Course Assignments and Assessments
Your grade in CURR 5020 will be derived from four major areas, as follows:
1. DISPOSITIONS: All Semester
Dispositions are summarized in a holistic score which reflects ratings by the School Administrator and University Supervisor.
Responsibility
Collaboration
Diversity
Professional Behavior
Personal Well-Being
POINTS
20
20
20
20
20
SUBTOTAL
100
SUBTOTAL
300
This performance-based assessment demonstrates your ability to plan and execute a comprehensive unit (of about 10 class periods) and summarize
it in sections as listed below. Directions and rubrics for each section may be found in the TWS Handbook in Blackboard and TaskStream.
Section I:
Contextual Factors
Section II:
Unit Learning Goals
Section III:
Assessment Plan
Section IVa:
Instructional Design
Section IVb:
Discipline-Specific Factors
Section V:
Instructional Decision-Making
Section VI:
Analysis of Learning
Section VII:
Reflection and Self Evaluation
Section VIII:
Quality of Writing
20
20
20
20
20
20
20
20
20
SUBTOTAL
180
2. FORMAL OBSERVATIONS (TaskStream and Classroom): Finish by May 3
As indicated in the table on the next page, clinical supervision consists of three observations by your University Supervisor.
3. TEACHER WORK SAMPLE (TaskStream): Due April 27
4. PORTFOLIO (TaskStream): Due May 4
For each of the Colorado Teacher Quality Standards I-V*, upload artifacts demonstrating your proficiency and write a 1-2 page reflection. Check
TaskStream for further details. *Your Teacher Work Sample demonstrates your proficiency in CTQS VI.
Standard 1: Reflection
Standard 1: Evidence
Standard 2: Reflection
Standard 2: Evidence
Standard 3: Reflection
Standard 3: Evidence
Standard 4: Reflection
Standard 4: Evidence
Standard 5: Reflection
Standard 5: Evidence
SUBTOTAL
TOTAL
5
20
18
20
18
20
24
20
9
20
12
181
DISPOSITIONS
BA & US
Indicator Not Met (1)
Responsibility
Collaboration
Respect for Diversity
Professional Behavior
Personal Well-Being
•
•
•
•
•
Many scores lower than 3
Many scores lower than 3
Many scores lower than 3
Many scores lower than 3
Many scores lower than 3
Indicator Partially Met (2)
•
•
•
•
•
Mostly 3’s, some 4’s
Mostly 3’s, some 4’s
Mostly 3’s, some 4’s
Mostly 3’s, some 4’s
Mostly 3’s, some 4’s
Indicator Met (3)
•
•
•
•
•
Mostly all 4’s
Mostly all 4’s
Mostly all 4’s
Mostly all 4’s
Mostly all 4’s
Indicator Fully Met and More (4)
•
•
•
•
•
All 4’s
All 4’s
All 4’s
All 4’s
All 4’s
TOTAL for Dispositions
PTS
/20
/20
/20
/20
/20
/100
POSTCONFEREN
CES (Reflections
TaskStream)
OBSERVATIONS
(University
Supervisor)
PRECONFERENCE
(Lesson Plans in TaskStream)
FORMAL OBSERVATIONS: FINISH BY MAY 3
Indicator Not Met (1)
• Few template fields
complete
• Objectives field is blank
OR few if any objectives
are observable and/or
measurable.
• Lesson has no clearly
defined structure.
• Lesson not in TaskStream
24 hours prior AND hard
copy not provided to
University Supervisor
• Teacher seems to be
“winging it”
• Environment characterized
by chaos and confusion
• Very few students engaged
• Communication is unclear
• Negative interactions are
frequent, tolerated
• No assessment of whether a
lesson was effective OR
profound misjudgment of
its success
• Reflections in TaskStream
72 hours later or not at all
Indicator Partially Met (2)
• Most template fields complete
• Most objectives are observable
and measurable.
• Instructional sequence may be
missing significant elements
(modeling, checks for
comprehension, etc.)
• Lesson not in TaskStream 24
hours prior OR hard copy not
provided to University
Supervisor
Indicator Met (3)
• All template fields complete
• Objectives are reasonable,
observable, measurable, and
aligned to standards.
• Instructional strategies include
teacher input, modeling, checks for
comprehension, and guided and
independent practice as appropriate
• Lesson in TaskStream 24 hours
prior and hard copy provided to
University Supervisor
• Some planning is evident
• Classroom environment functions
somewhat effectively
• Some students engaged in
learning
• Communication is adequate
• Environment characterized by
civility and order
• Generally accurate impression of
lesson’s effectiveness and extent
to which objectives were met
• Reflections entered in
TaskStream 24-72 hours later
• Planning is evident
• Classroom environment functions
effectively
• Most students engaged in learning
• Communication is clear
• Environment characterized by
courtesy and efficiency
Indicator Fully Met and More (4)
• All template fields complete with high
quality content
• All objectives are reasonable, observable,
measurable, aligned to standards, likely to
enhance student learning.
• Instructional strategies are clearly planned
and sequenced; time allocations are
reasonable.
• Lesson in TaskStream at least 24 hours prior
and hard copy provided to University
Supervisor along with other relevant
documents (e.g. handouts, seating charts)
• Thorough planning is evident
• Classroom environment functions smoothly
• Most/all students engaged in learning
• Communication is clear
• Environment characterized by respect,
rapport, and productivity
PTS
/20
/60
• Accurate assessment of lesson’s
effectiveness and extent to which
objectives were met
• Reflections entered in TaskStream
within 24 hours
• Accurate, detailed, thoughtful assessment of
lesson’s effectiveness and extent to which
objectives were met, with examples
• Reflections entered in TaskStream within 24
hours
SUBTOTAL for Formal Observation 1
SUBTOTAL for Formal Observation 2
SUBTOTAL for Formal Observation 3
TOTAL for 3 Observations
6
/20
/100
/100
/100
/300
TEACHER WORK SAMPLE: FINISH BY APRIL 27
Although each section of the TWS is evaluated separately, ultimately they all will become a part of one integrated document about a single unit of instruction. This comprehensive
TWS should be word processed (12 pt. Times New Roman, double spaced with 1" margins) and include a table of contents as well as an appendixes for charts, graphs, assessment
instruments, and samples of student work.
As you can see, this is a significant assignment. To ensure that you stay on track to finish and turn it in by the due date of April 28, we recommend that you complete at least one
section every two weeks. Since you will be writing about a unit of instruction that you actually teach, our advice is to start sooner rather than later. That way, if you are satisfied
with your unit and its outcomes, you can write up your TWS and be done with it -- but if for any reason you are not satisfied and want to start over with a new unit, you will still
have time. At a minimum, please follow the schedule below:
SCHEDULE FOR TWS COMPLETION
SECTION
Section I: Contextual Factors
Section II: Learning Goals
Section III: Assessment Plan
Section IV: Design for Instruction
Section V: Instructional Decision-Making
Section VI: Analysis of Student Learning
Section VII: Reflection and Self-Evaluation
FULL TWS with appendices
DUE DATE
January 26
February 9
February 23
March 9
March 23
April 6
April 20
April 27
STANDARDS PORTFOLIO: FINISH BY May 4
Potentially even more time consuming is the Standards Portfolio. For each of the first five Colorado Teacher Quality Standards, you will upload artifacts into TaskStream that
demonstrate your proficiency, and then you will write a 1-2 page reflection. Again, this assignment will take a lot of work, and it is due on May 4. Some of the standards may be
easier than others to address, since you have probably already produced evidence in other courses that you can use. We want you to stay on a similar every-three-week schedule,
but you may tackle the standards in any order you wish. As long as you complete at least one standard by each due date below, you will be on track.
SCHEDULE FOR STANDARDS PORTFOLIO COMPLETION
EVIDENCE & REFLECTION
Standard I:
Standard II:
Standard III:
Standard IV:
Standard V:
# of ELEMENTS/
Minimum # of ARTIFACTS
6
6
8
3
4
Content
Environment
Instruction
Reflection
Leadership
DUE DATE
February 9
March 2
March 23
April 13
May 4
A grade lower than B- is unacceptable and the course must be repeated or work must be improved. A rating of lower than Proficient on any of the
Colorado Teacher Quality Standards by the end of the semester is unacceptable and must be improved before recommendation for licensure.
7
Alignment of Course Objectives, Standards, and Conceptual Framework
Course Objective
1)
2)
3)
4)
5)
6)
7)
8)
9)
Assignment, Activity, or Required
Reading(s)
Provide instruction that is aligned with the Colorado Academic
Standards; their District's organized plan of instruction; and the
individual needs of their students [I.a].
Demonstrate knowledge of student literacy development in reading,
writing, speaking and listening [I.b].
Formal observations
Artifacts for Electronic Portfolio
Teacher Work Sample
Artifacts for Electronic Portfolio
Demonstrate knowledge of mathematics and understand how to promote
student development in numbers and operations, algebra, geometry and
measurement, and data analysis and probability [I.c].
Demonstrate knowledge of the content, central concepts, tools of
inquiry, appropriate evidence-based instructional practices and
specialized character of the disciplines being taught [I.d].
Develop lessons that reflect the interconnectedness of content
areas/disciplines [I.e].
Make instruction and content relevant to students and take actions to
connect students’ background and contextual knowledge with new
information being taught [I.f].
Foster a predictable learning environment in the classroom in which
each student has a positive, nurturing relationship with caring adults and
peers [II.a].
Demonstrate a commitment to and respect for diversity, while working
toward common goals as a community and as a country [II.b].
Artifacts for Electronic Portfolio
Engage students as individuals with unique interests and strengths [II.c].
10) Adapt their teaching for the benefit of all students, including those with
special needs across a range of ability levels [II.d].
11) Provide proactive, clear and constructive feedback to families about
student progress and work collaboratively with the families and
significant adults in the lives of their students [II.e].
12) Create a learning environment characterized by acceptable student
behavior, efficient use of time, and appropriate intervention strategies
[II.f].
13) Demonstrate knowledge of current developmental science, the ways in
which learning takes place, and the appropriate levels of intellectual,
social, and emotional development of their students [III.a].
14) Plan and consistently deliver instruction that draws on results of student
assessments, is aligned to academic standards, and advances students’
level of content knowledge and skills [III.b].
Formal observations
Artifacts for Electronic Portfolio
Teacher Work Sample
Artifacts for Electronic Portfolio
Colorado PBSCT
Colorado
Generalist
INTASC
5.04(2)
9.06(3)(h)
7(f)
5.01(2); 5.01(2)(a); 5.01(2)(b);
5.01(2)(c); 5.01(2)(d); 5.01(2)(e);
5.01(3); 5.01(3)(a); 5.01(3)(b);
5.01(3)(c); 5.01(3)(d);
5.01(4); 5.01(4)(a); 5.01(4)(b);
5.01(4)(c); 5.01(4)(d); 5.01(4)(e);
5.01(5);
5.04(4);
5.05(6)
5.02(1); 5.02(1)(a); 5.02(1)(b);
5.02(1)(c); 5.02(1)(d); 5.02(1)(e);
5.02(2)
5.04;
5.04(1);
5.04(4)
5.04(2); 5.04(3); 5.04(4)
9.06(1);
9.06(1)(a);
9.06(1)(d);
9.06(1)(e);
9.06(1)(e)(ii);
9.06(1)(f)
5(h); 8(h)
5.05; 5.05(1); 5.05(2); 5.05(3)
Formal observations
Artifacts for Electronic Portfolio
TWS Section I
Formal observations
Artifacts for Electronic Portfolio
TWS Section I
Formal observations
Artifacts for Electronic Portfolio
5.08(1); 5.08(1)(a); 5.08(1)(b);
5.08(2)
9.06(4)
4(c)
2.A
9.06(4)
1(b);
2(c);
4(d)
3(a)
2(d); 3(b)
5(b); 5(d);
5(g)
2(a);
3(b)
7(b)
2(f)
Artifacts for Electronic Portfolio
5.06; 5.06(2); 5.06(3);
5.06(4); 5.06(5); 5.06(7);
5.08(3); 5.08(3)(a); 5.08(3)(b)
5.05(8); 5.05(9)
Formal observations
Artifacts for Electronic Portfolio
5.05; 5.05(1); 5.05(2);
5.05(3)
9.06(5)(a)
3(d)
Formal observations
Artifacts for Electronic Portfolio
5.05(4); 5.05(5);
5.06(1)
9.06(5)(e);
9.06(6)(a)
1(b);
8(i)
Formal observations
Artifacts for Electronic Portfolio
5.03(5);
5.05(4)
9.06(1)(a)
1(b);
6(a); 6(g)
7(d)
8
COE
Conceptual
Framework
9.06(2)
Formal observations
Artifacts for Electronic Portfolio
Formal observations
Artifacts for Electronic Portfolio
NETS
9.06(5)(h);
9.06(5)(i)
1.A
Course Objective
Assignment, Activity, or Required
Reading(s)
15) Demonstrate a rich knowledge of current research on effective
instructional practices to meet the developmental and academic needs of
their students [III.c].
16) Thoughtfully integrate and utilize appropriate available technology in
their instruction to maximize student learning [III.d].
Artifacts for Electronic Portfolio
17) Establish and communicate high expectations for all students and plan
instruction that helps students develop critical-thinking and problem
solving skills [III.e].
18) Provide students with opportunities to work in teams and develop
leadership qualities [III.f].
19) Communicate effectively, making learning objectives clear and
providing appropriate models of language [III.g].
20) Use appropriate methods to assess what each student has learned,
including formal and informal assessments, and use results to plan
further instruction [III.h].
Formal observations
Artifacts for Electronic Portfolio
21) Demonstrate that they analyze student learning, development and
growth and apply what they learn to improve their practice [IV.a].
22) Link professional growth to their professional goals [IV.b].
23) Advocate for schools and students, partnering with students, families
and communities as appropriate [V.c].
24) Demonstrate high ethical standards [V.d].
25) Demonstrate high levels of student learning, growth and academic
achievement [VI.a].
26) Demonstrate high levels of Student Academic Growth in the skills
necessary for postsecondary and workforce readiness, including
democratic and civic participation. Demonstrate their ability to utilize
multiple data sources and evidence to evaluate their practice, and make
adjustments where needed to continually improvement attainment of
Student Academic Growth [VI.b].
Formal observations
Artifacts for Electronic Portfolio
Artifacts for Electronic Portfolio
Artifacts for Electronic Portfolio
Formal observations
Artifacts for Electronic Portfolio
Colorado PBSCT
5.07;
5.07(1); 5.07(2);
5.07(5); 5.05(6)
Colorado
Generalist
INTASC
9.06(5)(f)
3(g)
9.06(5)(e)
5(d); 5(g);
8(f)
NETS
2(a)
Artifacts for Electronic Portfolio
Formal observations
Artifacts for Electronic Portfolio
Formal observations
Artifacts for Electronic Portfolio
Artifacts for Electronic Portfolio
Teacher Work Sample
Teacher Work Sample
9
5.05(7);
5.07(3)
5.01(1)
5.03; 5.03(1);
5.03(2); 5.03(3); 5.03(5); 5.03(6);
5.03(7); 5.03(8);
5.06(6);
5.07(4)
5.03(4); 5.03(5)
3(f)
5.01(1)
9.06(3)(a);
9.06(3)(b)
9.06(3)(c)
9.06(3)(g)
9.06(3)(h)
1(a);
6(a); 6(c);
6(g)
7(d)
7(f)
9.06(6)(d)(v)
9(f)
2(d)
COE
Conceptual
Framework