Assessment Composite Variable Text for Reporting Teacher Summary Evaluation (0-­‐6) STANDARD 1: PLAN FOR INSTRUCTION Candidate plans instruction that supports student progress in learning and is appropriate for the developmental level and demonstrates ability to: a. Select or write learning goals for units of instruction that are consistent with the school’s long term curriculum goals, State content standards and district standards, research findings on how students learn, and the physical and mental maturity of one’s students; b. Determine the current performance level of one’s students with respect to the learning goals established for a unit of instruction; c. Establish objectives within the unit of instruction that will be useful in formulating daily lessons and in evaluating the progress of students toward the attainment of unit goals; d. Determine content, skills and processes that will assist students in accomplishing desired unit outcomes, and design learning activities that lead to their mastery; e. Select and organize materials, equipment, and technologies needed to teach a unit of instruction; f. Design and adapt unit and lesson plans for all learners and exceptional learners, including but not limited to students with varying cultural, social, socio-­‐
economic and linguistic backgrounds; g. Estimate the time required within a unit for teacher-­‐directed instruction, student-­‐managed learning and practice, student evaluation/reporting and re-­‐
teaching/problem solving. STANDARD 2: ESTABLISH CLASSROOM CLIMATE Candidate establishes a classroom climate conducive to learning and demonstrates ability to: a. Affirm the dignity and worth of all students and provide the positive support students need to be effective learners; b. Establish, communicate, and maintain rules, procedures and behavioral expectations that provide a safe and orderly environment for learning, are appropriate to the level of development of students, and are consistent with laws governing student rights and responsibilities; c. Employ equitable practices that are just and that support a least restrictive environment for all students; d. Model and reinforce classroom social behavior that supports student learning and development; e. Use knowledge of the influence of the physical, social, and emotional climates of students’ homes and the community to optimize motivation, learning, and behavior; f. Monitor student conduct, and take appropriate action when misbehavior occurs; g. Interact thoughtfully and courteously with all students and their families and seek to resolve conflicts in a professional manner, respecting familial and community cultural contexts; h. Use classroom time effectively to provide maximum time for learning; i. Manage instructional transitions decisively and without loss of instructional time; j. Arrange and set up instructional materials and equipment in advance of class to facilitate their effective and efficient use during lessons; k. Coordinate the use of instructional assistants, parent volunteers, student assistants, and other support personnel to achieve instructional objectives, if these resources are available in the school setting. STANDARD 3: STANDARDS BASED TEACHING Candidate engages students in planned learning activities and demonstrates ability to: a. Choose organizational structures appropriate for the objectives of instruction; b. Communicate learning outcomes to be achieved and focus student interest on tasks to be accomplished; c. Implement instructional plans that employ knowledge of subject matter and basic skills; d. Use a variety of research-­‐based educational practices that promote student learning and are sensitive to individual differences and diverse cultures; e. Emphasize instructional techniques that promote critical thinking and problem solving, and that encourage divergent as well as convergent thinking; f. Monitor the engagement of students in learning activities, and the progress they are making, to determine if the pace or content of instruction needs to be modified to assure that all students accomplish lesson and unit objectives. STANDARD 4: ASSESSMENT Candidate evaluates, acts upon, and reports student progress in learning and demonstrates ability to: a. Select or develop non-­‐biased, valid and reliable tests, performance measures, observations, student interviews, or other formal or informal assessment procedures to determine the progress of all students; b. Document student progress in accomplishing State-­‐adopted content standards and district standards, prepare data summaries that show this progress to others, and inform students, supervisors, and parents about progress in learning; c. Refine plans for instruction, establish alternative goals or environments, or make referrals when appropriate; d. Assemble, reflect upon, interpret and communicate evidence of one’s own effectiveness as a teacher including evidence of success in fostering student progress in learning and use evidence of effectiveness in planning further instruction. STANDARD 5: CONTENT KNOWLEDGE Candidate employs pedagogical content knowledge and demonstrates ability to: a. Understand the subject(s) being taught and appreciate how knowledge in that subject is created, organized, and linked to other disciplines and applied in real-­‐world settings; b. Select and sequence disciplinary content to support future learning in and out of school; c. Evaluate students’ initial conceptions and provide opportunities to gain a deeper and more useful understanding; d. Present content in a variety of ways that are clear and appropriate for students; e. Adapt/modify content knowledge for exceptional learners, including talented and gifted; f. Link content to students’ knowledge, experience and interests as well as to other content disciplines and real world phenomena; g. Utilize a range of instructional resources and technology tools to enhance learning h. Engage students in pedagogically powerful applications of technology that foster learning; i. Provide opportunities for students to use content knowledge to think and problem solve. STANDARD 6: PROFESSIONAL BEHAVIOR Candidate exhibits professional behaviors, ethics, and values and demonstrates ability to: a. Be dependable, conscientious, and punctual; b. Meet work schedule demands; c. Be aware of the importance of dressing appropriately; d. Be aware of, and act in accordance with, school policies and practices; e. Understand the organizational culture and expectations that operate within a school and that impact students and student learning; f. Interact constructively and respectfully with students, colleagues, administrators, supervisors, school staff, families, and members of the community; g. Collaborate with parents, colleagues, and members of the community to provide internal and external assistance to students and their families to promote student learning; h. Perform advisory functions for students in formal and informal settings; i. Function as a member of an interdisciplinary team to achieve long-­‐term curriculum goals, and State content standards and district standards; j. Exhibit energy, drive and determination to make one’s school and classroom the best possible environment for teaching and learning; k. Exhibit energy, drive and determination to become a professional educator. Teacher Summary Evaluation Standards Variables 1. The Learner and Learning 1a. Learner Development: The teacher understands how children learns grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. [InTASC Standard #1] 1b. Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. [InTASC Standard #2] 1c. Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. [InTASC Standard #3] 2. Content 2e. Use knowledge of the influence of the physical, social, and emotional climates of students’ homes and the community to optimize motivation, learning, and behavior. 1f. Design and adapt unit and lesson plans for all learners and exceptional learners, including but not limited to students with varying cultural, social, socio-­‐economic and linguistic backgrounds; 2c. Employ equitable practices that are just and that support a least restrictive environment for all students; 2g. Interact thoughtfully and courteously with all students and their families and seek to resolve conflicts in a professional manner, respecting familial and community cultural contexts; 3d. Use a variety of research-­‐based educational practices that promote student learning and are sensitive to individual differences and diverse cultures; 2a. Affirm the dignity and worth of all students and provide the positive support students need to be effective learners; 2b. Establish, communicate, and maintain rules, procedures and behavioral expectations that provide a safe and orderly environment for learning, are appropriate to the level of development of students, and are consistent with laws governing student rights and responsibilities; 2d. Model and reinforce classroom social behavior that supports student learning and development; 2f. Monitor student conduct, and take appropriate action when misbehavior occurs; 2h. Use classroom time effectively to provide maximum time for learning; 2i. Manage instructional transitions decisively and without loss of instructional time; 2j. Arrange and set up instructional materials and equipment in advance of class to facilitate their effective and efficient use during lessons; 2k. Coordinate the use of instructional assistants, parent volunteers, student assistants, and other support personnel to achieve instructional objectives, if these resources are available in the school setting. 2a. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. [InTASC Standard #4] 3a. Choose organizational structures appropriate for the objectives of instruction; 3b. Communicate learning outcomes to be achieved and focus student interest on tasks to be accomplished; 5a. Understand the subject(s) being taught and appreciate how knowledge in that subject is created, organized, and linked to other disciplines and applied in real-­‐world settings; 5b. Select and sequence disciplinary content to support future learning in and out of school; 2b. Application of Content: The teacher understands how to connect concepts 3c. Implement instructional plans that employ knowledge of subject matter and use differing perspectives to engage learners in critical thinking, and basic skills; creativity, and collaborative problem solving related to authentic local and 3e. Emphasize instructional techniques that promote critical thinking and global issues. [InTASC Standard #5] problem solving, and that encourage divergent as well as convergent thinking; 3f. Monitor the engagement of students in learning activities, and the progress they are making, to determine if the pace or content of instruction needs to be modified to assure that all students accomplish lesson and unit objectives5c. Evaluate students’ initial conceptions and provide opportunities to gain a deeper and more useful understanding; 5d. Present content in a variety of ways that are clear and appropriate for students; 5e. Adapt/modify content knowledge for exceptional learners, including talented and gifted; 5f. Link content to students’ knowledge, experience and interests as well as to other content disciplines and real world phenomena; 5g. Utilize a range of instructional resources and technology tools to enhance learning 5h. Engage students in pedagogically powerful applications of technology that foster learning; 5i. Provide opportunities for students to use content knowledge to think and problem solve. 3. Instructional Practice 3a. Assessment: The teacher understands and uses multiple methods of 4a. Select or develop non-­‐biased, valid and reliable tests, performance assessment to engage learners in their own growth, to monitor learner measures, observations, student interviews, or other formal or informal progress, and to guide the teacher’s and learner’s decision making. [InTASC assessment procedures to determine the progress of all students; Standard #6] 4b. Document student progress in accomplishing State-­‐adopted content standards and district standards, prepare data summaries that show this progress to others, and inform students, supervisors, and parents about progress in learning; 3b. Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-­‐disciplinary skills and pedagogy, as well as learners and the community context. [InTASC Standard #7] 3c. Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. [InTASC Standard #8] 4. Professional Responsibility 4a. Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his or her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. [InTASC Standard #9] 4b. Leadership and Collaboration: The teacher demonstrates leadership by taking responsibility for student learning and by collaborating with learners, families, colleagues, other school professionals, and community members to ensure learner growth and development, learning, and well-­‐being. [InTASC Standard #10] 4c. Refine plans for instruction, establish alternative goals or environments, or make referrals when appropriate; 4d. Assemble, reflect upon, interpret and communicate evidence of one’s own effectiveness as a teacher including evidence of success in fostering student progress in learning and use evidence of effectiveness in planning further instruction. 1a. Select or write learning goals for units of instruction that are consistent with the school’s long term curriculum goals, State content standards and district standards, research findings on how students learn, and the physical and mental maturity of one’s students; 1b. Determine the current performance level of one’s students with respect to the learning goals established for a unit of instruction; 1c. Establish objectives within the unit of instruction that will be useful in formulating daily lessons and in evaluating the progress of students toward the attainment of unit goals; 1d. Determine content, skills and processes that will assist students in accomplishing desired unit outcomes, and design learning activities that lead to their mastery; 1e. Select and organize materials, equipment, and technologies needed to teach a unit of instruction; 1g. Estimate the time required within a unit for teacher-­‐directed instruction, student-­‐managed learning and practice, student evaluation/reporting and re-­‐
teaching/problem solving. 6a. Be dependable, conscientious, and punctual; 6b. Meet work schedule demands; 6c. Be aware of the importance of dressing appropriately; 6d. Be aware of, and act in accordance with, school policies and practices; 6e. Understand the organizational culture and expectations that operate within a school and that impact students and student learning; 6f. Interact constructively and respectfully with students, colleagues, administrators, supervisors, school staff, families, and members of the community; 6g. Collaborate with parents, colleagues, and members of the community to provide internal and external assistance to students and their families to promote student learning; 6h. Perform advisory functions for students in formal and informal settings; 6i. Function as a member of an interdisciplinary team to achieve long-­‐term curriculum goals, and State content standards and district standards; 6j. Exhibit energy, drive and determination to make one’s school and classroom the best possible environment for teaching and learning; 6k. Exhibit energy, drive and determination to become a professional educator. Work Sample: Forest Grove A. Rationale B. Content Standards C. Learning Goals D. Key Points E. Content Relationships F. Assessment/Data Collection Plan This section introduces the reader to your topic and to your students, and then elaborates on the reasoning underlying the development of this unit and the teaching and learning methods you will employ. It also introduces the reader to your critical question including its genesis and insightful connections to personal issues, the context of teaching, and themes in the literature. Identify State Department of Education content standards that are tied to the unit goals. Copy content standards from the current Oregon Department of Education document. National standards may be referenced in subject areas for which Oregon does not give standards. Develop appropriate learning goals that address cognitive and affective domains. These goals should be 3-­‐7 statements about the larger purposes of this unit and should be based on your content and pedagogical knowledge and the programmatic requirements of district and state benchmarks and frameworks. The goals should focus on a range of cognitive outcomes and higher order thinking skills where possible (see Bloom's Taxonomy). There should also be one or more affective goals that state what student outcomes you expect in terms of valuing and interest in this material. Include psychomotor outcomes if appropriate. Where possible, include goals from different content areas (cross-­‐curricular integration). Each of the goals needs to be assessed. The pre-­‐instruction assessment should be designed to facilitate developing unit goals that take into account the needs and interests of the students. The unit goals should therefore reflect this assessment. List 15 -­‐ 25 specific key concepts, facts, skills, or items of information that you expect the students to learn about the topic. Construct a representation of the organization of the unit showing how specific learning activities support various lesson learning objectives, and, in turn, how these objectives support the benchmarks and unit learning goals. This could be a web, a flow chart or another graphical format. The purpose is to demonstrate a linear connection from goals to learning activities. In this section, you will lay out your plan for collecting data, assessing student learning, and studying your critical question. In many cases, you will use the same data sources for multiple purposes. To create thick data representing multiple perspectives or your CQ, you may need additional data, such an interviews with students, notes from parent/teacher conferences, records of meetings with your mentor teacher, and so on. While these data sources may be more oriented toward answering your CQ, they will give you also valuable insight into student learning, and you may well find yourself viewing assessment and action research data collection as the same process. Use the G. Unit Sequence H. Lesson Plans following headings in your assessment/data collection plan: Formative and Summative Plan: –Write a narrative explaining how and when you will assess and collect data, both formatively and summatively, to assess students’ learning of each goal, and to study your critical question. The plan describes the tools, including the performance assessment, that were used to assess each goal prior to, during, and after instruction. The procedures and/or instruments must be developmentally appropriate. Your plan indicates when you will explain your evaluation methods to students and the range of approaches you use as formative assessments to track your students' developing understanding. Assessments should represent a triangulated data set, including observations, interviews, and artifacts, and can include short assignments, teacher observations or interviews as well as a variety of other measures. It can be helpful to use charts or tables of various forms to summarize your data collection plan. Create a schedule of your lessons that includes the day, lesson title, data and assessments to be collected, and major teaching/learning activities for each day. The plan should reflect a logical, developmental progression and sequence towards meeting unit goals and studying your critical question. Craft a minimum of eight daily lessons. Plans should be numbered by day, with time estimates for each section of the lesson. These plans will be evaluated on the following: 1. Learning Objectives – Objectives are clear, developmentally appropriate, focus on a range of cognitive levels, and specify what you want students to be able to do as a result of the day's learning activities. Across lessons, these learning objectives should clearly build toward the unit goals. Objectives are not a listing of the learning activities. 2. Instructional Skills – Instructional skills include the following required lesson design elements: set, closure, checks for understanding during instruction, methods for engagement, and, where appropriate, other skills such as facilitating, making transitions, modeling, pacing, and wait time. It should be clear how students are hooked into the lesson and helped to see the purpose and the connection with prior learning. The lessons indicate how student learning is monitored and what feedback is given to students on their progress. Modeling and practice opportunities should be provided if appropriate. Includes evidence of differentiation. Lessons should engage students in closure, including some review if appropriate to ensure retention. Time estimates for each activity should be indicated. The materials used should be listed. 3. Learning Strategies – Lessons actively involve students in a variety of strategies, appropriate to the objectives, content, and developmental level. The strategies used for I. Accommodating Individual Differences student learning should be described clearly enough that a substitute could guide the lesson. The students will be actively engaged in the lesson and understand its purposes. Include how the lessons accommodate individuals with a range of styles and intelligences, interests, and abilities. During appropriate lessons include strategies for collaboration and higher level thinking. There should be some cooperative learning activities, small group work, and the use of learning centers in ECE. 4. Instruction and Lesson Sequence – The sequence of activities within a lesson should be appropriate for the lesson objectives and lead toward attainment of those objectives. The sequence of lessons should clearly build toward attainment of the unit goals. 5. Assessment of Learning – The methods used to assess whether students are actively engaged in the learning tasks and meeting lesson objectives are clear and appropriate for the lesson. They include how you check for understanding while you teach, how you provide the students with feedback that encourages them to evaluate and improve their work, and how you determine whether students have attained the objectives for the lesson. 6. Reflection on Lesson – You will use pre-­‐ and post-­‐ reflections as an on-­‐going analysis of student learning, classroom processes and management, and your critical question. Prior to the lesson, what do you anticipate will be the challenges and how do you plan to meet them? As you analyze, consider the following questions: what elements of the lesson worked and what would you do differently the next time? Were the students engaged throughout the lesson? Did your lesson meet the needs of all students? Did you see learning success? What resources were most useful? Discuss any incidents, emergent ideas, theories, or questions related to your critical question. You will write the reflection each day after teaching your lesson. (You may handwrite onto the Work Sample page.) Be sure to keep your reflections handy for analysis. Description of Students and Classroom Setting: Use the data from observations of your placement to write a useful description of your students’ classroom, and school setting. When considering what information to include, remember that context matters—what elements of your teaching context matter to how you will understand your critical question and unit of instruction? Differentiation and Accommodation: Describe and evaluate the manner in which your unit was differentiated to support the needs of individual learners. Give specific examples of what accommodations were made for individual differences in styles and J. Promoting Cultural Competence K. Cross-­‐Curricular Integration intelligences, in interests, and in abilities? What flexibility did you provide for the group as a whole as well as for specific individuals? How did you differentiate for those students with special needs: those on individual education plans, those who are talented and gifted, English Language Learners? Describe how you promote cultural competence for all students. How does the action research you have incorporated into your unit of instruction promote your growth in becoming a critically competent educator? Include how you incorporated several or all of the following characteristics of culturally responsive teaching in your lessons: • collaborating with parents and families to nurture and support competence in home and school cultures, • communicating high expectations, • including instructional strategies that correspond with the norms and values of culture(s), • engaging students in cooperatively developed and community-­‐oriented learning, • integrating diverse ways of knowing, understanding, and representing knowledge • connecting students’ cultural backgrounds and personal experiences to the acquisition of new knowledge and skills. If appropriate, give examples for specific individuals. 1. There should be two levels of assessment prior to instruction. The first is designed to help you understand the schemas, abilities and learning needs the students in your class have that are relevant to this unit. This assessment should help you set and/or refine unit goals and then develop and customize lessons for this specific group of students. The second assessment provides the baseline for determining student progress during the unit on each unit goal. An interview with one child at each level of proficiency as determined by your prior assessment is adequate. 2. Include descriptions and examples of cross-­‐curricular or thematic connections/integration into the unit or how the material was connected to other areas of school or life. Describe examples of literacy instruction. It is important that the work sample include some cross-­‐curricular integration either within or across individual lessons. This can range from the development of individual learning centers to the entire structure of your work sample. The description should respond to the following questions: • What instructional practices did you employ related to reading/writing (literacy) in your work sample? • What strategies did you use? • Which were most effective? • What special challenges did you face related to reading in your content area? L. Applications of Technology and Multimedia M. Communication and Feedback N. Analysis of Summative Assessment Data for the Class as a Whole ECE Expressive Arts -­‐ Each work sample must include the use of expressive arts as a means of fostering student learning or as a tool for student expression. Fostering creativity is the key; not reproducing teacher produced craft projects. The medium for expressing and learning can be art projects as well as music and movement including songs, dances, quiet listening, composing, etc. Active participation should be encouraged over passive reception. If classroom does not permit centers, provides a detailed description of how centers would be used in this lesson/unit. You may use video or audiotapes, computerized learning materials or activities, or computer-­‐based learning projects. If your school does not have these materials available, you must still explicitly describe how you would have utilized these materials if they had been available. Where possible, your focus should be on moving beyond presentation tools in order to support higher-­‐level thinking and learning. Avoid perfunctory uses such as electronic worksheets. Keep a log of any written or oral contacts with home and samples of letters or notes sent, including other teachers, counselors, and specialists. It is important to send correspondence home to parents describing your work sample and what you are doing in class with the students. Indicate what feedback you gave to students, and when you gave it, throughout the unit to help them progress toward the unit goals. For each learning goal: • In a chart or graphic representation display the level of understanding or competence each student demonstrated on the pre-­‐ and post-­‐instruction assessments and the authentic performance task. Include a narrative with clear pre-­‐ and post-­‐instruction assessment data for the whole class. It should be clear from your assessment plan what pre-­‐ and post-­‐instruction assessment tools were used to assess each goal; • Summarize the learning gains on each goal for the class as a whole (for ECE, when appropriate) using a narrative or graphic aids (such as a bar graph or a pie chart that indicate the percentage of students who are at different levels of attainment on the pre-­‐ and post-­‐instruction assessment); • Discuss the results of your assessment for the class as a whole. Include reference not just to the pre-­‐ and post-­‐instruction assessments but to the formative and authentic performance task assessments, as well as any other data you collected. What were the learning gains and to what factors do you attribute the learning? In general, did students make appropriate learning gains? Did they gain more on some learning goals than others? Were there differences among students in levels of attainment? Why? Can you generalize about the students who learned more or less than others? Explain why some students did not attain your learning goals (absent much of the unit, learning goals too ambitious, environmental interruptions, unclear purposes or teaching, lack of motivation, assessment did not accurately reflect the extent of understanding.) Relate O. Analysis of Summative Assessment Data for Selected Students P. Summative Interpretation this analysis to your CQ as appropriate. Discuss the results of your data collection for at least three selected students who represent abilities at the emergent, proficient, and strong levels as identified at the beginning of the unit through a discussion with the mentor teacher. What were the learning gains and to what do you attribute the learning? Reflect on the growth in the student's understanding given where the student was at the beginning of the unit. Give a brief profile of the student and include samples of student work. Relate these analyses to your CQ as appropriate. ECE – Discuss the different levels in language, social, emotional and psychomotor development, if appropriate. Interpretation of Unit Planning and Teaching: Articulate a thorough interpretation of the process of planning and implementing your work sample unit. Within the analysis, you should include: the unit content and design, the lesson plans, assessments, and classroom management. More specifically, (1) explain the reasoning that shaped your decisions as you planned the unit and the individual lessons (context matters); (2) include managing materials and procedures as well as your management practices for students including the modifications you made; (3) reflect on pacing of lessons and variety in instruction; (4) explain how instruction was adjusted and differentiated in response to students’ abilities, needs, feedback, and interests; (5) discuss how you will use the assessment data and information from your reflection on individual lessons for future planning and instruction after considering what worked well and how could you have achieved better results. From these reflections, explain what you can conclude about your instruction and the students’ learning experience: what insights did you gain from teaching this work sample that you can apply to the development of subsequent units? Discuss your areas of strength and areas of growth as a teacher, thoroughly demonstrating deep reflection and insights. Interpretation of Critical Question: Synthesize your action research work and critical question and develop one or more synthesis statements about your critical question and include them here. Deconstruct your interpretations. What might be useful about your interpretations? What may be dangerous? In what ways does your work represent trustworthy student teacher-­‐action research through including thick data , multiple perspectives , sense of connection , and meaningful action Note that it is unlikely that your work will be equally strong is all criteria for trustworthiness. Then, explain how Q. Resources R. Overall Presentation your action research work influenced and grounded your process of becoming a teacher, demonstrating reflexivity and re-­‐examination of assumptions. Next Steps: Describe your next steps in becoming a teacher-­‐action researcher. Include a list of resources used while planning and implementing the unit of instruction, as well as other potential resources in that topic area. If possible, include texts, teacher reference books, books, curriculum guides, resource people, field trip sites, technology resources (such as films, prints, maps, models software, videodiscs, websites, etc.), and any other special materials for extensions and accommodations that might be useful for teaching this unit. Include a bibliography of relevant professional resources related to your critical question. The work sample should be presented as a finished product, with careful attention to the quality of the writing. It should include a title page, numbered pages, and table of contents. There may be some handwritten material included if that is appropriate. Work Sample: Eugene Task 1: Who Are My Students? Task 2: What will the students learn? How will students demonstrate their learning? A. Include community factors that will influence instruction. Consider school and community resources that support the students and their families and may help in your unit development. B. Address student characteristics of both the school and your classroom that you must consider as you plan the instruction and assess learning. Include appropriate factors such as age, tender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles, or skill levels. Address students’ skills and prior learning, e.g., as measured on assessments and grades that may influence the development of our goals, instruction, and assessment. C. Address how the classroom and student characteristics will influence your planning with specific reference to at least two characteristics and how you have planned for these. A. Learning goals. List the learning goals that will guide the planning, delivery, and assessment of the unit and include: Ø A range of cognitive outcomes, especially at the higher level of Bloom’s Taxonomy Ø An alignment of the goals with the state standards/benchmarks. Ø An overview of your unit through a visual organizer such as a calendar or outline to make the plan clear. o Include the topics and/or activity you are planning for each day/period. o Also identify the goal/goals (coded from your learning goals) that you are addressing in each lesson. Make use that every goal is addressed in the unit. B. Assessment Plan. Explain how you will assess each learning goal, both formatively and summatively, to judge student performance. Ø Describe the formats of the assessments and adaptations for individual needs if necessary. Ø The major learning for each goal must e included on a pre and posttest. Include copies of the pre/post assessments and the criteria you will use to score them. Task 3: To what extent have I achieved mu purpose? C. Daily Plans. Describe the individual lessons clearly enough that a substitute could teach the lesson and in a format that includes: Ø Benchmarks and goals, Ø Materials/technology you will need to implement the activity, Ø One or more objectives that implement the goals and the goals’ assessment(s), Ø An introduction (set), Ø Body which includes a variety of instructional strategies/techniques appropriate to the content and the students as described in the context and a literacy application where appropriate, Ø Assessment of student learning during and following the activity, Ø Closure, Ø Reflection on each lesson to be done while teaching A. Summarize the learning gains for individual students and for the whole lass on each goal using a visual organizer to illustrate individual learning on the pre and posttest. B. Select the learning goal with which your students were most successful. Using data from all forms of assessment, formative and summative, analyze your lessons for possible reasons for the students’ success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control. C. Select the learning goal with which your students were less successful. You may use data from all forms of assessment, formative and summative. Analyze your lesson plans and your reflections for possible reasons for this lack of success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control. D. Communication: Describe in detail how you used the interpretations of student learning to inform students and their parents. E. Reflect on the experiences and insights you gained from planning and implementing this unit. What did you learn and begin to understand about yourself as a teacher and students as learners? How might you expand on these reflections and new understandings to impact your own teaching and your students’ learning in the future? What kinds of new learning opportunities for yourself might you pursue? SPED Worksample Setting •
Describes the setting where instruction will take place to include district, school, classroom, and instructional arrangements. •
Describes work sample group/students selected Optional artifacts: district web site, school web site, diagrams/maps Rationale Content relationships •
States topic/unit of study/overarching goal, and why unit is important for students to learn now and in the future •
Includes reference to research/evidence-­‐based practice •
Includes reference/link to IEP goals/objectives and school objectives •
Includes reference to standards and general education curriculum •
A graphic representation of the organization of the topic that shows how the topic content is broken down and/or connected to smaller components Note: this is not a unit map but an exploration of topic Options: Web, outline, concept map, diagram Learning Objectives •
Clearly states WS topic goal – what students will learn by end of WS •
Shows link from goal to state standards and/or benchmarks at student’s grade level •
Identifies IEP goal(s) and/or short-­‐term objectives targeted during the WS for each participating student •
Includes 2-­‐3 measurable instructional objectives (conditions, behavior and criteria) that support the WS topic goal and can be measured at beginning and end of WS Required artifacts: State standards and benchmarks, IEP goal sheets with highlighted goals to address during WS Key Points, Terms and Vocabulary Pre-­‐requisite skills •
Lists 10-­‐20 key points and/or big ideas around the topic •
Identifies terms and vocabulary specific to the topic •
May list 5 – 10 key points around co-­‐curricular goals •
Identifies foundational (pre-­‐requisite) skills students need to have to benefit from and participate in WS •
Identifies what students know related to the WS based on Present Levels of Academic Achievement and Functional Performance (PLAAAFP), observations, and/or testing Required artifact: IEP Present Levels page with related skills highlighted Co-­‐Curricular Goals Adaptations: Accommodations & Modifications •
Identifies co-­‐curricular content or skills students might learn, which are not measured by learning goals •
Identifies possible alternative outcomes of the WS outside of IEP •
Identifies adaptations for each student and highlights those considered in this WS •
Describes student diversity including: diversity in culture, race, language, abilities, and/or learning styles. •
Identifies what was done to address diversity and language differences among student group and for individual students, if appropriate Optional artifacts: IEP Service Summary Sheet, IEP Consideration of Special Factors sheet Weekly plan •
Calendar with lesson titles and major activities for each day over the course of the WS to include plan for initial assessment (dates and times) and final assessment. Optional artifacts: Instructional plan book, copies calendar, bell schedule Behavior plan •
Includes school behavior plan •
Includes classroom procedures and rules •
Includes behavior support plan(s) for students who have one •
Includes expectations and behavior plan specific to teaching WS lessons Optional artifacts: Class rules, point sheets/cards, PBS plan. Technology •
Includes use of technology in planning, presenting, and conducting instruction. This can be technology used by the teacher and/or the students. •
Notes students who use assistive technology Optional artifact: IEP Special Considerations page Initial assessment Required: Initial Assessment Worksheet •
Authentic, teacher-­‐made, or prescribed initial assessment which adequately reflects each student’s baseline knowledge and performance related to work sample objectives •
Assessment outcomes are clearly described and summarized. Results represented with data and/or student product •
Includes clear criteria to determine level of achievement (i.e., criteria or scoring guide) and legend or answer key Optional measures: Behavioral observation, permanent product, interview, checklist, rating scale, KWL chart, oral or written test Options for scoring: Rubric, data collection sheet (e.g., levels of independence, correct/incorrect) Determine instructional starting point •
Summarizes/interprets results of initial assessment and its connection with plan for instruction •
Shows clear link between initial assessment and determination of instructional starting point (i.e., provides rationale of where to start instruction in relation to stage of learning: acquisition, fluency, maintenance, or generalization) Optional documentation: Videotape, photographs, student work, completed test protocol, completed initial assessment protocol Daily lesson plans Formative (On-­‐going) Assessment Required: Lesson Plan •
Used Lesson Plan Worksheet with all sections complete for 10 lessons •
Instructional objectives are measurable and clearly aligned with instructional plans and WS objectives •
Instructional plan detailed to show the teaching •
Includes changes/adjustments made to instruction •
Each lesson plan has a measure of student performance related to daily lesson objectives and/or IEP objectives •
Data method evident in daily lesson plan •
Formative assessment may be formal or informal, teacher-­‐made or commercially available but must be measurable Options: Demonstrations, short assignments, written or oral tests, interview, portfolio, data collection sheets, computerized assessment. Can videotape or photograph Daily reflection Final (Summative) Assessment •
Daily reflection written about each lesson stating what worked well, what would do differently if teaching lesson again, what to consider for next lesson – what worked? What to keep or change? •
Summarizes student performance, attitude, and reaction to reinforcement Required: Final Assessment Worksheet •
Method and measurement is same or similar to initial assessment •
Results summarized for final assessment •
The final assessment should represent authentic performance task(s). Students must perform a task, carry out an activity, or produce a product Summarize and Interpret Assessment Data Feedback •
Includes clear criteria to determine level of achievement (i. e., criteria or scoring guide). Include a legend or answer key •
Composite of all assessments: initial, formative and final •
Shows learning and progress of students over course of the WS in relation to the WS goal and WS objectives •
Analysis of the data and a report on the effect of the WS for students and teacher. Compares and contrasts students. Gives specific examples of what worked and what did not work for students •
Includes reflection on what assessment data shows about their teaching •
Includes specific recommendations to the IEP team based on the assessment data •
Results summarized in a narrative and organized in a graph, table, or chart •
Includes a summary/log of all contacts with home applicable to WS and students •
Includes a summary/log of all contacts with school staff pertinent to the students and WS Options: Emails, communication logs, administrative or program observations and feedback Resources •
Includes a list of resources used to learn about and teach the topic, and potential resources. Options: Texts, teacher reference books, books, curriculum guides, resource people, field trip sites, instructional media (e.g., films, maps, CD-­‐Rom), web sites, internet resources, special equipment Evaluation of your teaching: Final Reflection Overall presentation •
Includes insight about students, topic, process, and teaching. Discusses what worked well and what would be done differently in future and why. Reveals what was learned about students. Considers if anything needs to be retaught or incorporated into next unit •
Includes a self-­‐evaluation of experience as a teacher •
Professional product with attention to detail and quality of writing Options: Notebook with clearly marked divider tabs, file with hanging folders or CD Work Sample Standards Variables 1. The Learner and Learning 1a. Learner Development: The teacher understands how children learns grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. [InTASC Standard #1] FG: A. This section introduces the reader to your topic and to your students, and then elaborates on the reasoning underlying the development of this unit and the teaching and learning methods you will employ. It also introduces the reader to your critical question including its genesis and insightful connections to personal issues, the context of teaching, and themes in the literature. H3. Learning Strategies – Lessons actively involve students in a variety of strategies, appropriate to the objectives, content, and developmental level. The strategies used for student learning should be described clearly enough that a substitute could guide the lesson. The students will be actively engaged in the lesson and understand its purposes. Include how the lessons accommodate individuals with a range of styles and intelligences, interests, and abilities. During appropriate lessons include strategies for collaboration and higher level thinking. There should be some cooperative learning activities, small group work, and the use of learning centers in ECE. EUG:* T1B. Address student characteristics of both the school and your classroom that you must consider as you plan the instruction and assess learning. Include appropriate factors such as age, tender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles, or skill levels. Address students’ skills and prior learning, e.g., as measured on assessments and grades that may influence the development of our goals, instruction, and assessment. SPED: Rationale •
States topic/unit of study/overarching goal, and why unit is important for students to learn now and in the future •
Includes reference to research/evidence-­‐based practice • Includes reference/link to IEP goals/objectives and school objectives Includes reference to standards and general education curriculum 1b. Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. [InTASC Standard #2] FG: I. Description of Students and Classroom Setting: Use the data from observations of your placement to write a useful description of your students’ classroom, and school setting. When considering what information to include, remember that context matters—what elements of your teaching context matter to how you will understand your critical question and unit of instruction? Differentiation and Accommodation: Describe and evaluate the manner in which your unit was differentiated to support the needs of individual learners. Give specific examples of what accommodations were made for individual differences in styles and intelligences, in interests, and in abilities? What flexibility did you provide for the group as a whole as well as for specific individuals? How did you differentiate for those students with special needs: those on individual education plans, those who are talented and gifted, English Language Learners? K2. Include descriptions and examples of cross-­‐curricular or thematic connections/integration into the unit or how the material was connected to other areas of school or life. Describe examples of literacy instruction. It is important that the work sample include some cross-­‐curricular integration either within or across individual lessons. This can range from the development of individual learning centers to the entire structure of your work sample. The description should respond to the following questions: • What instructional practices did you employ related to reading/writing (literacy) in your work sample? • What strategies did you use? • Which were most effective? • What special challenges did you face related to reading in your content area? ECE Expressive Arts -­‐ Each work sample must include the use of expressive arts as a means of fostering student learning or as a tool for student expression. Fostering creativity is the key; not reproducing teacher produced craft projects. The medium for expressing and learning can be art projects as well as music and movement including songs, dances, quiet listening, composing, etc. Active participation should be encouraged over passive reception. If classroom does not permit centers, provides a detailed description of how centers would be used in this lesson/unit. EUG: T1B. Address student characteristics of both the school and your classroom that you must consider as you plan the instruction and assess learning. Include appropriate factors such as age, tender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles, or skill levels. Address students’ skills and prior learning, e.g., as measured on assessments and grades that may influence the development of our goals, instruction, and assessment. SPED: Setting •
Describes the setting where instruction will take place to include district, school, classroom, and instructional arrangements. • Describes work sample group/students selected Optional artifacts: district web site, school web site, diagrams/maps Pre-­‐Requisite Skills •
Identifies what students know related to the WS based on Present Levels of Academic Achievement and Functional Performance (PLAAAFP), observations, and/or testing Required artifact: IEP Present Levels page with related skills highlighted FG: A. This section introduces the reader to your topic and to your students, and then elaborates on the reasoning underlying the development of this unit and the teaching and learning methods you will employ. It also introduces the reader to your critical question including its genesis and insightful connections to personal issues, the context of teaching, and themes in the literature EUG: T1A. Include community factors that will influence instruction. Consider school and community resources that support the students and their families and may help in your unit development. •
1c. Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. [InTASC Standard #3] Identifies foundational (pre-­‐requisite) skills students need to have to benefit from and participate in WS SPED: Behavior Plan 2. Content 2a. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. [InTASC Standard #4] •
Includes school behavior plan •
Includes classroom procedures and rules •
Includes behavior support plan(s) for students who have one • Includes expectations and behavior plan specific to teaching WS lessons Optional artifacts: Class rules, point sheets/cards, PBS plan. FG: B. Identify State Department of Education content standards that are tied to the unit goals. Copy content standards from the current Oregon Department of Education document. National standards may be referenced in subject areas for which Oregon does not give standards. C. Develop appropriate learning goals that address cognitive and affective domains. These goals should be 3-­‐7 statements about the larger purposes of this unit and should be based on your content and pedagogical knowledge and the programmatic requirements of district and state benchmarks and frameworks. The goals should focus on a range of cognitive outcomes and higher order thinking skills where possible (see Bloom's Taxonomy). There should also be one or more affective goals that state what student outcomes you expect in terms of valuing and interest in this material. Include psychomotor outcomes if appropriate. Where possible, include goals from different content areas (cross-­‐curricular integration). Each of the goals needs to be assessed. The pre-­‐instruction assessment should be designed to facilitate developing unit goals that take into account the needs and interests of the students. The unit goals should therefore reflect this assessment. D. List 15 -­‐ 25 specific key concepts, facts, skills, or items of information that you expect the students to learn about the topic. EUG: T2A. Learning goals. List the learning goals that will guide the planning, delivery, and assessment of the unit and include: Ø A range of cognitive outcomes, especially at the higher level of Bloom’s Taxonomy Ø An alignment of the goals with the state standards/benchmarks. Ø An overview of your unit through a visual organizer such as a calendar or outline to make the plan clear. o Include the topics and/or activity you are planning for each day/period. o Also identify the goal/goals (coded from your learning goals) that you are addressing in each lesson. Make use that every goal is addressed in the unit. SPED: Learning Objectives •
Clearly states WS topic goal – what students will learn by end of WS •
Shows link from goal to state standards and/or benchmarks at student’s grade level •
Identifies IEP goal(s) and/or short-­‐term objectives targeted during the WS for each participating student Includes 2-­‐3 measurable instructional objectives (conditions, behavior and criteria) that support the WS topic goal and can be measured at beginning and end of WS Required artifacts: State standards and benchmarks, IEP goal sheets with highlighted goals to address during WS Key Points, Terms, and Vocabulary •
•
Lists 10-­‐20 key points and/or big ideas around the topic • Identifies terms and vocabulary specific to the topic May list 5 – 10 key points around co-­‐curricular goals 2b. Application of Content: The teacher understands how to connect concepts FG: and use differing perspectives to engage learners in critical thinking, E. Construct a representation of the organization of the unit showing how creativity, and collaborative problem solving related to authentic local and specific learning activities support various lesson learning objectives, and, in global issues. [InTASC Standard #5] turn, how these objectives support the benchmarks and unit learning goals. This could be a web, a flow chart or another graphical format. The purpose is to demonstrate a linear connection from goals to learning activities. Q. Include a list of resources used while planning and implementing the unit of instruction, as well as other potential resources in that topic area. If possible, include texts, teacher reference books, books, curriculum guides, resource people, field trip sites, technology resources (such as films, prints, maps, models software, videodiscs, websites, etc.), and any other special materials for extensions and accommodations that might be useful for teaching this unit. Include a bibliography of relevant professional resources related to your critical question. EUG: T2C. Daily Plans. Describe the individual lessons clearly enough that a substitute could teach the lesson and in a format that includes: Ø Benchmarks and goals, Ø Materials/technology you will need to implement the activity, Ø One or more objectives that implement the goals and the goals’ assessment(s), Ø An introduction (set), Ø Body which includes a variety of instructional strategies/techniques appropriate to the content and the students as described in the context and a literacy application where appropriate, Ø Assessment of student learning during and following the activity, Ø Closure, Reflection on each lesson to be done while teaching SPED: Content Relationships A graphic representation of the organization of the topic that shows how the topic content is broken down and/or connected to smaller components Note: this is not a unit map but an exploration of topic Options: Web, outline, concept map, diagram Co-­‐Curricular Goals •
Identifies co-­‐curricular content or skills students might learn, which are not measured by learning goals Identifies possible alternative outcomes of the WS outside of IEP Technology •
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Includes use of technology in planning, presenting, and conducting instruction. This can be technology used by the teacher and/or the students. • Notes students who use assistive technology Optional artifact: IEP Special Considerations page Resources Includes a list of resources used to learn about and teach the topic, and potential resources. Options: Texts, teacher reference books, books, curriculum guides, resource people, field trip sites, instructional media (e.g., films, maps, CD-­‐Rom), web sites, internet resources, special equipment FG: F. In this section, you will lay out your plan for collecting data, assessing student learning, and studying your critical question. In many cases, you will use the same data sources for multiple purposes. To create thick data representing multiple perspectives or your CQ, you may need additional data, such an interviews with students, notes from parent/teacher conferences, records of meetings with your mentor teacher, and so on. While these data sources may be more oriented toward answering your CQ, they will give you also valuable insight into student learning, and you may well find yourself viewing assessment and action research data collection as the same process. Use the following headings in your assessment/data collection plan: Formative and Summative Plan: –Write a narrative explaining how and when you will assess and collect data, both formatively and summatively, to assess students’ learning of each goal, and to study your critical question. The plan describes the tools, including the performance assessment, that were used to assess each goal prior to, during, and after instruction. The procedures and/or instruments must be developmentally appropriate. Your plan indicates when you will explain your evaluation methods to students and the range of approaches you use as formative assessments to track your students' developing understanding. Assessments should represent a triangulated data set, including observations, interviews, and artifacts, and can include short assignments, teacher observations or interviews as well as a variety of other measures. It can be helpful to use charts or tables of various forms to •
3. Instructional Practice 3a. Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. [InTASC Standard #6] summarize your data collection plan. N. For each learning goal: • In a chart or graphic representation display the level of understanding or competence each student demonstrated on the pre-­‐ and post-­‐instruction assessments and the authentic performance task. Include a narrative with clear pre-­‐ and post-­‐instruction assessment data for the whole class. It should be clear from your assessment plan what pre-­‐ and post-­‐instruction assessment tools were used to assess each goal; • Summarize the learning gains on each goal for the class as a whole (for ECE, when appropriate) using a narrative or graphic aids (such as a bar graph or a pie chart that indicate the percentage of students who are at different levels of attainment on the pre-­‐ and post-­‐instruction assessment); • Discuss the results of your assessment for the class as a whole. Include reference not just to the pre-­‐ and post-­‐instruction assessments but to the formative and authentic performance task assessments, as well as any other data you collected. What were the learning gains and to what factors do you attribute the learning? In general, did students make appropriate learning gains? Did they gain more on some learning goals than others? Were there differences among students in levels of attainment? Why? Can you generalize about the students who learned more or less than others? Explain why some students did not attain your learning goals (absent much of the unit, learning goals too ambitious, environmental interruptions, unclear purposes or teaching, lack of motivation, assessment did not accurately reflect the extent of understanding.) Relate this analysis to your CQ as appropriate. O. Discuss the results of your data collection for at least three selected students who represent abilities at the emergent, proficient, and strong levels as identified at the beginning of the unit through a discussion with the mentor teacher. What were the learning gains and to what do you attribute the learning? Reflect on the growth in the student's understanding given where the student was at the beginning of the unit. Give a brief profile of the student and include samples of student work. Relate these analyses to your CQ as appropriate. EUG: T2B. Assessment Plan. Explain how you will assess each learning goal, both formatively and summatively, to judge student performance. Ø
Ø
Describe the formats of the assessments and adaptations for individual needs if necessary. The major learning for each goal must e included on a pre and posttest. Include copies of the pre/post assessments and the criteria you will use to score them. T3A. Summarize the learning gains for individual students and for the whole lass on each goal using a visual organizer to illustrate individual learning on the pre and posttest. SPED: Initial Assessment Required: Initial Assessment Worksheet •
Authentic, teacher-­‐made, or prescribed initial assessment which adequately reflects each student’s baseline knowledge and performance related to work sample objectives •
Assessment outcomes are clearly described and summarized. Results represented with data and/or student product •
Includes clear criteria to determine level of achievement (i.e., criteria or scoring guide) and legend or answer key Optional measures: Behavioral observation, permanent product, interview, checklist, rating scale, KWL chart, oral or written test Options for scoring: Rubric, data collection sheet (e.g., levels of independence, correct/incorrect) Determine Instructional Starting Point •
Summarizes/interprets results of initial assessment and its connection with plan for instruction Shows clear link between initial assessment and determination of instructional starting point (i.e., provides rationale of where to start instruction in relation to stage of learning: acquisition, fluency, maintenance, or generalization) Optional documentation: Videotape, photographs, student work, completed test protocol, completed initial assessment protocol •
Formative (ongoing) Assessment •
Each lesson plan has a measure of student performance related to daily lesson objectives and/or IEP objectives •
Data method evident in daily lesson plan Formative assessment may be formal or informal, teacher-­‐made or commercially available but must be measurable Options: Demonstrations, short assignments, written or oral tests, interview, portfolio, data collection sheets, computerized assessment. Can videotape or photograph Final (Summative) Assessment •
Required: Final Assessment Worksheet •
Method and measurement is same or similar to initial assessment •
Results summarized for final assessment The final assessment should represent authentic performance task(s). Students must perform a task, carry out an activity, or produce a product Includes clear criteria to determine level of achievement (i. e., criteria or scoring guide). Include a legend or answer key Summarize and Interpret Data •
•
Composite of all assessments: initial, formative and final •
Shows learning and progress of students over course of the WS in relation to the WS goal and WS objectives •
Analysis of the data and a report on the effect of the WS for students and teacher. Compares and contrasts students. Gives specific examples of what worked and what did not work for students •
Includes reflection on what assessment data shows about their teaching Includes specific recommendations to the IEP team based on the assessment data Results summarized in a narrative and organized in a graph, table, or chart •
3b. Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-­‐disciplinary skills and pedagogy, as well as learners and the community context. [InTASC Standard #7] FG: G. Create a schedule of your lessons that includes the day, lesson title, data and assessments to be collected, and major teaching/learning activities for each day. The plan should reflect a logical, developmental progression and sequence towards meeting unit goals and studying your critical question. EUG: T1C. Address how the classroom and student characteristics will influence your planning with specific reference to at least two characteristics and how you have planned for these. SPED: Weekly Plan Calendar with lesson titles and major activities for each day over the course of the WS to include plan for initial assessment (dates and times) and final assessment. Optional artifacts: Instructional plan book, copies calendar, bell schedule Daily Lesson Plans •
Required: Lesson Plan 3c. Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. [InTASC Standard #8] •
Used Lesson Plan Worksheet with all sections complete for 10 lessons •
Instructional objectives are measurable and clearly aligned with instructional plans and WS objectives • Instructional plan detailed to show the teaching Includes changes/adjustments made to instruction FG: H1. Learning Objectives – Objectives are clear, developmentally appropriate, focus on a range of cognitive levels, and specify what you want students to be able to do as a result of the day's learning activities. Across lessons, these learning objectives should clearly build toward the unit goals. Objectives are not a listing of the learning activities. H2. Instructional Skills – Instructional skills include the following required lesson design elements: set, closure, checks for understanding during instruction, methods for engagement, and, where appropriate, other skills such as facilitating, making transitions, modeling, pacing, and wait time. It should be clear how students are hooked into the lesson and helped to see the purpose and the connection with prior learning. The lessons indicate how student learning is monitored and what feedback is given to students on their progress. Modeling and practice opportunities should be provided if appropriate. Includes evidence of differentiation. Lessons should engage students in closure, including some review if appropriate to ensure retention. Time estimates for each activity should be indicated. The materials used should be listed. H3. Learning Strategies – Lessons actively involve students in a variety of strategies, appropriate to the objectives, content, and developmental level. The strategies used for student learning should be described clearly enough that a substitute could guide the lesson. The students will be actively engaged in the lesson and understand its purposes. Include how the lessons accommodate individuals with a range of styles and intelligences, interests, and abilities. During appropriate lessons include strategies for collaboration and higher level thinking. There should be some cooperative learning activities, small group work, and the use of learning centers in ECE. H4. Instruction and Lesson Sequence – The sequence of activities within a lesson should be appropriate for the lesson objectives and lead toward attainment of those objectives. The sequence of lessons should clearly build toward attainment of the unit goals. H5. Assessment of Learning – The methods used to assess whether students are actively engaged in the learning tasks and meeting lesson objectives are clear and appropriate for the lesson. They include how you check for understanding while you teach, how you provide the students with feedback that encourages them to evaluate and improve their work, and how you determine whether students have attained the objectives for the lesson. H6. Reflection on Lesson – You will use pre-­‐ and post-­‐ reflections as an on-­‐
going analysis of student learning, classroom processes and management, and your critical question. Prior to the lesson, what do you anticipate will be the challenges and how do you plan to meet them? As you analyze, consider the following questions: what elements of the lesson worked and what would you do differently the next time? Were the students engaged throughout the lesson? Did your lesson meet the needs of all students? Did you see learning success? What resources were most useful? Discuss any incidents, emergent ideas, theories, or questions related to your critical question. You will write the reflection each day after teaching your lesson. (You may handwrite onto the Work Sample page.) Be sure to keep your reflections handy for analysis. K1. There should be two levels of assessment prior to instruction. The first is designed to help you understand the schemas, abilities and learning needs the students in your class have that are relevant to this unit. This assessment should help you set and/or refine unit goals and then develop and customize lessons for this specific group of students. The second assessment provides the baseline for determining student progress during the unit on each unit goal. An interview with one child at each level of proficiency as determined by your prior assessment is adequate. K2. Include descriptions and examples of cross-­‐curricular or thematic connections/integration into the unit or how the material was connected to other areas of school or life. Describe examples of literacy instruction. It is important that the work sample include some cross-­‐curricular integration either within or across individual lessons. This can range from the development of individual learning centers to the entire structure of your work sample. The description should respond to the following questions: • What instructional practices did you employ related to reading/writing (literacy) in your work sample? • What strategies did you use? • Which were most effective? • What special challenges did you face related to reading in your content area? ECE Expressive Arts -­‐ Each work sample must include the use of expressive arts as a means of fostering student learning or as a tool for student expression. Fostering creativity is the key; not reproducing teacher produced craft projects. The medium for expressing and learning can be art projects as well as music and movement including songs, dances, quiet listening, composing, etc. Active participation should be encouraged over passive reception. If classroom does not permit centers, provides a detailed description of how centers would be used in this lesson/unit. L. You may use video or audiotapes, computerized learning materials or activities, or computer-­‐based learning projects. If your school does not have these materials available, you must still explicitly describe how you would have utilized these materials if they had been available. Where possible, your focus should be on moving beyond presentation tools in order to support higher-­‐level thinking and learning. Avoid perfunctory uses such as electronic worksheets. EUG: T2C. Daily Plans. Describe the individual lessons clearly enough that a substitute could teach the lesson and in a format that includes: Ø Benchmarks and goals, Ø Materials/technology you will need to implement the activity, Ø One or more objectives that implement the goals and the goals’ assessment(s), Ø An introduction (set), Ø Body which includes a variety of instructional strategies/techniques appropriate to the content and the students as described in the context and a literacy application where appropriate, Ø Assessment of student learning during and following the activity, Ø Closure, Ø Reflection on each lesson to be done while teaching SPED: Adaptations: Accommodations and Modifications •
Identifies adaptations for each student and highlights those considered in this WS •
Describes student diversity including: diversity in culture, race, language, abilities, and/or learning styles. Identifies what was done to address diversity and language differences among student group and for individual students, if appropriate Optional artifacts: IEP Service Summary Sheet, IEP Consideration of Special Factors sheet FG: •
4. Professional Responsibility 4a. Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his or her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. [InTASC Standard #9] J. Describe how you promote cultural competence for all students. How does the action research you have incorporated into your unit of instruction promote your growth in becoming a critically competent educator? Include how you incorporated several or all of the following characteristics of culturally responsive teaching in your lessons: • collaborating with parents and families to nurture and support competence in home and school cultures, • communicating high expectations, • including instructional strategies that correspond with the norms and values of culture(s), • engaging students in cooperatively developed and community-­‐oriented learning, • integrating diverse ways of knowing, understanding, and representing knowledge • connecting students’ cultural backgrounds and personal experiences to the acquisition of new knowledge and skills. If appropriate, give examples for specific individuals. P. Interpretation of Unit Planning and Teaching: Articulate a thorough interpretation of the process of planning and implementing your work sample unit. Within the analysis, you should include: the unit content and design, the lesson plans, assessments, and classroom management. More specifically, (1) explain the reasoning that shaped your decisions as you planned the unit and the individual lessons (context matters); (2) include managing materials and procedures as well as your management practices for students including the modifications you made; (3) reflect on pacing of lessons and variety in instruction; (4) explain how instruction was adjusted and differentiated in response to students’ abilities, needs, feedback, and interests; (5) discuss how you will use the assessment data and information from your reflection on individual lessons for future planning and instruction after considering what worked well and how could you have achieved better results. From these reflections, explain what you can conclude about your instruction and the students’ learning experience: what insights did you gain from teaching this work sample that you can apply to the development of subsequent units? Discuss your areas of strength and areas of growth as a teacher, thoroughly demonstrating deep reflection and insights. Interpretation of Critical Question: Synthesize your action research work and critical question and develop one or more synthesis statements about your critical question and include them here. Deconstruct your interpretations. What might be useful about your interpretations? What may be dangerous? In what ways does your work represent trustworthy student teacher-­‐action research through including thick data , multiple perspectives , sense of connection , and meaningful action Note that it is unlikely that your work will be equally strong is all criteria for trustworthiness. Then, explain how your action research work influenced and grounded your process of becoming a teacher, demonstrating reflexivity and re-­‐examination of assumptions. Next Steps: Describe your next steps in becoming a teacher-­‐action researcher. H6. Reflection on Lesson – You will use pre-­‐ and post-­‐ reflections as an on-­‐
going analysis of student learning, classroom processes and management, and your critical question. Prior to the lesson, what do you anticipate will be the challenges and how do you plan to meet them? As you analyze, consider the following questions: what elements of the lesson worked and what would you do differently the next time? Were the students engaged throughout the lesson? Did your lesson meet the needs of all students? Did you see learning success? What resources were most useful? Discuss any incidents, emergent ideas, theories, or questions related to your critical question. You will write the reflection each day after teaching your lesson. (You may handwrite onto the Work Sample page.) Be sure to keep your reflections handy for analysis. EUG: T3B. Select the learning goal with which your students were most successful. Using data from all forms of assessment, formative and summative, analyze your lessons for possible reasons for the students’ success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control. T3C. Select the learning goal with which your students were less successful. You may use data from all forms of assessment, formative and summative. Analyze your lesson plans and your reflections for possible reasons for this lack of success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control. T3E. Reflect on the experiences and insights you gained from planning and implementing this unit. What did you learn and begin to understand about yourself as a teacher and students as learners? How might you expand on these reflections and new understandings to impact your own teaching and your students’ learning in the future? What kinds of new learning opportunities for yourself might you pursue? SPED: Daily Reflection Daily reflection written about each lesson stating what worked well, what would do differently if teaching lesson again, what to consider for next lesson – what worked? What to keep or change? Summarizes student performance, attitude, and reaction to reinforcement Evaluation of your Teaching: Final Reflection •
Includes insight about students, topic, process, and teaching. Discusses what worked well and what would be done differently in future and why. Reveals what was learned about students. Considers if anything needs to be retaught or incorporated into next unit Includes a self-­‐evaluation of experience as a teacher FG: M. Keep a log of any written or oral contacts with home and samples of letters or notes sent, including other teachers, counselors, and specialists. It is important to send correspondence home to parents describing your work sample and what you are doing in class with the students. Indicate what feedback you gave to students, and when you gave it, throughout the unit to help them progress toward the unit goals. EUG: T3D. Communication: Describe in detail how you used the interpretations of student learning to inform students and their parents. SPED: Feedback •
4b. Leadership and Collaboration: The teacher demonstrates leadership by taking responsibility for student learning and by collaborating with learners, families, colleagues, other school professionals, and community members to ensure learner growth and development, learning, and well-­‐being. [InTASC Standard #10] •
Includes a summary/log of all contacts with home applicable to WS and students Includes a summary/log of all contacts with school staff pertinent to the students and WS Options: Emails, communication logs, administrative or program observations and feedback *Eugene used the same items as Forest Grove in 2008, and as such are not repeated in this table. •