American University – School of Education, Teaching, and Health Onsite Exhibit March 2, 2015 Candidate Disposition Data • • • • • • Parent Conference Assessment Data Portfolio Data (Philosophy of Education, InTASC standards 9 and 10): Disposition data are highlighted in these data Student Teaching Rubric Data: Disposition data are highlighted in these data Creating and Evaluating Assessments Data Unit Plan Data: Disposition data are highlighted in these data ISL Data - Presented in on-site request for data item#4, Disposition data are highlighted in these data Parent Conference Assessment Rubric Report 41 total Parent Conference Assessment Rubrics submitted - 1. Conference Summary Mean Score 3.7805 Median Score 4 Breakdown 0: 1: 2: 3: 4: 0 selections 0 selections 0 selections 9 selections 32 selections - 2. Recommendations and Strategies for Preparing and Strengthening Positive Parent-Teacher Relationships Mean Score 3.8049 Median Score 4 Breakdown 0: 1: 2: 3: 4: Mean Score 3.4878 Median Score 4 Breakdown 0: 1: 2: 3: 4: 0 selections 0 selections 1 selections 6 selections 34 selections - 3. Reflection - 0 selections 0 selections 5 selections 11 selections 25 selections Parent Conference Assessment Rubric Teacher candidates will attend at least one formal or informal parent-teacher conference during the student teaching semester. You will summarize the conference, create strategies for implementing your own conference and reflect on the experience. Refer to the following prompts and rubric: Prompts Summary • Provide objective background on the school, the student and the parent or guardian. • Describe the purpose of the conference? Did it occur during school-wide parentteacher conference or was it held at the parent or teacher’s request? If it was held at the parent or teacher’s request, explain why. • Provide an objective summary of the conference. • Describe the outcomes of the conference, including any documentation of plans for the student. • Describe any follow-up meetings scheduled. Strategies for Preparing and Implementing Parent-Teacher Conferences • How would you prepare for effective parent-teacher conferences? • What strategies would you implement that would contribute to establishing and maintaining positive relationships with parents and families? Reflection • Describe how this experience impacted idea about building relationships with the parents or your future student? Base your reflection on your observation of this conference and other knowledge gained from your coursework and fieldwork. Parent Conference Assessment Rubric Criteria Conference Summary 4 – Exemplary Candidate provides a full and detailed description of the conference, from preparation to follow-up. 3 – Proficient Candidate provides an objective description of the conference, from preparation to follow-up. 2 – Progressing Candidate provides a summary of the parentteacher conference, but makes more than one subjective statement. 1 - Unsatisfactory Candidate is unable to objectively describe and summarize the parentteacher conference. Recommendations and Strategies for Preparing and Strengthening Positive ParentTeacher Relationships Candidate demonstrates thorough understanding of how to prepare for effective parent-teacher conferences. Candidate demonstrates an understanding of how to prepare for effective parent-teacher conferences. Candidate demonstrates some understanding of how to prepare for parentteacher conferences Candidate is unable to describe how teachers can prepare for parentteacher conferences. Candidate describes how certain documents and observations aid in developing positive parent-teacher interactions. Candidate provides a deep and rich reflection on his or her experience with parent-teacher conferences Candidate demonstrates an understanding of how the conference contributes to establishing and maintaining positive relationships with parents. Candidate reflects on his or her experience with parent-teacher conference. Reflection Candidate elaborates how and why this experience has impacted his or her philosophy of education. Candidate discusses how this experience has impacted his or her philosophy of education. Candidate demonstrates some knowledge of strategies for productive conferences with parents. Candidate briefly reflects on his or her experience with a parent-teacher conference. Candidate fails to reflect on his or her experience with a parent-teacher conference. Little thought is given to how this experience will shape his or her philosophy of education. Average Score out of 4 Any assessment turned in where readability of the work is seriously hampered by grammatical errors will be returned to the candidate without a score. The assessment must be resubmitted with appropriate corrections to be scored. goEd Form Close without saving Edit Parent Conference Assessment Rubric Person Completing Form: (choose one) Parent Conference Assessment Rubric complete directions (PDF) Directions: Please mark the box that best describes the appropriate level of performance for each element. Conference Summary Scoring Rubric: Unsatisfactory (1) (must be resubmitted) Candidate is unable to objectively describe and summarize the parent-‐‑teacher conference. Progressing (2 points) Candidate provides a summary of the parent-‐‑teacher conference, but makes more than one subjective statement. Proficient (3 points) Candidate provides an objective description of the conference, from preparation to follow-‐‑up. Exemplary (4 points) Candidate provides a full and detailed description of the conference, from preparation to follow-‐‑up. Score N/A 4 1 2 3 Recommendations and Strategies for Preparing and Strengthening Positive Parent-‐‑ Teacher Relationships Scoring Rubric: Unsatisfactory (1) (must be resubmitted) Candidate is unable to describe how teachers can prepare for parent-‐‑teacher conferences. Progressing (2 points) Candidate demonstrates some understanding of how to prepare for parent-‐‑teacher conferences Candidate demonstrates some knowledge of strategies for productive conferences with parents. Proficient (3 points) Candidate demonstrates an understanding of how to prepare for effective parent-‐‑ teacher conferences. Candidate demonstrates an understanding of how the conference contributes to establishing and maintaining positive relationships with parents. Exemplary (4 points) Candidate demonstrates thorough understanding of how to prepare for effective parent-‐‑teacher conferences. Candidate describes how certain documents and observations aid in developing positive parent-‐‑teacher interactions. Score Reflection N/A 4 1 2 3 Scoring Rubric: Unsatisfactory (1) (must be resubmitted) Candidate fails to reflect on his or her experience with a parent-‐‑teacher conference. Progressing (2 points) Candidate briefly reflects on his or her experience with a parent-‐‑teacher conference. Little thought is given to how this experience will shape his or her philosophy of education. Proficient (3 points) Candidate reflects on his or her experience with parent-‐‑teacher conference. Candidate discusses how this experience has impacted his or her philosophy of education. Exemplary (4 points) Candidate provides a deep and rich reflection on his or her experience with parent-‐‑ teacher conferences Candidate elaborates how and why this experience has impacted his or her philosophy of education. Score N/A 1 2 3 4 Save : Choose this option to Save the Form and return to the Forms List. You may return to this form to edit it later. Save and Stay : Choose this option to Save the Form and continue editing. Save and Submit : WARNING! Choose this option to Save the Form and Submit it. Once you submit the form, you will no longer be able to edit it! The student will also be automatically notified that the form has been submitted. Portfolio Score Report Final Semester from: Spring 2014 Final Semester to: Spring 2015 Portfolio Type: Education Portfolio (2013) 1a. Content Knowledge for Teacher Candidates and 4a. Design, Implementation, and Evaluation of Curriculum and Experiences (InTASC 2) 1b. Pedagogical Content Knowledge and Skills for Teacher Candidates 1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates 1g. Professional Dispositions for All Candidates Overall Context -­ Introduction, Resume, Conclusion Mean: 2.6458 Median: 3 Scores of 1: 1 Scores of 2: 32 Scores of 3: 63 Philosophy of Education Mean: 2.5521 Median: 3 Scores of 1: 3 Scores of 2: 37 Scores of 3: 56 Standard 1: Learner Development Mean: 2.5979 Median: 3 Scores of 1: 3 Scores of 2: 33 Scores of 3: 61 Standard 2: Learning Differences Mean: 2.5556 Median: 3 Scores of 1: 2 Scores of 2: 40 Scores of 3: 57 Standard 3: Learning Environments Mean: 2.7083 Median: 3 Scores of 1: 2 Scores of 2: 24 Scores of 3: 70 Standard 4: Content Knowledge Mean: 2.64 Median: 3 Scores of 1: 4 Scores of 2: 28 Scores of 3: 68 Standard 5: Application of Content Mean: 2.6 Median: 3 Scores of 1: 3 Scores of 2: 34 Scores of 3: 63 Standard 6: Assessment Mean: 2.6263 Median: 3 Scores of 1: 3 Scores of 2: 31 Scores of 3: 65 Standard 7: Planning for Instruction Mean: 2.6327 Median: 3 Scores of 1: 3 Scores of 2: 30 Scores of 3: 65 Standard 8: Instructional Strategies Mean: 2.7526 Median: 3 Scores of 1: 2 Scores of 2: 20 Scores of 3: 75 Standard 9: Professional Learning and Ethical Practice Mean: 2.5876 Median: 3 Scores of 1: 2 Scores of 2: 36 Scores of 3: 59 Standard 10: Leadership and Collaboration Mean: 2.63 Median: 3 Scores of 1: 2 Scores of 2: 33 Scores of 3: 65 Professional+Teaching+Portfolio+Requirements+ goed.american.edu+ ! The!culminating!assessment!for!the!Bachelor,!Graduate!Certificate,!and!MAT!program!is!a!Professional!Teaching!Portfolio.!This!Portfolio! will!consist!of!purposeful!selections!of!your!work!and!reflections!on!your!teaching!practice!that!provide!evidence!of!your!growth!toward! teacher!performance!standards!and!overall!development!as!a!practitioner.!!In!the!School!of!Education,!Teaching!&!Health!(SETH),! candidates!use!a!webHbased!system!(goEd.american.edu)!to!assemble!this!Portfolio.!!! ! Your!Portfolio!is!organized!by!the!ten!Interstate!New!Teacher!Assessment!and!Support!Consortium!(INTASC)!Standards.!!For!each! standard,!you!are!required!to!include!two!unique!artifacts!(pieces!of!evidence)!that!represent!mastery!of!that!particular!standard.!! Artifacts!may!include!lesson!plans,!student!work,!assessments,!videos,!evaluations,!photographs,!etc.!Your!portfolio!might!also!encompass! extraHcurricular!activities,!professional!development!opportunities,!prior!career!experiences,!and!experiential!learning!activities.! ! Your+Portfolio+MUST+contain+the+following+items:+ + Information+about+You+ Introduction,++ Resume+and+ Conclusion+ Introduction* • The!name!of!the!school(s)!where!you!did!your!student!teaching!and!practicum!or!are!employed! • The!grade!level(s)!you!have!taught!that!are!reflected!in!your!portfolio! • If!you!are!a!secondary!education!major,!the!subject!levels!you!have!taught!that!are!in!your!portfolio! • Your!pathway!to!teaching!(i.e.!traditional!undergraduate/graduate!student,!career!switcher,!TFA,!DC!or!PG!Teaching! Fellow,!etc.)!! • Overall!thoughts!about!teaching! ! Resume* • Upload!a!current!version!of!your!resume! Conclusion* • General!thoughts!wrapping!up!your!teaching!experience! • Plans!for!the!future+ + Philosophy+of+ Education+ + • • • • Explain!your!beliefs!and!values!as!an!educator! Reference!history,!educational!research,!theorized!practice,!and!your!own!reflective!practice!to!support!your! discussion.!Please!note!that!in!order!to!pass!this!portion!of!your!portfolio,!your!Philosophy!of!Education!must!cite!at! least!one!educational!research,!practice!or!history.! Explain!what!kind!of!learners!you!want!to!come!out!of!your!classes! Weave!themes!discussed!in!your!Philosophy!of!Education!throughout!your!entire!portfolio! 1 Artifacts+ Description+ + Include!two!(2)!activities!that!demonstrate!evidence!of!your!application!of!this!standard!in!your!classroom,!in!your! AU!courses!or!in!your!professional!life.!Write!a!description!for!each+activity.!! • Explain!the!context!for!artifact!–!Who!was!the!audience?!!What!was!the!content?!When!and!where!did!you!use!this?! Why!did!you!select!this!artifact!to!include!in!your!portfolio?+ Reflection++ Write!a!reflection!for!each+activity.!!Use!the!following!questions!to!guide!your!reflection.!You+are+required+to+discuss+ the+applicable+INTASC+standard+in+your+reflection.+ • How!does!this!artifact!connect!to!the!identified!INTASC!standard?! • How!are!activities!supported!by!educational!theory,!research,!and/or!best!practice?!!Please!provide!a!citation!for!all! referenced!material.! • How!does!this!artifact!provide!evidence!that!you!impacted!student!learning!and!behavior?! • What!did!you!learn!from!this!artifact?! • If!this!artifact!represents!an!activity!that!took!place!outside!of!your!classroom,!what!were!you!able!to!apply!in!your! classroom?! • What!would!you!do!differently!the!next!time!you!used!the!activity?! IMPORTANT+REQUIREMENTS! • On+Artifacts:! o Lesson+or+unit+plan:!!All!candidates!are!required!to!include!a!lesson!plan!or!unit!plan!in!their!content!area.! o !Video+of+Teaching:!!All!candidates!are!required!to!include!a!video!of!the!candidate!teaching.!We!highly!suggest!uploading! your!video!to!a!VIMEO!(vimeo.com)!account.!You!can!then!set!the!video’s!privacy!to!“Only!People!with!a!Password”.! Embed!the!video!in!GoEd!and!in!the!caption,!state!the!password.! o Uniqueness:+You!must!submit!20!unique!artifacts.!An!artifact!cannot!be!used!for!two!different!standards.! o Variety.!We!recommend!that!show!a!variety!of!artifact,!including!but!not!limited!to!lesson!plans,!videos,!student!work,! rubrics,!assessments,!photographs!and!slideshows.!The!best!portfolios!are!the!ones!that!showcase!different!outputs!from! your!field!experience!and!classes.!You+cannot+use+more+than+5+artifacts+that+are+assignments+from+your+classes.! o You!cannot!use!artifacts!for!future!implementation.! o You!must!cite!artifacts!that!you!do!not!create.! • On+Reflections:+ o Citation+Requirement:!In!order!to!pass!your!portfolio,!you!must!include!at!least!1!citation!per!INTASC!standard!for!a!total! of!10!different!citations.!!You!should!include!your!citation!directly!below!the!reflection!where!you!reference!the!theory!or! research.!!You!must!be!consistent!with!your!citation!format.!! • Required+Artifacts+for+Foreign+Language+Candidates+Only+–!! o A!lesson!or!unit!plan!on!the!topic!of!the!target!language!culture!or*on!a!literary!work!from!the!target!culture!and!language.!! o Evidence!of!attendance!at!a!professional!development!activity,!such!as!a!language!teachers’!conference,!or!membership!in! a!national!or!local!language!teachers’!professional!association.! • 2 + Portfolio+Checklist+ !Introduction! !Resume! !Philosophy!of!Education!(Don’t!forget!to!have!at!least!one!educational!theory,!practice!or!history!cited.)! ! The+Learner+and+Learning+ Standard'#1:'Learner'Development:*The!teacher!understands!how!learners!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.! * !!Artifact!1!+!Description!+!Reflection! Artifact!2!+!Description!+!Reflection! ! !!Citation!Requirement! Citation+Requirement:+In+order+to+pass+your+portfolio,+you+must+include+at+least!1!citation!per!INTASC!standard!for!a!total!of!10!different!citations.!You!should!include!your! citation!directly!below!the!reflection!where!you!reference!the!theory!or!research.!You!must!be!consistent!with!your!citation!format.! ! Standard'#2:'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.* ! !!Artifact!1!+!Description!+!Reflection! Artifact!2!+!Description!+!Reflection! ! !!Citation!Requirement! ! Standard'#3:'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!selfHmotivation.* ! !!Artifact!1!+!Description!+!Reflection! Artifact!2!+!Description!+!Reflection! ! !!Citation!Requirement! ! 3 Content+ Standard'#4:'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.!* ! !!Artifact!1!+!Description!+!Reflection! Artifact!2!+!Description!+!Reflection! ! !!Citation!Requirement! ! Standard'#5:'Application'of'Content:*The!teacher!understands!how!to!connect!concepts!and!use!differing!perspectives!to!engage!learners!in! critical!thinking,!creativity,!and!collaborative!problem!solving!related!to!authentic!local!and!global!issues.* ! !!Artifact!1!+!Description!+!Reflection! Artifact!2!+!Description!+!Reflection! ! !!Citation!Requirement! ! Instructional+Practice! Standard'#6:'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!and!learner’s!decisionHmaking.* ! !!Artifact!1!+!Description!+!Reflection! Artifact!2!+!Description!+!Reflection! ! !!Citation!Requirement! ! Standard'#7:'Planning'for'Instruction:*The!teacher!plans!instruction!that!supports!every!student!in!meeting!rigorous!learning!goals!by!drawing! upon!knowledge!of!content!areas,!curriculum,!crossHdisciplinary!skills,!and!pedagogy,!as!well!as!knowledge!of!learners!and!the!community! context.* ! !!Artifact!1!+!Description!+!Reflection! Artifact!2!+!Description!+!Reflection! ! !!Citation!Requirement! + Standard'#8:'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.!* * !!Artifact!1!+!Description!+!Reflection! Artifact!2!+!Description!+!Reflection! ! !!Citation!Requirement! 4 ! Professional+Responsibility+ Standard'#9:'Professional'Learning'and'Ethical'Practice:*The!teacher!engages!in!ongoing!professional!learning!and!uses!evidence!to!continually! evaluate!his/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.!* + !!Artifact!1!+!Description!+!Reflection! Artifact!2!+!Description!+!Reflection! ! !!Citation!Requirement! ! Standard'#10:'Leadership'and'Collaboration:*The!teacher!seeks!appropriate!leadership!roles!and!opportunities!to!take!responsibility!for!student! learning,!to!collaborate!with!learners,!families,!colleagues,!other!school!professionals,!and!community!members!to!ensure!learner!growth,!and! to!advance!the!profession.!* ! !!Artifact!1!+!Description!+!Reflection! Artifact!2!+!Description!+!Reflection! ! ! !!Citation!Requirement! ! !Math,!Science,!ESOL,!Foreign!Language!and!Social!Studies!Only:!Complete!the!SPA!Form!in!the!“My!Forms”!section!of! goed.american.edu.! ! !!Conclusion! ! !!Yes,!one!of!my!artifacts!is!a!lesson!or!unit!plan.! ! !!Yes,!one!of!my!artifacts!is!a!video.! ! Before!submitting!your!portfolio,!please!pause,!reHread!and!edit!your!artifacts,!descriptions!and!reflections.!Verify!that!they!meet!or! exceed!expectations!based!on!the!rubrics.!Check+your+grammar+and+readability.!Using!academic!resources!onHcampus!or!peer! editing!is!encouraged.! ! ! 5 Rubric+I:+Portfolio+Scoring+Rubric+(INTASC+Standards)+ + Directions+to+Evaluators:++Use!the!following!rubric!to!assess!the!components!described.!!Each!of!the!three!rows!should!receive!a!score!of! 1,!2,!or!3.!!Any!row!that!receives!a!score!of!1!must!be!revised!and!resubmitted.!!Include!comments!that!support!your!rating!and!provide! constructive!feedback!to!the!candidate.!!Any*row*that*is*missing*a*description,*artifact*or*reflection*will*receive*a*“No*Score”*and*the* portfolio*will*be*sent*back*to*the*teacher*candidate*for*completion.!! ! Component+ Exceeds+Requirements+(3)+ Meets+Requirements+(2)+ Needs+Development+(1)+ *must!be!resubmitted*+ Introduction,+ Resume+and+ Conclusion+ Philosophy+of+ Education+ ! ! HWell!thought!out!and!organized! introduction!provides!helpful! information!about!the!student’s! experience!in!education!and!the!context! in!which!the!activities!occurred.!! ! HWell!thought!out!and!organized! conclusion!brings!closure!and!provides! information!about!the!student’s! professional!goals.! ! HAttractive!and!logically!formatted! resume!is!attached!as!separate! document! ! HReadability!is!enhanced!by!exemplar! grammar,!punctuation!and!presentation! HThoughtful!Philosophy!of!Education! demonstrates!exceptional!awareness! and!understanding!of!the!values,! theories!of!education,!and!approaches! that!guide!candidate!as!an!educator.!! Reference!to!history,!research!and! current!practice!in!the!field!of!education! is!included!and!supports!discussion.! ! HReadability!is!enhanced!by!exemplar! grammar,!punctuation!and!presentation! HIntroduction!provides!helpful! information!about!the!student’s! experience!in!education!and!the!context! in!which!the!activities!occurred.!! ! HConclusion!brings!closure!and!provides! information!about!the!student’s! professional!goals.! ! HLegible!resume!is!attached!as!separate! document! ! HReadability!not!impacted!by!grammar,! punctuation!and/or!types!of! presentation!errors! HMissing!or!limited!introduction! provides!no!or!almost!no!information! about!the!student’s!experience!in! education!or!the!context!in!which!the! artifacts!were!collected! ! HThere!is!no,!almost!no,!or!an! inappropriate!conclusion.! ! HResume!is!missing,!very!limited,!or! difficult!to!read! ! HReadability!is!significantly!impacted!by! grammar,!punctuation!and/or!types!of! presentation!errors! HPhilosophy!of!Education!demonstrates! awareness!and!understanding!of!the! values,!theories!of!education,!and! approaches!that!guide!candidate!as!an! educator.! ! HReadability!not!impacted!by!grammar,! punctuation!and/or!types!of! presentation!errors!!! HPhilosophy!of!Education!demonstrates! little!awareness!or!understanding!of!the! values,!theories!of!education,!and! approaches!that!guide!candidate!as!an! educator.!!! ! HReadability!is!significantly!impacted!by! grammar,!punctuation!and/or!types!of! presentation!errors! 6 Component+ INTASC+ Standards+ Exceeds+Requirements+(3)+ Meets+Requirements+(2)+ HThere!are!at!least!two!activities!per! INTASC!standard! HThere!are!at!least!two!activities!per! INTASC!standard! Needs+Development+(1)+ *must!be!resubmitted*+ HThere!are!not!two!activities!per!INTASC! standard! ! ! ! HActivities!have!distinguishable! substance!and!irrefutably!support!the! standards.!! HActivities!are!meaningful!and! adequately!support!the!standards.! HActivities!lack!substance!or!only! marginally!support!the!aligned! standards.!! ! HDescriptions!provide!comprehensive! explanations!of!the!artifacts,!including! relevant!contextual!information!! ! HDescriptions!provide!detailed! explanation!of!the!artifacts,!including! relevant!contextual!information! ! HDescriptions!provide!little!explanation! or!contextual!information!the!artifacts!! ! HReflections!provide!solid!insight!into! HReflections!provide!exceptional!insight! how!the!activities:! into!how!the!activities:! • impact!student!learning!and! behavior+ • impact!student!learning!and!behavior+ • are!connected!to!the!INTASC! • are!connected!to!the!INTASC! standards+ standards! • could!be!modified+ • could!be!modified! ! HReflections!provide!limited!insight!into! how!the!activities:! • impact!student!learning!and! behavior! • are!connected!to!the!INTASC! standards! • could!be!modified! ! ! HA!comprehensive!explanation!is! provided!of!how!activities!are! supported!by!educational!theory,! research,!and/or!best!practice!in!either! the!description!or!reflection.!!For! theory,!state!theory!and!theorist.!For! scholarship,!state!scholar!and!title!of! relevant!text/article!they!authored.! ! H!At!least!one!citation!is!included!for! each!INTASC!Standard! ! ! ! HAn!accurate!explanation!is!provided!of! how!activities!are!supported!by! educational!theory,!research,!and/or! best!practice!in!either!the!description!or! reflection.!!For!theory,!state!theory!and! theorist.!!For!scholarship,!state!scholar! and!title!of!relevant!text/article!they! authored.!! H!Limited!or!inaccurate!discussion!of! educational!theory,!research,!and/or! best!practice! ! H!No!citations! ! HReadability!is!significantly!impacted!by! grammar,!punctuation!and/or!types!of! presentation!errors! ! H!At!least!one!citation!is!included!for! each!INTASC!Standard! ! HReadability!not!impacted!by!grammar,! HReadability!is!enhanced!by!exemplar! grammar,!punctuation!and!presentation! punctuation!and/or!types!of! presentation!errors! ! Evaluation+of+the+Portfolio+ 1. You!must!earn!a!score!of+24+or!more!out!of!a!possible!36!to!pass!the!portfolio!assessment.! 2. Two!faculty!members!evaluate!your!portfolio.!!Once!the!evaluation!is!completed,!you!may!access!the!scores!and!comments!online.!! 3. Any!standard!that!receives!a!score!of!1!must!be!revised!and!resubmitted!to!pass,!even!if!your!overall!score!is!a!24!or!higher.! ! 7 Rubric+II:+Portfolio+Specialty+Professional+Association+(SPA)+Requirements+(if+applicable)+ + Requirements:+ SPA+Standards+ Interpretation+for+ESOL,+ Foreign+Language,+Math,+ and+Social+Studies+ + PLEASE+NOTE+THAT+ SCIENCE+(Biology,+ Chemistry,+Physics)+HAS+A+ SEPARATE+RUBRIC+ ! • ! • Indicate!the!INTASC!Standard!number!and!the!artifact!number!within!which!you!explicitly!address!the! applicable!SPA!standard.!!You!can!upload!additional!artifacts!to!your!portfolio!if!you!do!not!have!an! existing!portfolio!artifact!for!a!particular!standard!that!addresses!the!applicable!SPA!standard.!!If!you! attach!additional!artifacts,!include!a!description!and!reflection!for!each!additional!artifact.!!You!can!map! multiple!SPA!standards!to!one!INTASC!standard.!!! Make!sure!to!discuss!how!the!SPA!standards!identified!in!the!Portfolio!system!connect!to!your!artifacts! and!to!the!applicable!INTASC!standards.!!! ! + Evaluation:!!Go!to!the!SPA!Form!in!the!Forms!section!of!the!goed.american.edu!system.!!Use!the!following!rubric!to!determine!the! appropriate!score!for!each!of!the!mapped!SPA!standards.!!Each!standard!should!receive!a!score!of!1,!2,!or!3.!!Standards!receiving!a!score! of!1!must!be!resubmitted.!!Include!comments!that!support!your!rating!and!provide!constructive!feedback!to!the!candidate.! ! Component+ Exceeds+Requirements+(3)+ Meets+Requirements+(2)+ Needs+Development+(1)+ *must!be!resubmitted*+ SPA+Standards+ ! ! ! H!SPA!standards!discussion!provides! H!Adequately!explains!how!the! H!Does!not!adequately!connect!SPA! exemplary!insight!into!how!the!artifact! applicable!standards!connect!to!the! standards!to!artifacts! supports!the!applicable!standards! chosen!artifact! ! ! H!SPA!standards!are!not!addressed! H!All!of!the!applicable!standards!are! ! addressed! ! + Evaluation+of+the+SPA+standards:+ 1. You!must!earn!a!score!of!at!least!2+for!each!SPA!standard.! 2. Two!faculty!members!will!evaluate!your!SPA!standards!assessment.!!Once!they!have!completed!their!evaluations,!you!may!access! their!scores!and!comments!online.!! 3. Any!standard!that!receives!a!score!of!1!must!be!revised!and!resubmitted!to!pass.! 8 Student Teaching Course Rubric and Data Please note that the Student Teaching Rubric was implemented in Fall 2012. Data was collected in the GoEd assessment management system starting Spring 2013. Part I. Rubric Student Teaching Course Rubric for ___________________ Spring 2014 The Student Teacher, Cooperating Teacher and University Supervisor will fill out sections I-IV. This is done in addition to the Midterm Evaluation Form in GoEd. For the Final Evaluation, sections I-IV will be shared by the University Supervisor during the final conference with the Student Teacher and Cooperating Teacher, and section V will be filled in by the Seminar Instructor. This is done in addition to Final Evaluation Form in GoEd.. I. PREPAREDNESS Lesson Plans • Created lesson plans that target all learners and comprehensively encompass what occurs during the lesson, from both the teaching and learning perspectives Materials • Prepared materials in advance • Made developmentally appropriate choices Attendance • Attended placement daily • If absences exceeded 3 days, student made up missed days Timeliness • Arrived at placement before school begins • Stayed at placement after school ends Preparedness Total (out of 20) 0 1 2 3 4 5 II. INSTRUCTION Developmentally Appropriate • Delivered instruction that was intellectually, socially and emotionally appropriate Variety of Instructional Strategies • Demonstrated multiple instructional strategies using a variety of instructional groups • Communicated lessons with appropriate voice and visuals Differentiation • Demonstrated differentiation for exceptional learners and those with diverse cultural backgrounds Assessment • Implemented informal and formal assessment • Used the data to inform instruction 0 1 2 3 4 5 Instruction Total (out of 20) III. LEARNING ENVIRONMENT & CLASSROOM CULTURE Positive Reinforcement • Utilized positive reinforcement by being specific and helpful Classroom Management • Clearly defined classroom expectations • Enforced and followed through with appropriate consequences Individual and Collaborative Learning • Implemented cooperative learning • Provided opportunities for individualized and small group instruction and practice Active Engagement in Learning • Connected content to student’s background knowledge • Engaged students intrinsically throughout the entire lesson Learning Environment Total (out of 20) 0 1 2 3 4 5 IV. PROFESSIONAL RESPONSIBILITY Meeting Deadlines • Submitted lesson plans one day prior to an observed lesson • Completed forms by meeting deadline o Log of Hours o Midterm Evaluation o Final Evaluation Professionalism • Upheld observation meeting dates, unless changed by cooperating teacher • Worked with University Supervisors and Cooperating teachers to resolves issues in a mature and professional manner • Received feedback well School Events • Attended faculty meetings, parent conferences, after-school events Professional Development • Attended in-service days and workshops • Attended special event lectures and conferences at American University Professional Responsibility Total (out of 20) Field Placement Score (add totals for each section, out of 80) 0 1 2 3 4 5 V. STUDENT TEACHING SEMINAR (to be filled in by Instructor) Professional Responsibility • Are you coming to seminar on time? • Have you missed more than one class for any reason? • Are your communications with the community appropriate, respectful, timely and written in error-free English? • Are you turning in seminar assignments on time? o Graduate Students: This includes the chosen reflections submitted for grading. • Graduate Students: Have you scheduled and attended two individual conferences with the instructor? Weekly Reflections • Have you submitted at least one critical reflection on the topics listed in the syllabus? • Have you edited, modified or rewritten and substituted reflections based on feedback received throughout the semester? Final Assignment • Undergraduate Critical Reflection Paper o Did you cite selected weekly reflections to discuss your theme? o Did you include your interviews with the cooperating teacher and student(s) to evaluate your teaching performance as it relates to this topic? o Did you address what you observed about yourself as a teacher, what changes you want to make in the classroom and how you will go about making those changes in regards to the selected topic? • Graduate Case Study o Have you submitted a one-page description of your case study by the due date? o Have you submitted a reading list on the process of critical reflection by the due date? o Have you submitted the completed case study and the required components by the due date? § One page abstract § Text of Case Study § Literature Review § Statement of Personal Critical Reflection 0 1 2 3 4 5 Parent Conference Assessment • Scored through the assessment rubric Portfolio and Forms • Did you meet the portfolio benchmarks? • Did you submit all practicum and student teaching forms on time? Total Seminar Score (out of 20) Student Teaching Percentage and Letter Grade (Field Placement Score + Seminar Score) COURSE GRADING: Percent of Total Points available will be used to determine the class grade as follows: 100 - 94% 93 - 90% 89 - 87% A AB+ 86 - 82% 81 - 78% 77 - 75% B BC+ 74 - 71% 70 - 67% ≤ 66% C D F SCORING DEFINITIONS € No Score (0): The teacher candidate does not exhibit any attempt to meet the requirement of the component. Unsatisfactory (1): The teacher candidate does not yet appear to understand the concepts underlying the component. Needs Improvement (2): The teacher candidate demonstrates limited understanding of concepts underlying the component. Basic (3): The teacher candidate appears to understand the concepts underlying the component and attempts to implement its elements. Implementation is usually successful. Additional reading, discussion, visiting classrooms of other teachers, and experience (particularly supported by a mentor) will enable the teacher candidate to become proficient in this area. Developed (4): The teacher candidate demonstrates solid understanding of the concepts underlying the component and is usually successful at implementing its elements. Proficient (5): The teacher candidate clearly understands the concepts underlying the component and implements it consistently in a highly effective manner for a first-year teacher. Part II. Data Fall 2013 7 Teacher Candidates: 2 Undergraduate Teacher Candidates and 5 Graduate Teacher Candidates 3 Undergraduate Teacher Candidates I. Preparedness Lesson Plans Materials Attendance Timeliness II. Instruction Developmentally Appropriate Variety of Instructional Strategies Differentiation Assessment III. Learning Environment and Culture Positive Reinforcement Classroom Management Individual and Collaborative Learning Active Engagement in Learning IV. Professional Responsibility Meeting Deadlines Professionalism School Events Professional Development V. Student Teaching Seminar Professional Responsibility Weekly Reflections Final Assignment Parent Conference Assessment Portfolio and Forms Mean 4.33 4.33 4.67 4.33 Mean 4.67 4.67 3.67 4 Mean 4.67 4 4 4.33 Mean 4.33 5 4 3.67 Mean 5 5 5 3.67 .33 Median 4 4 5 4 Median 5 5 3 4 Median 5 5 5 4 Median 4 5 4 4 Median 5 5 5 4 0 0 - 1 - 2 - 3 - 0 - 1 - 2 - 3 - 0 - 1 - 0 - 1 - 2 1 1 2 - 0 - 1 - 2 1 1 2 - 2 1 3 - 4 2 2 1 2 4 1 1 1 4 1 - 3 - 2 4 2 1 1 4 - 1 2 3 1 5 1 1 2 1 5 2 2 1 1 5 2 2 2 1 5 1 3 1 1 5 3 3 3 5 Graduate Teacher Candidates I. Preparedness Lesson Plans Materials Attendance Timeliness II. Instruction Developmentally Appropriate Variety of Instructional Strategies Differentiation Assessment III. Learning Environment and Culture Positive Reinforcement Classroom Management Individual and Collaborative Learning Active Engagement in Learning IV. Professional Responsibility Meeting Deadlines Professionalism School Events Professional Development V. Student Teaching Seminar Professional Responsibility Weekly Reflections Final Assignment Parent Conference Assessment Portfolio and Forms Mean 4.6 5 5 5 Mean 5 4.6 4.2 4.6 Mean 4.8 4.4 4.6 4.4 Mean 4.6 4.6 5 5 Mean 4.2 4.8 4.6 3.8 .8 Median 5 5 5 5 Median 5 5 4 5 Median 5 5 5 4 Median 5 5 5 5 Median 5 5 5 4 1 0 0 0 0 - 1 1 1 1 - 2 2 2 2 - 3 3 1 3 1 3 1 4 - 4 2 4 2 2 2 4 1 1 2 3 4 - 0 1 1 1 4 2 - 3 1 4 1 2 4 5 3 5 5 5 5 5 3 2 3 5 4 3 3 2 5 1 4 5 5 5 4 4 3 Spring 2014 44 Teacher Candidates 19 Undergraduate Teacher Candidates I. Preparedness Lesson Plans Materials Attendance Timeliness II. Instruction Developmentally Appropriate Variety of Instructional Strategies Differentiation Assessment III. Learning Environment and Culture Positive Reinforcement Classroom Management Individual and Collaborative Learning Active Engagement in Learning IV. Professional Responsibility Meeting Deadlines Professionalism School Events Professional Development V. Student Teaching Seminar Professional Responsibility Weekly Reflections Final Assignment Parent Conference Assessment Portfolio and Forms Mean 4.4211 4.5789 4.9474 4.8947 Mean 4.5789 4.4737 3.8947 4.2632 Mean 4.5789 4.4211 4.4737 4.2632 Mean 4.6316 4.7895 4.9474 4.9474 Mean 4.5263 4.9474 4.2105 3.6842 0.6842 Median 5 5 5 5 Median 5 5 4 5 Median 5 5 5 5 Median 5 5 5 5 Median 5 5 4 4 1 0 - 1 - 2 - 0 - 1 - 2 2 1 1 2 2 1 2 1 2 - 3 3 3 1 3 3 4 2 3 2 1 3 3 2 1 - 2 1 - 3 2 - 1 - 2 6 0 - 1 1 - 0 - 1 - 0 - 1 - 6 13 4 5 2 1 4 2 1 6 4 4 4 6 4 5 4 3 2 1 1 4 2 1 8 13 5 11 14 18 18 5 15 14 7 11 5 13 11 13 10 5 14 16 18 18 5 14 18 8 25 Graduate Teacher Candidates I. Preparedness Lesson Plans Materials Attendance Timeliness II. Instruction Developmentally Appropriate Variety of Instructional Strategies Differentiation Assessment III. Instruction Developmentally Appropriate Variety of Instructional Strategies Differentiation Assessment IV. Professional Responsibility Meeting Deadlines Professionalism School Events Professional Development V. Student Teaching Seminar Professional Responsibility Weekly Reflections Final Assignment Parent Conference Assessment Portfolio and Forms Mean 4.6 4.76 5 4.92 Mean 4.88 4.6 4.04 4.44 Mean 4.76 4.52 4.64 4.56 Mean 4.64 4.84 4.92 4.92 Mean 4.76 5 3.96 3.44 0.8 Median 5 5 5 5 Median 5 5 4 5 Median 5 5 5 5 Median 0 5 5 5 Median 5 5 4 4 1 0 - 1 - 2 - 0 - 1 - 0 - 1 - 1 1 2 - 0 - 1 1 - 2 - 6 2 3 2 1 3 1 1 - 0 - 1 - 2 1 - 3 1 - 2 4 3 7 9 10 4 6 8 9 9 4 3 2 2 2 4 1 - 5 1 20 3 - 4 11 9 13 1 2 - 3 1 3 - 4 8 3 - 5 12 21 25 23 5 22 17 9 13 5 19 15 16 15 5 20 22 23 23 5 22 25 9 goEd - Reports https://goed.american.edu/reports/formtesolassessment goEd 45 minutes until session expires Dashboard Reports: Logout Back to Reports VIEWS Accounts Announcements Cooperating Teachers Exemplars TESOL Creating and Evaluating Assessments Form Report 3 total TESOL Creating and Evaluating Assessments Forms submitted - Issues of Assessment for ESL (4a) - Faculty Mean Score 2.5 Faculty Checklist Median Score 2.5 Breakdown 0: 1: 2: 3: Faculty Dashboard Faculty Evaluations Important Documents Lesson Plans selections selections selections selections - Language Proficiency Assessment (4b) - Logs Mean Score 2.3333 Messages Median Score 2 Breakdown 0: 1: 2: 3: My Evaluation My Forms My Portfolio My Snapshot 0 0 2 1 selections selections selections selections - Classroom-Based Assessment for ESL (4c) - Prospectives Mean Score 2.3333 Reports Median Score 2 Breakdown 0: 1: 2: 3: Scheduling Search Security Student Utilities Student Viewer Supervisor Central Supervisors Surveys 1 of 3 0 0 1 1 0 0 2 1 selections selections selections selections - Assignment Elements Mean Score 2.3333 Median Score 2 Breakdown 0: 0 selections 1: 0 selections 2: 2 selections 3/2/15, 6:38 AM goEd - Reports https://goed.american.edu/reports/formtesolassessment 3: 1 selections Syllabi Syllabi Checklist System Documents System Settings myau.american.edu SEARCH Copyright 2014 Help2Go Networks, LLC 2 of 3 3/2/15, 6:38 AM ! Creating and Evaluating Assessments Assignment Directions TESL 531: Language Assessment ! In this assessment, you will analyze one standardized assessment and will create a performance-based assessment with scoring guide for a particular student audience to assess similar (if possible) content and language skills to what the standardized assessment evaluates. For both activities, you will answer specific questions (see below) in the form of a five- to seven-page report. You will be evaluated using the rubric below based on how well you answer the questions and the quality of the assessment and scoring guide you create. Note: Prior to completing this summative assessment, you will complete four formative assessments including in-class and outof-class analyses and pair-work creation and piloting of other assessment tools. ! Part 1: Assessment Evaluation Directions and Analysis Questions Standardized Test: Limit yourself here. If you take on a major test like the LAS test or the DC CAS, keep your analysis appropriately and consistently general. It will be best to use just one section of an established standardized test in most cases. Pilot the test in conditions as much like reality as possible; for example, keep to the time limits. If possible, pilot it on someone who is representative of the audience it was designed for and talk over the experience with them. However, piloting with a similar type ELL will also be acceptable. ! Questions: 1. Is the standardized test attached and/or its ordering information provided (date, authors, and publisher)? Note: If you couldn’t obtain a copy of the test, answer #2 w/ particular precision. 2. Provide a general description of the test (duration, number of items, types of items, test purpose, scoring practices). Note: Be sure to use assessment language and terms learned in class. 3. How do the test creators verify the test’s validity and reliability? How does the test stand up against the three other principles of language assessment (authenticity, practicality, and washback)? 4. Describe target-test takers (age, proficiency, type of learning situation). 5. What modifications are allowed for test-takers who do not fit the target audience for some reason? Note: If none are provided by the test creators, speak to a teacher or school administrator who is knowledgeable about this assessment and appropriate modifications. (4a, 4c) 6. Describe the subsection of the test you have chosen in detail (e.g., item types, time between questions, topics). What was your reason for choosing this section? How does this subsection relate to other portions of the instrument? 7. What kinds of knowledge/skills would a test-taker need to succeed in the test? Are these reasonable expectations for the intended audience? (4a) 8. Discuss whether this test would be appropriate for English language learners of at least two different proficiency levels. What makes it appropriate or inappropriate? (4a) 9. Discuss whether this test would provide you with information on diagnosing an ELL as gifted and talented or with other special learning needs. (4a, 4b) 10. How are correct answers assessed? If the instrument is close ended, how would you assess distracters? Are they reasonable and well-formed? Are some obviously wrong? Do some try to trick the test taker? If the test is open-ended, what kinds of scoring criteria are provided? (4b) 11. How is the test scored? Is any justification provided for this approach? How would you use the score to make instructional and placement decisions about students in your classroom? (4b) 12. What were the results of piloting the test (note that even if only you yourself take the test, it will be considered acceptable)? (4c) 13. What is your evaluation of the test (its validity and its intended audience)? Would you use it in the intended situations? Would you make any modifications to improve it? (4c) ! Additional Comments: Remember to use correct APA formatting for references and in-text citations. ! Part 2: Creation/Adaptation and Piloting Task Directions and Analysis Questions Performance Assessment Task For this task you need to develop a Performance Assessment for use with English language learners that assesses language skills and content knowledge similar to that assessed by the standardized test you analyzed for the Assessment Evaluation. You will be asked to justify the relevance of this instrument in relation to your audience and the curriculum of the course in which it will be used as well. Create a standardsbased scoring instrument to go with the instrument and pilot the assessment and scoring instrument on at least one student. ! Questions: 1. What kind of authentic assessment instrument did you design? Describe briefly and note whether it is an assessment type commonly mentioned or something more unique using terminology learned in class. Is a copy of the instrument (and/or its administration instructions) included? If additional materials are required are they included? (4a) 2. Describe the audience for this assessment instrument (e.g., age, proficiency, background). Why is this instrument particularly appropriate to this audience? (4a) 3. How does your assessment instrument relate to the course curriculum? (4c) 4. What was your reason for developing this particular test procedure? 5. Is your scoring scheme provided? Are all necessary instructions and explanations included? (4c) 6. How did you score your instrument (rubrics, scoring scales, scoring guides)? How did you determine that this method was a valid way of rating the task? (4c) 7. Pilot the test. Describe your informant (having an informant that resembles your intended target audience will increase your score on this criterion). 8. In piloting your assessment procedures, did you find any surprises? If so, describe them. If not, what portion of the activity worked very much according to plan? What modifications, if any, would you make as a result of piloting the instrument? (4a, 4c) 9. Could this assessment procedure be easily adapted to other classes? Why or why not? (4a) 10. Could other authentic assessments be readily used in place of your instrument? What might be some advantages and disadvantages? ! Additional Comments: Remember to use correct APA formatting for references and in-text citations. ! ! ! ! ! Rubric for Creating and Evaluating Assessments Standards Needs Development (1) Meets Standard (2) Exceeds Standard (3) Standard 4.a. Issues of Assessment for ESL Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented), the importance of standards–based assessment, and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL student learning. -Candidate analysis of assessments and assessment results does not demonstrate adequate understanding of issues of assessment including validity and reliability, psychological, linguistic and cultural implications; the importance of the standards; and the difference between language proficiency and other types of assessment, as they affect ESOL student learning. -Candidate analyzes assessments and assessment results in a way that demonstrates an understanding of issues of assessment including validity and reliability, psychological, linguistic and cultural implications; the importance of the standards; and the difference between language proficiency and other types of assessment, as they affect ESOL student learning. -Candidate analyzes assessments and assessment results in a way that demonstrates superior understand issues of assessment including validity and reliability, psychological, linguistic and cultural implications; the importance of the standards; and the difference between language proficiency and other types of assessment, as they affect ESOL student learning. -Assessments created and adapted by candidate do not appear to be valid for ESOL, or evidence significant cultural or linguistic bias -Candidate creates and adapts assessments so that they appear to be valid, and culturally and linguistically appropriate for ESOL students. -Candidate creates and adapts assessments so that they appear to be highly valid, and culturally and linguistically appropriate for ESOL students. ! ! ! Standards TESOL Standard 4.b. Language Proficiency Assessment Candidates know and can use a variety of standards-based language proficiency instruments to inform their instruction, and understand their uses for identification, placement, and demonstration of language growth of ESOL students. Needs Development (1) Meets Standard (2) Exceeds Standard (3) -Candidate analysis does not adequately demonstrate the strength and weaknesses of norm and criterion referenced assessments for use with ESOL learners to demonstrate language growth in identified areas. -Candidate does not construct a seemingly effective criterionreferenced measure and item types to assess desired area of language growth of ESOL students. -Candidate does not effectively design/use and pilots an assessment measures reading progress of ESOL learners. -Candidate’s adaptations to assessment do not effectively make it accessible for ESOL learners. -Performance based measure created by candidate does not appear to effectively assess students’ language skills and communicative competence in curriculum -Candidate adequately analyzes and evaluates the strength and weaknesses of norm and authentic criterion referenced assessments for use with ESOL learners to demonstrate language growth in identified areas. -Candidate constructs a seemingly effective criterion-referenced measure and item types to assess desired area of language growth of ESOL students. -Candidate designs/ uses and pilots an assessment that effectively measures reading progress of ESOL learners. -Candidate uses appropriate adaptations to make an assessment accessible for ESOL learners. -Candidate creates a performance based measure that appears to effectively assess students’ language skills and communicative competence in curriculum -Candidate insightfully analyzes evaluates the strength and weaknesses of norm and authentic criterion referenced assessments for use with ESOL learners to demonstrate language growth in identified areas. -Candidate constructs a seemingly effective, creative criterionreferenced measure and item types to assess identified area of language growth of ESOL students. -Candidate designs/ uses and pilots an assessment that effectively measures reading progress of ESOL learners. -Candidate creatively and effectively adapts an assessment measure to make it appropriate for ESOL learner. -Candidate creates a performance based measure that creatively and effectively assesses students’ language skills and communicative competence in curriculum. Standards Needs Development (1) Meets Standard (2) Exceeds Standard (3) TESOL Standard 4.c. Classroom-Based Assessment for ESL Candidates know and use a variety of classroom and performance-based assessment tools that are standards based to inform instruction. -Candidate analysis and evaluation of the strength and weaknesses a standard based performance and peer or self assessments to inform instruction does not demonstrates significant understanding. -Candidate does not create or pilot an appropriate performance based assessment tool that measures student progress towards content and language proficiency standards. -Candidate does not adequately adapt an assessment instrument for native language learners to assess content learning of low intermediate ESOL students’ who read in their native language two levels below grade. -Candidate analysis and evaluation of the strength and weaknesses a standard based performance and peer or self assessments to inform instruction demonstrates correct understanding. -Candidate creates and pilots an appropriate performance based assessment tool that measures student progress towards content and language proficiency standards -Candidate adequately adapts a seemingly effective assessment instrument for native language learners to assess content learning of low intermediate ESOL students’ who read in their native language two levels below grade. -Candidate insightfully analyzes and evaluates the strength and weaknesses of standards-based performance and peer or self assessments to inform instruction. -Candidate designs an effective and creative performance-based assessment to measure ESOL learners progress towards content and language proficiency standards -Candidate creatively and appropriately adapts a seemingly effective assessment instrument for native language learners to assess content learning of low intermediate ESOL students’ who read in their native language two levels below grade. Assignment Elements -Not all documents are submitted or questions are not addressed adequately. -All required documents -All required documents are submitted and all are submitted and all questions addressed. questions addressed thoroughly. goEd Form Close without saving Edit Creating and Evaluating Assessments Person Completing Form: (choose one) Creating and Evaluating Assessments complete directions (PDF) Directions: Please mark the box that best describes the appropriate level of performance for each element. Standard 4.a. Issues of Assessment for ESL Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented), the importance of standards–based assessment, and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL student learning. Scoring Rubric: Needs Development (1) (must be resubmitted) Candidate analysis of assessments and assessment results does not demonstrate adequate understanding of issues of assessment including validity and reliability, psychological, linguistic and cultural implications; the importance of the standards; and the difference between language proficiency and other types of assessment, as they affect ESOL student learning. Assessments created and adapted by candidate do not appear to be valid for ESOL, or evidence significant cultural or linguistic bias. Meets Standard (2 points) Candidate analyzes assessments and assessment results in a way that demonstrates an understanding of issues of assessment including validity and reliability, psychological, linguistic and cultural implications; the importance of the standards; and the difference between language proficiency and other types of assessment, as they affect ESOL student learning. Candidate creates and adapts assessments so that they appear to be valid, and culturally and linguistically appropriate for ESOL students. Exceeds Standard (3 points) Candidate analyzes assessments and assessment results in a way that demonstrates superior understand issues of assessment including validity and reliability, psychological, linguistic and cultural implications; the importance of the standards; and the difference between language proficiency and other types of assessment, as they affect ESOL student learning. Candidate creates and adapts assessments so that they appear to be highly valid, and culturally and linguistically appropriate for ESOL students. Score N/A 1 2 3 TESOL Standard 4.b. Language Proficiency Assessment Candidates know and can use a variety of standards-‐‑based language proficiency instruments to inform their instruction, and understand their uses for identification, placement, and demonstration of language growth of ESOL students. Scoring Rubric: Needs Development (1) (must be resubmitted) Candidate analysis does not adequately demonstrate the strength and weaknesses of norm and criterion referenced assessments for use with ESOL learners to demonstrate language growth in identified areas. Candidate does not construct a seemingly effective criterion-‐‑referenced measure and item types to assess desired area of language growth of ESOL students. Candidate does not effectively design/use and pilots an assessment measures reading progress of ESOL learners. Candidate's adaptations to assessment do not effectively make it accessible for ESOL learners. Performance based measure created by candidate does not appear to effectively assess students' language skills and communicative competence in curriculum. Meets Standard (2 points) Candidate adequately analyzes and evaluates the strength and weaknesses of norm and authentic criterion referenced assessments for use with ESOL learners to demonstrate language growth in identified areas. Candidate constructs a seemingly effective criterion-‐‑referenced measure and item types to assess desired area of language growth of ESOL students. Candidate designs/uses and pilots an assessment that effectively measures reading progress of ESOL learners. Candidate uses appropriate adaptations to make an assessment accessible for ESOL learners. Candidate creates a performance based measure that appears to effectively assess students' language skills and communicative competence in curriculum. Exceeds Standard (3 points) Candidate insightfully analyzes evaluates the strength and weaknesses of norm and authentic criterion referenced assessments for use with ESOL learners to demonstrate language growth in identified areas. Candidate constructs a seemingly effective, creative criterion-‐‑referenced measure and item types to assess identified area of language growth of ESOL students. Candidate designs/uses and pilots an assessment that effectively measures reading progress of ESOL learners. Candidate creatively and effectively adapts an assessment measure to make it appropriate for ESOL learner. Candidate creates a performance based measure that creatively and effectively assesses students' language skills and communicative competence in curriculum. Score N/A 1 2 3 TESOL Standard 4.c. Classroom-‐‑Based Assessment for ESL Candidates know and use a variety of classroom and performance-‐‑based assessment tools that are standards based to inform instruction. Scoring Rubric: Needs Development (1) (must be resubmitted) Candidate analysis and evaluation of the strength and weaknesses a standard based performance and peer or self assessments to inform instruction does not demonstrates significant understanding. Candidate does not create or pilot an appropriate performance based assessment tool that measures student progress towards content and language proficiency standards. Candidate does not adequately adapt an assessment instrument for native language learners to assess content learning of low intermediate ESOL students' who read in their native language two levels below grade. Meets Standard (2 points) Candidate analysis and evaluation of the strength and weaknesses a standard based performance and peer or self assessments to inform instruction demonstrates correct understanding. Candidate creates and pilots an appropriate performance based assessment tool that measures student progress towards content and language proficiency standards. Candidate adequately adapts a seemingly effective assessment instrument for native language learners to assess content learning of low intermediate ESOL students' who read in their native language two levels below grade. Exceeds Standard (3 points) Candidate insightfully analyzes and evaluates the strength and weaknesses of standards-‐‑based performance and peer or self assessments to inform instruction. Candidate designs an effective and creative performance-‐‑based assessment to measure ESOL learners progress towards content and language proficiency standards. Candidate creatively and appropriately adapts a seemingly effective assessment instrument for native language learners to assess content learning of low intermediate ESOL students' who read in their native language two levels below grade. Score N/A 1 2 Assignment Elements Scoring Rubric: Needs Development (1) (must be resubmitted) Not all documents are submitted or questions are not addressed adequately. Meets Standard (2 points) All required documents are submitted and all questions addressed. Exceeds Standard (3 points) All required documents are submitted and all questions addressed thoroughly. 3 Score N/A 1 2 3 Save : Choose this option to Save the Form and return to the Forms List. You may return to this form to edit it later. Save and Stay : Choose this option to Save the Form and continue editing. Save and Submit : WARNING! Choose this option to Save the Form and Submit it. Once you submit the form, you will no longer be able to edit it! The student will also be automatically notified that the form has been submitted. Copyright 2014 Help2Go Networks, LLC Social Studies Unit Plan Form Report 26 total Social Studies Unit Plan Forms submitted - Rigorous Mean Score 2.8077 Median Score 3 Breakdown 0: 1: 2: 3: Mean Score 2.7308 Median Score 3 Breakdown 0: 1: 2: 3: Mean Score 2.6923 Median Score 3 Breakdown 0: 1: 2: 3: Mean Score 2.7308 Median Score 3 Breakdown 0: 1: 2: 3: Mean Score 2.6923 Median Score 3 Breakdown 0: 1: 2: 3: Mean Score 2.7692 Median Score 3 Breakdown 0: 1: 2: 3: Mean Score 2.6538 Median Score 3 0 selections 2 selections 1 selections 23 selections - Authentic - 0 selections 1 selections 5 selections 20 selections - Meaningful - 0 selections 2 selections 4 selections 20 selections - Responsive - 0 selections 2 selections 3 selections 21 selections - Coherent - 0 selections 2 selections 4 selections 20 selections - Engaging - 0 selections 1 selections 4 selections 21 selections - Effective - Breakdown 0: 1: 2: 3: 0 selections 2 selections 5 selections 19 selections Mean Score 2.8077 Median Score 3 Breakdown 0: 1: 2: 3: Mean Score 2.4231 Median Score 3 Breakdown 0: 1: 2: 3: Mean Score 2.9615 Median Score 3 Breakdown 0: 1: 2: 3: - General feasibility - 0 selections 1 selections 3 selections 22 selections - Parameters - 1 selections 3 selections 6 selections 16 selections - Form - 0 selections 0 selections 1 selections 25 selections SOCIAL STUDIES CURRICULAR UNIT GUIDELINES • Use the “Processes and Procedures in Planning a Curricular Unit”—remember that the purpose of this assignment is to practice how one goes about developing a curricular unit. You should construct your unit on a topic you know well and that is in line with DCPS standards. • Your unit should last between ten and fifteen days, assuming 50-55 minute class periods that meet five days a week. If you are writing the unit for a block schedule, indicate this. The time spent in class on the unit should be equivalent. • Use the example of the economic opportunities unit posted on blackboard. • Make sure that the time you have allotted to particular activities in reasonable. • Make sure there is a logical flow from the beginning to the end of the unit so that student learning is scaffolded. • Use a variety of activities that target different ways of learning and different levels of cognitive engagement; learning activities should support the content and skills identified in the front matter of the unit o No more than one class period can be used for a film o No more than two class periods can be used for lecture Include: • The front matter of the unit plan should include each of the points on the Curricular Unit Template (see last page) • Descriptions of daily lessons that identify the learning objectives, content, skills, and pedagogical strategies for that day (these are usually about half a page in length) • Assessments, rubrics, and handouts to be used during the course of the unit • Complete citations for readings used, including page numbers PROCESSES AND PROCEDURES IN PLANNING A CURRICULAR UNIT1 Note: The process of planning a curricular unit is iterative. While it is helpful to go through the following procedure sequentially, you will almost certainly return to items throughout the process of developing a curricular unit. 1. Identify the unit, course, grade level for the unit, and unit length (assuming a 50-55 minute class period, five days per week—this can be adjusted for a block schedule) 2. Explain your personal stake in the unit—why is it meaningful to you? 3. Identify the unit topic and associated NCSS thematic standards and state content and skills standards that are to be taught in the course a. What are the big ideas that students should develop an enduring understanding of in this unit? b. What is important for students to know and be able to do? What are the facts, concepts, principles, and skills that will promote the learning of the core ideas? c. What knowledge, skills, and attitudes do we want students to encounter or be familiar with in this unit? 4. Identify the essential questions for the unit 5. Identify/explain how student learning will be assessed a. What indicators or evidence will demonstrate student learning? b. How do the assessments reflect the content, skills, and attitudes outlined above? c. How will you know what students do and don’t know at the beginning, middle, and end of the unit 6. Sequence the content, skills, and attitudes identified in point 3 to build toward the assessments identified in point 5 (these will be the daily lessons) a. How do knowledge and performance skills need to be sequenced? b. How can the knowledge and performance skills be most engaging for students? c. In what ways will students be able to practice and refine what they learn? d. What connections exist between this unit and other content and skills students might encounter in other courses? e. How can students work together to help each other learn? 7. Identify where and how instruction can be differentiated once the teacher has diagnostic information from pre-tests and other formative assessments in the unit 8. Identify how community and cultural resources will be incorporated into this unit 9. Identify the materials needed to complete this unit 1 These processes and procedures have been adapted from Title VI Unit Development training at Littleton Public Schools, Littleton, CO, 2001. John P. Zola, "The Planning Process," in Teaching the Social Sciences and History in Secondary Schools: A Methods Book, ed. Social Science Education Consortium (Belmont, CA: Wadsworth Publishing, 1996), 61. Grant Wiggins, Educative Assessment: Designing Assessments to Inform and Improve Student Performance (San Francisco: Jossey-Bass, 1998), 207. Unit Title: Course: Unit Length: [number of days] Grade Level: Length of Class Period: Personal Stake: Unit Topic: NCSS Thematic Standards: State Content and Skills Standards: Methods of Inquiry: Attitudes: Essential Questions: Assessment of Student Learning: • Diagnostic Assessment: • Formative Assessment: • Summative Assessment: Differentiation: [Summary of differentiation opportunities and possibilities in the curricular unit] Community and Cultural Resources: [from the neighborhood study] Daily Instruction: • Provide a concise statement of the learning objectives for that day, including the NCSS and state content and skills standards to be addressed. (See “Instructional Goals” and “Standards” on Lesson Plan Template) • Identify the central Methods of Inquiry • Use a numbered or bulleted format with only one instructional activity per point. Subpoints can be used to elaborate when necessary. o Use short sentences to describe what the teacher does and what the students do. o Connections to other lessons. • Materials/Appendixes: o Bibliography of readings o Handouts o Assessments o Note: The handouts, readings, and other materials to be used will appear in the appendixes at the end of the unit plan. • Indicate how you can differentiate instruction. • Explain assessments that are used. • Homework Summative Performance Assessment: • Assessment • Exemplar • Rubric Attachment (f): Scoring Guide for the Assessment Social Studies Curricular Unit Scoring Rubric 3 Rigorous: Authentic: Meaningful: Responsive: Coherent: Engaging: Effective: General feasibility: Parameters: 2 1 0 Content, skills, and performance standards are high and in alignment q q q q with state standards • NCSS and state standards are designated at the beginning of the unit and are clearly evident throughout, reinforcing both the content and pedagogical strategies of the unit • The work in the unit centers on significant topics, issues, and problems that are oriented through the essential questions and daily instructional goals • The unit employs methods of inquiry across different types of evidence and source material that are consistent with the social studies field(s) being taught • The ways in which materials are used in the unit compel students to create high quality products/performances The unit creates a contextually rich environment in which students can q q q q experience and perform within the social studies subject(s) • Connections are drawn between the community context (neighborhood study) and the curricular unit* • The daily lessons and/or performance assessment(s) situate students in real life situations: 1) they replicate the tasks and constraints adults experience in the field; and, 2) assesses whether students can create a quality product/performance in ways that adults are assessed • Appropriate sources are used, which may include primary and secondary sources, and/or data collected by the students This unit is intellectually appropriate for a diverse group of students q q q q • The unit design, including daily instruction, differentiation, and assessments offer accessible intellectual challenges to students • Daily instruction and assessments are scaffolded and build on the prior knowledge of students in the particular social studies area(s) being taught The unit design can accommodate students with a range of abilities and q q q q interests • The unit allows for adjustment based on diagnostic assessments and student interests • Students with a range of learning styles, abilities, and interests can engage/do with work of the unit* The unit is logical for the student and for other teachers q q q q • The daily instruction and assessments are scaffolded so that the student’s abilities and work increase in complexity • The overarching goals of the unit are clear to students and they can see the significance of their work* The assessments, daily instruction, and work with source material is q q q q interesting and enhances student motivation and performance • Lessons and/or source material engage student curiosity and promote a depth of inquiry • There are multiple opportunities for differentiation to accommodate students with a range of learning abilities The unit design provides necessary instruction and supports for high q q q q quality student performance in the social studies field(s) being taught • Students can understand and follow the assessment goals, standards, and tasks • Students have multiple opportunities for teacher feedback and modeling The unit can be implemented in the time allotted for the course and q q q q grade level indicated The overall parameters for the curricular unit have been met q q • The unit will accommodate a 10-15 day timeframe with 50-55 minute class periods • No more than one class period is used for a film • No more than two class periods are used for lecture • All assessments, rubrics, and handouts are included in the unit* • Complete citations for all materials used in the unit are provided* q q 3 Form: 2 1 0 Daily instruction descriptions are easy to read and include the required elements as indicated on the curricular unit template* • The curricular unit is formatted to follow the curricular unit template and includes the required elements The form, style, and the mechanics of the curricular unit are correct and q q q q enhance the presentation of the material • Sentences are correctly structured, begin in a variety of ways, vary in length, and include compound and complex forms • Ending marks, quotation marks, apostrophes, commas, and parentheses are consistently used to enhance meaning or add effect • Spelling is correct • goEd Form Close without saving Edit Social Studies Unit Plan Form Person Completing Form: (choose one) Directions: Social Studies Curricular Unit Please mark the box that best describes the appropriate level of performance for each element. Rigorous Content, skills, and performance standards are 0 1 2 3 high and in alignment with state standards NCSS and state standards are designated at the beginning of the unit and are clearly evident throughout, reinforcing both the content and pedagogical strategies of the unit The work in the unit centers on significant topics, issues, and problems that are oriented through the essential questions and daily instructional goals The unit employs methods of inquiry across different types of evidence and source material that are consistent with the social studies field(s) being taught The ways in which materials are used in the unit compel students to create high quality products/performances Authentic The unit creates a contextually rich environment in which students can experience and perform within the social studies subject(s) 0 1 2 3 Connections are drawn between the community context (neighborhood study) and the curricular unit The daily lessons and/or performance assessment(s) situate students in real life situations: 1) they replicate the tasks and constraints adults experience in the field; and, 2) assesses whether students can create a quality product/performance in ways that adults are assessed Appropriate sources are used, which may include primary and secondary sources, and/or data collected by the students Meaningful This unit is intellectually appropriate for a diverse 0 1 2 3 group of students The unit design, including daily instruction, differentiation, and assessments offer accessible intellectual challenges to students Daily instruction and assessments are scaffolded and build on the prior knowledge of students in the particular social studies area(s) being taught Responsive The unit design can accommodate students with a range of abilities and interests 0 1 2 3 The unit allows for adjustment based on diagnostic assessments and student interests Students with a range of learning styles, abilities, and interests can engage/do with work of the unit Coherent The unit is logical for the student and for other teachers 0 1 2 3 The daily instruction and assessments are scaffolded so that the student's abilities and work increase in complexity The overarching goals of the unit are clear to students and they can see the significance of their work Engaging The assessments, daily instruction, and work with source material is interesting and enhances student motivation and performance 0 1 2 3 Lessons and/or source material engage student curiosity and promote a depth of inquiry There are multiple opportunities for differentiation to accommodate students with a range of learning abilities Effective The unit design provides necessary instruction and supports for high quality student performance in the social studies field(s) being taught 0 1 2 3 Students can understand and follow the assessment goals, standards, and tasks Students have multiple opportunities for teacher feedback and modeling General feasibility The unit can be implemented in the time allotted for the course and grade level indicated 0 1 2 3 Parameters The overall parameters for the curricular unit have been met 0 1 2 3 The unit will accommodate a 10-‐‑15 day timeframe with 50-‐‑55 minute class periods No more than one class period is used for a film No more than two class periods are used for lecture All assessments, rubrics, and handouts are included in the unit Complete citations for all materials used in the unit are provided Daily instruction descriptions are easy to read and include the required elements as indicated on the curricular unit template The curricular unit is formatted to follow the curricular unit template and includes the required elements The form, style, and the mechanics of the Form 0 1 2 3 curricular unit are correct and enhance the presentation of the material Sentences are correctly structured, begin in a variety of ways, vary in length, and include compound and complex forms Ending marks, quotation marks, apostrophes, commas, and parentheses are consistently used to enhance meaning or add effect Spelling is correct Save : Choose this option to Save the Form and return to the Forms List. 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