3.4.f.10 Endorsements and Curriculum and Instruction Guidelines
Field Experience Early Childhood Grades 4-5 Generalist Endorsement 18-CI-632
Professor: Emilie M. Camp
Office: Teachers College, 610J
Office Hours: By appointment (please make arrangements through email to schedule a phone conference if needed)
Email: Emilie.Camp@uc.edu
Course Description This course is designed for licensed teachers seeking the Ohio Early Childhood Generalist Endorsement
in grades four and five. Readings, assignments, and related field experience will address curriculum and pedagogy specific
to these grade levels, and the middle level grades in general. Particular focus will be on effective instructional and
assessment approaches, curriculum structure, adolescence, and professional collaboration.
Field Experience This course requires a 20-hour field experience in any educational setting that works with fourth and fifth
grade students (it does not have to exclusively work with this age group; other ages may also be represented). You must
make the arrangement yourself. Please advise cooperating teachers/supervisors to email me with any questions they might
have. I encourage you to share a copy of this syllabus with them so they are familiar with the expectations of the course
and can effectively support you in your field experience assignments.
Required Readings All readings will be posted under “Course Documents” on Blackboard.
Course Goals Students will become familiar with the rapid changes (physical, social, emotional, and intellectual) taking
place in fourth and fifth graders.
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Students will become familiar with the Middle School philosophy and how it aims to meet the needs of fourth and
fifth grade students.
Students will become aware of features of middle schools appropriate to fourth and fifth graders
Students will understand how and why cooperative learning is an important strategy for middle schools, and how
it builds on the needs of students to be with other students, and on social learning theories.
Students will become familiar with a variety of effective pedagogical approaches for fourth and fifth grade
students.
Students will observe, identify, and demonstrate cooperative learning and authentic assessment in a field setting.
Alignment with the standards for the National Middle School Association (NMSA)
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Young adolescent development
Middle level philosophy and school organization
Middle level curriculum and assessment
Middle level instruction and assessment
Middle level professional roles
Alignment with the Ohio Standards for the Teaching Profession (OSTP)Standard Number 1. Teachers understand student
learning and development and respect the diversity of the students they teach.
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Standard Number 2. Teachers know and understand the content area for which they have instructional
responsibility.
Standard Number 3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure
student learning.
Standard Number 4. Teachers plan and deliver effective instruction that advances the learning of each individual
student.
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Standard Number 5. Teachers create learning environments that promote high levels of learning and achievement
for all students.
Assignment Due Dates All assigned work, including readings, is to be completed and submitted on time. Late assignments
will be penalized by a letter grade for each day they are late. All assignments must be submitted via Blackboard.
Academic Integrity Policy The University rules, including the Student Code of Conduct, and other documented policies of
the department, college, and university related to academic integrity will be enforced. Plagiarism, cheating, or any other
form of academic dishonesty is a serious breach of student responsibilities. Any violation of these policies will be dealt with
on an individual basis according to the severity of the misconduct.
Special Needs Please meet with me ASAP if you have any special needs (ex. visual or hearing impairment, learning disability,
etc.) that may affect your performance in this class. Contact the Office of Disability Services (556-6823) for assistance in
identifying and documenting appropriate accommodations. I will attempt to make appropriate adjustments to ensure
equitable opportunity in meeting course requirements.
Electronic Communication Policy All communication will be conducted via email through students’ UC email. Please be
sure your UC email is directly linked to your Blackboard account. I will respond to emails within 24 hours. Emails received
after 5pm will be responded to the following day.
Assignments
Discussion Board Reading Responses Guiding questions for each course reading will be posted on the Discussion Board.
Following the guidelines in the discussion board rubric, respond to each question by each Friday at 5pm. Constructively
respond to at least 2 colleagues’ responses by the following Monday morning at 8am. See rubric for specific expectations
regarding the nature of responses.
Field Experience Reflections Following the reflection prompt for each week under the “Assignments” tab, write a 2-3 page,
double-spaced reflection (1-inch margins) that incorporates the course readings from the corresponding week with your
personal/professional reflection. Reflections are due via the Assignment feature of Blackboard each Sunday night by
11:30pm. See assessment checklist for specific expectations for reflections.
Lesson Plan You will write a lesson plan and teach it to a group of 4th and 5th grade students in your field placement The
lesson may be in any content area, and preferably integrated among at least two content areas (math, social studies,
science, language arts). Utilize the readings from the corresponding week to help you decide upon instructional methods
and assessment approaches. The lesson plan is due via the Assignment feature of Blackboard Sunday, July 10 th by 11:30pm.
See assessment checklist for specific expectations.
Final Project Write a 5-7 page, double-spaced (1-inch margins) research paper on a topic of your choice related to a middle
level schooling issue such as instruction, curriculum, assessment and testing, adolescence, or another topic of your choice
with the approval of the professor. Assignment is due Sunday, July 24th by 11:30 pm. See assessment checklist for specific
expectations.
Weekly Schedule
Week
1 June 20-26
Reading
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This We Believe
Podcast: Student Voice and Choice - to access online:
o Go to nmsa.org
o Choose “Publications” link
o Choose “Today’s Middle Level Educator”
o Podcast is on the second page of podcasts
and is 22:06 in length.
Assignments Due
Field Experience Reflection 1- June 26
Reading Response on Discussion Board(your response due June 24, response to 2
peers due June 27)
2
2 June 27-July
3
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3 July 4-10
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4 July 11-17
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Integrative Curriculum in a Standards-Based World
Classroom Management Strategies for Difficult
Students: Promoting Change Through Relationships
A Cooperative Learning Success Story in Middle Level
Classrooms
Implementing Instruction: Methods and Materials
Assessment of Learning: Methods and Issues
Understanding Students’ Perceptions of their Peer
World
Sociogram
5 July 18-24
Field Experience Reflection 2- July 3
Reading Response on Discussion Board(your response due July 1, response to 2
peers due July 5 due to holiday)
Field Experience Reflection 3- July 10
Reading Response on Discussion Board
(your response due July 8, response to 2
peers due July 11)
Lesson Plan- July 10
Field Experience Reflection 4- July 17
Reading Response on Discussion Board
(your response due July 15, response to 2
peers due July 18)
Sociogram
Final Project- July 24
Assessments
Discussion Board Reading Responses
100 points
Field Experience Reflections
Lesson Plan
Final Project
80 points
80 points
140 points
Total: 400 possible points
A
AB+
B
BC+
C
CD+
D
D-
372-400
360-371
348-359
332-347
320-331
308-319
292-307
280-291
268-279
252-267
240-251
Assignments will be assessed according to the rubrics or checklists included under the Syllabus tab
on Blackboard. Assessments with feedback and grades will be emailed to students; grades will not
be posted on Blackboard, so you will need to keep track of your own progress. Any assignment
submitted after the due date may not be assessed until the end of the course.
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TESOL Endorsement Clinical and Field Guidelines
Dates:
Online Seminar: March 28th - May 1st 2011
Field Experience: (upon registration for the course - June 3rd, 2011)
Instructor:
Dr. Marieta Simeonova
E-mail:
youngm4@ucmail.uc.edu
Mailing Address: 4343 Haight Ave, Cincinnati, OH 45223
Course Time:
Weekly asynchronous discussions on Blackboard
Course URL:
TBA. Meta course which encompasses the three sections of the 18-LTCY-786P PRACTICUM IN TESL (707,
799, 880)
Required Text: Igoa, Cristina (2005). The inner world of the immigrant child. Routledge. ISBN-10: 0805880135 ISBN-13:
9780805880137
Recommended Texts:
Adamson. H. D. (2005). Language minority students in American schools: An education in English (ESL and Applied
Linguistics Professional Series). Routledge. ISBN-10: 080584497X
Crawford, J & Krashen, S. (2007). English language learners in American classrooms: 101 questions, 101 answers. Scholastic
Teaching Resources. ISBN-10: 0545005191
Freeman, D. & Freeman, Y. (2001). Between worlds: Access to second language acquisition. Heinemann. ISBN-10:
0325003505
Law, B. & Eckes, M. (2010). The More-Than-Just-Surviving Handbook - ELL for Every Classroom Teacher. Portage & Main Pr,
ISBN-10: 1553792327
Lucas, T. (2010). Teacher preparation for linguistically diverse classrooms: A resource for teacher educators. Routledge.
ISBN-10: 0415997925
Course DescriptionThe Practicum in TESL consists of a 5-week online seminar and a pre-approved 40-hour field experience.
The online seminar will take place the first five weeks of the quarter (3/28-5/1, 2011).
The field experience requires working in an educational setting with LEP-identified students in grade levels consistent with
the grade levels indicated on the practicum student’s teaching license and with guidance from a TESOL-endorsed mentor
(teacher/administrator). Accumulation of field experience hours may commence once the student is registered for the
course and must be completed by 06/03/11.
PrerequisitesAny two TESOL Endorsement online courses. Pre-approved TESL Practicum Field Experience placement and mentor.
Please, contact Laurie Bauer, assistant academic director, laurie.bauer@uc.edu for help with any questions and concerns.
Course GoalsThe goals of this course include providing opportunities for students to learn more about and reflect on:
 The concept of the ESL teacher-researcher
 Needs and aspirations of immigrant children
 Teaching methods and educational systems in ESL students’ countries
 Teaching methods as English as a Second Language (ESL) teachers in the U.S.
 Classroom management techniques - integrating the cultural, academic and psychological dimensions of the whole child
 The importance of the use of humor, improvisation, and motivation enhancement techniques
 Planning and carrying out successful ESL lesson plans
 Providing academic intervention for ESL students
 Social skills in the ESL classroom when working with students/parents from different cultures
 Institutional politics and cultures and their influence on classroom teaching
 ESL assessment techniques
 Current ESL teaching materials and resources
 Advocating for ESL students and parents.
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AttendanceFor the 5-week on-line seminar, students are required to spend at least 6 hours on their on-line discussions every week
reflecting on their field experience and/or commenting on the required reading(s) for the week. In addition, each student needs to
conduct his/her LEP teaching.
Assignments and Due Dates:There are two components of the grade for this course:
1. Blackboard Weekly Discussions/Reflections (on-line seminar)
Due Date: Throughout the five weeks of the on-line seminar (3/28-5/1, 2011)
2. Field experience performance forms (submission of all students’ and mentors’ paper and electronic forms). Students are
expected to accumulate 40 hours of instructing LEP-identified primary or secondary ESL students.
Due date: This assignment will be carried out throughout the spring quarter (upon registration for the course - June 3rd, 2011).
A. Paper forms are to be submitted to the instructor via e-mail at youngm4@ucmail.uc.edu or mailed at Dr. Marieta
Simeonova, 4343 Haight Ave., Cincinnati, OH 45223.
Paper Forms: Mentor Student Performance of Field Experience – Consensus; Evaluation Video #1 – mentor;
Evaluation Video #2 - mentor
Paper Forms: Student Field Experience Log; Evaluation Video #1 – student; Evaluation Video #2 - student
The students’ and mentors’ paper forms can be found on our Blackboard course site under Course Documents button in
the left hand side menu. Students have the responsibility to print them out and hand them to their mentors.
Conferences with Mentor:Students are to hold no less than three conferences with their mentor - one at the beginning, the
middle, and the end of the field experience. These conferences may be conducted face-to-face, on the telephone, or by
email.
Videotapes of Teaching Episodes:In lieu of an onsite visit by the mentor or the course instructor, the student will be required to
videotape two 20-minute teaching episodes which both the student and the mentor are to view, evaluate and discuss.
First videotape is to be completed, viewed and discussed during the 2 nd week or first 10-15 hours of field experience.
Second videotape is to be completed, viewed and discussed during the 4 th week or last 25-30 hours of field experience.
B. Electronic forms are to be submitted to Dr. Anne Bauer at anne.bauer@uc.edu No confirmations to students are
necessary.
Electronic Forms: Mentor
 Performance Assessment of Practicum - Consensus
 Mentor Information Form
 Mentor Rating of Student’s Use of Technology
 Candidate Dispositions Progress Report
Electronic Forms: Student
 Class Profile
 Educator Impact Rubric
 Candidate Evaluation of Field Experience
Links to the students’ and mentors’ electronic forms can be found on our Blackboard course site under Course Documents
button in the left hand side menu. Students have the responsibility to distribute this information to their mentors.
To receive full credit for the course, both the paper and electronic forms must be submitted by the last day of the course, otherwise
you will receive an "I" (INCOMPLETE) for the whole course.
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NB: If your field experience continues past the on-line seminar, you don't have to sign up for the course the next quarter. Once, the
instructor receives all the required forms, your "I" grade will be changed to a letter grade automatically.
Grading
Blackboard Weekly Discussions/Reflections
Evaluation of forms from your 40 hours field experience
50%
50%
100%
Special Needs Policy
If you have any special needs (e.g., speech or hearing problems; learning disability, etc.) related to your participation
performance in this course, please let the professor know so that reasonable provisions can be made. Such provisions will
ensure an equitable opportunity to meet all the requirements of this course. At the discretion of the professor, some
accommodations may require prior approval by Disability Services.
TESOL Endorsement Online Community
Current students are members of the web-based TESOL Endorsement Online Organization. There you will find detailed
information about the program. To access it, log-on to Blackboard, scroll down to "My Organizations", then click “TESOL
Endorsement Online” and review the information about the program available in the various folders.
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LTCY 786P Practicum in TESL This form and accompanying documents must be submitted before August 13, 2010
Student: _________________________________ Personal Email:______________________________
Home Address:____________________________ City/State/Zip: ______________________________
Home Phone: _____________________________ Cell Phone: _________________________________
Employed – District: ___________________ School: _______________ School Phone: ____________ Teaching
Assignment: _________________ School Email: ___________________________________ School
Address:_______________________ City/State/Zip: _________________________________
(Attach a copy of your teaching license/certificate, if not already submitted)
Do you have LEP-identified students in your class(es)? (foreign language classes excluded)
YES _____ NO _____
If “YES”
WHEN do you anticipate commencing and completing your field experience
Start date: _______________________ Ending date ________________________
DESCRIBE your teaching assignment in detail and the students you will be instructing (number, ethnic/cultural and
linguistic backgrounds, etc). Use back of page, if additional space is needed. If “NO”
WHEN do you anticipate commencing and completing your field experience?
Start date: _______________________ Ending date: ________________________
HOW will you arrange to complete the 40-hour field experience requirement? Explain how you will find time (i.e.
planning periods/release time/personal leave/professional leave/Spring Break) and give the days of week and the
times/periods. Use back of page, if additional space is needed.
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Is there a TESOL-endorsed teacher/administrator in your building/district willing to serve as your mentor? YES
_____ NO _____ If “NO”, do you have someone in mind or do you need assistance in identifying potential
mentors that you could contact?
FIELD EXPERIENCE SITE
School: _______________________________________
District: ____________________________
School Address: _______________________________ City/State/Zip: _________________________
Phone: __________________Grade level(s):_______________ Subject(s):_______________________
If your field experience will take place in another teacher’s classroom:
7
Cooperating Teacher: ______________ School Email: ______________________Personal Email: ____________________
Home Phone: ______________________Home Address: ___________________________________
Signature of Cooperating Teacher: _______________________________ Date: __________________
Describe the students the practicum student will be instructing (number, ethnic/cultural and linguistic backgrounds, etc).
Use back of page, if additional space is needed.
=======================================================================
PRINCIPAL
I, _______________________________, Principal of _______________________________ School in
the____________________________________ School District, verify that it will be possible for the practicum student to
instruct LEP-identified students enrolled at the school and that it is reasonable to expect that the practicum student can
accumulate the 40 hours of face-to-face instructional time required by the course. I understand that the practicum
student will be required to video record two 20-minute teaching episodes which only the practicum student
and the mentor will view.
Signature of Practicum Site Principal___________________________ Date: ___________________
Email: ___ ___________________________________ Phone: ___________________________
MENTOR
Name: ______________________________ Personal Email: _________________________________
Home Address:________________________________ City/State/Zip: ____________________Home Phone: __________
School Phone: _______________________________Employed – District: __________________School: _______________
Assignment/Position: ________________________ School Email: _____________________________
School Address:_____________________________ City/State/Zip: ____________________________
I understand that I will be asked to:
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Hold three conferences with the student - face-to-face, by phone and/or by email - one at the beginning,
middle and end of the field experience.
View video recordings on a CD of two 20-minute teaching episodes conducted by the practicum student. The
first recording is to be completed and discussed during the 2 nd week or first 10-15 hours of field experience;
the second is to be completed and discussed during the 4 th week or the last 25-30 hours of field experience.
These video recordings are to be done even if the practicum student and the mentor are working together in
8
the same classroom.
 Complete two Videotape Observation/Evaluations – Mentor Evaluation - PAPER copy to instructor
 Complete Performance Assessment of Practicum – Consensus - PAPER copy to instructor and student
 Complete Performance Assessment of Practicum – Consensus - ONLINE
 Complete Mentor Information Form – ONLINE
 Complete Mentor Rating of Student’s Use of Technology - ONLINE
 Complete Candidate Dispositions Progress Report - ONLINE
PLEASE NOTE: these items must be submitted to the course instructor at the conclusion of the field experience and
no later than ___________________________.
(Attach a copy of mentor’s TESOL-endorsed teaching license/certificate)
Signature of Practicum Student
Signature of Practicum Mentor
Signature of UC Field Placement Coordinator
__________________________
___________________________ _________________________
Date____________________
Date ____________________
Date Approved ________________
Completed form and copies of licenses are to be mailed by the student to before ___________________ to
Laurie Bauer, Literacy and Second Language Studies, 615M Teacher’s College; PO Box 210022, Cincinnati, OH 45221
9
CI7063
1
Course Name/Number: CI7063 Recognizing, Assessing, and Supporting Quality
Instructional Practicum
Description: This course of study in instructional leadership will introduce Teacher Leader
Candidates to the research on, application of, and assessment of quality instruction.
Credit Hours: 3
Required or Elective: Required
Faculty Members who Teach the course: Pamela Williamson, Ph.D.
Prerequisites: Entrance into a program of study
Textbook(s):
Marzano, R., Pickering, D., and Pollock, J. (2001). Classroom instruction that works:
Research-based strategies for increasing student achievement. Alexandria, VA:
ASCD.
Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies
and tools for responsive teaching. Alexandria, VA: ASCD.
Resource Materials:
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nded.).
Alexandria, VA: ASCD.
Wellman, B. & Lipton, L. (2004). Data-driven dialogue: A facilitator’s guide to collaborative
inquiry. Sherman, CT: MiraVia.
Marker Assignments: Action research around a peer’s problem of practice
Learning Outcomes:
Upon completion of this course, the student
will be able to:
How is this outcome assessed?
1. identify and understand scientificallybased research and learning strategies to
improve instruction and student learning.
Application
2. assess quality instructional practices that
result in student learning.
3. support effective instructional practices
through a variety tools/interventions using
reflective dialogue in the process.
Application
Application
Alignment with Transformation Initiative:
In view of this conceptual framework and our urban mission, the goal for our
Transformation Initiative is to improve the performance of students in high needs schools
by preparing educators who recognize the moral imperative to meet the needs of each
student. We will prepare educators who are committed to each student, caring about
each individual, and competent in evidence-based and data driven instruction. Themes
addressed:
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10
Gifted Endorsement Practicum Packet

Practicum in Gifted consists of a 75 hour field-experience placement which must be completed during the registered
quarter for the Practicum (the quarter is 10 weeks in length); an online Seminar is also required via BlackBoard the
same quarter (the Seminar is 5 weeks in length)
 This form must be submitted and approved by the UC Gifted Endorsement Coordinator before field-experience hours
can begin to accumulate
 If assistance is needed in finding a field-experience placement or identifying a Gifted-endorsed mentor
teacher/administrator, contact Candice Sears, Program Coordinator, at searsce@ucmail.uc.edu.
 Student and Mentor Packets are available on Blackboard upon registering for the Practicum course
------------------------------------------------------------------------------------------------------------------------Student: _______________________________ Phone: _________________ Personal Email:__________________
Home Address: _______________________________________
City/State/Zip: _____________________________
I will fulfill the 75 hour field-experience component of the course, PRACTICUM IN GIFTED, at
School: _______________________________________________________
School Email: ____________________
Address: ____________________________________________
City/State/Zip: ______________________________
District: __________________________________________
Principal: ____________________________________
Grade levels or ages of students with whom I will be working: _________________________________________
Subject(s):_______________________________________________________________
(Attach a copy of your license/certificate, if not already submitted)
------------------------------------------------------------------------------------------------------------------------My mentor teacher/administrator will be:
Mentor: _______________________________Phone _________________ Personal Email: __________________
Home Address: _______________________________________________________ City/State/Zip: ___________________
School District: ________________________________________________School Email: ____________________
Position: _________________________ School/Site: ___________________________
Address: _____________________________________________________________
City/State/Zip: ______________________________Type of teacher’s license: ___________________________ with
Gifted Endorsement
License # ________________________
State: ________ Date expires: _____________
(Attach a copy of mentor’s license/certificate)
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I, the principal of the above school, verify that identified gifted students are enrolled in the class or classes to which the
practicum student is assigned and that it is reasonable to expect that the practicum student can meet the 75-hours of
field-experience required for the course.
Signature of School Principal: ______________________________________________ Date: ____________________
Signature of Practicum Student
___________________________ Date________
Signature of Practicum Mentor
__________________________ Date ________
Signature of UC Gifted Endorsement Coordinator __________________________
Date Approved _____________________
Completed form and copies of licenses are to be submitted by the candidate to Candice Sears, UC Gifted Endorsement
Coordinator. Feel free to mail, fax, or email your information:
Candice Sears
Gifted Endorsement Program Coordinator
University of Cincinnati
511 Teacher’s College
Cincinnati, OH 45221-0002
tel: (937) 402-7885
fax: (513) 556-0827
email: searsce@ucmail.uc.edu
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Gifted Endorsement Program
Division of Teacher Education
University of Cincinnati
Candice Sears, Program Coordinator
Email : searsce@ucmail.uc.edu
Phone : (937) 402-7885
Fax : (513) 556-0827
511 Teacher’s College
PO Box 210002
Cincinnati, Ohio 45221-0002
DATE:
March 30, 2010
TO:
Practicum in Gifted Students
FROM:
Candice Sears, Program Coordinator
RE:
PRACTICUM IN GIFTED FIELD-EXPERIENCE
Now that your field-experience placement for Practicum in Gifted has been approved, you may utilize the
documents in the Student and Mentor Packets available on Blackboard.
It is requested that you and your mentor meet no less than three times during your field experience – at the
beginning, the middle, and end of the experience. These conferences may take place face-to-face, on the
telephone, or by email—whatever is best for you and your mentor.
One of your assignments will be to videotape two 20-minute teaching episodes, copies of which you will provide to
your mentor and me, the course instructor.
Included in this Practicum in Gifted Field-Experience Student Packet are six field-experience related forms. With
the exception of the Field-Experience Placement Form, please complete and mail (or email) these forms to me
during or at the conclusion of your field-experience placement.
1. Field-Experience Placement Form
(Must be approved before you start the field experience)
2. Practicum in Gifted Field-Experience Log
3. Educator Preparation Program Class Profile
4. Goal Attainment Scaling Protocol for Advanced Programs
5. Teaching Videotape Evaluation Form-Student
6. Performance Assessment of Practicum- Student
Further information about the Goal Attainment Scaling Protocol will be provided during the online portion of the
course.
Best wishes for a rewarding practicum experience. Please feel free to contact me with questions.
~Candice Sears
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College of Education, Criminal Justice and Human Services
SPED-770P PRACTICUM IN GIFTED
Field Experience Log
_____________Quarter
Student Name: ________________________ Placement: ___________________Date:___________
Mentor Name: ____________________________ Signature of Mentor: _______________________
Time
Date
From
To
Activity
TOTAL
HOURS
Sum must equal 75 hours or more.
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College of Education, Criminal Justice and Human Services
SPED-770P PRACTICUM IN GIFTED
CLASS PROFILE
_____________Quarter
Student Name________________________________________
Placement___________________________________________
1.
Which of the following best describes the level of the class/group with which you will be working?
____ Pre-kindergarten
_____ Kindergarten
_____ Grades 1-3
____ Grades 4-6
_____ Grades 7-12
_____ Multiage
____ Early Intervention
_____ ________________________________________
2.
Which of the following best describes the areas from which your students come?
_____a. low income, urban
_____b. middle or upper income, urban
_____c. low income, suburban
_____d. middle or upper income, suburban
_____e. low income, small town
_____f. middle or upper income, small town
(not suburban)
(not suburban)
_____g. low income, rural
_____h. middle or upper income, rural
3.
How many students are enrolled in the class/group with which you will be working? ______
4.
What is the number of male students? _____
5.
What is the age range of all the students in the class/group? ______ to ______
female students? _____
6. What is the estimated number of students identified in each racial/ethnic group?
_____a. African American/African
_____b. Asian American/Asian
_____b. Hispanic or Latino
_____d. Native American
_____e. White
_____f. other ______________________
7.
Approximately how many students in this class/group have been identified as:
_____a. blind or visually impaired
_____b. deaf or hard of hearing
_____c. developmentally disabled _____d. having emotional/behavioral disorders
_____e. gifted
_____f. having learning disabilities
_____g. having physical disabilities _____h. being other health impaired
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College of Education, Criminal Justice and Human Services
SPED-770P PRACTICUM IN GIFTED
Goal Attainment Scaling Protocol (GASP)
Candidate Name: _______________________________________________
Placement: ________________________________
Mentor Teacher: _______________________________________________
Candidate Program: Gifted Endorsement
Identify three students (by alias) whose performance you will document.
Student 1:
Student 2:
Student 3:
Please indicate whether this is an academic concern or a behavioral concern. Then check the nature
of the concern.
Academic:
Academic:
Academic:
___Reading, English
___Reading, English
___Reading, English
___Math
___Math
___Math
___Science
___Science
___Science
___Social Studies
___Social Studies
___Social Studies
___Art / Music
___Art / Music
___Art / Music
___Other
___Other
___Other
Are you concerned about:
____ Concept / information
acquisition
____ Fluency
____ Maintenance
____ Generalizing the
information
Are you concerned
about:
____ Concept /
information acquisition
____ Fluency
____ Maintenance
____ Generalizing the
information
Are you concerned about:
____ Concept / information
acquisition
____ Fluency
____ Maintenance
____ Generalizing the information
or
Behavioral:
___Increasing production
___Increasing engagement
or
Behavioral:
___Increasing
production
___Increasing
engagement
or
Behavioral:
___Increasing production
___Increasing engagement
Write your goal for the student in regards to your instruction or actions.
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GASP, pg 2.
Identify outcomes for each student, beginning with the most likely outcome. This is the outcome you would
reasonably expect to occur at the end of the instructional period. Then, describe two higher levels of success:
more than expected (+1), and much more than expected (+2). Do the same for lower levels of progress, including
less than the expected outcome (-1) and much less than the expected outcome (-2). Identify the date on which
you will review the students’ progress and who will rate the student (yourself or mentor teacher).
Level of expected outcome:
Review date:
Rater:
Much more than expected
(+2)
More than expected (+1)
Student 1
Student 2
Student 3
Most likely outcome
Less than expected (-1)
Much less than expected (-2)
1.
Identify the key ways you evaluated the outcomes for each of these children. Specifically, what methods
did you use in evaluating these children (observation, test, rubric, classroom questions, participation in
lesson, task completion, etc…) and what was your decision-making process when evaluation these
outcomes?
2.
Estimate the degree to which the plan was carried out as intended:
___ as planned
many changes
3.
___ almost as planned
___ with a moderate amount changed
___ with
Rate each student’s outcome on the review date and report the goal attainment scale rating and the
rater:
Student
Date
Goal Attainment Rating
( -2, -1, +1, +2)
Rater (self or mentor)
Student 1
Student 2
Student 3
4.
If you had another individual rate the goal attainment as well, what was the agreement of your ratings?
For example:
Student 1: my rating =1; my mentor’s rating = 2; agreement = 1.5
17
College of Education, Criminal Justice and Human Services
SPED-770P PRACTICUM IN GIFTED
Teaching Videotape Evaluation Form - Student
Name: ______________________________________________________
Place/Setting: ______________________________________________________
Date/Time: __________________________ Videotape #: 1 or 2 (please indicate)
Please answer the following questions and provide explanations for your responses, commenting on what went
well, and why, and on possible areas of improvement. (Please type your responses, using this document for
format.)
1.
Did I frame my lesson effectively, providing a clearly defined introduction, as well as effective closure?
2.
Was my classroom predominantly teacher-centered, student-centered, or a combination of both? (What
roles did I (as the teacher) and the students play?) Was this effective?
3.
Did I choose appropriate language and content objectives, tasks, materials and (if applicable) visual aids?
4.
Was student interest in the subject matter maintained and participation encouraged? How? Were all
students adequately involved?
5.
Did I modify vocabulary, grammar and/or content appropriately for this academic level?
6.
Did I sequence tasks effectively? Did I pace the lesson well?
7.
Did I give clear cues for student response, and allow for adequate wait time?
8.
What types of feedback did I provide? Was it effective? What might I have done differently?
9.
Was the physical arrangement of the classroom and student groupings effective?
10. How did I use nonverbal communication? Was it effective?
11. How were misunderstandings dealt with when they arose?
12. How did I anticipate and/or respond to multi-level and individual needs?
13. What would be a suitable follow-up to the lesson? Do I need to re-teach any aspect of the lesson?
14. Should I have employed alternative teaching strategies?
18
College of Education, Criminal Justice and Human Services
SPED-770P PRACTICUM IN GIFTED
Performance Assessment---Student
Candidate:
Mentor:
University Supervisor:
Briefly describe the setting:
Date:
This student form is to be completed independently by candidate prior to the final conference with the mentor. At
the completion of the final conference, a consensus document will be generated. Each individual should
independently rate the candidate’s performance based on the selected work sample (video recording) in each of
the following categories by placing a checkmark along the continuum provided. In addition, please write any
additional comments. Only the consensus document is to be completed and submitted to the course instructor
by the end of the quarter and/or at the conclusion of the student’s field-experience.
All items are skills related to the Gifted Standards for the preparation of teachers of students identified as gifted,
creative, or talented.
9S3 Conducts self-evaluation of instruction and program activities for continued improvement.
|_________________|_________________|_______________|______
Unsatisfactory
Basic
Satisfactory
Proficient
_____________
Unable to Judge
Comments:
9S4 Maintains confidential communication about individuals with gifts and talents by using verbal, nonverbal, and
written language effectively; practices within one's skills limit and obtain assistance when needed by reflecting on
one's practice to improve instruction and guide professional growth.
|_________________|_________________|_______________|______
_____________
Unsatisfactory
Basic
Satisfactory
Proficient
Unable to Judge
Comments:
9S5 Demonstrates commitment to developing the highest educational potential of individuals with gifts and
talents by modeling sensitivity for the culture, language, religion, gender, disability, socio-economic status, and
sexual orientation of individual students; upholds high standards of competence and integrity and exercise sound
judgment in the practice of the profession.
|_________________|_________________|_______________|______
Unsatisfactory
Basic
Satisfactory
Proficient
_____________
Unable to Judge
Comments:
19
9S6 Conducts professional activities in compliance with applicable laws and policies, practice within the CEC Code
of Ethics and other standards of the profession, acts ethically in advocating for appropriate services.
|_________________|_________________|_______________|______
Unsatisfactory
Basic
Satisfactory
Proficient
_____________
Unable to Judge
Comments:
1D1 Teacher demonstrates attitudes that influence positive behavior of individuals with gifts and talents.
|_________________|_________________|_______________|______
_____________
Unsatisfactory
Basic
Satisfactory
Proficient
Unable to Judge
Comments:
5S1 Establishes and maintains rapport with individuals with gifts and talents using communication strategies and
resources to facilitate understanding of the subject matter especially for students whose primary language is not
the dominant language.
|_________________|_________________|_______________|______
_____________
Unsatisfactory
Basic
Satisfactory
Proficient
Unable to Judge
Comments:
5S2 Structures, directs, and supervises the activities of classroom volunteers and tutors; prepares and organizes
materials to implement daily lesson plans; designs and manages daily routines.
|_________________|_________________|_______________|______
_____________
Unsatisfactory
Basic
Satisfactory
Proficient
Unable to Judge
Comments:
5S3 Designs learning environments that encourage active participation in individual and group activities,
supporting intra- and inter-cultural experiences; creates a safe, equitable, positive, and supportive learning
environment that encourages self-advocacy and increased independence.
|_________________|_________________|_______________|______
_____________
Unsatisfactory
Basic
Satisfactory
Proficient
Unable to Judge
Comments:
5S5 Prepares individuals to exhibit self-enhancing behavior in response to societal attitudes and actions.
|_________________|_________________|_______________|______
_____________
20
Unsatisfactory
Basic
Satisfactory
Proficient
Unable to Judge
Comments:
8S3 Evaluates instruction, learner products and portfolios, and monitors progress for individuals with gifts and
talents.
|_________________|_________________|_______________|______
_____________
Unsatisfactory
Basic
Satisfactory
Proficient
Unable to Judge
Comments:
8S4 Uses and reports performance data and information from all stakeholders to make or suggest modifications in
learning environments using effective communication skills.
|_________________|_________________|_______________|______
_____________
Unsatisfactory
Basic
Satisfactory
Proficient
Unable to Judge
Comments:
7S1 Prepares lesson plans for individuals with gifts and talents that include cognitively complex learning
experiences, affective and ethical taxonomies and individualized learning objectives.
|_________________|_________________|_______________|______
_____________
Unsatisfactory
Basic
Satisfactory
Proficient
Unable to Judge
Comments:
7S2 Integrates affective, social, and career skills with academic curricula and identify realistic expectations for
personal and social behavior in various settings and involve the individual and family in setting instructional goals
and monitoring progress.
|_________________|_________________|_______________|______
_____________
Unsatisfactory
Basic
Satisfactory
Proficient
Unable to Judge
Comments:
7S3 Develops and selects instructional models to differentiate specific content areas, resources, and strategies that
respond to cultural, linguistic, and gender differences.
|_________________|_________________|_______________|______
_____________
Unsatisfactory
Basic
Satisfactory
Proficient
Unable to Judge
21
Comments:
7S4 Develops and implements comprehensive, longitudinal individualized programs in collaboration with team
members.
|_________________|_________________|_______________|______
_____________
Unsatisfactory
Basic
Satisfactory
Proficient
Unable to Judge
Comments:
7S5 Makes responsive adjustments to instruction based on continual observations of gifted students.
|_________________|_________________|_______________|______
Unsatisfactory
Basic
Satisfactory
Proficient
_____________
Unable to Judge
Comments:
4S1 Selects, adapts, and uses instructional strategies and materials in a timely manner according to characteristics
of individuals with gifts and talents.
|_________________|_________________|_______________|______
Unsatisfactory
Basic
Satisfactory
Proficient
_____________
Unable to Judge
Comments:
Signatures:
Date Reviewed
Candidate ______________________________________
____________
Mentor
______________________________________
____________
Course Instructor ________________________________
____________
22
Curriculum and Instruction Field Experience: Improving Instructional Effectiveness: Field Experience
Associated faculty: Dr. Linda Plevyak
Required Readings: Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to
college. San Francisco, CA: Jossey Bass.
Course Overview:This course examines the nature of instructional effectiveness and it’s relationship to classroom
practice. How practitioners perceive instructional effectiveness will also be analyzed. At the conclusion of this
course, you should have:
1.
2.
3.
4.
5.
Developed the ability to articulate relationships between teacher behavior and student learning and the
supporting research evidence;
Acquired an understanding of how knowledge from teacher effectiveness research can be applied to
improve instruction, student motivation, and student learning;
Developed a conceptual framework to observe and to describe what occurs in classrooms;
Learned to analyze your own teaching behavior using principles and concepts drawn from teacher
effectiveness practice and research; and,
Accepted teaching as a hypothesis-testing activity in which a teacher consciously anticipates the impact of
instructional acts and systematically assesses whether the consequences of teacher behavior are
congruent with those expectations.
ALIGNMENT WITH NATIONAL BOARD FOR PROFESSIONAL TEACHING STANDARDS


Teachers know the subjects they teach and how to teach those subjects to students.
Teachers are committed to students and their learning.
ALIGNMENT WITH TRANSFORMATION INITIATIVEIn view of this conceptual framework and our urban mission, the goal for our
Transformation Initiative is to improve the performance of students in high needs schools by preparing educators who recognize
the moral imperative to meet the needs of each student. We will prepare educators who are committed to each student, caring
about each individual, and competent in evidence-based and data-driven instruction.
ALIGNMENT WITH CONCEPTUAL FRAMEWORKCandidates of the University of Cincinnati are committed, caring, competent
educators
 With foundation knowledge, including knowledge of how each individual learns and develops within a unique developmental
context;
 With content knowledge, able to articulate the central concepts, tools of inquiry, and the structures of their discipline;
 Who successfully collaborate, demonstrate leadership, and engage in positive systems change;
 Who demonstrate the moral imperative to teach all students and address the responsibility to teach all students with tenacity;
 Able to address issues of diversity with equity and posses skills unique to urban education including culturally responsive
practice;
 Able to use technology to support their practice;
 Who use assessment and research to inform their efforts and improve student outcomes; and
23
 Who demonstrate pedagogical content knowledge, grounded in evidence- based practices, and maximizing the opportunity for
learning and professionalism.
ALIGNMENT WITH OHIO STANDARDS FOR THE TEACHING PROFESSION
 Standard 1. Teachers understand student learning and development and respect the diversity of the students they teach.
 Standard 2. Teachers know and understand the content area for which they have instructional responsibility.
 Standard 3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
 Standard 4. Teachers plan and deliver effective instruction that advances the learning of each individual student.
 Standard 5. Teachers create learning environments that promote high levels of learning and achievement for all students.
Course Assignments:The following requirements are included to enable students to demonstrate achievement of the course
objectives:
1.
Individual Journals & Goals: This assignment is your personal reflection on how you are implementing or
plan to implement effective instruction based on the textbook and teacher effectiveness research. The
goals you develop for this course should be embedded into your journal and discussed frequently
throughout our time together. You will add at least 8 reflections on what you plan to do once you are
teaching (you can use your microteaching analysis as journal entries). You should connect your reflections
to the readings, questions brought up in discussions, etc. The reflections can include pictures, video, etc.
The weekly reflection should be at least a double-spaced page in length. 20% of final grade.
2.
Reading Assignments, Video Clips and Follow Up Discussions: There will be reading assignments and video
clips to watch for most classes. Students are expected to demonstrate that they have read and
understood the ideas in the assigned material and are prepared to analyze and discuss them during the
designated time. For some of the readings there will be questions posted on the discussion board on
Blackboard. 25% of final grade.
3.
Class Facilitation: This is your time to focus on a topic that interests you! We will break into groups
(approximately 3 people) for this assignment. Look through the book chapters and find a concept that you
would like to learn more about, as you are more likely to learn something well when you have to teach it
to others. You will facilitate an activity that takes up approximately 45-60 minutes of the class time for
one day to link readings to your own concerns, curricular materials, and teaching contexts. Within this
general framework, our goal is to actively engage the class, which means moving beyond the lecture
format. You will work with your group members on an activity that engages the class members (e.g.
debate, role play, case study analysis, etc.). After your class leader assignment is complete you will submit
a short one-page paper analysis of what you learned, what went well and what you might do differently
next time. 20% of final grade.
4.
Microteaching: Micro lessons are great opportunities to present sample "snapshots" of what/how you
teach and to get some feedback from colleagues about how it was received. It's a chance to try teaching
strategies that you may not use regularly. It's a good, safe time to experiment with something new and
get feedback on technique. This assignment allows you to focus on a particular aspect of teaching (e.g.
questioning techniques, behavioral management, etc.) that you feel needs further refinement. You will
work with a peer to establish goals for your microteaching experience (you will complete two
microteaching segments). There will be opportunities to teach small groups in class for approximately 10-
24
minute periods. Your teaching needs to be videotaped and uploaded onto a computer for analysis. After
you teach you will watch the video with a peer and analyze the segment for what went well, what needs
further work, etc. 20% of final grade.
5.
Wikispaces: We will be setting up and using an online communication site where you can keep your
assignments, lessons, videos, etc. We will work on the schematics of what this will look like in class. 15%
of final grade.
Evaluation and Grading Procedures:All students are expected to demonstrate high quality performance in all
aspects of this course. This includes being prepared for class and being capable of applying ideas from assigned
readings and class discussions in a variety of situations. If you do not post your assignment by the due date and
time, you will not receive full credit. Assignments turned in after the due date and time will be subjected to a 20%
deduction from the final grade. Each day an assignment is late, further 20% deductions may occur.
Evaluation Scale for Final Grade:
94-100 = A
74-76.9 = C
90-93.9 = A-
70-73.9 = C-
87-89.9 = B+
67-69.9 = D+
84-86.9 = B
64-66.9 = D
80-83.9 = B-
60-63.9 = D-
77-79.9 = C+
below 60 = F
When writing your assignments, please use size 12-font and 1-inch margins and submit your papers using
Microsoft Word.
Course Withdrawal Please check the Information Button in your course site for University policies regarding
withdrawal dates from courses. If you are considering withdrawing from the course, please contact your advisor. If you
are receiving financial aid or a scholarship there could be repercussions from withdrawing.
Please note that only in very rare circumstances will an "Incomplete" be given. Only students who have been
participating in class regularly and submitting assignments as required will be considered for an “I” grade.
Documentation regarding extenuating circumstances will be required before an “I” is granted.
Academic DishonestyThe University Rules, including the Student Code of Conduct, and other documented policies
of the department, college and university related to academic integrity will be enforced. Any violation of these
regulations, including acts of plagiarism or cheating will be dealt with on an individual basis according to the
severity of the misconduct. Academic dishonesty in any form (cheating, plagiarism) is a serious offense and cannot
be tolerated in any academic community. You may view the University of Cincinnati Code of Conduct information
online at the following site: http://www.uc.edu/studentlife/conduct/Code_of_Conduct.pdf.
Accommodations Policy If you have a disability (e.g., visual impairment, hearing impairment, physical impairment,
communication disorder, and/or specific learning disability) which may influence your performance in this course,
you must contact the Disability Services Office (DSO) to arrange for reasonable accommodations to ensure an
equitable opportunity to meet all the requirements of this course. If you require accommodations due to disability,
25
please contact the DSO (http://www.uc.edu/disability.html) at dso@uc.edu or 513-556-6823. You will be provided
an Accommodation Form indicating your accommodation needs for the quarter. Please present this Form to your
instructor as soon as possible to ensure your accommodation needs are discussed, agreed upon, and provided.
Electronic Communication and Attendance
 If you need support in accessing anything in Blackboard, call 513-556-1602.
 It is expected that students will check their email frequently for possible announcements regarding the class.
 The instructor usually checks email at least every other day, a situation may arise where this is not possible.
Do not wait until the last day before an assignment is due to contact your instructor if you have questions.
 Emails are considered private documents between the sender and the receiver. Permission from the sender is
required before forwarding to another.
Attendance in this class is important as what we do together will support what you can accomplish outside of class.
As there are only 10 class sessions, only one absence is allowed. Active participation in this class is required. It is
extremely important to generate and participate in class discussion. You should actively and thoughtfully comment
on your classmates' ideas, comments, etc. As this is a graduate course, you will be asked at times to facilitate and
guide discussion.
Please note that technical difficulties do not excuse the student from the responsibility of participation and other
assigned work.
Questions for your InstructorIf you have questions about an assignment or other portion of the course, please
email the instructor. Please look ahead to see what is due so you can prepare for upcoming assignments.
Office HoursPlease feel free to email the instructor if you would like to schedule a time to talk. There are no
current office hours but with the flexibility of the summer schedule, there should be ample time to discuss ideas
outside of class.
Issues Related to DiversityThe University of Cincinnati is an inclusive community that celebrates diversity and
strives to have faculty, staff and students that reflect the diversity of our plural society. We do not discriminate on
the basis of race, class, linguistic background, religion, gender identity, sex, sexual orientation, ethnicity, age, or
physical ability. Students are expected to gain experience in working with diverse populations of children and
families in this course.
Course Participation and CommunicationAll students are expected to participate in the course discussions and
activities in a concise, well-organized, and scholarly manner. Discussions will be based upon information obtained
from appropriate reference sources including assigned readings, assigned web sites, previous coursework, or
personal experience. If you are talking about personal experiences or situations from your teaching, please be sure
to maintain confidentiality at all times (don’t include full names of people being described).The expectations for
course participation and communication are based on the following criteria: engagement with the course
activities, quality of content, collaborative nature of discussions, quality questions and mechanics.
Dimensions
Engagement
with course
activities
Excellent
Participates in class
discussions and
activities. Listens to
others and shares
reflective ideas.
Good
Participates in most class
discussions and activities.
Listens to others and
shares reflective ideas.
Satisfactory
Participates in some class
discussions and activities.
Sometimes is not focused
on the class and
sometimes shares
Poor
Unsatisfactory
Infrequently adds to No participation
discussions.
and doesn’t
Contributes little
contribute in class.
during class.
26
reflective ideas.
Discussions tend to
Discussions tend to
produce good general
address topics peripheral
answers that are supported to the discussion
by analysis. Assertions are questions and highlight
supported by evidence.
mainly opinion rather
than analysis. Information
provided is accurate, but
may not get the central
theme of the discussion.
Assertions are not
supported by evidence.
Content
Discussions are
characterized by clarity
of argument, depth of
insight into theoretical
content, relevancy, and
sometimes include
unusual insights and
flashes of brilliance.
Information is well
supported and may
include information from
other resources in
addition to assigned
readings.
Collaboration
Collaborative learning is Collaborative learning
evidenced by support
evidenced by support and
and encouragement, as encouragement.
well as willingness to
critically evaluate the
work of others.
Frequently includes good Sometimes comments
questions that stimulate include questions that
discussion. Frequently stimulate discussion.
responds to questions
Sometimes responds to
from others.
questions raised by others.
Questioning
Mechanics
General Rubric
for
assignments
Critical
Thinking
Little evidence of
collaborative learning.
Discussions not
Doesn’t discuss
supported by
ideas.
evidence, contain
factual error.
Understanding of
information for
content question not
evident.
Lack of evidence
indicating an effort
to include others.
No collaborative
learning in
evidence.
Seldom includes questions Comments lack
No comments in
that stimulate discussion questions that
evidence.
Infrequently responds to stimulate discussion.
questions raised by
Non-responsive to
others.
questions raised by
others.
Papers contain no errors Papers contain little to no Papers contain errors in Papers contain errors Numerous errors in
in spelling and/or
errors in spelling and/or
spelling and grammar
in spelling and
spelling and
grammar. Meaning is
grammar. Meaning is clear. Meaning is generally
grammar. Meaning is grammar or no
unquestionably evident.
clear.
in doubt.
papers are shared.
Excellent
Good
Satisfactory
Poor
Unsatisfactory
Provides strong,
consistent evidence of
analysis, evaluation,
and synthesis of
information. Utilizes
information from
multiple perspectives.
Provides strong evidence
of analysis, evaluation,
and synthesis of
information. Utilizes
information from
multiple perspectives in
a generally coherent and
logical manner.
Provides some
evidence of analysis,
evaluation, and
synthesis of
information or provides
strong evidence in two
of the three areas listed
above.
Provides limited
evidence of
analysis,
evaluation, and
synthesis of
information.
Work is illogical
and/or
incomplete and
lacking in
perspective.
Consistently draws on
knowledge from
previous courses and
academic experiences.
Consistently
demonstrates most, but
not all of the following
skills:
Uses some, but not all
or inconsistently
demonstrates all of the
following skills:
-Accesses and utilizes
resources above and
-Draws on previous
-Draws on previous
learning and
Provides limited
evidence of
integration of
knowledge by
occasionally
demonstrating
some of the
Work
demonstrates
little or no use of
integration of
knowledge,
personal analysis,
or perspective
Work is logical and
coherent.
Integration of
Knowledge
27
beyond those required
for the course.
-Completes the above
actions in a thoughtful
and integrated
manner.
-Consistently
entertains views that
differ from one’s own.
learning and experiences
experiences
following skills:
-Accesses and utilizes
resources beyond those
required
-Accesses and utilizes
resources beyond those
required
-Draws on
previous learning
and experiences
-Integrates knowledge in
a thoughtful manner
-Integrates knowledge
in a thoughtful manner
-Entertains views that
differ from one’s own.
-Entertains views that
differ from one’s own.
-Accesses and
utilizes resources
beyond those
required
-Integrates
knowledge in a
thoughtful manner
-Entertains views
that differ from
one’s own.
taking or utilizes
only one of the
following skills:
-Draws on
previous learning
and experiences
-Accesses and
utilizes resources
beyond those
required
-Integrates
knowledge in a
thoughtful
manner
-Entertains views
that differ from
one’s own.
Effective
Communicatio
n
Work consistently
demonstrates
creativity, as
appropriate. Content
of work consistently
exceeds expectations
and consistently is
effectively
communicated.
Work provides strong,
generally consistent
evidence of creativity, as
appropriate. Content of
work often exceeds
expectations and
generally is effectively
communicated. OR, work
consistently
demonstrates or exceeds
expectations in two of
the following areas:
creativity, content, and
effective
communication.
Work provides some
evidence of creativity,
as appropriate.
Content of work meets
expectations, and
sometimes is effectively
communicated. OR,
work generally,
consistently
demonstrates two of
the following:
creativity, content, and
effective
communication.
Work provides
limited evidence of
creativity, as
appropriate.
Content of work is
below
expectations and
provides limited
evidence of
effective
communication.
OR, work
sometimes
demonstrates two
of the following:
creativity,
expected content,
& expected levels
of effective
communication.
Works lacks
creativity, quality,
and is rarely
effectively
communicated.
OR, content of
work is below
expectations in
two or fewer of
the following:
creativity,
content, effective
communication.
28