Average Average Above Average

Excellent Poor/ Not Eligible

Content Knowledge Mathematics Content Knowledge Mathematics






Content Knowledge Science Content Knowledge Science






Content Knowledge Social Studies Content Knowledge Social Studies






Basic Proficiency Skills (Praxis I, SAT or ACT) Praxis I, SAT or ACT

<532 532-539 540-549 550-559 560-570

Basic Proficiency Skills (VCLA)

<470 470-505 506-541 542-577 578-600

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Poor/ Not Eligible Below Average Average Above Average

Excellent Poor/ Not Eligible

Professional Characteristics and Dispositions Professional Characteristics and Dispositions

Below expectations

Needs improvement in one or two areas

Meets expectations

Above expectations

Greatly exceeds expectations

VRA Virginia Reading Assessment

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ASSESSMENT THREE: Planning for Instruction

Teacher candidates develop the knowledge of and the ability to design and implement interdisciplinary instruction that is developmentally appropriate and aligned with the Virginia Standards of learning and national standards. Teacher candidates approach planning and instruction with an inquiry perspective, measuring their impact on pre-K through grade 6 students’ learning through the use of pre- and post-assessments as well as daily assessment.

Planning effective instruction is absolutely essential to promote student learning. Therefore, planning for instruction receives a significant focus across the Elementary Teacher Education Program at Radford University. A common rubric was developed by faculty members working with teacher candidates. Different components of the rubric are used, as appropriate, in the courses detailed in this report, Section II-List of Assessments.

ACEI Standards addressed by this assessment include:

1.0 – Development, Learning, and Motivation 2.1-2.7 – Curriculum Standards 3.1 -3.5 – Instruction Standards 4.0 – Assessment for Instruction 5.1 – Professional Growth, Reflection, and Evaluation

Analysis: Requiring teacher candidates to demonstrate their instructional planning across the subject areas offers the candidates multiple opportunities to demonstrate what they know and are able to do. Almost all teacher candidates’ lesson plans are scored at either Target or Acceptable levels. The ratings indicated on the tables that follow reflect candidates initial attempts at lesson planning. Candidates scoring below Acceptable are given additional support and required to revise the assignments.

Evidence of Consideration and Accommodation of Diversity appears to be the most problematic area for our teacher candidates. Many of them have taken only one special education course. The Cooperating Professionals that host the teacher candidates in their classrooms do not always model a range of differentiation strategies. After reflecting on the data, the faculty teaching these candidates are working to incorporate more focus on differentiation and accommodations. All 300-level courses and 400-level courses are now requiring all IDSE (Interdisciplinary Studies – Elementary Education) to select and attend at least four professional development seminars presented by faculty in the School of Teacher Education & Leadership. These professional development sessions span a variety of topics. At least 12 different sessions are offered each semester. Topics range from meeting the needs of gifted learners to adaptive/assistive technology and differentiation for high incidence disabilities.

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EDUC 410: Art and Geometry Project Fall 2009

Rubric Row n Mean StdDev N/A

Not Applicable

N (%)Unacceptable

N (%)Minimal

N (%)Acceptable

N (%)TargetN (%)

Curricular Goals-Mathematics 65 2.954 0.372 0 0 1 (1) 0 0 64 (98)

Curricular Goals-Visual Arts 65 2.862 0.634 0 0 3 (4) 0 0 62 (95)

Curricular Goals-Social Studies 65 2.985 0.124 0 0 0 0 1 (1) 64 (98)

Evidence of Consideration and Accommodation of Diversity

65 2.492 0.97 0 0 5 (7) 7 (10) 4 (6) 49 (75)

Body of Lesson Plans/Procedures 65 2.385 1.1 0 0 9 (13) 4 (6) 5 (7) 47 (72)

Focus Activity 65 2.954 0.276 0 0 0 1 (1) 1 (1) 63 (96)

Mechanics 65 3 0 0 0 0 0 0 65 (100)

all percentages (%) rounded to nearest integer

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Planning for Instruction – EDUC 430 and EDUC 450: Healthy Body, Healthy Mind PortfolioThe Arts Education – ACEI Standard 2.5

Rubric Row n Mean StdDev N/AUnacceptable

N (%)

Partially MeetsN (%)

AcceptableN (%)

TargetN (%)

ACEI 2.5: Demonstrate competence in the Content Standards

51 11.843 0.196 0 0 0 2 (3) 49 (96)

Curricular Goals 51 10.137 0.513 0 0 2 (3) 8 (15) 41 (80)

Plan for Assessment 51 8.266 0.744 0 2 (3) 3 (5) 26 (50) 20 (39)

Introduction/Focus Activity 51 9.561 0.568 0 0 2 (3) 16 (31) 33 (64)

Body of Lesson Plans/Procedures 51 8.77 0.723 0 1 (1) 4 (7) 20 (39) 26 (50)


51 7.98 0.817 0 1 (1) 10 (19) 19 (37) 21 (41)

Closure 51 8.771 0.723 0 0 7 (13) 17 (33) 27 (52)

Reflections 51 8.483 1.068 0 7 (13) 2 (3) 10 (19) 32 (62)

Mechanics 51 10.208 0.415 0 0 0 11 (21) 40 (78)


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Planning for Instruction – EDUC 430 and EDUC 450: Healthy Body, Healthy Mind PortfolioHealth Education – ACEI Standard 2.6


N (%)Minimal

N (%)Acceptable

N (%)TargetN (%)

ACEI 2.6 Demonstrate competence in the Content Standards 52 3.865 0.486 0 1 (1) 0 4 (7) 47 (90)

Curricular Goals 52 3.75 0.48 0 0 1 (1) 11 (21) 40 (76)

Plan for Assessment 52 3.308 0.673 0 1 (1) 3 (5) 27 (51) 21 (40)

Introduction/Focus Activity 52 3.654 0.52 0 0 1 (1) 16 (30) 35 (67)

Body of Lesson Plans/Procedures 52 3.404 0.664 0 1 (1) 2 (3) 24 (46) 25 (48)

Evidence of Consideration and Accommodation of Diversity 52 3.346 0.814 0 2 (3) 5 (9) 18 (34) 27 (51)

Closure 52 3.481 0.61 0 0 3 (5) 21 (40) 28 (53)

Reflections 52 3.569 0.728 1 1 (1) 4 (7) 11 (21) 35 (68)

Mechanics 52 3.731 0.49 0 0 1 (1) 12 (23) 39 (75)


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Planning for Instruction – EDUC 430 and EDUC 450: Healthy Body, Healthy Mind PortfolioPhysical Education – ACEI Standard 2.7


Not Applicable

N (%)Unacceptable

N (%)Minimal

N (%)Acceptable

N (%)TargetN (%)

ACEI 2.7 Demonstrate competence in the Content Standards

51 2.863 0.53 0 0 1 (1) 1 (1) 2 (3) 47 (92)

Curricular Goals 51 2.824 0.434 0 0 0 1 (1) 7 (13) 43 (84)

Plan for Assessment 51 2.353 0.716 0 0 2 (3) 1 (1) 25 (49) 23 (45)

Introduction/Focus Activity 51 2.608 0.635 0 0 1 (1) 1 (1) 15 (29) 34 (66)

Body of Lesson Plans/Procedures 51 2.588 0.638 0 0 1 (1) 1 (1) 16 (31) 33 (64)


51 2.255 0.868 0 0 2 (3) 8 (15) 16 (31) 25 (49)

Closure 51 2.471 0.644 0 0 0 4 (7) 19 (37) 28 (54)

Reflections 51 2.51 0.809 0 1 (1) 1 (1) 4 (7) 11 (21) 34 (66)

Mechanics 51 2.765 0.428 0 0 0 0 12 (23) 39 (76)


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ASSESSMENT FOUR: Teacher Candidate Evaluation formUniversity Supervisors’ Evaluations of Teacher Candidates

Teacher Candidates’ specific content knowledge is evaluated throughout the year-long field component by both the University Supervisor and the Teaching Professionals in whose classroom teacher candidates complete the Early Field Experience internship and the Student Teaching Field Experience. The Teacher Candidate Evaluation form is a standardized instrument which uses the following scale: D=Distinguished, the candidate exhibits skills commensurate with a veteran teacher; P=Proficient, the candidate exhibits skills considered proficient for a novice teacher; S=Satisfactory, the teacher candidate is progressing satisfactorily; I=Needs Improvement; and U=Unsatisfactory. The indicators on this evaluation form are aligned with the INTASC Standards and with the ACEI Content Standards 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, and 2.7.

Analysis: The Teacher Candidate Evaluation form was administered during both the Early Field Experience and the Student Teaching Experience. Each time the form was completed by both the University Supervisors and Cooperating Professionals resulting in a substantial amount of data on our teacher candidates’ performance. Cooperating Professionals were discouraged from using the rating of Distinguished too liberally. Only candidates who appear to have skills commensurate with those of a veteran teacher could earn a rating of Distinguished. Most of the ratings fall within the Proficient and Satisfactory grades. Rarely a teacher candidate earns a rating of Needs Improvement or Unsatisfactory. When this occurs, the teacher candidate is placed on an Intervention Plan and closely supported and monitored. Occasionally it becomes necessary to remove a teacher candidate from the field experience. Fewer than 5% of the teacher candidates were in these categories with the exception of the following criteria:

Engages and maintains students’ attention and is able to refocus their attention if necessary (n=4 teacher candidates)

Candidate knows, understands, and uses fundamental concepts in the subject matter of science – including physical, life, and earth and space sciences (n=4 teacher candidates)

Candidate knows, understands, and uses – as appropriate to personal understanding and skills – the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary students (n=4 teacher candidates)

Candidate knows, understands, & uses major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health. (n=4 teacher candidates)

Candidate knows, understands, and uses – as appropriate to personal understanding and skills – human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students. (n=4 teacher candidates)

A close examination of these data suggest that while the first item relates to classroom management, the remaining items are related to The Arts, Health Education, and Physical Education. Teacher Candidates in the IDSE program are required to take a Visual/Performing Arts course and they may choose to take a Health/Wellness course. The consistency of the “n” suggests that these four students had significant weaknesses. Three of the four students were eventually removed from the field

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experience. Faculty in the IDSE program will closely monitor the scores in each of these areas in subsequent years to determine if this is a trend or a one-time occurrence. Data will be shared with faculty in the Arts-related programs.

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Early Field Experience - Category I: Content Pedagogy (US)

Rubric Row n Mean StdDev N/AUnsatisfactory

N (%)

Needs Improvement

N (%)

Satisfactory performance

N (%)Proficient

N (%)Distinguished

N (%)

Demonstrates strong knowledge of the content being taught (overall rating).

55 3.764 0.47 0 0 0 14 (25) 40 (72) 1 (1)

Engages students with the content in meaningful ways (overall rating).

55 3.818 0.434 0 0 0 11 (20) 43 (78) 1 (1)

Applies an understanding of how students learn the content, including typical challenges students may encounter.

55 3.545 0.538 0 0 1 (1) 23 (41) 31 (56) 0

Uses a variety of teaching strategies appropriate for the content being taught.

55 3.836 0.42 0 0 0 10 (18) 44 (80) 1 (1)

5. Relates the content to students’ lives and interests.

55 3.727 0.449 0 0 0 15 (27) 40 (72) 0


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Early Field Experience - Category II: Learner Development and Individual Differences (US)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)

Applies knowledge of student development (cognitive, physical, social/emotional).

55 3.527 0.504 0 0 0 26 (47) 29 (52) 0

2. Uses teaching practices based on an understanding of student development.

55 3.582 0.534 0 0 1 (1) 21 (38) 33 (60) 0

3. Applies knowledge of common student exceptionalities and differences.

55 3.6 0.531 0 0 1 (1) 20 (36) 34 (61) 0

4. Modifies/creates instruction adapted to diverse learners.

55 3.545 0.571 0 0 2 (3) 21 (38) 32 (58) 0

5. Applies an understanding of the interests and cultural heritage of students in his/her teaching.

55 3.436 0.501 0 0 0 31 (56) 24 (43) 0


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Early Field Experiences – Category III: Culture for Learning (US)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)

1. Maintains existing instructional and administrative routines.

55 4 0.272 0 0 0 2 (3) 51 (92) 2 (3)

2. Establishes or reinforces clear standards for behavior.

55 3.673 0.579 0 0 2 (3) 15 (27) 37 (67) 1 (1)

3. Regularly monitors behavior and responds to inappropriate behavior effectively.

55 3.709 0.567 0 0 2 (3) 13 (23) 39 (70) 1 (1)

4. Develops and employs fair, effective, and developmentally-responsive management techniques.

55 3.782 0.534 0 0 1 (1) 12 (21) 40 (72) 2 (3)

5. Develops safe, equitable, caring, respectful and productive learning environments.

55 3.982 0.36 0 0 0 4 (7) 48 (87) 3 (5)

6. Fosters group motivation and individual self-motivation.

55 3.564 0.536 0 0 0 25 (45) 29 (52) 1 (1)

7. Fosters active inquiry, collaboration, and supportive interaction.

55 3.6 0.531 0 0 0 23 (41) 31 (56) 1 (1)


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Early Field Experience – Category IV: Planning and Implementing Instruction (US)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)

Develops clearly structured instructional plans with objectives, activities, and assessments appropriately aligned.

55 3.8 0.59 0 0 0 16 (29) 34 (61) 5 (9)

2. Aligns instruction with state SOL’s and national curriculum goals.

55 3.964 0.331 0 0 0 4 (7) 49 (89) 2 (3)

3. States instructional objectives in clear, measurable terms.

55 3.891 0.416 0 0 0 8 (14) 45 (81) 2 (3)

4. Plans and implements a variety of effective instructional strategies based on an understanding of subject matter, the students, community, curriculum goals, and best practice.

55 3.907 0.446 1 0 0 8 (14) 43 (79) 3 (5)

5. Selects and uses a variety of effective instructional materials.

55 4.019 0.455 1 0 0 5 (9) 43 (79) 6 (11)

6. Engages and maintains students’ attention, and is able to refocus their attention if necessary.

55 3.764 0.543 0 0 1 (1) 13 (23) 39 (70) 2 (3)

7. Uses clear directions, explanations, demonstrations, questions, etc.

55 3.727 0.525 0 0 1 (1) 14 (25) 39 (70) 1 (1)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)

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8. Uses a variety of strategies that encourages the development of critical thinking, problem-solving, and performance skills.

55 3.574 0.57 1 0 1 (1) 22 (40) 30 (55) 1 (1)

9. Selects or develops and implements student learning activities that integrate technology.

55 3.815 0.479 1 0 0 12 (22) 40 (74) 2 (3)

10. Provides feedback to students in a timely and helpful manner.

55 3.813 0.445 7 0 0 10 (20) 37 (77) 1 (2)

Plans and uses assessment criteria and strategies appropriate to instructional goals and to characteristics of students.

55 3.804 0.401 4 0 0 10 (19) 41 (80) 0

Summarizes and analyzes evidence of student learning for individuals and groups.

55 3.447 0.503 8 0 0 26 (55) 21 (44) 0

13. Uses assessment information to improve teaching and/or student achievement.

55 3.638 0.486 8 0 0 17 (36) 30 (63) 0

14. Persists in assisting students having difficulty learning.

55 3.792 0.409 2 0 0 11 (20) 42 (79) 0

15. Maintains accurate records of student progress.

55 3.681 0.471 8 0 0 15 (31) 32 (68) 0

16. Identifies and uses community resources in enhancing learning.

55 3.342 0.534 17 0 0 26 (68) 11 (28) 1 (2)

17. Plans and implements instruction based on knowledge of learning theory.

55 3.673 0.474 0 0 0 18 (32) 37 (67) 0

all percentages (%) rounded to nearest integerEarly Field Experience – Category V: Modeling Professionalism (US)

Rubric Row n Mean StdDev N/A UnsatisfactoryN (%)

Needs Improvement


Proficient Distinguished

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N (%) N (%) N (%) N (%)

1. Reflects upon his or her own professional development, including setting personal goals and implementing changes.

55 3.927 0.424 0 0 0 7 (12) 45 (81) 3 (5)

2. Makes continuous efforts to improve professional practice; has a plan for continued professional growth.

55 3.873 0.474 0 0 0 10 (18) 42 (76) 3 (5)

3. Expresses concern for and desire to communicate with families about the curriculum or other activities for which he or she is responsible.

55 3.736 0.486 2 0 0 15 (28) 37 (69) 1 (1)

4. Behaves ethically and in the best interest of the community.

55 4.018 0.304 0 0 0 2 (3) 50 (90) 3 (5)

5. Is supportive of, and advocates for, students, schools, and education.

55 3.836 0.462 0 0 0 11 (20) 42 (76) 2 (3)

6. Uses technologies to communicate, network, locate resources, and enhance professional development.

55 3.739 0.535 9 0 0 14 (30) 30 (65) 2 (4)

7. Is aware of professional organizations or activities within the professional education community.

55 3.587 0.617 9 0 0 22 (47) 21 (45) 3 (6)


28

Early Field Experience – Category VI: Elementary Education Content Knowledge (US)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)

Candidate demonstrates a high level of competence in use of English language arts and knows, understands, and uses concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills

52 3.635 0.486 0 0 0 19 (36) 33 (63) 0

Candidate knows, understands, and uses fundamental concepts in the subject matter of science—including physical, life, and earth and space sciences—as well as concepts in science and technology, science in personal and social perspectives, the history

35 3.514 0.562 0 0 0 18 (51) 16 (45) 1 (2)

Candidate knows, understands, and uses the major concepts, procedures, and reasoning processes of mathematics that define number systems and number sense, geometry, measurement, statistics and probability, and algebra

46 3.565 0.501 0 0 0 20 (43) 26 (56) 0

Rubric Row n Mean StdDev N/A Unsatisfactory Needs Satisfactory Proficient Distinguished

29

N (%)Improvement

N (%)performance

N (%) N (%) N (%)

Candidate knows, understands, and uses the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions.

52 3.846 0.364 0 0 0 8 (15) 44 (84) 0

Candidate knows, understands, and uses—as appropriate to personal understanding and skills—the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary students.

27 3.148 0.362 0 0 0 23 (85) 4 (14) 0

Candidate knows, understands, & uses major concepts in the subject matter of health ed. to create opportunities for student development & practice of skills that contribute to good health.

23 3.043 0.209 0 0 0 22 (95) 1 (4) 0


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)

30

Candidate knows, understands, and uses—as appropriate to personal understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

24 3.083 0.282 0 0 0 22 (91) 2 (8) 0

Candidate knows, understands, and uses the connections among concepts, procedures, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, and ideas to real world iss

45 3.533 0.505 0 0 0 21 (46) 24 (53) 0


31

Early Field Experience – Category VII: Professional Characteristics and Dispositions (US)


N (%)

Needs Improvement

N (%)

Progressing Satisfactorily

N (%)Proficient

N (%)

verbal expression, number of errors, use of voice

56 3.75 0.437 0 0 0 14 (25) 42 (75)

grammatical/mechanical errors, legibility 56 3.607 0.493 0 0 0 22 (39) 34 (60)

attendance and punctuality 56 3.661 0.478 0 0 0 19 (33) 37 (66)

quality of work ethic, work performance 56 3.804 0.401 0 0 0 11 (19) 45 (80)

quality of work, meets deadlines for due assignments

56 3.679 0.471 0 0 0 18 (32) 38 (67)

dresses professionally or unprofessionally 56 3.929 0.26 0 0 0 4 (7) 52 (92)

contribution to class activities, student engagement

56 3.804 0.401 0 0 0 11 (19) 45 (80)

interprets classroom criteria, questions, analyzes data

56 3.732 0.447 0 0 0 15 (26) 41 (73)

collaborative skills, contribution to group/team efforts

55 3.927 0.262 0 0 0 4 (7) 51 (92)

overall behavior, courtesy, reinforcement 56 3.875 0.334 0 0 0 7 (12) 49 (87)

creativity, resourcefulness, independence 56 3.786 0.414 0 0 0 12 (21) 44 (78)

interest in students and student activities, contribution to student development

56 3.946 0.227 0 0 0 3 (5) 53 (94)

responds to constructive criticism 56 3.946 0.227 0 0 0 3 (5) 53 (94)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)

productivity, time management, workload 56 3.893 0.312 0 0 0 6 (10) 50 (89)

32

management

understanding of diversity, commitment 56 3.768 0.426 0 0 0 13 (23) 43 (76)


33

ASSESSMENT FOUR: Teacher Candidate Evaluation formCooperating Professionals’ Evaluations of Teacher Candidates

Early Field Experience – Category I: Content Pedagogy (CP)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)


55 3.873 0.579 0 0 1 (1) 10 (18) 39 (70) 5 (9)


55 3.964 0.576 0 0 0 10 (18) 37 (67) 8 (14)


55 3.759 0.612 1 0 3 (5) 9 (16) 40 (74) 2 (3)


55 3.855 0.591 0 0 1 (1) 11 (20) 38 (69) 5 (9)


55 3.927 0.716 0 0 2 (3) 10 (18) 33 (60) 10 (18)


34

Early Field Experience – Category II: Learner Development and Individual Differences (CP)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)


55 3.868 0.529 1 0 0 12 (22) 38 (70) 4 (7)


55 3.815 0.59 0 0 1 (1) 13 (23) 37 (67) 4 (7)


55 3.741 0.65 1 0 2 (3) 14 (25) 34 (62) 4 (7)


55 3.698 0.723 2 0 3 (5) 15 (28) 30 (56) 5 (9)


55 3.961 0.639 3 0 0 12 (23) 31 (59) 9 (17)


35

Early Field Experience – Category III: Culture for Learning (CP)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)


56 4.054 0.699 0 0 1 (1) 9 (16) 32 (57) 14 (25)


56 3.893 0.731 0 0 2 (3) 12 (21) 32 (57) 10 (17)


56 3.875 0.74 0 1 (1) 1 (1) 10 (17) 36 (64) 8 (14)


56 3.855 0.705 1 0 2 (3) 12 (21) 33 (60) 8 (14)


56 4.056 0.596 2 0 0 8 (14) 35 (64) 11 (20)


56 3.875 0.74 0 0 3 (5) 10 (17) 34 (60) 9 (16)


56 3.857 0.672 0 0 2 (3) 11 (19) 36 (64) 7 (12)


36

Early Field Experience – Category IV: Planning and Implementing Instruction (CP)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)


54 3.887 0.67 1 0 0 15 (28) 29 (54) 9 (16)


55 4.074 0.578 1 0 0 7 (12) 36 (66) 11 (20)


55 3.926 0.578 1 0 0 11 (20) 36 (66) 7 (12)


55 3.873 0.695 0 0 2 (3) 11 (20) 34 (61) 8 (14)


55 3.891 0.762 0 0 2 (3) 13 (23) 29 (52) 11 (20)


55 3.727 0.757 0 0 4 (7) 13 (23) 32 (58) 6 (10)

7. Uses clear directions, explanations, demonstrations, questions, etc.

55 3.818 0.722 0 0 2 (3) 14 (25) 31 (56) 8 (14)


55 3.636 0.704 0 0 2 (3) 21 (38) 27 (49) 5 (9)

37


55 3.882 0.653 4 0 1 (1) 11 (21) 32 (62) 7 (13)


55 3.907 0.622 1 0 0 13 (24) 33 (61) 8 (14)


55 3.811 0.652 2 0 2 (3) 11 (20) 35 (66) 5 (9)


54 3.78 0.582 4 0 0 15 (30) 31 (62) 4 (8)


55 3.813 0.571 7 0 0 13 (27) 31 (64) 4 (8)


55 3.982 0.593 0 0 0 10 (18) 36 (65) 9 (16)


55 3.94 0.512 5 0 0 8 (16) 37 (74) 5 (10)


54 3.824 0.576 20 0 0 9 (26) 22 (64) 3 (8)


54 3.83 0.643 1 0 0 16 (30) 30 (56) 7 (13)


Early Field Experience – Category V: Modeling Professionalism (CP)Rubric Row n Mean StdDev N/A Unsatisfactory

N (%)Needs

ImprovementSatisfactory performance

ProficientN (%)

DistinguishedN (%)

38

N (%) N (%)


181 3.852 0.693 5 1 (0) 3 (1) 42 (23) 105 (59) 25 (14)


178 3.848 0.703 7 1 (0) 4 (2) 39 (22) 103 (60) 24 (14)


179 3.748 0.656 20 0 1 (0) 56 (35) 84 (52) 18 (11)


180 4.095 0.615 1 0 1 (0) 23 (12) 113 (63) 42 (23)


179 3.977 0.645 5 0 1 (0) 35 (20) 105 (60) 33 (18)


180 3.959 0.617 9 0 1 (0) 33 (19) 109 (63) 28 (16)


175 3.846 0.653 32 0 1 (0) 40 (27) 82 (57) 20 (13)


Early Field Experience – Category VI: Elementary Education Content Knowledge (CP)Rubric Row n Mean StdDev N/A Unsatisfactory

N (%)Needs

ImprovementSatisfactory performance

ProficientN (%)

DistinguishedN (%)

39

N (%) N (%)


54 3.778 0.839 0 1 (1) 2 (3) 14 (25) 28 (51) 9 (16)


39 3.564 1.093 0 4 (10) 0 10 (25) 19 (48) 6 (15)


48 4 0.715 0 0 0 12 (25) 24 (50) 12 (25)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)

40

Candidate knows, understands, and uses the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions

54 3.852 0.684 0 1 (1) 0 11 (20) 36 (66) 6 (11)

Candidate knows, understands, and uses—as appropriate to personal understanding and skills—the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight among elementary students

26 3.308 1.123 0 4 (15) 0 7 (26) 14 (53) 1 (3)


29 3.414 1.119 0 4 (13) 0 7 (24) 16 (55) 2 (6)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)

Candidate knows, understands, and 26 3.308 1.123 0 4 (15) 0 7 (26) 14 (53) 1 (3)

41

uses—as appropriate to personal understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

Candidate knows, understands, and uses the connections among concepts, procedures, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, and ideas to real world iss

43 3.674 0.892 0 2 (4) 0 14 (32) 21 (48) 6 (13)


42

Early Field Experience – Category VII: Professional Characteristics and Dispositions (CP)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)


55 3.691 0.54 0 0 2 (3) 13 (23) 40 (72)

grammatical/mechanical errors, legibility 54 3.704 0.5 0 0 1 (1) 14 (25) 39 (72)

attendance and punctuality 55 3.709 0.567 0 1 (1) 0 13 (23) 41 (74)

quality of work ethic, work performance 55 3.727 0.489 0 0 1 (1) 13 (23) 41 (74)


55 3.709 0.497 0 0 1 (1) 14 (25) 40 (72)

dresses professionally or unprofessionally 55 3.873 0.388 0 0 1 (1) 5 (9) 49 (89)


55 3.691 0.505 0 0 1 (1) 15 (27) 39 (70)


55 3.691 0.505 0 0 1 (1) 15 (27) 39 (70)


55 3.8 0.447 0 0 1 (1) 9 (16) 45 (81)



Needs Improvement


Proficient

43

N (%) N (%) N (%)

creativity, resourcefulness, independence 55 3.727 0.525 0 0 2 (3) 11 (20) 42 (76)


55 3.8 0.404 0 0 0 11 (20) 44 (80)

resdponds to constructive criticism 54 3.778 0.42 0 0 0 12 (22) 42 (77)

productivity, time management, workload management

54 3.722 0.529 0 0 2 (3) 11 (20) 41 (75)

understanding of diversity, commitment 54 3.611 0.596 0 0 3 (5) 15 (27) 36 (66)


44

Student Teaching – Category I: Content Pedagogy (US)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)


68 4 0.489 0 0 0 8 (11) 52 (76) 8 (11)


68 4.206 0.659 0 0 0 9 (13) 36 (52) 23 (33)


68 3.882 0.474 0 0 0 12 (17) 52 (76) 4 (5)


68 4.132 0.596 0 0 0 8 (11) 43 (63) 17 (25)


68 3.985 0.473 0 0 0 8 (11) 53 (77) 7 (10)


45

Student Teaching – Category II: Learner Development and Individual Differences (US)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)


68 3.838 0.507 0 0 0 15 (22) 49 (72) 4 (5)


68 4 0.573 0 0 0 11 (16) 46 (67) 11 (16)


68 3.897 0.522 0 0 0 13 (19) 49 (72) 6 (8)


68 3.912 0.64 0 0 0 17 (25) 40 (58) 11 (16)


67 3.851 0.584 0 0 0 17 (25) 43 (64) 7 (10)


46

Student Teaching – Category III: Culture for Learning (US)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)


68 4.294 0.6 0 0 0 5 (7) 38 (55) 25 (36)


68 4 0.691 0 0 1 (1) 13 (19) 39 (57) 15 (22)


68 3.985 0.658 0 0 1 (1) 12 (17) 42 (61) 13 (19)


68 3.985 0.586 0 0 0 12 (17) 45 (66) 11 (16)


68 4.279 0.643 0 0 0 7 (10) 35 (51) 26 (38)


68 3.824 0.597 0 0 0 19 (27) 42 (61) 7 (10)


68 3.75 0.608 0 0 0 23 (33) 39 (57) 6 (8)

Student Teaching – Category IV: Planning and Implementing Instruction (US)

47


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)

48


66 4.106 0.747 0 1 (1) 0 9 (13) 37 (56) 19 (28)


66 4.379 0.627 0 0 0 5 (7) 31 (46) 30 (45)


66 4.152 0.707 0 0 1 (1) 9 (13) 35 (53) 21 (31)


66 3.924 0.64 0 0 2 (3) 10 (15) 45 (68) 9 (13)


66 4.197 0.638 0 0 2 (3) 2 (3) 43 (65) 19 (28)


66 3.939 0.63 0 0 1 (1) 12 (18) 43 (65) 10 (15)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%) Rubric Row

7. Uses clear directions, explanations, demonstrations,

66 3.923 0.669 1 0 1 (1) 14 (21) 39 (60) 11 (16)

49

questions, etc.


66 3.818 0.742 0 0 2 (3) 19 (28) 34 (51) 11 (16)


66 4.303 0.632 0 0 0 6 (9) 34 (51) 26 (39)


66 4.049 0.384 5 0 0 3 (4) 52 (85) 6 (9)


66 3.924 0.506 0 0 1 (1) 8 (12) 52 (78) 5 (7)


66 3.955 0.567 0 0 0 12 (18) 45 (68) 9 (13)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%) Rubric Row


66 3.894 0.5 0 0 1 (1) 9 (13) 52 (78) 4 (6)

50


66 4.152 0.561 0 0 0 6 (9) 44 (66) 16 (24)


66 4.046 0.412 1 0 0 4 (6) 54 (83) 7 (10)


66 3.964 0.429 11 0 0 6 (10) 45 (81) 4 (7)


66 3.877 0.516 1 0 0 13 (20) 47 (72) 5 (7)


51

Student Teaching – Category V: Modeling Professionalism (US)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)


67 4.209 0.729 0 0 2 (2) 6 (8) 35 (52) 24 (35)


67 4.136 0.654 1 0 1 (1) 7 (10) 40 (60) 18 (27)


67 4.03 0.627 0 0 1 (1) 9 (13) 44 (65) 13 (19)


67 4.388 0.627 0 0 0 5 (7) 31 (46) 31 (46)


67 4.209 0.616 0 0 0 7 (10) 39 (58) 21 (31)


66 4.267 0.482 6 0 0 1 (1) 42 (70) 17 (28)


66 4.086 0.506 8 0 0 5 (8) 43 (74) 10 (17)


52

Student Teaching – Category VI: Elementary Education Content Knowledge (US)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)


67 3.955 0.475 0 0 0 9 (13) 52 (77) 6 (8)


67 3.985 0.476 0 0 0 8 (11) 52 (77) 7 (10)


66 3.97 0.463 0 0 0 8 (12) 52 (78) 6 (9)


Needs Improvement


Proficient Rubric Row

53

N (%) N (%) N (%)

Candidate knows, understands, and uses the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed dec

61 3.918 0.493 0 0 0 10 (16) 46 (75) 5 (8)

Candidate knows, understands, and uses—as appropriate to personal understanding and skills—the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight

61 3.738 0.444 0 0 0 16 (26) 45 (73) 0


61 3.721 0.452 0 0 0 17 (27) 44 (72) 0


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%) Rubric Row

54


61 3.721 0.452 0 0 0 17 (27) 44 (72) 0

Candidate knows, understands, and uses the connections among concepts, procedures, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, and ideas to real world issu

66 3.758 0.528 0 0 0 19 (28) 44 (66) 3 (4)


55

Student Teaching – Category VII: Professional Characteristics and Dispositions (US)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)


67 3.866 0.344 0 0 0 9 (13) 58 (86)


attendance and punctuality 67 3.761 0.495 0 0 2 (2) 12 (17) 53 (79)



67 3.687 0.583 0 0 4 (5) 13 (19) 50 (74)



67 3.761 0.464 0 0 1 (1) 14 (20) 52 (77)


67 3.746 0.532 0 0 3 (4) 11 (16) 53 (79)


67 3.776 0.487 0 0 2 (2) 11 (16) 54 (80)



Needs Improvement


Proficient

56

N (%) N (%) N (%)



67 3.896 0.308 0 0 0 7 (10) 60 (89)

resdponds to constructive criticism 67 3.791 0.478 0 0 2 (2) 10 (14) 55 (82)


67 3.836 0.412 0 0 1 (1) 9 (13) 57 (85)



57

Student Teaching Spring 2010– Category I: Content Pedagogy (CP)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)


65 4 0.729 0 0 2 (3) 11 (16) 37 (56) 15 (23)


65 4.062 0.726 0 0 1 (1) 12 (18) 34 (52) 18 (27)


65 4.015 0.838 0 1 (1) 2 (3) 10 (15) 34 (52) 18 (27)


65 4.077 0.835 0 1 (1) 1 (1) 11 (16) 31 (47) 21 (32)


65 4.015 0.739 0 0 2 (3) 11 (16) 36 (55) 16 (24)


58

Student Teaching – Category II: Learner Development and Individual Differences (CP)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)


65 4 0.729 0 0 2 (3) 11 (16) 37 (56) 15 (23)


65 4.062 0.726 0 0 1 (1) 12 (18) 34 (52) 18 (27)


65 4.015 0.838 0 1 (1) 2 (3) 10 (15) 34 (52) 18 (27)


65 4.077 0.835 0 1 (1) 1 (1) 11 (16) 31 (47) 21 (32)


65 4.015 0.739 0 0 2 (3) 11 (16) 36 (55) 16 (24)


59

Student Teaching – Category III: Culture for Learning (CP)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)


65 4.308 0.66 0 0 0 7 (10) 31 (47) 27 (41)


65 4.138 0.827 0 0 3 (4) 9 (13) 29 (44) 24 (36)


65 4.062 0.864 0 0 4 (6) 10 (15) 29 (44) 22 (33)


65 4.078 0.762 1 0 1 (1) 13 (20) 30 (46) 20 (31)


65 4.246 0.662 0 0 0 8 (12) 33 (50) 24 (36)


65 4.154 0.667 0 0 0 10 (15) 35 (53) 20 (30)


65 4.094 0.684 1 0 0 12 (18) 34 (53) 18 (28)

Student Teaching – Category IV: Planning and Implementing Instruction (CP)

60


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)

61

1. Develops clearly structured instructional plans with objectives, activities, and assessments appropriately aligned.

65 4.262 0.644 0 0 1 (1) 4 (6) 37 (56) 23 (35)


65 4.292 0.605 0 0 0 5 (7) 36 (55) 24 (36)


65 4.169 0.675 0 0 0 10 (15) 34 (52) 21 (32)


65 4.123 0.696 0 0 1 (1) 9 (13) 36 (55) 19 (29)


65 4.185 0.727 0 0 1 (1) 9 (13) 32 (49) 23 (35)


65 4.108 0.753 0 0 0 15 (23) 28 (43) 22 (33)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%) Rubric Row

7. Uses clear directions, explanations, demonstrations,

65 4.015 0.696 0 0 0 15 (23) 34 (52) 16 (24)

62

questions, etc.


65 3.923 0.756 0 0 2 (3) 15 (23) 34 (52) 14 (21)


65 4.2 0.666 0 0 1 (1) 6 (9) 37 (56) 21 (32)


65 4.246 0.708 0 0 1 (1) 7 (10) 32 (49) 25 (38)


65 4.062 0.768 0 0 2 (3) 11 (16) 33 (50) 19 (29)


65 4.031 0.666 1 0 1 (1) 10 (15) 39 (60) 14 (21)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%) Rubric Row


65 4.046 0.672 0 0 1 (1) 10 (15) 39 (60) 15 (23)

63


65 4.246 0.613 0 0 0 6 (9) 37 (56) 22 (33)


65 4.119 0.618 6 0 1 (1) 5 (8) 39 (66) 14 (23)


65 3.893 0.731 9 0 2 (3) 12 (21) 32 (57) 10 (17)


65 3.985 0.696 0 0 2 (3) 10 (15) 40 (61) 13 (20)


64

Student Teaching – Category V: Modeling Professionalism (CP)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)


65 4.206 0.744 2 0 2 (3) 6 (9) 32 (50) 23 (36)


65 4.213 0.71 4 0 1 (1) 7 (11) 31 (50) 22 (36)


65 4.016 0.735 3 0 1 (1) 13 (20) 32 (51) 16 (25)


65 4.391 0.633 1 0 0 5 (7) 29 (45) 30 (46)


65 4.266 0.623 1 0 0 6 (9) 35 (54) 23 (35)


65 4.141 0.639 1 0 0 9 (14) 37 (57) 18 (28)


65 4.129 0.614 3 0 0 8 (12) 38 (61) 16 (25)


65

Student Teaching – Category VI: Elementary Education Content Knowledge (CP)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)Distinguished

N (%)


65 4.141 0.71 1 0 0 12 (18) 31 (48) 21 (32)


65 4.081 0.731 3 0 0 14 (22) 29 (46) 19 (30)


65 4.031 0.728 0 0 0 16 (24) 31 (47) 18 (27)


Needs Improvement


Proficient Rubric Row

66

N (%) N (%) N (%)

Candidate knows, understands, and uses the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed dec

65 4.066 0.727 4 0 0 14 (22) 29 (47) 18 (29)

Candidate knows, understands, and uses—as appropriate to personal understanding and skills—the content, functions, and achievements of dance, music, theater, and the several visual arts as primary media for communication, inquiry, and insight

64 3.96 0.669 14 0 0 12 (24) 28 (56) 10 (20)


64 4 0.652 16 0 0 10 (20) 28 (58) 10 (20)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%) Rubric Row

67


64 3.98 0.629 15 0 0 10 (20) 30 (61) 9 (18)

Candidate knows, understands, and uses the connections among concepts, procedures, and applications from content areas to motivate elementary students, build understanding, and encourage the application of knowledge, skills, and ideas to real world issues

64 4 0.823 1 0 2 (3) 15 (23) 27 (42) 19 (30)


68

Student Teaching – Category VII: Professional Characteristics and Dispositions (CP)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)


65 3.754 0.501 0 0 2 (3) 12 (18) 51 (78)





63 3.823 0.385 1 0 0 11 (17) 51 (82)



63 3.81 0.396 0 0 0 12 (19) 51 (80)


63 3.839 0.451 1 0 2 (3) 6 (9) 54 (87)


63 3.871 0.338 1 0 0 8 (12) 54 (87)

overall behavior, courtesy, reinforcement 64 3.906 0.344 0 0 1 (1) 4 (6) 59 (92)


Needs Improvement


Proficient

69

N (%) N (%) N (%)



64 3.813 0.467 0 0 2 (3) 8 (12) 54 (84)



64 3.797 0.406 0 0 0 13 (20) 51 (79)



70

ASSESSMENT FIVE: Work Sample Unit

Teacher candidates develop the knowledge of and the ability to design and implement interdisciplinary instruction that is developmentally appropriate and aligned with the Virginia Standards of learning and national standards. Teacher candidates approach planning and instruction with an inquiry perspective, measuring their impact on pre-K through grade 6 students’ learning through the use of pre- and post-assessments as well as daily assessment.

The first component of the Work Sampling Unit, Checkpoint #1 - Description of Audience & Contextual Factors/Student Diversity and Resources List

Develop an extensive list of resources, including technology-based resources you may include in your unit. Use APA format.

Provide a description of your students, demonstrating your in-depth knowledge of the physical, social, emotional, cognitive, and linguistic developmental and learning characteristics of children and young adolescents to understand students’ abilities, interests, individual aspirations, values, and social and cultural backgrounds

Describe the community, district and school factors Implications for Instructional Planning and Assessment - The most important part of the Description

of Audience is your reflection on how all of these factors will influence the teaching of your unit and the assessment of student learning. Describe how you will use assistance and guidance from specialists and other resources to address K-6 students’ diverse learning needs. The goal is for you to demonstrate your knowledge of students’ individuality and then demonstrate your understanding of how this influences assessment and instruction.

This checkpoint is aligned with the following ACEI Standards:

1.0 Development, Learning, and Motivation 2.1 Reading, Writing, and Oral Language 2.4 Social Studies 3.1 Integrating and Applying Knowledge for Instruction 3.2 Adaptation to Diverse Students 4.0 Assessment for Instruction 5.1 Professional Growth, Reflection, and Evaluation

Checkpoint #2 - Preface, Learning Goals, and Content Web

Write a brief Preface statement introducing your unit, the grade level, and the dates the unit will be taught.

List your Learning Goals, Enduring Understandings, and Essential Questions for the unit Use a software program of your choice to design a Content Web placing your main topic in the

center or at the top and then organizing sub-topics for your unit. Embed the NCSS standards in your content web. (suggested software includes: Inspiration!, Word, glitzy.com, etc.)

Checkpoint #2 is aligned with the following ACEI Standards:

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2.1 Reading, Writing, and Oral Language 2.2 Science 2.4 Social Studies 3.1 Integrating and Applying Knowledge for Instruction 5.1 Professional Growth, Reflection, and Evaluation

Checkpoint #3: Assessment Plan & Design for Instruction

Design a Pre- and Post-Assessment which will allow you to modify instruction before teaching the unit and then determine the extent to which each student mastered the learning goals. Your Pre-/Post-Assessment should include several different items measuring each learning goal. You will be asked to develop a “KEY” for the assessment which shows how each item aligns with a learning goal. This will enable you to do a more in-depth analysis of what students know and learn.

Design for Instruction - Create a table showing a day-by-day overview of what you plan to teach. Include which learning goals and skills you plan to teach each day. You must get approval on this organizational table.


2.1 Reading, Writing, and Oral Language 3.1 Integrating and Applying Knowledge for Instruction 4.0 Assessment for Instruction

Checkpoint #4 Lesson Plans with Formative Assessment plans (strategies from EDUC 425 and EDRD 414)

Using the Basic Lesson Plan format, design your lesson plans for your unit. Remember to include a lesson plan for the Critical Comprehension Guide (developed in 414), a Social Studies lesson using one of the strategies taught in this course, and to integrate technology where reasonable to support instruction.

Make explicit in each lesson plan how you will use Formative Assessment in each lesson. Make it explicit in each lesson plan how you are adapting instruction for your diverse learners and

the subgroups you have selected for analysis.


2.1 Reading, Writing, and Oral Language 2.2 Science 2.4 Social Studies 3.1 Integrating and Applying Knowledge for Instruction 3.2 Adaptation to diverse students 3.3 Development of critical thinking and problem solving 3.4 Active engagement in learning 4.0 Assessment for instruction 5.1 Professional growth, reflection, and evaluation

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Checkpoint #5 Analysis of Instruction - Comparison of Pre- and Post-Assessment results, reflections (daily), Top 5 Lessons learned, Statement of Impact on Student Learning

Create a table to display Pre- and Post-Assessment data for each learning goal on each student. Create a table to display Pre- and Post-Assessment data for subgroup comparison. Using a software program of your choice, create a graph to display results of pre-/post-assessments. Discuss the results of your assessment plan. Include your university supervisor’s and cooperating teacher’s written comments from the

Classroom Observation Feedback form. After teaching each lesson, address the 5 questions for reflection included in the Basic Lesson Plan

format. Top 5 Lessons Learned – these are five, bulleted overall lessons learned which reflect your thinking

about classroom management, pedagogy, content, and students’ needs. Statement of Impact on Student Learning - Identify the learning goal/s where students were

most/least successful. Considering your learning goals, instructions, and assessment along with student characteristics and other contextual factors under your control, provide and discuss two or more possible reasons based on theory or research for the students’ outcomes. Include a discussion of what you would do differently in the future to improve students’ performance.


2.1 Reading, Writing, and Oral Language 4.0 Assessment for instruction 5.1 Professional growth, reflection, and evaluation

Analysis: The Work Sample Unit is developed and taught during the Early Field Experience (Social Studies) and the Student Teaching Experience (Science). Teacher candidates demonstrate growth in all areas of planning, teaching, analysis, and impact on student learning. Given that the Social Studies Work Sample Unit represents teacher candidates’ initial attempts at unit planning and student performance analysis, growth is expected by the second unit. Data supplied in the tables that follow represent teacher candidates’ initial attempts at each checkpoint. During the Early Field Experience, most teacher candidates obtain ratings in the Acceptable category. By the time these same candidates are designing their second unit, most ratings fall in the Target and Acceptable ranges.

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Fall 2009 - Work Sample Unit: Checkpoint 1


N (%)Minimal

N (%)Acceptable

N (%)TargetN (%)

Demographics 9 11.11 0.5 0 0 3 (33) 6 (66) 0

Student Diversity 9 12.59 0.333 0 0 1 (11) 8 (88) 0

Specialists and Resources 9 6.67 0 0 0 9 (100) 0 0

Impact on Teaching and Learning 9 7.41 0.333 0 0 8 (88) 1 (11) 0

List of Resources 9 10.37 0.527 0 0 4 (44) 5 (55) 0

Mechanics 9 14.071 0.333 0 0 0 8 (88) 1 (11)


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Fall 2009 – Work Sample Unit: Checkpoint 2


N (%)Minimal

N (%)Acceptable

N (%)TargetN (%)

Introduction/Overview 9 14.071 0.333 0 0 0 8 (88) 1 (11)

Learning Goals 9 8.89 0.5 0 0 6 (66) 3 (33) 0

Enduring Understandings/Essential Questions 9 17.037 0.726 0 0 1 (11) 2 (22) 6 (66)

Web Structure 9 13.33 0 0 0 0 9 (100) 0

Technology Application 9 13.33 0 0 0 0 9 (100) 0

Mechanics 9 13.33 0 0 0 0 9 (100) 0


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N (%)Minimal

N (%)Acceptable

N (%)TargetN (%)

Assessment & Goal Alignment 9 25.188 0.441 0 0 0 7 (77) 2 (22)

Description of Assessment 9 12.222 0.333 0 0 8 (88) 1 (11) 0

Assessment Analysis 9 11 0 0 0 9 (100) 0 0

Instructional Organizational Chart 9 18.333 0.5 0 0 3 (33) 6 (66) 0

Mechanics 9 22 0 0 0 0 9 (100) 0


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N (%)Minimal

N (%)Acceptable

N (%)TargetN (%)

Demonstrate competence in the Content Standards 9 14.071 0.333 0 0 0 8 (88) 1 (11)

Curricular Goals & Lesson Objectives 9 15.553 0.5 0 0 0 6 (66) 3 (33)

Plan for Assessment 9 13.33 0 0 0 0 9 (100) 0

Introduction/Focus Activity 9 11.11 0.5 0 0 3 (33) 6 (66) 0

Format Organization Writing Skills 9 8.891 0.707 0 0 7 (77) 1 (11) 1 (11)

Evidence of Consideration and Accommodation of Diversity 9 7.41 0.333 0 0 8 (88) 1 (11) 0

Closure 9 10.37 0.527 0 0 4 (44) 5 (55) 0

Mechanics 9 13.33 0 0 0 0 9 (100) 0


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N (%)Minimal

N (%)Acceptable

N (%)TargetN (%)

Quantitative Data 9 10.67 0 0 0 0 9 (100) 0

Analysis 9 9.483 0.441 0 0 2 (22) 7 (77) 0

Daily Reflections 9 12.59 0.441 0 0 0 7 (77) 2 (22)

Statement of Impact on Student Learning 9 11.96 0.333 0 0 0 8 (88) 1 (11)

Mechanics 9 11.33 0 0 0 0 9 (100) 0


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Spring 2010 – Work Sample Unit: Checkpoint 1

Rubric Row n Mean StdDev N/ANot Applicable

N (%)Unacceptable

N (%)Minimal

N (%)Acceptable

N (%)TargetN (%)

Introduction/Overview 38 2.816 0.512 0 0 0 2 (5) 3 (7) 33 (86)

Learning Goals 38 2.711 0.46 0 0 0 0 11 (28) 27 (71)

Enduring Understandings/Essential Questions 38 2.5 0.762 0 0 0 6 (15) 7 (18) 25 (65)

Web Structure 38 2.658 0.708 0 0 1 (2) 2 (5) 6 (15) 29 (76)

Technology Application 38 2.658 0.708 0 0 1 (2) 2 (5) 6 (15) 29 (76)


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Spring 2010 - Work Sample Unit: Checkpoint 2


N (%)Unacceptable

N (%)Minimal

N (%)Acceptable

N (%)TargetN (%)

Assessment Plan Overview 38 2.789 0.622 0 0 1 (2) 1 (2) 3 (7) 33 (86)

Alignment of Assessments 38 2.658 0.481 0 0 0 0 13 (34) 25 (65)

Actual Lesson Plans 38 2.263 0.76 0 0 2 (5) 1 (2) 20 (52) 15 (39)

Actual Lesson Plans 38 2.895 0.311 0 0 0 0 4 (10) 34 (89)

Actual Lesson Plans 38 2.605 0.547 0 0 0 1 (2) 13 (34) 24 (63)

Actual Lesson Plans 38 2.421 0.642 0 0 1 (2) 0 19 (50) 18 (47)



Actual Lesson Plans 38 2.658 0.481 0 0 0 0 13 (34) 25 (65)


Mechanics 38 2.711 0.515 0 0 0 1 (2) 9 (23) 28 (73)


Spring 2010 – Work Sample Unit: Checkpoint 3

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Not Applicable

N (%)Unacceptable

N (%)Minimal

N (%)Acceptable

N (%)TargetN (%)

Descriptive Statistics: Whole Group, Subgroups, Individual

38 2.789 0.474 0 0 0 1 (2) 6 (15) 31 (81)

Graphic Representation of Data 38 2.763 0.634 0 0 1 (2) 1 (2) 4 (10) 32 (84)

Statement of Impact 38 2.553 0.76 0 0 1 (2) 3 (7) 8 (21) 26 (68)

Content and Content Pedagogy 38 2.737 0.446 0 0 0 0 10 (26) 28 (73)

Classroom Management 38 2.658 0.534 0 0 0 1 (2) 11 (28) 26 (68)

Impact of Social and Cultural Identity on Teaching 38 2.5 0.507 0 0 0 0 19 (50) 19 (50)


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ASSESSMENT SIX: Employer and Alumni Surveys

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ASSESSMENT SEVEN: Professional Characteristics and Dispositions form

Fall 2009 – University Supervisors’ Ratings of Teacher Candidates’ Professional Characteristics and Dispositions


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)


56 3.75 0.437 0 0 0 14 (25) 42 (75)


attendance and punctuality 56 3.661 0.478 0 0 0 19 (33) 37 (66)

quality of work ethic, work performance 56 3.804 0.401 0 0 0 11 (19) 45 (80)


56 3.679 0.471 0 0 0 18 (32) 38 (67)



56 3.804 0.401 0 0 0 11 (19) 45 (80)


56 3.732 0.447 0 0 0 15 (26) 41 (73)


55 3.927 0.262 0 0 0 4 (7) 51 (92)




56 3.946 0.227 0 0 0 3 (5) 53 (94)


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)

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responds to constructive criticism 56 3.946 0.227 0 0 0 3 (5) 53 (94)


56 3.893 0.312 0 0 0 6 (10) 50 (89)



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Fall 2009 – Cooperating Professionals’ Ratings of Teacher Candidates’ Professional Characteristics and Dispositions


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)


55 3.691 0.54 0 0 2 (3) 13 (23) 40 (72)

grammatical/mechanical errors, legibility 54 3.704 0.5 0 0 1 (1) 14 (25) 39 (72)

attendance and punctuality 55 3.709 0.567 0 1 (1) 0 13 (23) 41 (74)



55 3.709 0.497 0 0 1 (1) 14 (25) 40 (72)

dresses professionally or unprofessionally 55 3.873 0.388 0 0 1 (1) 5 (9) 49 (89)


55 3.691 0.505 0 0 1 (1) 15 (27) 39 (70)


55 3.691 0.505 0 0 1 (1) 15 (27) 39 (70)


55 3.8 0.447 0 0 1 (1) 9 (16) 45 (81)


Rubric Row n Mean StdDev N/A Unsatisfactory Needs Progressing Proficient

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N (%)Improvement

N (%)Satisfactorily

N (%) N (%)



55 3.8 0.404 0 0 0 11 (20) 44 (80)

resdponds to constructive criticism 54 3.778 0.42 0 0 0 12 (22) 42 (77)


54 3.722 0.529 0 0 2 (3) 11 (20) 41 (75)



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Spring 2010 – University Supervisors’ Ratings of Teacher Candidates’ Professional Characteristics and Dispositions


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)


67 3.866 0.344 0 0 0 9 (13) 58 (86)





67 3.687 0.583 0 0 4 (5) 13 (19) 50 (74)



67 3.761 0.464 0 0 1 (1) 14 (20) 52 (77)


67 3.746 0.532 0 0 3 (4) 11 (16) 53 (79)


67 3.776 0.487 0 0 2 (2) 11 (16) 54 (80)



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N (%)Improvement

N (%)Satisfactorily

N (%) N (%)



67 3.896 0.308 0 0 0 7 (10) 60 (89)



67 3.836 0.412 0 0 1 (1) 9 (13) 57 (85)



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Spring 2010 – Cooperating Professionals’ Ratings of Teacher Candidates’ Professional Characteristics and Dispositions


N (%)

Needs Improvement

N (%)


N (%)Proficient

N (%)


65 3.754 0.501 0 0 2 (3) 12 (18) 51 (78)





63 3.823 0.385 1 0 0 11 (17) 51 (82)



63 3.81 0.396 0 0 0 12 (19) 51 (80)


63 3.839 0.451 1 0 2 (3) 6 (9) 54 (87)


63 3.871 0.338 1 0 0 8 (12) 54 (87)

overall behavior, courtesy, reinforcement 64 3.906 0.344 0 0 1 (1) 4 (6) 59 (92)


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N (%)Improvement

N (%)Satisfactorily

N (%) N (%)



64 3.813 0.467 0 0 2 (3) 8 (12) 54 (84)



64 3.797 0.406 0 0 0 13 (20) 51 (79)



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ASSESSMENT EIGHT: Building School, Family, and Community Connections project

The Family Newsletter project allows teacher candidates to construct educational and informational materials for the families of children in the classroom. This assignment, created in EDUC 404: Foundations of Language Arts, is aligned with the ACEI Standards 2.1, 3.5, and 5.2.

It is important for families to know what is happening in the classroom and also to be presented with suggestions that will help them conduct literacy activities at home. Teacher candidates create a newsletter which they send home to the parents/guardians of the children in their pre-K through sixth grade classrooms. Teacher candidates must demonstrate their high level of competence in use of English (ACEI 2.1). Teacher candidates also demonstrate their knowledge and understanding of effective media communication techniques in designing the newsletter (ACEI 3.5). Teacher candidates use tools such as the newsletter to establish and maintain a positive collaborative relationship with families (ACEI 5.2).

Analysis: The Building School, Family, and Community Connections project was designed based on needs identified in the 2008 Program Area Report. Teacher Candidates indicated that working with parents was an area in which they did not feel fully prepared. Formerly the project was just the Family Newsletter. Faculty working with IDSE Teacher Candidates decided to keep the Newsletter component while extending the project to include observing parent(guardian)/teacher conferences in the Early Field Experience and leading parent (guardian)/teacher conferences in the Student Teaching Experience. Teacher candidates then select from a menu of other project options. The result has been that our teacher candidates are significantly more involved in school/family functions.

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Fall 2009 – Building School, Family, and Community Connections Project: Newsletter


N (%)Unacceptable

N (%)Minimal

N (%)Acceptable

N (%)TargetN (%)

Design and Layout 72 2.389 0.64 0 0 0 6 (8) 32 (44) 34 (47)

Presentation of Information 72 2.333 0.605 0 0 0 5 (6) 38 (52) 29 (40)

Making Connections 72 2.194 0.762 0 0 2 (2) 9 (12) 34 (47) 27 (37)

Consideration of Audience and Bias-Free Language

72 2.556 0.554 0 0 0 2 (2) 28 (38) 42 (58)

English Writing Standards 72 2.083 0.599 0 0 0 10 (13) 46 (63) 16 (22)


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Spring 2010 – Building School, Family, and Community Connections Project: Parent Conferences


N (%)Unacceptable

N (%)Minimal

N (%)Acceptable

N (%)TargetN (%)

PARENT TEACHER CONFERENCE 30 2.733 0.45 0 0 0 0 8 (26) 22 (73)

PARENT TEACHER CONFERENCE 30 2.7 0.651 0 1 (3) 0 0 6 (20) 23 (76)



INDIVIDUAL ASSIGNMENT 30 2.667 0.479 0 0 0 0 10 (33) 20 (66)



GROUP ASSIGNMENT 30 2.567 0.504 0 0 0 0 13 (43) 17 (56)





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ACEI - 2007 > 1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

Rubric(s) EFEx Work Sampling Unit Checkpoint 1: Content Web and List of Resources > Student Diversity

Student Teaching Work Sample Unit in Science- Checkpoint #1 > Learning Goals

Addendum: Program Standard/Rubric Alignment

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ACEI - 2007 > 2.1 Reading, Writing, and Oral LanguageCandidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;

Rubric(s) Building School, Family, and Community Connections Project > INDIVIDUAL ASSIGNMENT

Building School, Family, and Community Connections Project > PARENT TEACHER CONFERENCE

EFEx Work Sampling Unit Checkpoint 1: Content Web and List of Resources > Mechanics

EFEx Work Sampling Unit Checkpoint 2: Preface, Learning Goals, Description of Audience & Contextual Factors, Student Diversity > Mechanics

EFEx Work Sampling Unit Checkpoint 3: Assessment Plan & Design for Instruction > Mechanics

EFEx Work Sampling Unit Checkpoint 4: Lesson Plans with Formative Assessment Plans > Mechanics

EFEx Work Sampling Unit Checkpoint 5: Analysis of Instruction > Mechanics

Family Newsletter Component of the Building School, Family, and Community Connections project > English Writing Standards

Health Education - Planning for Instruction > ACEI 2.1

Mathematics - Planning for Instruction > Mechanics

Physical Education - Planning for Instruction > Mechanics

Science - Planning for Instruction > ACEI 2.1

Student Teaching Work Sample Unit in Science - Checkpoint 2 > Mechanics

The Arts - Planning for Instruction > Mechanics

ACEI - 2007 > 2.2 ScienceCandidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science;

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Rubric(s) Student Teaching Work Sample Unit in Science- Checkpoint #1 > Enduring Understandings/Essential Questions

Student Teaching Work Sample Unit in Science- Checkpoint #1 > Introduction/Overview


Student Teaching Work Sample Unit in Science - Checkpoint 2 > Actual Lesson Plans

Student Teaching Work Sample Unit in Science - Checkpoint 2 > Alignment of Assessments

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ACEI - 2007 > 2.3 MathematicsCandidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation;

Rubric(s) Mathematics - Planning for Instruction > Curricular Goals-Mathematics

Mathematics - Planning for Instruction > Focus Activity

Student Teaching Work Sample Unit in Science - Checkpoint 3 > Graphic Representation of Data

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ACEI - 2007 > 2.4 Social StudiesCandidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world;

Rubric(s) EFEx Work Sampling Unit Checkpoint 1: Content Web and List of Resources > List of Resources

EFEx Work Sampling Unit Checkpoint 2: Preface, Learning Goals, Description of Audience & Contextual Factors, Student Diversity > Enduring Understandings/Essential Questions

EFEx Work Sampling Unit Checkpoint 2: Preface, Learning Goals, Description of Audience & Contextual Factors, Student Diversity > Introduction/Overview

EFEx Work Sampling Unit Checkpoint 2: Preface, Learning Goals, Description of Audience & Contextual Factors, Student Diversity > Learning Goals

EFEx Work Sampling Unit Checkpoint 4: Lesson Plans with Formative Assessment Plans > Demonstrate competence in the Content Standards

Mathematics - Planning for Instruction > Body of Lesson Plans/Procedures

Mathematics - Planning for Instruction > Curricular Goals-Social Studies


ACEI - 2007 > 2.5 The ArtsCandidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;

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Rubric(s) Mathematics - Planning for Instruction > Curricular Goals-Visual Arts


The Arts - Planning for Instruction > Demonstrate competence in the Content Standards

100

ACEI - 2007 > 2.6 Health EducationCandidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health;

Rubric(s) Health Education - Planning for Instruction > ACEI 2.6

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ACEI - 2007 > 3.1 Integrating and applying knowledge for instructionCandidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;

Rubric(s) EFEx Work Sampling Unit Checkpoint 1: Content Web and List of Resources > Impact on Teaching and Learning

EFEx Work Sampling Unit Checkpoint 2: Preface, Learning Goals, Description of Audience & Contextual Factors, Student Diversity > Enduring Understandings/Essential Questions

EFEx Work Sampling Unit Checkpoint 2: Preface, Learning Goals, Description of Audience & Contextual Factors, Student Diversity > Learning Goals

EFEx Work Sampling Unit Checkpoint 3: Assessment Plan & Design for Instruction > Assessment & Goal Alignment

EFEx Work Sampling Unit Checkpoint 3: Assessment Plan & Design for Instruction > Instructional Organizational Chart

EFEx Work Sampling Unit Checkpoint 4: Lesson Plans with Formative Assessment Plans > Closure

EFEx Work Sampling Unit Checkpoint 4: Lesson Plans with Formative Assessment Plans > Curricular Goals & Lesson Objectives

EFEx Work Sampling Unit Checkpoint 4: Lesson Plans with Formative Assessment Plans > Format Organization Writing Skills



Mathematics - Planning for Instruction > Curricular Goals-Mathematics

Mathematics - Planning for Instruction > Curricular Goals-Social Studies

Mathematics - Planning for Instruction > Curricular Goals-Visual Arts

Physical Education - Planning for Instruction > Body of Lesson Plans/Procedures

Physical Education - Planning for Instruction > Closure

Physical Education - Planning for Instruction > Curricular Goals

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Student Teaching Work Sample Unit in Science- Checkpoint #1 > Enduring Understandings/Essential Questions



The Arts - Planning for Instruction > Body of Lesson Plans/Procedures

The Arts - Planning for Instruction > Closure

The Arts - Planning for Instruction > Curricular Goals

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ACEI - 2007 > 3.2 Adaptation to diverse studentsCandidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;


EFEx Work Sampling Unit Checkpoint 4: Lesson Plans with Formative Assessment Plans > Evidence of Consideration and Accommodation of Diversity

EFEx Work Sampling Unit Checkpoint 5: Analysis of Instruction > Impact of Social and Cultural Identity on Teaching


Mathematics - Planning for Instruction > Evidence of Consideration and Accommodation of Diversity

Physical Education - Planning for Instruction > Evidence of Consideration and Accommodation of Diversity


Student Teaching Work Sample Unit in Science - Checkpoint 3 > Impact of Social and Cultural Identity on Teaching

The Arts - Planning for Instruction > Evidence of Consideration and Accommodation of Diversity

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ACEI - 2007 > 3.3 Development of critical thinking and problem solvingCandidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving;

Rubric(s) EFEx Work Sampling Unit Checkpoint 4: Lesson Plans with Formative Assessment Plans > Format Organization Writing Skills

Health Education - Planning for Instruction > ACEI 3.1, 3.3, 3.4





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ACEI - 2007 > 3.4 Active engagement in learningCandidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments;

Rubric(s) EFEx Work Sampling Unit Checkpoint 4: Lesson Plans with Formative Assessment Plans > Format Organization Writing Skills

EFEx Work Sampling Unit Checkpoint 4: Lesson Plans with Formative Assessment Plans > Introduction/Focus Activity

Health Education - Planning for Instruction > ACEI 3.1, 3.3, 3.4





Physical Education - Planning for Instruction > Introduction/Focus Activity


Student Teaching Work Sample Unit in Science - Checkpoint 3 > Classroom Management


The Arts - Planning for Instruction > Introduction/Focus Activity

ACEI - 2007 > 3.5 Communication to foster collaborationCandidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

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Rubric(s) Early Field Experience Teacher Candidate Evaluation form > Category III: Planning and Implementing Instruction

Student Teaching Experience Teacher Candidate Evaluation form > Category III: Planning and Implementing Instruction

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ACEI - 2007 > 4.0 Assessment for instructionCandidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.


EFEx Work Sampling Unit Checkpoint 3: Assessment Plan & Design for Instruction > Assessment & Goal Alignment

EFEx Work Sampling Unit Checkpoint 4: Lesson Plans with Formative Assessment Plans > Plan for Assessment

EFEx Work Sampling Unit Checkpoint 5: Analysis of Instruction > Analysis

EFEx Work Sampling Unit Checkpoint 5: Analysis of Instruction > Quantitative Data


Physical Education - Planning for Instruction > Plan for Assessment


Student Teaching Work Sample Unit in Science - Checkpoint 2 > Alignment of Assessments Student Teaching Work Sample Unit in Science - Checkpoint 3 > Descriptive Statistics: Whole Group, Subgroups, Individual

The Arts - Planning for Instruction > Plan for Assessment

ACEI - 2007 > 5.1 Professional growth, reflection, and evaluationCandidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.

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Rubric(s) Building School, Family, and Community Connections Project > GROUP ASSIGNMENT

Building School, Family, and Community Connections Project > INDIVIDUAL ASSIGNMENT

Building School, Family, and Community Connections Project > PARENT TEACHER CONFERENCE

EFEx Work Sampling Unit Checkpoint 1: Content Web and List of Resources > Demographics

EFEx Work Sampling Unit Checkpoint 1: Content Web and List of Resources > Specialists and Resources

EFEx Work Sampling Unit Checkpoint 2: Preface, Learning Goals, Description of Audience & Contextual Factors, Student Diversity > Technology Application

EFEx Work Sampling Unit Checkpoint 5: Analysis of Instruction > Analysis

EFEx Work Sampling Unit Checkpoint 5: Analysis of Instruction > Daily Reflections

EFEx Work Sampling Unit Checkpoint 5: Analysis of Instruction > Impact of Social and Cultural Identity on Teaching

EFEx Work Sampling Unit Checkpoint 5: Analysis of Instruction > Quantitative Data

EFEx Work Sampling Unit Checkpoint 5: Analysis of Instruction > Statement of Impact on Student Learning

Family Newsletter Component of the Building School, Family, and Community Connections project > Making Connections


Physical Education - Planning for Instruction > Reflections


Student Teaching Work Sample Unit in Science - Checkpoint 3 > Classroom Management

Student Teaching Work Sample Unit in Science - Checkpoint 3 > Content and Content Pedagogy

Student Teaching Work Sample Unit in Science - Checkpoint 3 > Impact of Social and Cultural Identity on Teaching

Student Teaching Work Sample Unit in Science - Checkpoint 3 > Statement of Impact

The Arts - Planning for Instruction > Reflections

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ACEI - 2007 > 5.2 Collaboration with families, colleagues, and community agenciesCandidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.

Rubric(s) Building School, Family, and Community Connections Project > PARENT TEACHER CONFERENCE

EFEx Work Sampling Unit Checkpoint 1: Content Web and List of Resources > Demographics

EFEx Work Sampling Unit Checkpoint 1: Content Web and List of Resources > Specialists and Resources

Family Newsletter Component of the Building School, Family, and Community Connections project > Consideration of Audience and Bias-Free Language

Family Newsletter Component of the Building School, Family, and Community Connections project > Making Connections

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