Longwood Education Program SPA Assessment Plan
Longwood Educational Program: Liberal Studies -ELED
Program Coordinator e-mail Address: osbornmw@longwood.edu
Program Coordinator: Marilyn Osborn
Program Coordinator Office Phone: 395-2328
SPA Name: ACEI
SPA Website: ACEI.org
Date SPA Assessment Plan Submitted: June 20, 2006
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Date Plan Approved by AIR:
Page 1
Marilyn Osborn 6/28/2016
Chart 1: Required (RQ) and Recommended (RC) Standards for Each Assessment
SPA Assessments
ACEI STANDARDS
Recommended Method of Assessment:
1
Content
Knowledge
(Required)
2
Content
Knowledge
(Required)
State Test
3
Pedagogical
KSD
(Required)
Planning
1. DEVELOPMENT, LEARNING AND MOTIVATION
4
Pedagogical
KSD
(Required)
Clinical
Evaluation
RC
RC
5
Effects on
Learning
(Required)
2.1 English language arts
RC
RQ
RQ
RC
RC
2.2 Science
RC
RQ
RQ
RC
RC
2.3 Mathematics
RC
RQ
RQ
RC
RC
2.4 Social studies
RC
RQ
RQ
RC
RC
2.5 The arts
RC
RC
RC
RC
RC
2.6 Health education
RC
RC
RC
RC
RC
2.7 Physical education
RC
RC
RC
RC
RC
2.8 Connections across the curriculum
RC
7
Program
Choice
(Optional)
8
Program
Choice
(Optional)
RC
3.1 Integrating and applying knowledge for instruction
RC
RC
3.2 Adaptation to diverse students
RC
RC
3.3 Development of critical thinking, problem solving,
performance skills
RC
RC
3.4 Active engagement in learning
RC
RC
3.5 Communication to foster collaboration
RC
RC
4. ASSESSMENT FOR INSTRUCTION
RC
RC
5.1 Practices and behaviors of developing career teachers
RC
RC
5.2 Reflection and evaluation
RC
RC
5.3 Collaboration with families
RC
RC
5.4 Collaboration with colleagues and the community
RC
RC
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
6
Program
Choice
(Required)
Page 2
RC
Marilyn Osborn 6/28/2016
Chart 2: Program Assessment Descriptions and Delineation of Specific Items that Meet SPA Standards
SPA Assessments
ACEI STANDARDS
1
Praxis II
1. DEVELOPMENT, LEARNING AND
MOTIVATION
2
Composite Grades
3
Lesson Plan
Portfolio
(EDUC
425/450)
LA
Subscore
2.2 Science—
Science
Subscore
2.3 Mathematic
Math
Subscore
2.4 Social studies
Social
Studies
Subscore
Composite Grades
for ENGL 380, 382
& 483
Composite Grades
for BIO 114, EASC
101 & 300
Composite Grades
for MATH 309,310
& 313
Composite Grades
for HIST 221,222,
GEOG 252 or 352, &
POSC 150
Reading or
LA LP
Rubric Score
CEXEVL
ELEM Q1
Science LP
Rubric Score
CEXEVL
ELEM Q2
Math LP
Rubric Score
CEXEVL
ELEM Q3
Social Studies
LP Rubric
Score
CEXEVL
ELEM Q4
2.5 The arts
2.6 Health education
2.7 Physical education
2.8 Connections across the curriculum
3.1 Integrating and applying knowledge for
instruction
Integrated LP
Rubric Score
Integrated LP
Rubric Score
CEXEVL
ELEM Q5
CEXEVL
ELEM Q6
CEXEVL
ELEM Q6
CEXEVL
ELEM Q7
CEXEVL
CF ST 1,2,4
CEXEVL
CF ST 8
3.2 Adaptation to diverse students
3.3 Development of critical thinking, problem
solving, performance skills
CEXEVL
CF ST 4
CEXEVL
CF ST 3
CEXEVL
CF ST 6,7,8
CEXEVL
CF ST 5
3.4 Active engagement in learning
3.5 Communication to foster collaboration
4. ASSESSMENT FOR INSTRUCTION
5.1 Practices and behaviors of developing
career teachers
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
5
Teacher
Work
Sample
6
Dispositions
Assessment
7
Teacher
Survey
8
NONE
CEXEVL
CF ST 8
EDUC 245 Grade
2.1 English language arts
4
Clinical
Experience
Evaluation
TWS
CF &LG
TWS
AP,DFI,
IDM
TWS
RSE
TWS
LG,DFI
SURVEY
CF ST 1,2,4
DISPASS
CF ST 9G
SURVEY
CF ST 8
SURVEY
CF ST 4
SURVEY
CF ST 3
SURVEY
CF ST 6,7,8
SURVEY
CF ST 5
TWS
AP,ASL
DISPASS
CF ST 9 I-L
Page 3
Marilyn Osborn 6/28/2016
SPA Assessments
ACEI STANDARDS
1
Praxis II
2
Composite Grades
3
Lesson Plan
Portfolio
(EDUC
425/450)
5.2 Reflection and evaluation
4
Clinical
Experience
Evaluation
5
Teacher
Work
Sample
6
Dispositions
Assessment
TWS
RSL
DISPASS
CF ST 9 J&L
7
Teacher
Survey
8
NONE
CEXEVL
SURVEY
CF ST 5,6
CF ST 5,6
5.4 Collaboration with colleagues and the
CEXEVL
DISPASS
SURVEY
community
CF ST 5
CF ST 9
CF ST 6
*NOTE: After completing this chart, you would be ready to complete your SPA Report Form/Template Section III-RELATIONSHIP OF ASSESSMENT TO
STANDARDS.
5.3 Collaboration with families
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
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Marilyn Osborn 6/28/2016
Chart 3: List of Assessments and Time of Administration
(Taken from the SPA Report Template: SECTION II— LIST OF ASSESSMENTS)
Type or
Form of Assessment1
When the Assessment
Is Administered2
State Licensure Test
End of Program
Final Grade for Courses Specified
As students complete courses
3 Lesson Plans In Portfolio
Lesson Plans Evaluated with Rubric
EDUC 425 & 450
4 Clinical Experience Evaluation
Evaluation during Student Teaching
Student Teaching
Teacher Work Sample Rubrics
Partnership
Disposition Rating Form
Student Teaching
Survey of Student Teachers
EDUC 488
Name of Assessment
1
Praxis II
2 Composite Grades
5 Teacher Work Sample
6 Dispositions Assessments
7 Teacher Survey
8 NONE
1
Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).
Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course
title and numbers], or completion of the program).
2
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 5
Marilyn Osborn 6/28/2016
APPENDIX:
Standard Aligned Assessment Rubrics
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 6
Lesson Plan Portfolio Rubrics (Assessment #3)
EDUC 425 and 450; Elementary School Partnership
*Average Score of “2.5” Considered Acceptable
Name: __________________________________________
Date:___________
Content Area:
Grade level:
SOL:
Component
Standard not met
Score of 1
I. Lesson plan
description,
structure, and
parts
Indicators
II. Statement of
objectives
Lesson is lacking in two
or more of the
indicators below
(missing indicators are
checked)
___ SOL reference
___ General objective
___ Lesson description
___ National Standard
Objectives are lacking
or stated in an unclear
manner.
III. Learning
levels of
objectives
Objectives are lacking
or lack a clear
connection to the
content of the SOLs
IV. Instructional
connectivity of
objectives
Objectives are not
clearly connected to
student and would likely
remain obscured from
students.
Standard partially
met
Standard met or
exceeded
Score of 2
Score of 3
Lesson structure is
Lesson is well-described
adequate and
and structured. All parts
appropriate for the
of lesson (indicators)
stated grade level. One
are present and are wellor more of the
developed.
indicators below may be
underdeveloped.
___ Developmental appropriateness
___ Internal consistency
___ Follows Appropriate Model
Objectives are stated
but are lacking in
behavioral and/or
observable
characteristics.
Objectives statements
may also be excessively
wordy.
Objectives are
connected to SOLs but
lack in incorporation of
skills-based objectives
or attention to deeper
levels of conceptual
understanding.
Objectives are
connected to some
aspects of instruction,
but lack in variation
and/or transparency to
students.
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Objectives are stated
clearly and concisely
using appropriate
behavioral terminology.
Objectives are
observable within the
instructional context.
Objectives are grounded
in SOLSs while also
appropriately
incorporating relevant
inquiry skills and deeper
levels of conceptual
understanding. Bloom
or other frameworks of
higher-order thinking
are applied.
Objectives are evident
in a variety of
instructional strategies/
activities and
incorporated in a
manner in which
students have a clear
understanding of what
is expected of them.
Page 7
Score
Comments or
explanation of
variance
V. Lesson
description.
Lesson procedures are
lacking in coherence
and/or are missing a
description of the
activities used to
introduce and/or
summarize instruction.
Lesson procedures are
described and are
coherent, but leave
introductory and/or
summary activities
underdeveloped.
Discussions are not
sufficiently framed or
are lacking prompts.
VI. Assignment/
extender
Assignment summary is
incomplete or offers no
opportunity to monitor
student learning.
Extension and/or
modification are
lacking.
Assignment is clearly
described, but offers
limited opportunity to
monitor learning.
Extension and/or
modification are
underdeveloped.
VII. Materials
/resources
(includes
technology)
VIII. Lesson
assessment
(includes both
formative and
summative
assessment
components)
Materials, resources and
technology are not
described or are not
used when appropriate.
Materials, resources
and/or technology are
described but are
exclusively text-based or
otherwise limited.
Assessment(s) are
reasonably well
connected to objectives
and instruction, but are
somewhat narrow.
Open-ended
performance
assessments are not
fully considered as
viable alternatives to
traditional testing.
Assessment(s) are
lacking in clarity and/or
connection to objectives
or instruction.
Assessments described
are not capable of
measuring some aspects
of learning objectives.
Lesson procedures are
described and include
and coherent sequence
with introductory,
instructional, and
summary activities. All
students activities and
discussions are
sufficiently described
and framed (includes
discussion prompts).
Assignment is clearly
described and explicitly
provides the teacher
with the opportunity to
monitor student
learning. Extension and
modification are
offered.
Materials, resources,
and/or technology are
used appropriately and
creatively and are
varied.
Formative and
summative
assessment(s) are rooted
in objectives and focus
on students using
knowledge and skills in
meaningful and
interesting ways.
Comments:
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 8
Final Clinical Experience Evaluation v062
(Assessment #4 – ACEI Standards Highlighted)
*Average Score of “2.5” Considered Acceptable
Page 1
Enter the confidential access number provided to you in order to continue to the Final Clinical Experience
Evaluation.
{Enter text answer}
[
]
Page 2
Final Clinical Experience Evaluation (v. 062)
IMPORTANT NOTE: This evaluation can only be processed if the Longwood ID and teacher candidate
name you provide are accurate. If you do not have access to this information, please ask the candidate to
provide this information. Thank you.
Please provide the candidate's Longwood ID/CWID:
{Enter text answer}
[
]
NOTE: You MUST provide a correct Longwood ID in order for this evaluation to be processed.
Please provide the candidate's name as s/he is currently enrolled at Longwood:
Last Name
{Enter text answer}
[
]
First Name
{Enter text answer}
[
]
Middle Name or Middle Initial
{Enter text answer}
[
]
Please indicate on which of the following you are reporting information:
{Choose one}
( ) Student Teaching Placement 1
( ) Student Teaching Placement 2
( ) Full Student Teaching Experience
( ) Graduate Professional Internship (EDUC 689)
( ) Other Placement
Please indicate the semester and year in which you are completing this evaluation:
Semester
{Choose one}
( ) Spring
( ) Summer
( ) Fall
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 9
Year
{Choose one}
( ) 2006
( ) 2007
( ) 2008
( ) 2009
( ) 2010
( ) 2011
( ) 2012
( ) 2013
( ) 2014
( ) 2015
Please indicate your role:
{Choose one}
( ) University Supervisor
( ) Cooperating Teacher
( ) University Faculty
( ) Principal
( ) Other
INSTRUCTIONS: Below are essential knowledge and skills that the Longwood Professional Education
Community has determined as important for its candidates to develop during their educational preparation.
Using the available Conceptual Framework Standards Rubrics, please assess this candidate's present ability
to demonstrate these characteristics. If you are unable to evaluate a candidate on a particular indicator (i.e.,
you did not have an opportunity to observe this behavior), please choose "NA" for "Not Applicable/Not
Observed." However, please use this option sparingly as we desire your best judgment of the candidate's
ability on as many of these indicators as possible.
Click here to view a copy of the Longwood Conceptual Framework Standards Rubrics.
CF Standard I: Content Knowledge (ACEI Standard 3.1)
a. Demonstrates understanding of the subject being taught
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Helps learners understand the subject and its relationship to the student
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 10
c. Uses variety of methods and materials to present subject content
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Communicates concepts, processes and knowledge
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Demonstrates instructional strategies related to content and student learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
f. Guides students to understand content from various perspectives and its relationship to the world at large
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Page 3
CF Standard II: Planning (ACEI Standard 3.1)
a. Develops outcomes aligned with standards
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses contextual data to design instruction relevant to students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 11
c. Plans assessments to guide instruction and measure learning outcomes
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Plans instructional strategies, activities, and adaptations that address learning outcomes for all students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Plans instructional strategies, activities, and adaptations that facilitate multiple levels of learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard III: Learning Climate (ACEI Standard 3.4)
a. Communicates rules, procedures, and academic standards
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Demonstrates fair and positive classroom management techniques
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Establishes a safe and supportive learning environment that encourages mutual cooperation and respect
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 12
d. Demonstrates an understanding of child development with respect to typical and atypical behaviors of
students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Communicates high expectations
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
f. Values and supports student diversity and addresses individual needs
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard IV: Implementation/Management (ACEI Standards 3.1, 3.3)
a. Uses effective lesson design to provide instruction appropriate to lesson objectives
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Facilitates high expectations for all learners through individual and group learning experiences
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Stimulates and encourages critical thinking and creative problem solving as appropriate
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 13
d. Implements planned instruction based on diverse student needs and assessment data
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Uses time effectively
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
f. Uses and arranges classroom space effectively
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Page 4
CF Standard V: Evaluation/Assessment (ACEI Standard 4)
a. Uses a variety of appropriate evaluation methods for each lesson objective
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses assessments that are aligned with learning outcomes
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Analyzes assessment data to guide instruction and learning and to measure learning progress
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 14
d. Shares assessment results with students and parents
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Adapts assessments to accommodate diverse learning needs and situations
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
CF Standard VI: Communication (ACEI Standard 3.5)
a. Demonstrates competence in oral communication
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Demonstrates competence in written communication
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Demonstrates the ability to communicate with students
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Demonstrates the ability to communicate with school personnel
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
e. Demonstrates the ability to communicate with parents and families
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 15
CF Standard VII: Technology (ACEI Standard 3.5)
a. Uses media, technology, and available resources to design and plan instruction
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
b. Uses media, technology, and available resources to implement instruction and facilitate student learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
c. Uses media, technology, and available resources to assess and communicate student learning
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
d. Integrates student use of media, technology, and available resources into instruction
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
For the candidate you are evaluating, please indicate his/her educational program of study:
{Choose one}
( ) Art Education
( ) Elementary Education
( ) English Education
( ) History/Social Studies Education
( ) Middle School Education
( ) Theatre Education
( ) Other
CF VIII – Diversity is reflected across the following CF Standards items: CF 1c, CF IIb, CF IIIc, CF IIId, CF IIIf,
CF IVd, & CF Ve. (ACEI Standards 3.2, 3.5)
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 16
Page 6
Below are additional standards for those who are pursuing a degree to work in elementary education. Please
assess this candidate's present ability to demonstrate these characteristics.
Elementary Education Standards
1. Demonstrates a high level of competence in using the English language and is able to effectively teach
reading, writing, speaking, listening, and thinking skills.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2. Demonstrates an understanding of and teaches the fundamental principles of science--including physical,
life, and earth and space sciences--, along with developing the associated inquiry and technology skills.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3. Demonstrates understanding and use of major math concepts, procedures and associated reading skills.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4. Understands and uses the basic concepts and modes of inquiry connected with social studies and teaches
the elementary learner the role of citizens in a democratic society.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
5. Demonstrates understanding of the role of the arts in the curriculum and uses them effectively in teaching.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 17
6. Knows and uses major concepts of health and physical education, assisting students in living healthy life
styles and making responsible decisions.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
7. Understands and helps students to see the connections of the above concept areas and motivates them to
use these ideas in real world applications.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Page 11
Thank you for taking a moment to help us collect information about how well Longwood is preparing
teachers. Please click "finish" below to submit your responses.
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 18
Teacher Work Sample Analytic Scoring Rubrics
(Assessment #5)
*NOTE: An average score of 2.5 across indicators aligned to any standard is considered Acceptable.
Contextual Factors
Rubric
TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set
learning goals, plan instruction and assess learning.
Rating 
Indicator 
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Teacher displays minimal,
irrelevant, or biased
knowledge of the
characteristics of the
community, school, and
classroom.
Teacher displays some
knowledge of the
characteristics of the
community, school, and
classroom that may affect
learning.
Teacher displays a
comprehensive
understanding of the
characteristics of the
community, school, and
classroom that may affect
learning.
Teacher displays minimal,
stereotypical, or irrelevant
knowledge of student
differences (e.g.
development, interests,
culture, abilities/disabilities).
Teacher displays general
knowledge of student
differences (e.g.,
development, interests,
culture, abilities/disabilities)
that may affect learning.
Teacher displays general
& specific understanding
of student differences
(e.g., development,
interests, culture,
abilities/disabilities) that
may affect learning.
(ACEI 3.1)
Teacher displays minimal,
stereotypical, or irrelevant
knowledge about the
different ways students learn
(e.g., learning styles, learning
modalities).
Teacher displays general
knowledge about the
different ways students learn
(e.g., learning styles, learning
modalities).
Teacher displays general
& specific understanding
of the different ways
students learn (e.g.,
learning styles, learning
modalities) that may affect
learning.
4. Knowledge of
Students’ Skills
And Prior
Learning
Teacher displays little or
irrelevant knowledge of
students’ skills and prior
learning.
Teacher displays general
knowledge of students’ skills
and prior learning that may
affect learning.
Teacher displays general
& specific understanding
of students’ skills and
prior learning that may
affect learning.
Teacher does not provide
implications for instruction
and assessment based on
student individual
differences and community,
school, and classroom
characteristics OR provides
inappropriate implications.
Teacher provides general
implications for instruction
and assessment based on
student individual
differences and community,
school, and classroom
characteristics.
Teacher provides specific
implications for
instruction and
assessment based on
student individual
differences and
community, school, and
classroom characteristics.
1. Knowledge of
Community,
School and
Classroom Factors
(ACEI 3.1)
2. Knowledge of
Characteristics of
Students
(ACEI 3.1)
3. Knowledge of
Students’ Varied
Approaches to
Learning
(ACEI 3.1)
5. Implications for
Instructional
Planning and
Assessment
(ACEI 3.1)
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 19
Score
Learning Goals
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating 
Indicator 
2
Indicator Partially Met
3
Indicator Met
Goals reflect only one type
or level of learning.
Goals reflect several types
or levels of learning but lack
significance or challenge.
Goals reflect several types
or levels of learning and
are significant and
challenging.
Goals are not stated clearly
and are activities rather than
learning outcomes.
Some of the goals are clearly
stated as learning outcomes.
3. Appropriateness
For Students
Goals are not appropriate
for the development; prerequisite knowledge, skills,
experiences; or other
student needs.
Some goals are appropriate
for the development; prerequisite knowledge, skills,
experiences; and other
student needs
Most goals are appropriate
for the development; prerequisite knowledge, skills,
experiences; and other
student needs.
4. Alignment with
National, State or
Local Standards
Goals are not aligned with
national, state or local
standards.
Some goals are aligned with
national, state or local
standards.
Most of the goals are
explicitly aligned with
national, state or local
standards.
1. Significance,
Challenge and
Variety
1
Indicator Not Met
(ACEI 3.1, 3.4)
2. Clarity
(ACEI 3.1, 3.4)
(ACEI 3.1, 3.4)
(ACEI 3.1. 3.4)
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 20
Most of the goals are
clearly stated as learning
outcomes.
Score
Assessment Plan
Rubric
TWS Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess
student learning before, during and after instruction.
Rating 
Indicator 
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Content and methods of
assessment lack congruence
with learning goals or lack
cognitive complexity.
Some of the learning goals
are assessed through the
assessment plan, but many
are not congruent with
learning goals in content and
cognitive complexity.
Each of the learning goals is
assessed through the
assessment plan;
assessments are congruent
with the learning goals in
content and cognitive
complexity.
Assessment criteria have
been developed, but they are
not clear or are not explicitly
linked to the learning goals.
Assessment criteria are clear
and are explicitly linked to
the learning goals.
The assessment plan
includes only one
assessment mode and does
not assess students before,
during, and after instruction.
The assessment plan
includes multiple modes but
all are either pencil/paper
based (i.e. they are not
performance assessments)
and/or do not require the
integration of knowledge,
skills and reasoning ability.
The assessment plan
includes multiple assessment
modes (including
performance assessments,
lab reports, research
projects, etc.) and assesses
student performance
throughout the instructional
sequence.
(ACEI 4)
Assessments are not valid;
scoring procedures are
absent or inaccurate; items
or prompts are poorly
written; directions and
procedures are confusing to
students.
Assessments appear to
have some validity. Some
scoring procedures are
explained; some items or
prompts are clearly written;
some directions and
procedures are clear to
students.
Assessments appear to be
valid; scoring procedures
are explained; most items
or prompts are clearly
written; directions and
procedures are clear to
students.
5. Adaptations
Based on the
Individual Needs
of Students
Teacher does not adapt
assessments to meet the
individual needs of students
or these assessments are
inappropriate.
Teacher makes adaptations
to assessments that are
appropriate to meet the
individual needs of some
students.
Teacher makes adaptations
to assessments that are
appropriate to meet the
individual needs of most
students.
1. Alignment with
Learning Goals
and Instruction
(ACEI 4)
2. Clarity of
Criteria and
Standards for
Performance
The assessments contain no
clear criteria for measuring
student performance relative
to the learning goals.
(ACEI 4)
3. Multiple Modes
and Approaches
(ACEI 4)
4. Technical
Soundness
(ACEI 3.2, 4)
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 21
Score
Design for Instruction
Rubric
TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning
contexts.
Rating 
Indicator 
1
Indicator Not Met
1. Alignment with
Learning Goals
Few lessons are explicitly
linked to learning goals.
Few learning activities,
assignments and resources
are aligned with learning
goals. Not all learning
goals are covered in the
design.
Most lessons are explicitly
linked to learning goals.
Most learning activities,
assignments and resources
are aligned with learning
goals. Most learning goals
are covered in the design.
All lessons are explicitly
linked to learning goals.
All learning activities,
assignments and resources
are aligned with learning
goals. All learning goals
are covered in the design.
2. Accurate
Representation of
Content
Teacher’s use of content
appears to contain
numerous inaccuracies.
Content seems to be
viewed more as isolated
skills and facts rather than
as part of a larger
conceptual structure.
Teacher’s use of content
appears to be mostly
accurate. Shows some
awareness of the big ideas or
structure of the discipline.
Teacher’s use of content
appears to be accurate.
Focus of the content is
congruent with the big
ideas or structure of the
discipline.
3. Lesson and
Unit Structure
The lessons within the unit
are not logically organized
organization (e.g.,
sequenced).
The lessons within the unit
have some logical
organization and appear to
be somewhat useful in
moving students toward
achieving the learning goals.
All lessons within the unit
are logically organized and
appear to be useful in
moving students toward
achieving the learning
goals.
Little variety of instruction,
activities, assignments, and
resources. Heavy reliance
on textbook or single
resource (e.g., work sheets).
Some variety in instruction,
activities, assignments, or
resources but with limited
contribution to learning.
Significant variety across
instruction, activities,
assignments, and/or
resources. This variety
makes a clear contribution
to learning.
Instruction has not been
designed with reference to
contextual factors and preassessment data. Activities
and assignments do not
appear productive and
appropriate for each
student.
Some instruction has been
designed with reference to
contextual factors and preassessment data. Some
activities and assignments
appear productive and
appropriate for each
student.
Most instruction has been
designed with reference to
contextual factors and
pre-assessment data.
Most activities and
assignments appear
productive and
appropriate for each
student.
Technology is
inappropriately used OR
teacher does not use
technology, and no (or
inappropriate) rationale is
provided.
Teacher uses technology but
it does not make a
significant contribution to
teaching and learning OR
teacher provides limited
rationale for not using
technology.
Teacher integrates
appropriate technology
that makes a significant
contribution to teaching
and learning OR provides
a strong rationale for not
using technology.
(ACEI 3.4)
(ACEI 3.4)
(ACEI 3.4)
4. Use of a Variety
of Instruction,
Activities,
Assignments and
Resources
(ACEI 3.4)
5. Use of
Contextual
Information and
Data to Select
Appropriate and
Relevant
Activities,
Assignments and
Resources
2
Indicator Partially Met
(ACEI 3.2, 3.4)
6. Use of
Technology
(ACEI 3.4)
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 22
3
Indicator Met
Score
Instructional Decision-Making
Rubric
TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.
Rating 
Indicator 
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
Instructional decisions are
mostly appropriate, but
some decisions are not
pedagogically sound.
Most instructional
decisions are pedagogically
sound (i.e., they are likely
to lead to student learning).
(ACEI 3.2)
Teacher treats class as “one
plan fits all” with no
modifications.
Some modifications of the
instructional plan are made
to address individual student
needs, but these are not
based on the analysis of
student learning, best
practice, or contextual
factors.
Appropriate modifications
of the instructional plan
are made to address
individual student needs.
These modifications are
informed by the analysis of
student
learning/performance, best
practice, or contextual
factors. Include
explanation of why the
modifications would
improve student progress.
3. Congruence
Between
Modifications and
Learning Goals
Modifications in instruction
lack congruence with
learning goals.
Modifications in instruction
are somewhat congruent
with learning goals.
Modifications in
instruction are congruent
with learning goals.
1. Sound
Professional
Practice
Many instructional decisions
are inappropriate and not
pedagogically sound.
(ACEI 3.2)
2. Modifications
Based on Analysis
of Student
Learning
(ACEI 3.2)
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 23
Score
Analysis of Student Learning
Rubric
TWS Standard: The teacher uses assessment data to profile student learning and communicate information about
student progress and achievement.
Rating 
Indicator 
1. Clarity and
Accuracy of
Presentation
(ACEI 4)
2. Alignment with
Learning Goals
1
Indicator Not Met
2
Indicator Partially Met
Presentation is not clear and
accurate; it does not
accurately reflect the data.
Presentation is
understandable and contains
few errors.
Presentation is easy to
understand and contains no
errors of representation.
Analysis of student learning
is partially aligned with
learning goals and/or fails to
provide a comprehensive
profile of student learning
relative to the goals for the
whole class, subgroups, and
two individuals.
Analysis is fully aligned with
learning goals and provides
a comprehensive profile of
student learning for the
whole class, subgroups, and
two individuals.
Interpretation is inaccurate,
and conclusions are missing
or unsupported by data.
Interpretation is technically
accurate, but conclusions are
missing or not fully
supported by data.
Interpretation is meaningful,
and appropriate conclusions
are drawn from the data.
Analysis of student learning
fails to include evidence of
impact on student learning
in terms of numbers of
students who achieved and
made progress toward
learning goals.
Analysis of student learning
includes incomplete
evidence of the impact on
student learning in terms of
numbers of students who
achieved and made progress
toward learning goals.
Analysis of student learning
includes evidence of the
impact on student learning
in terms of number of
students who achieved and
made progress toward each
learning goal.
Analysis of student learning
is not aligned with learning
goals.
(ACEI 4)
3. Interpretation
of Data
(ACEI 4)
4. Evidence of
Impact on Student
Learning
(ACEI 4)
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 24
3
Indicator Met
Score
Reflection and Self-Evaluation
Rubric
TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to
improve teaching practice.
Rating 
Indicator 
1
Indicator Not Met
2
Indicator Partially Met
3
Indicator Met
No evidence or reasons
provided to support
conclusions drawn in
“Analysis of Student
Learning” section.
Provides evidence but no
(or simplistic, superficial)
reasons or hypotheses to
support conclusions drawn
in “Analysis of Student
Learning” section.
Uses evidence to support
conclusions drawn in
“Analysis of Student
Learning” section. Explores
multiple hypotheses for why
some students did not meet
learning goals.
Provides no rationale for
why some activities or
assessments were more
successful than others.
Identifies successful and
unsuccessful activities or
assessments and
superficially explores
reasons for their success or
lack thereof (no use of
theory or research).
Identifies successful and
unsuccessful activities and
assessments and provides
plausible reasons (based on
theory or research) for their
success or lack thereof.
3. Alignment
Among Goals,
Instruction and
Assessment
Does not connect learning
goals, instruction, and
assessment results in the
discussion of student
learning and effective
instruction and/or the
connections are irrelevant or
inaccurate.
Connects learning goals,
instruction, and assessment
results in the discussion of
student learning and
effective instruction, but
misunderstandings or
conceptual gaps are present.
Logically connects learning
goals, instruction, and
assessment results in the
discussion of student
learning and effective
instruction.
4. Implications for
Future Teaching
Provides no ideas or
inappropriate ideas for
redesigning learning goals,
instruction, and assessment.
Provides ideas for
redesigning learning goals,
instruction, and assessment
but offers no rationale for
why these changes would
improve student learning.
Provides ideas for
redesigning learning goals,
instruction, and assessment
and explains why these
modifications would
improve student learning.
5. Implications for
Professional
Development
Provides no professional
learning goals or goals that
are not related to the
insights and experiences
described in this section.
Presents professional
learning goals that are not
strongly related to the
insights and experiences
described in this section
and/or provides a vague
plan for meeting the goals.
Presents a small number of
professional learning goals
that clearly emerge from the
insights and experiences
described in this section.
Describes specific steps to
meet these goals.
1. Interpretation of
Student Learning
(ACEI 3.3, 5.2)
2. Insights on
Effective
Instruction and
Assessment
(ACEI 3.3, 5.2)
(ACEI 3.3, 5.2)
(ACEI 3.3, 5.2)
(ACEI 3.3, 5.2)
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 25
Score
Longwood Dispositions Assessment (Assessment #6)
Note: This rubric functions differently than others. For the extremes and middle, behavioral anchors are provided as examples to guide assessment of
each disposition. An average score of “3” across indicators aligned to any standard is considered Acceptable.
LEVEL 1: Dispositions assessed prior to Admission to Teacher Preparation
Rating →
Indicator ↓
a. Values learning:
Attendance
b. Values
learning: Class
participation
c. Values
learning: Class
preparation
d. Values
learning:
Communication
e. Values personal
integrity:
Emotional control
f. Values personal
integrity: Ethical
behavior
Below Standard
1
Exhibits a pattern of absence and/or
tardiness. Fails to contact instructor to
make up missed work. Gives no reason for
missing class. Sometimes disrupts class by
arriving late.
Inattentive in class. Rarely participates in
class discussions. May distract others in
the class with behaviors or talking.
Work completed with little attention to
quality. May be sloppy and/or contain
errors. Emphasis on getting work done
rather than learning. Assignments are
sometimes late or missing. Comes
unprepared to class (no text or class
material, hasn’t read, etc.)
Uses incorrect grammar in oral and/or
written communications. May use slang,
profanity, inappropriate vocabulary, or
offensive language. Does not express ideas
clearly. May display distracting language
habits.
Emotions are not under control. May lose
temper and show outbursts of anger. Is
disrespectful of peers and others. Does
not take personal responsibility for
emotions and behaviors. Blames others or
outside circumstances for loss of emotional
control.
Shows pattern of dishonest or deceitful
behavior. Fails to use discretion in keeping
personal confidences. Cannot be counted
on to keep word or to follow through as
promised.
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
2
At Standard
3
Occasionally misses class and is rarely tardy.
Tries to notify instructor if going to be absent
or contacts instructor following absence with
reason for absence.
4
Target
5
Consistently attends class and is on time.
Usually notifies instructor in advance and
arranges to meet instructor following a
missed class. Usually gives reason for
planned absence.
Is attentive in class. Attention is focused on
class-related materials and activities.
Responds appropriately when called on.
Does not distract others in the classroom.
Actively engaged and interested in the class
activities. Volunteers to respond to
questions. Participates in discussions.
Assignments are completed correctly and
with accuracy. Work shows basic grasp of
the assignments intent. Meets assignment
deadlines adequately. Is prepared for class
most of the time.
Work is completed with attention to detail, is
sequential, and is logical. Shows evidence of
thoughtful analysis of the assignment. Work
shows that adequate time and planning were
allocated. Consistently comes to class well
prepared.
Usually uses correct grammar in oral and
written communication. Generally uses
language that is appropriate and not
offensive. Can convey ideas accurately.
Uses correct grammar in oral and/or written
communication. Communication is free of
offensive or inappropriate language. Uses
language to express ideas very effectively
regardless of the age of the listener.
Maintains basic control of emotions. May
show emotional reaction, but does not lose
temper or control. Is able to listen to the
perspectives of others. Is responsible for
emotions and behaviors.
Displays steady emotional temperament. Is
receptive to viewpoints of others and their
suggestions. Holds self accountable for
emotions and behaviors. Displays a sense of
humor and/or willingness to get along with
others.
Is truthful and honest in dealing with others.
Uses discretion in keeping personal or
professional confidences. Strives to be
trustworthy and to keep word.
Is honest in dealing with others. Puts truth
above personal need or advantage. Always
dependable in terms of keeping personal and
professional confidences. Can be counted on
to follow through and keep word. Shows self
to be a person of strong character.
Page 26
Score
Marilyn Osborn 6/28/2016
LEVEL 2: Dispositions assessed along with Level 1 Dispositions after Admission to Teacher Preparation
Rating →
Indicator ↓
g. Values diversity
(ACEI 3.2)
h. Values
collaboration
(ACEI 5.4)
i. Values
professionalism:
Respect for school
rules, policies,
and norms
(ACEI 5.1)
j. Values
professionalism:
Commitment to
self-reflection and
growth
(ACEI 5.1, 5.2)
k. Values
professionalism:
Professional
development and
involvement
(ACEI 5.1)
Below Standard
1
Rejects those who are different in ability,
race, gender, or ethnicity. Displays
intolerant, disrespectful, and unresponsive
behavior toward the ideas and views of
others. Interacts in an impolite or
unprofessional manner with those
perceived as different from self.
Does not collaborate or consult with
others. Shows little regard for people and
their ideas. Does not relate well with
others. Does not share information or
ideas.
Unaware of school rules and policies.
Sometimes disregards known policies or
restrictions. Wants exceptions to be made
for self or tries to get around established
rules of behavior, dress, etc. Thinks rules
were made for others.
Does not recognize personal limitations or
strengths. Does not accept suggestions
and constructive criticism of others. Does
not engage in critical thinking. Does not
demonstrate ability to learn through selfreflection.
Unaware of professional organizations and
professional publications. Shows little
interest in activities or events that promote
professional development. Attends only
when mandatory.
2
At Standard
3
4
Target
5
Score
Accepts others who are different in ability,
race, gender, or ethnicity. Displays respectful
and responsive behavior toward the ideas and
views of others. Interacts with others in a
polite and professional manner with those
perceived as different from self.
Willingly works with others from different
ability, race, gender, or ethnic groups.
Welcomes feedback and interaction with
others. Listens carefully to others and
respects the views of those perceived as
different from self.
Collaborates and consults with others.
Accepts ideas of others. Relates adequately
with others. Shares information and ideas.
Actively seeks out and incorporates ideas of
others. Takes leadership in working with
others to improve the overall environment.
Regularly share information and ideas.
Aware of school rules and policies. Usually
follows them without being reminded by
others. Accepts reminders for breaches of
rules or policies, and does not attempt to
circumvent them in patterns of behavior,
dress, etc.
Recognizes personal limitations and
strengths. Accepts suggestions and
constructive criticism of others.
Demonstrates ability to think critically.
Demonstrates ability to learn through selfreflection.
Knows school rules and policies. Follows
them consistently. Understands the purpose
of regulations and respects their intent.
Accepts responsibility for personally
following them in patterns of dress, behavior,
etc.
Recognizes personal limitations and strengths
and uses them to best professional advantage.
Actively seeks suggestions and constructive
criticism. Regularly practices critical thinking.
Regularly engages in learning through selfreflection.
Aware of professional organizations and
publications. Occasionally participates in
professional activities or events that promote
professional development.
References and makes use of professional
organizations or publications. Willingly
participates in professional activities or events
that promote professional development.
Accepts responsibility for own actions and
for helping all students learning and actively
seeks self-improvement. Consistently holds
high expectations for the success of all
students. Consistently looks to explain and
(ACEI 5.1, 5.2)
remedy student lack of success by factors
within the control of self.
*Rubric adapted from Wayda, V, & Lund, J. (2005). Assessing dispositions: an unresolved challenge in teacher education; Teacher candidates may know their subject, but are they suited for
the job? The Journal of Physical Education, Recreation, & Dance, 76, p. 34.
l. Values
professionalism:
Professional
responsibility
Does not accept responsibility for own
actions and for helping students learn.
Holds low expectations for the success of
some students. Consistently blames
student lack of success on factors outside
the control of self.
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Accepts responsibility for own actions and
for helping students learn. Usually holds high
expectations for the success of all students.
Often looks to explain and remedy student
lack of success by factors within the control
of self.
Page 27
Marilyn Osborn 6/28/2016
Teacher Survey v063
(Assessment #7 – ACEI Standards Highlighted)
*Average Score of “2.5” Considered Acceptable
Page 1
Teacher Survey
Please fill out this survey as completely as possible. We especially need you to provide your
Longwood ID so that we can verify that you are affiliated with Longwood. Rest assured that your
responses are kept confidential and are reported with any identifying information removed. By
completing this survey you are helping Longwood improve its programs. Thank you.
Please provide your Longwood ID/CWID:
{Enter text answer}
[
]
Which of the following best describes your present teaching experience?
{Choose one}
( ) I am a student teacher.
( ) I am a teacher completing my first year of teaching.
( ) I am a teacher completing my second year of teaching.
( ) I am a teacher completing my third year of teaching.
( ) I have not taught since graduating from Longwood.
( ) Other [
]
During your time at Longwood what level of school were you prepared to teach? (Mark all that
apply.)
{Choose all that apply}
( ) Elementary Education
( ) Middle Grades Education
( ) Secondary Education
( ) Special Education
( ) PK-12 Education
In general, how well do you feel Longwood's teacher preparation program prepared you for
teaching? Would you say that your overall preparation was...
{Choose one}
( ) Poor?
( ) Fair?
( ) Good?
( ) Excellent?
Longwood has adopted the following educational goals regarding what teachers should know and
be able to do after completing our programs. Please indicate whether you received Poor, Fair,
Good, or Excellent preparation to meet each of these.
CF Standard I: Content Knowledge (ACEI Standard 3.1)
a. Demonstrate understanding of the subject being taught
{Choose one}
( ) Poor
( ) Fair
( ) Good
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 28
( ) Excellent
( ) Don't Know
b. Help learners understand the subject and its relationship to the student
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
c. Use a variety of methods and materials to present subject content
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
d. Communicate concepts, processes and knowledge
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
e. Demonstrate instructional strategies related to content and student learning
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
f. Guide students to understand content from various perspectives and its relationship to the
world at large
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
Page 2
CF Standard II: Planning (ACEI Standard 3.1)
a. Develop outcomes aligned with standards
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 29
( ) Don't Know
b. Use contextual data to design instruction relevant to students
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
c. Plan assessments to guide instruction and measure learning outcomes
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
d. Plan instructional strategies, activities, and adaptations that address learning outcomes for all
students
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
e. Plan instructional strategies, activities, and adaptations that facilitate multiple levels of learning
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
CF Standard III: Learning Climate (ACEI Standard 3.4)
a. Communicate rules, procedures, and academic standards
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
b. Demonstrate fair and positive classroom management techniques
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 30
c. Establishe a safe and supportive learning environment that encourages mutual cooperation and
respect
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
d. Demonstrate an understanding of child development with respect to typical and atypical
behaviors of students
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
e. Communicate high expectations
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
f. Value and support student diversity and addresses individual needs
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
CF Standard IV: Implementation/Management (ACEI Standards 3.1, 3.3)
a. Use effective lesson design to provide instruction appropriate to lesson objectives
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
b. Facilitate high expectations for all learners through individual and group learning experiences
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
c. Stimulate and encourage critical thinking and creative problem solving as appropriate
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
Page 31
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
d. Implement planned instruction based on diverse student needs and assessment data
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
e. Use time effectively
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
f. Use and arrange classroom space effectively
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
Page 3
CF Standard V: Evaluation/Assessment (ACEI Standard 4)
a. Use a variety of appropriate evaluation methods for each lesson objective
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
b. Use assessments that are aligned with learning outcomes
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
c. Analyze assessment data to guide instruction and learning and to measure learning progress
{Choose one}
( ) Poor
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( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
d. Share assessment results with students and parents
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
e. Adapt assessments to accommodate diverse learning needs and situations
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
CF Standard VI: Communication (ACEI Standard 3.5)
a. Demonstrate competence in oral communication
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
b. Demonstrate competence in written communication
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
c. Demonstrate the ability to communicate with students
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
d. Demonstrate the ability to communicate with school personnel
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
Longwood SPA Assessment Plan – Elementary Education (Liberal Studies)
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( ) Don't Know
e. Demonstrate the ability to communicate with parents and families
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
CF Standard VII: Technology (ACEI Standard 3.5)
a. Use media, technology, and available resources to design and plan instruction
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
b. Use media, technology, and available resources to implement instruction and facilitate student
learning
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
c. Use media, technology, and available resources to assess and communicate student learning
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
d. Integrate student use of media, technology, and available resources into instruction
{Choose one}
( ) Poor
( ) Fair
( ) Good
( ) Excellent
( ) Don't Know
If you answered "Poor" to any of the previous items, please indicate how Longwood could have
better prepared you in these areas.
{Enter answer in paragraph form}
[
]
CF VIII – Diversity is reflected across the following CF Standards items: CF 1c, CF IIb, CF IIIc, CF IIId, CF
IIIf, CF IVd, & CF Ve. (ACEI Standards 3.2, 3.5)
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