I.
II.
EDMG 4475
STUDENT TEACHING IN MIDDLE GRADES
KENNESAW STATE UNIVERSITY
Department of Secondary and Middle Grades Education
Spring 2004
INSTRUCTOR INFORMATION:
Instructor
Office
Work
Dr. Dera Weaver
KH1015
770-423-6747
Dr. Tom Ottinger
Home or cell
Fax (770)
Email
@kennesaw.edu
429-4334
dweaver
770-720-5596
770-720-5602
ottinger@ellijay.
com
706-461-3163
Dr. Wendy Sanchez
SC518
770-423-6458
423-6629
wsanchez
Dr. Pam Cole
KH1005
770-423-6351
420-4334
pcole
Dr. Elizabeth Johnson KH3109
770-420-4478
404-349-1288
420-4334
ejohnso2
Dr. Alice Terry
KH1019
770-499-3389
420-4334
aterry
Dr. Susan Stockdale
KH
1008
678-797-2060
706-356-4613
(weekend) and
706-340-0709
(cell)
(678)
445-0885
420-4334
sstockda
Dr. Binyao Zheng
KH1011
770-499-3495
420-4334
bzheng
Dr. Marian Fox
SC 519
770-499-3154
423-6629
mfox
III.
CLASS MEETING: At assigned schools, TBA
IV.
REQUIRED TEXTS AND MATERIALS:
KSU Field Experiences Handbook: Collaborative Development of Expertise in Teaching and Learning. (2002,
PTEU/KSU, KSU bookstore and
online at http://www.kennesaw.edu/education/CFEP/StTeaching_1.htm/
V.
CATALOG COURSE DESCRIPTION:
EDMG 4475. Student Teaching in Middle Grades. 12 credit hours.
Prerequisite: Admission to Student Teaching.
Full-time teaching experience under the guidance of a public school collaborating teacher and university
supervisor in an upper elementary school classroom or in a middle school. Includes regularly scheduled
professional seminars. Proof of professional liability insurance is required prior to receiving a school
placement.
VI.
RATIONALE:
Conceptual Framework Summary: Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing
expertise among candidates in initial and advanced programs as teachers and leaders who possess the
capability, intent and expertise to facilitate high levels of learning in all of their students through effective,
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research-based practices in classroom instruction, and who enhance the structures that support all learning.
To that end, the PTEU fosters the development of candidates as they progress through stages of growth
from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed
as a process of continued development, not an end-state. To be effective, teachers and educational leaders
must embrace the notion that teaching and learning are entwined and that only through the implementation
of validated practices can all students construct meaning and reach high levels of learning. In that way,
candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and
demonstrates collaborative practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the public and private
schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Knowledge Base:Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996)
believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher
education faculty at KSU believes that the concept of expertise is central to preparing effective classroom
teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from
being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in
their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of
continued development.
This is the final course in preparing a Professional Learning Facilitator. This course emphasizes not only
comprehension of content knowledge, but also the ability to communicate that content. This course will
require students to reflect on their teaching and the learning of their students in an effort to create positive
learning environments which encourage students to (1) learn to value the content, (2) become confident in
one's ability with the content, (3) become a problem solver, (4) learn to communicate their content learning,
and (5) learn to reason with regard to the content.
TECHNOLOGY STATEMENT:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the teacher preparation
program, and all candidates must be able to use technology to improve student learning and meet Georgia
Technology Standards for Educators. During the courses, candidates will be provided with opportunities to
explore and use instructional media, especially microcomputers, to assist teaching. They will master use of
productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design
multimedia instructional materials, create WWW resources, and develop an electronic learning portfolio.
DIVERSITY STATEMENT:
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of
differentiated strategies and curricula for providing effective instruction and assessment within multicultural
classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A
second element is to cause candidates to explore how multiple attributes of multicultural populations
influence decisions in employing specific methods and materials for every student. Among these attributes
are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides
a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification
of disability is required.
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Please be aware there are other support/mentor groups on the campus of Kennesaw State University that
address each of the multicultural variables outlined above.
VII.
COURSE OBJECTIVES:
The student will be able to:
CPI Proficiency *,
PSC/NCATE Standard**,
INTASC*** Principle
NMSA****
How Assessed
1. Create classrooms that are content area communities in
which:
a. all students are empowered to rely on logic and
evidence as verification, not the teacher as sole
authority,
b. all students are encouraged and enabled to value the
content area and gain confidence in their own
problem-solving ability,
c. individuals, small groups, or whole groups of students
participate with the teacher as consultant to decide if
their work is "on-track" and they are making
reasonable progress,
d. students' diverse backgrounds and different
approaches to problem solving are regarded
positively; implement the middle level philosophy of
developmentally appropriate programs
2. Select, create, or modify curriculum and provide
instruction that focuses on:
a. content area reasoning, not merely memorizing
procedures,
b. conjecturing, inventing, and problem solving, not
mechanistic answer-finding,
c. discovering content area ideas through the use of
manipulatives, hands-on activities, and/or computers,
d. connecting the content area, its ideas, and its
applications, not treating the content area as a body
of isolated concepts and procedures,
e. creating and using activities that promote
understanding, capture the interest of students, and
demonstrate real applications of the content area;
3. View assessment of student learning as an integral part of
instruction, which:
a. provides multiple opportunities for students to show
progress and maturation in the content area ideas,
b. gives students opportunities to communicate their
learning in and understanding of the content area
both in writing and orally,
c. uses assessments that are embedded into instruction as
important sources for making instructional decisions,
d. creates formal assessments that relate closely to the
content and form of classroom instruction;
 CPI Outcome 1.3, 2.1, 2.2,
2.3
 INTASC – Principles #1,
#2,and #5
 NMSA 1,2,4
Observations
 CPI Proficiency 1.3, 2.4
 PSC/NCATE Standard I
 INTASC – Principles #1,
#4, and #7
 NMSA 3, 4
Technology Lesson
Plan
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CPI
Observations
CPI




CPI Proficiency 2.5
PSC/NCATE Standard I
INTASC Principle #8
NMSA 3, 5
Impact on Student
Learning
Assignment
Observations
CPI
4. Keep abreast of issues, trends, and implications for
teaching groups of students with diverse needs:
a. be knowledgeable of the nature and needs of the
adolescent,
b. consider students as individuals who bring diverse
skills, learning styles, and perspectives to the
classroom,
c. view schools from an historical and current
perspective including events and forces of a political,
economic, social, and/or philosophical nature,
d. work with parents and community to enhance student
achievement;
5. Accept responsibility for learning and ongoing
professional development.
Observations
 CPI Proficiencys 2.1, 2.2,
3.1, 3.2
 PSC/NCATE Standard I
 INTASC Principle #3
 NMSA 1, 6
CPI
Portfolio
Journal reflections
 CPI Proficiency 3.1
 INTASC Principles #9 and
#10
 NMSA 7
Reflective journals
and videotapes
Observations
Student teaching
seminars
*CPI – Candidate Performance Instrument. This outcomes-based instrument will be used to evaluate teacher candidates as they
exit student teaching. Attached and available at: http://www.kennesaw.edu/education/CFEP/teachforms_1.html
**INTASC = Interstate New Teacher Assessment and Support Consortium. The Consortium, made up of representatives of the
teaching profession along with personnel from state education agencies, developed a list of model standards for
licensing new teachers that represent a common core of teaching knowledge and skills. See
http://www.ccsso.org/intascst.html for a list of these standards.
***PSC - Georgia Professional Standards Commission. Sets rules for teacher certification in Georgia and standards for teacher
education programs in Georgia. NCATE = National Council for Accreditation in Teacher Education. Go to
http://www.gapsc.com Awards accreditation to programs of teacher education across the nation. Kennesaw State
University’s program is accredited by the PSC and NCATE. Go to www.ncate.org
****NMSA - National Middle School Association. Go to www.nmsa.org
VIII.
1.
COURSE REQUIREMENTS AND ACTIVITIES: (See course schedule for due dates.)
Weekly Schedule (FAXed or e-mailed to the university supervisor by 3:00 p.m. on the Thursday before
the schedule is to go into effect). This schedule should allow your university supervisor to know what you
are doing and where your are at all times. It should note any changes in bell schedules, special assemblies,
tests, or special lessons which you think are especially exciting, etc. A form for faxing your weekly
schedule is included at the end of this syllabus. If you are e-mailing your schedule, the form may be
accessed at http://www.kennesaw.edu/education/mge/forms/teaching_schedule.doc
2.
Reflective Journal for every day/week of the student teaching semester. You and your university
supervisor will determine the frequency, and these reflections will be e-mailed weekly to your university
supervisor.
3.
Lesson Plans for each day and each subject you teach. You and your collaborating and university
supervisory teacher will decide the format and level of detail of the lesson plan. Err on the side of
overplanning. This plan should include warm-ups, homework and solutions, any worksheets used, grouping
plans, etc. Plans should be shared with the collaborating teacher the week before they are to be
taught!
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4.
Professional Portfolio*: Continue to use your portfolio as a representation of your developing
expertise as a teacher. At this point, you’ll be adding some new evidence and replacing some evidence from
other parts of your program with evidence that better represents where you are now as a teacher.
Your portfolio should still be organized around the Candidate Performance Instrument (CPI) for student
teaching (see attached). The portfolio should be divided into sections that correspond to the three outcomes
in the CPI with subsections for each proficiency. Provide evidence from your student teaching experience
and activities as well as from any other course or experience that demonstrates your achievement of the
stated outcomes. (Use parts of, or build upon, your TOSS portfolio.) Each subsection should begin with a
narrative that connects the evidence included to particular proficiencies. You’ll also need to reflect on your
developing knowledge, skills, and dispositions about teaching. See the attached portfolio narrative rubric
for further details. Additional evidence that you must submit in the portfolio includes:
1. Observations by university faculty and school based faculty. This should include the CPI* and samples
of the Observation Summary Form. *
2. Technology Lesson Plan Assignment (see below)
3. Impact on Student Learning Student evaluations of your teaching. Use the same instrument you used in
TOSS, or develop a new one. You can find a copy at
www.kennesaw.edu/education/mge/student_links.html
4. Impact on Student Learning Assignment (see below) *
* Forms (and rubrics) also available online at
http://www.kennesaw.edu/education/CFEP/teachforms_1.html
5.
Videotape Lessons (2). Videotape two lessons and review and critique them. The first critique should
identify at least three specific areas of your teaching you would like to improve. The second critique should
specifically refer to your progress in the identified areas. Due dates for the critiques (the videotape does not
need to be submitted) are noted on the course calendar.
6.
Technology Submission. Develop and teach a unit that uses technology as an instructional tool. The
submission should
 include at least 2 lessons within a single unit,
 use technology to teach content,
 include a survey of the hardware and software available in your school in your content area. (Do this
survey early in the semester.)
 include a 2 page reflection,
 and could possibly be combined with the Impact on Student Learning Assignment
7.
Impact on Student Learning Assignment*. You are already informally assessing the influence of
your instruction on your students’ learning and considering what factors, such as student diversity, might
affect your students’ achievement. For this assignment, you will do that analysis more formally.
Method:
Select a class/group of students whom you are teaching and a lesson/activity/unit/skill on which to evaluate
the impact on every students’ learning. Decide on a method of collecting data on your impact upon student
learning using an assessment that can generate data suitable for analysis, such as a pre- and post-test. The
assessment(s) you choose should be aligned with your objectives. The assessments can be of the
authentic/alternative or traditional nature or a combination of the two.
In assessing the impact of your lesson on all students’ learning, you will need to interpret the results within
the contexts of the setting and student diversity. Contextual factors are important for teachers to know
because they often help explain student behaviors and achievements. In your analysis, you need to
investigate these contextual factors of the class you evaluated:
 geographic location, community and school population, socio-economic profile and race/ethnicity,
 physical features of setting, availability of equipment/technology and other resources,
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
student characteristics such as age, gender, race/ethnicity, exceptionalities (disability and giftedness),
achievement/developmental levels, culture, language, interests, learning styles or skill levels.
Analyzing and Reporting the Data:
Perform the analysis on three levels:
 Whole group: Compile the data as a whole group by using simple descriptive techniques. If you gave a
pre-test, compare the pre-and post-test results.
 Sub group: You should compile the data into groups for comparison (select two) from those identified
under student characteristics. This analysis should include the contextual factors of exceptionalities,
ethnicity, race, socioeconomic status, gender, language, religion, sexual orientation, and geographical
area (NCATE/PSC Standard 3, Element 3; Standard 4, Elements 1 & 4).
 Individuals: Select two students who represent different levels of performance and examine the data
you have on them.
Reflecting on the Data:
After analyzing and reporting the data, reflect on your performance as a teacher and link your performance
to student learning results using the “Impact on Student Learning” Rubric as a guide for reflection. Evaluate
your performance and identify future action for improved practice and professional growth.
Additional Prompts for reflection:
 Select the learning objective where your students were most successful.
 Select the learning objective where your students needed more opportunity to grow.
In each case, provide two or more possible reasons for these outcomes. Consider your goals, instruction,
and assessment along with student characteristics and other contextual factors that you can influence to
continue to have a positive impact on student learning.
Reflect on the possibilities for professional development.
 Describe at least two professional learning goals that emerged from your insights and experiences with
this assignment.
 Identify two specific steps you will immediately take to improve your performance in the critical
areas(s) you identified.
*Guidelines and rubrics also available: http://www.kennesaw.edu/education/CFEP/teachforms_1.html
8.
School-Based Activities. While participating in all field experiences, you are required to be involved
in a variety of school-based activities directed at the improvement of teaching and learning. Activities
may include, but are not limited to, tutoring students, parent conferences, phone calls to parents, assisting
teachers or other school personnel, attending school board meetings, and participating in education-related
community events. As you continue your field experiences, you are encouraged to explore every
opportunity to learn by doing. Save evidence from those activities for your portfolio. Reflect upon them in
your weekly journals.
9.
Student Teaching CPIs*. The mid-term and final evaluations are due from you, your collaborating
teacher, and your supervisor. These forms will be submitted electronically. See the handout you received
from the Center for Field Experiences and Partnerships for directions.
*Also availble: http://www.kennesaw.edu/education/CFEP/teachforms_1.html
10.
Observations*: You will be observed at least four times during the semester. Please have your working
notebook and lesson plans, classroom text, and all student materials available, and please locate an
unobtrusive place for your supervisor to sit in your classroom. It will be helpful for you supervisor to have
some time to speak with you immediately after the observation. Your collaborating teacher will be asked to
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provide written feedback on observations twice before and twice after the midterm. KSU forms will be
provided for that feedback.
*Also available: http://www.kennesaw.edu/education/CFEP/teachforms_1.html
Professionalism
It is expected that future teachers will conduct themselves with the professionalism that is required of
practicing teachers. Such professionalism includes effective and respectful collaboration and
communication with colleagues, prompt attendance of all meetings and classes, moral behavior and actions,
appropriate communication and sharing of materials and plans with the cooperating teacher and university
supervisor, appropriate professional dress (even on "casual days"), etc. Please note that "meeting
expectations" for teachers is usually what others consider to be "exceeding expectations." Education
students are entering a profession of extremely high standards that they are expected to live up to daily. If,
at any time, a student's actions or attitudes are judged to be less than professional by a university supervisor,
cooperating teacher, or school principal, appropriate remedial action will be taken. Such action may include
the development of a plan for the student to complete by the end of the semester or the removal of the
student from the student teaching experience. A student teacher may be removed from the school site
immediately upon the request of the cooperating teacher or school administrator.
Professionalism. Answers to the following questions can be used to assess professional behavior.
Does the student teacher:
 Model high standards and expectations for him or herself?
 Display a commitment to becoming a teacher and to the profession of helping students learn?
 Enjoy learning and indicate enthusiasm toward working with students to facilitate their learning?
 Regularly reflect on and assess his or her performance and effectiveness for self-improvement?
 Learn from experiences and show improvement over time?
 Learn colleagues and student names quickly? Manage interpersonal relationships effectively?
Demonstrate courtesy, respect, and civility in interactions with others? (If appropriate, include
descriptions and/or copies of emails and conversations that may be judged unprofessional.)
 Work collaboratively with professional colleagues and faculty?
 Demonstrate punctuality and timely completion of responsibilities? (Include any tardies, absences,
and late or missing work.)
 Accept responsibility for actions and non-actions, placing the locus of control upon him- or herself
rather than shifting blame or claiming inability to control outside factors.
 Maintain appropriate attire and appearance?
 Promote and model standards of academic honesty?
IX.
EVALUATION AND GRADING:
Your final grade will be either a S (Satisfactory) or U (Unsatisfactory) and will be determined by the final
evaluation and conference with both your university supervisor and collaborating teacher. Frequent
evaluations by your university supervisor and collaborating teacher will keep you well informed as to your
progress.
X.
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate Catalog. Section II of the Student Code of Conduct addresses the
University’s policy on academic honesty, including provisions regarding plagiarism and cheating,
unauthorized access to University materials, misrepresentation/falsification of University records or
academic work, malicious removal, retention, or destruction of library materials, malicious/intentional
misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged
academic misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an “informal” resolution by a faculty member, resulting in a grade
adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum
one semester suspension requirement.
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XI.
ATTENDANCE:
Attendance during student teaching is of utmost importance. Absences should be handled by informing both
your university supervisor and collaborating teacher well in advance. Your students and collaborating
teacher are depending on your attendance. Excused absences may include attendance of student teaching
seminars, professional conferences, and the career fair.
Snow days and teacher work days. If your school system has snow days or teacher work days during your
student teaching, you are to report to school if the teachers at your school are to report.
XII.
COURSE SCHEDULE: Spring 2004 Student Teaching Calendar
Wednesday, January 7, 2004
Beginning Seminar *
2:00 – 5:00 p.m.
Carmichael Student Center Univesity Rooms A-E
Thursday, January 8, 2004
First Day in Schools
January 8 - January 16
Initial Conferences with KSU Supervisor,
Teacher Candidate, Collarborating Teacher
(Teacher Demographic Form,
Orientation Documentation Form)
Wednesday, February 4, 2004
ESOL Conference**
Friday, February 6, 2004
Teacher Demographic Form Due
Orientation Documentation Form Due
Monday, February 9
First Videotape Critique Due
Thursday, February 19, 2004
Career Fair**
Monday, March 1, 2004
Midterm***
Wednesday March 3, 2004
Last Day to Withdraw without Academic Penalty
Friday, March 11, 2004
Technology Lesson Assignment Due
Friday, March 25, 2004
Second Videotape Critique Due
Thursday, April 1, 2004
Annual Conference on Literature for Children
And Adolescents (contact Drs. Cole or Weaver;
http://www.kennesaw.edu/education/mge/childlit)
Thursday, April 1-4, 2004
National Science Teachers Association National
Conference, Atlanta (contact Dr. Loomis or www.nsta.org)
Friday, April 16, 2004
Impact on Student Learning Assignment Due
Monday, April 26, 2004
Portfolio Due
Thursday, April 29, 2004
Last Day in Schools
Friday, April 30, 2004
MANDATORY Ending Seminar * 10:00 a.m. – 1:00
in Carmichael Student Center University Rooms A-E
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KSU Center
KSU Center
Friday, May 14, 2004
Electronic forms due to CFEP. Also Summary Rating form
with all observation forms attached.
*
**
Mandatory Attendance
Optional Attendance.
Registration fee required for ESOL Conference. Please visit the Center’s Web site at:
www.kennesaw.edu/education/CFEP for additional information about the conference.
The Career Fair is free. (University Supervisors may require attendance if approved by the
program area.)
***
There should be at least two formal observations completed by mid-term and before the
“last day to withdraw without academic penalty.” Additionally, a mid-term evaluation meeting is
highly recommended. If problems occur with a student teacher, please send observation forms,
rating sheet and reasons for concern form to the Center for Field Experiences and Partnerships so
the student teacher can be notified of his/her status prior to Thursday, March 4, 2004.
XIII. References/Bibliography
Conceptual Framework Summary References:
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background
information. In S. J. Odell & L. Huling (Eds.), Quality mentoring for novice teachers
(pp. 3-14). Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational
psychology review, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert
student? Instructional Science, 26, 127-140.
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NATIONAL MIDDLE SCHOOL ASSOCIATION
MIDDLE LEVEL TEACHER PREPARATION STANDARDS
Programmatic Standards
Standard 1 Middle Level Courses and Experiences
Institutions preparing middle level teachers have courses and field experiences that
specifically and directly address middle level education.
Standard 2 Qualified Middle Level Faculty
Institutions preparing middle level teachers employ faculty members who have middle level
experience and expertise.
Performance-Based Standards For Initial Middle Level Teacher Preparation
Standard 1 Young Adolescent Development
Middle level teacher candidates understand the major concepts, principles, theories, and research
related to young adolescent development, and they provide opportunities that support student
development and learning.
Standard 2 Middle Level Philosophy and School Organization
Middle level teacher candidates understand the major concepts, principles, theories, and research
underlying the philosophical foundations of developmentally responsive middle level programs and
schools, and they work successfully within these organizational components.
Standard 3 Middle Level Curriculum and Assessment
Middle level teacher candidates understand the major concepts, principles, theories, standards, and
research related to middle level curriculum and assessment, and they use this knowledge in their
practice.
Standard 4 Middle Level Teaching Fields
Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards,
and structures of content in their chosen teaching fields, and they create meaningful learning
experiences that develop all young adolescents’ competence in subject matter and skills.
Standard 5 Middle Level Instruction and Assessment
Middle level teacher candidates understand and use the major concepts, principles, theories, and
research related to effective instruction and assessment, and they employ a variety of strategies for a
developmentally appropriate climate to meet the varying abilities and learning styles of all young
adolescents.
Standard 6 Family and Community Involvement
Middle level teacher candidates understand the major concepts, principles, theories, and research
related to working collaboratively with family and community members, and they use that knowledge
to maximize the learning of all young adolescents.
Standard 7 Middle Level Professional Roles
Middle level teacher candidates understand the complexity of teaching young adolescents, and they
engage in practices and behaviors that develop their competence as professionals.
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IX.
UNDERGRADUATE IMPACT ON STUDENT
LEARNING ANALYSIS
Kennesaw State University
Bagwell College of Education
Candidate’s Name: ___________________________
Course: ____________________________
Semester: __________________________
Program: ___________________________________
Evaluator:__________________________
Please indicate the candidate’s rating on each proficiency by checking the appropriate box.
Our use of the phrase “every student” is inclusive of these attributes of multicultural populations: Age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual
orientation, and socioeconomic status.
Rating Indicator
L1
Little or No
Evidence
Uses content and
pedagogical
knowledge to assist
students in the
mastery of subject
matter knowledge.
(1.3)
There is no
evidence of
knowledge of
subject matter;
unable to give
examples of
important
principles or
concepts.
Uses knowledge of
the influences of
society, culture,
community, and
family on schools
and learning to
create and
implement
instruction that
embodies multiple
cultures and a rich,
diverse curriculum
(2.2)
The candidate
incorporates
information
restricted to those
of similar beliefs
and cultural
identity. There is
no evidence that
the candidate
incorporates
multiple
perspectives and
accurate
information.
Effective use of a The candidate
variety of methods uses
[that
predominantly
one form of
reflect high
L2
Limited Evidence
L3
Clear Evidence
SUBJECT MATTER EXPERTS
There is limited
There is clear evidence
evidence of knowledge that the candidate knows
of subject matter.
the subject matter and
Candidate’s
can explain important
presentation of content principles to every
appears to contain
student.
numerous inaccuracies.
L4
Clear, Consistent, and
Convincing Evidence
There is clear, consistent,
and convincing evidence
of critical analysis and
synthesis of the subject.
Where appropriate,
candidate makes
connections from the
content to other parts of
the content and to other
content areas.
FACILITATOR OF LEARNING
The candidate makes There is clear evidence
minimal attempts to
that the candidate
incorporate multiple
incorporates multiple
perspectives or
perspectives and
accurate information to accurate information to
address the multiple
address the multiple
attributes of
attributes of
multicultural
multicultural
populations, in order to populations, in order to
provide a rich diverse provide a rich diverse
curriculum.
curriculum.
There is clear, consistent
and convincing evidence
that the candidate
incorporates multiple
perspectives and accurate
information to address the
multiple attributes of
multicultural populations,
in order to provide a rich
diverse curriculum
The candidate
incorporates a variety
of instructional
strategies, but there is
There is clear, consistent
and convincing evidence
that the candidate
effectively uses multiple
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There is clear evidence
that the candidate
effectively
uses multiple
expectations] for instruction, does
every student (2.4) not differentiate
instruction, and
does not
successfully
accommodate the
learning needs of
every student.
limited evidence that
the candidate
effectively
differentiates
instruction and
successfully
accommodates the
learning needs of every
student.
instructional strategies
to differentiate
instruction and
successfully
accommodates the
learning needs of every
student.
instructional strategies to
differentiate instruction
and successfully
accommodates the
learning needs of every
student.
Utilizes a variety of
assessments [that
reflect high
expectations] to
evaluate learning
for all students
(2.5)
The candidate
uses
predominantly
one form of
assessment.
The candidate uses
multiple forms of
assessment, but there is
limited evidence that
the candidate
successfully determines
the learning needs of
every student.
There is clear evidence
that the candidate
effectively uses multiple
and appropriate forms of
assessment to determine
the learning needs of
every student.
There is clear, consistent
and convincing evidence
that the candidate
effectively uses multiple
and appropriate forms of
assessment to determine
the learning needs of
every student
Impacting the
learning of every
student (2.4)
There is no
evidence of
impact on the
learning of
every student.
Data is poorly
presented, the
interpretation is
inaccurate, and
conclusions are
missing or
unsupported.
There is limited or
incomplete evidence of
the impact on learning
of every student in
terms of numbers of
students who achieved
and made progress
towards each learning
objective. Conclusions
are limited, incomplete,
and/or not fully
supported by data.
Analysis of student
learning includes
complete evidence of
the impact on learning
of every student in terms
of the number of
students who achieved
and made progress
towards each learning
objective. Interpretation
is technically accurate,
complete, and
consistent.
Analysis of student
learning includes clear,
consistent and convincing
evidence of the impact on
learning of every student
in terms of the number of
students who achieved and
made progress towards
each learning objective.
Meaningful interpretation
and appropriate
conclusions are
determined based on the
data.
Uses the
assessment results
to improve the
quality of
instruction for
every student (2.5)
In reflecting on In reflecting on his/her
his/her analysis of analysis of student
student learning, learning, candidate
candidate
provides limited
provides no
evidence to identify
rationale for why successful and
some activities
unsuccessful activities
were more
and superficially
successful than explores reasons for
others.
their success or lack
thereof.
In reflecting on his/her
analysis of student
learning, candidate
provides evidence to
identify successful and
unsuccessful activities
and provides plausible
reasons for their success
or lack thereof.
In reflecting on his/her
analysis of student
learning, candidate
provides clear, consistent
and convincing evidence
to identify successful and
unsuccessful activities and
provides plausible reasons
for their success or lack
thereof.
COLLABORATIVE/PROFESSIONAL
There is clear
Reflects upon and improves There is no evidence There is limited
professional performance that the candidate
evidence that the
evidence that the
(3.1)
reflects upon and
candidate reflects upon candidate reflects
improves
and improves
upon and
professional
professional
improves
12
There is clear,
consistent, and
convincing
evidence that the
candidate reflects
performance based
on professional
standards, feedback,
best practices, and
effective
communication.
Candidate provides
no reflection on
future professional
performance related
to insights and
experiences.
performance based on
professional standards,
feedback, best
practices, and effective
communication.
Candidate provides
limited reflection on the
impact of the
candidate’s insights and
experiences for future
professional
performance.
13
professional
performance
based on
professional
standards,
feedback, best
practices, and
effective
communication.
Candidate
provides clear
reflection on
future
professional
performance
related to
insights and
experiences.
upon and improves
professional
performance based
on professional
standards, feedback,
best practices, and
effective
communication. The
candidate recognizes
improvements for
future professional
performance related
to insights and
experiences and
identifies ways to
improve.
UNDERGRADUATE
PORTFOLIO NARRATIVE RUBRIC
KENNESAW STATE UNIVERSITY
Bagwell College of Education
Candidate’s Name: __________________________________
Course: ___________________________
Semester: _________
Program: __________________________________________
Evaluator:_____________________________
_____
Please evaluate the candidate’s reflective narrative of the Undergraduate Portfolio using the Portfolio Narrative
Rating Scale found on Page Two.
SUMMARY RATING FOR SUBJECT MATTER EXPERTS
L1
L2
L3
L4
1.1 Candidate possesses knowledge of discipline content, methods of inquiry, connections to other
Disciplines and applications to common life experiences.
1.2 Candidate knows and represents content accurately in multiple explanations, technology integration, and application of
various instructional strategies.
1.3 Candidate uses content and pedagogical knowledge to assist students in the mastery of subject matter knowledge.
SUMMARY RATING FOR FACILITATORS OF LEARNING
L1
L2
L3
L4
2.1 Candidate demonstrates knowledge of how learners develop, learn and think about subject content, as well as successful
strategies to motivate students to learn.
2.2 Candidate uses knowledge of the influences of society, culture, community, and family on schools and learning to create and
implement instruction that embodies multiple cultures and a rich, diverse curriculum.
2.3 Candidate creates effective, well-managed and active learning environments that reflect high expectations for student
achievement.
2.4 Candidate designs and implements instruction that makes effective use of a variety of methods, materials, and technologies
to positively impact learning of all students.
2.5 Candidate utilizes a variety of assessments to evaluate student learning and uses the results to improve the quality of
instruction that is differentiated to accommodate students’ diversities.
SUMMARY RATING FOR COLLABORATIVE PROFESSIONALS
L1
L2
L3
L4
3.1 Candidate reflects upon and improves professional performance based on professional standards, feedback, best practices
and effective communication.
3.2 Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community
members.
3.3 Candidate displays professional and ethical behavior consistent with recognized educational standards and codes of ethics.
Comments:
14
UNDERGRADUATE PORTFOLIO NARRATIVE RATING SCALE
Please use the following RATING SCALE to complete the Undergraduate Portfolio Narrative
Rubric.
L1 – Little or No Evidence - Little or no evidence exists that proficiencies are addressed through reflective
analysis. Writing may be only descriptive in nature and lack analysis or critical reflection. Evidence presented may
be vague, brief, or not linked to proficiencies. Reference to the proficiencies may be missing altogether. Through
writing, candidate fails to make connections between evidence presented and demonstration of expertise in the
outcome. Candidate is unable to assess impact on student learning. There is little to no evidence that the candidate
has been able to extend and apply knowledge and skills to daily practice. Finally, the candidate’s reflective analysis
may express negative opinions about students, parents, or other professionals or blame students and parents for the
student’s inability to learn.
L2 – Limited Evidence - Limited evidence exists that proficiencies are addressed through reflective analysis.
Writing is mostly descriptive with limited elements of analysis or critical reflection. Evidence presented may address
some of the proficiencies while others are not addressed at all or are hard to identify. Through writing, candidate
makes limited connections between evidence presented and demonstration of expertise in the outcome. Candidate
has difficulty assessing impact on student learning or adjusting practice accordingly. Opinions toward students,
parents, or other professionals are difficult to identify.
L3 – Clear Evidence - Clear evidence exists that proficiencies are addressed through reflective analysis. Writing is
descriptive, analytical, and reflective. Evidence presented clearly addresses all of the proficiencies with some being
richer in detail than others. Through writing, candidate makes clear connections between evidence presented and
demonstration of expertise in the outcome. Candidate assesses impact on student learning and adjusts practice
accordingly. There is clear evidence that the candidate has been able to extend and apply knowledge and skills to
daily practice. Positive opinions and behaviors about students, parents, or other professionals are evident.
L4 – Clear, Consistent, and Convincing Evidence - Clear, consistent, and convincing evidence exists that
proficiencies are addressed through reflective analysis. Writing is rich in description, analysis, and reflection.
Evidence presented addresses all proficiencies with evidence of multiple examples of extensions and application of
learning to teaching practices. Through writing, candidate makes clear, consistent, and convincing connections
between evidence presented and demonstration of expertise in the outcome. Candidate consistently assesses impact
on student learning and provides multiple examples of adjusting practice accordingly. Positive opinions and
interactions with students, parents, and other professionals are evident. Candidate is positive about teaching every
student and about each student’s ability to learn.
15
FAX TO: 770-420-4334
By 3:00 PM, Thursday of each
week
Student Teaching Weekly Schedule
STUDENT TEACHER:
TEACHER’S EMAIL:
SCHOOL:
Monday
To KSU Supervisor:
ROOM/TEAM:
Tuesday
COLLABORATING TEACHER:
KSU STUDENT’S EMAIL:
GRADE/SUBJ:
Wednesday
Thursday
Period:
Begins:
Ends:
Period:
Begins:
Ends:
Period:
Begins:
Ends:
Period:
Begins:
Ends:
Period:
Begins:
Ends:
Please record the subjects and activities for each period for each day. Clearly indicate lunch times for each day.
Mark with an asterisk (*) lessons that you would particularly like to be observed.
Comments:
16
Friday