Longwood Education Program SPA Assessment Plan:
Liberal Studies- Middle School
David Locascio, Ph.D.
Assistant Professor of Education
Program Coordinator: Hull Building; Room 215
Longwood Educational Program: Liberal Studies –Middle School
Program Coordinator e-mail
Address: locasciod@longwood.edu
Program Coordinator Office
Phone: (434) 395-2609
National Middle School Association
SPA Name: (NMSA)
SPA Website: www.nmsa.org
Date SPA Assessment Plan
Submitted: June 28, 2006
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Date Plan Approved by AIR:
Page 1
David Locascio 4/10/2020
Chart 1: Required (RQ) and Recommended (RC) Standards for Each Assessment
SPA Assessments
NMSA STANDARDS
Recommended Method of Assessment:
1
Content
Knowledge
(Required)
2
Content
Knowledge
(Required)
PRAXIS II
3
Pedagogical
KSD
(Required)
Planning
4
Pedagogical
KSD
(Required)
Clinical
Evaluation
5
Effects on
Learning
(Required)
6
Program
Choice
(Required)
7
Program
Choice
(Optional)
8
Program
Choice
(Optional)
1. YOUNG ADOLESCENT DEVELOPMENT
1a. Knowledge relating to standard
RC
RC
RC
1b. Dispositions relating to standard
RC
RC
RC
1c. Performances relating to standard
RC
RC
RC
2a. Knowledge relating to standard
RC
RC
RC
2b. Dispositions relating to standard
RC
RC
RC
2c. Performances relating to standard
RC
RC
RC
3a. Knowledge relating to standard
RC
RC
RC
RC
RC
3b. Dispositions relating to standard
RC
RC
RC
RC
RC
3c. Performances relating to standard
RC
RC
RC
RC
RC
4a. Knowledge relating to standard
RC
RC
RC
RC
RC
4b. Dispositions relating to standard
RC
RC
RC
RC
RC
4c. Performances relating to standard
5. MIDDLE LEVEL INSTRUCTION AND
ASSESSMENT
RC
RC
RC
RC
RC
5a. Knowledge relating to standard
RC
RC
5b. Dispositions relating to standard
RC
RC
2. MIDDLE LEVEL PHILOSOPHY AND SCHOOL
ORGANIZATION
3. MIDDLE LEVEL CURRICULUM AND ASSESSMENT
4. MIDDLE LEVEL TEACHING FIELDS
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 2
David Locascio 4/10/2020
SPA Assessments
NMSA STANDARDS
1
Content
Knowledge
(Required)
2
Content
Knowledge
(Required)
5c. Performances relating to standard
3
Pedagogical
KSD
(Required)
4
Pedagogical
KSD
(Required)
RC
RC
5
Effects on
Learning
(Required)
6
Program
Choice
(Required)
7
Program
Choice
(Optional)
8
Program
Choice
(Optional)
6. FAMILY AND COMMUNITY INVOLVEMENT
6a. Knowledge relating to standard
RC
6b. Dispositions relating to standard
RC
6c. Performances relating to standard
RC
7. MIDDLE LEVEL PROFESSIONAL ROLES
7a. Knowledge relating to standard
RC
7b. Dispositions relating to standard
RC
7c. Performances relating to standard
RC
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 3
David Locascio 4/10/2020
Chart 2: Program Assessment Descriptions and Delineation of Specific Items that Meet SPA Standards
SPA Assessments
NMSA STANDARDS
1
Praxis II
2
Composite
Grades
3
Group
Station
Projects
4
Clinical
Experience
Evaluation
5
Teacher
Work
Sample
6
Dispositions
Assessment
7
Teaching
Portfolio*
8
Teacher
Survey*
1. YOUNG ADOLESCENT DEVELOPMENT
1a. Knowledge relating to standard
1b. Dispositions relating to standard
1c. Performances relating to standard
Composite
Grades for
EDUC 245,
265, 370,
425, 427, 450
& 452
Composite
Grades for
EDUC 245,
265, 370,
425, 427, 450
& 452
Composite
Grades for
EDUC 245,
265, 370,
425, 427, 450
& 452
Group
Station
Projects
G4
CEXEVL
CFIII, MSa-c
Teacher
Work
Sample
Section a
Three
Ages
Project
MSa-d
Group
Station
Projects
G4
CEXEVL
CFII, IV, V,
MSa-c
Student
Teaching
Presentati
on*
Teacher
Work
Sample
All sections
Teacher
Survey*
2. MIDDLE LEVEL PHILOSOPHY AND
SCHOOL ORGANIZATION
2a. Knowledge relating to standard
2b. Dispositions relating to standard
2c. Performances relating to standard
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Composite
Grades for
EDUC 260
265, 370, 427
& 452
Composite
Grades for
EDUC 260
265, 370, 427
& 452
Composite
Grades for
EDUC 260
265, 370, 427
& 452
Page 4
Group
Station
Projects
G5
Middle
School
Synopsis*
CEXEVL
MSa-c
Group
Station
Projects
D3
MSa-d
Philosoph
y of
Education
Statement
Teacher
Survey*
David Locascio 4/10/2020
SPA Assessments
NMSA STANDARDS
1
Praxis II
2
Composite
Grades
3
Group
Station
Projects
4
Clinical
Experience
Evaluation
5
Teacher
Work
Sample
Group
Station
Projects
All sections
CEXEVL
CFIII, V,
MSa-c
Teacher
Work
Sample
All sections
6
Dispositions
Assessment
7
Teaching
Portfolio*
8
Teacher
Survey*
3. MIDDLE LEVEL CURRICULUM AND
ASSESSMENT
Composite
Grades for
EDUC 265,
370, 380,
425, 427, 450
& 452
Composite
Grades for
EDUC 265,
370, 380,
425, 427, 450
& 452
Composite
Grades for
EDUC 265,
370, 380,
425, 427, 450
& 452
3a. Knowledge relating to standard
3b. Dispositions relating to standard
3c. Performances relating to standard
Group
Station
Projects
All sections
Group
Station
Projects
All sections
Teacher
Work
Sample
Section g
CEXEVL
CFII, IV, V,
MSa-c
Assessmen
t
assignment
*
MSa-d
Teacher
Work
Sample
All sections
Teacher
Survey*
4. MIDDLE LEVEL TEACHING FIELDS
4a. Knowledge relating to standard
Praxis II
sub-scores
in areas
correspondi
ng with
concentratio
ns
Composite
Grades for
courses in
concentratio
n areas
Group
Station
Projects
G1, G5
CEXEVL
CFI, MSa-c
4b. Dispositions relating to standard
4c. Performances relating to standard
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Teacher
Survey*
MSa-d
Praxis II
sub-scores
in areas
correspondi
ng with
concentratio
ns
Composite
Grades for
courses in
concentratio
n areas
Page 5
Group
Station
Projects
CEXEVL
CFII, IV, V,
MSa-c
Teacher
Survey*
David Locascio 4/10/2020
SPA Assessments
NMSA STANDARDS
1
Praxis II
2
Composite
Grades
3
Group
Station
Projects
4
Clinical
Experience
Evaluation
5
Teacher
Work
Sample
Group
Station
Projects
All sections
CEXEVL
CFIII, V,
MSa-c
Teacher
Work
Sample
All sections
6
Dispositions
Assessment
7
Teaching
Portfolio*
8
Teacher
Survey*
5. MIDDLE LEVEL INSTRUCTION AND
ASSESSMENT
5a. Knowledge relating to standard
5b. Dispositions relating to standard
5c. Performances relating to standard
Composite
Grades for
EDUC 265,
370, 380,
425, 427, 450
& 452
Composite
Grades for
EDUC 265,
370, 380,
425, 427, 450
& 452
Composite
Grades for
EDUC 265,
370, 380,
425, 427, 450
& 452
Group
Station
Projects
All sections
Group
Station
Projects
All sections
Teacher
Work
Sample
Section g
CEXEVL
CFII, IV, V,
MSa-c
Assessmen
t
assignment
*
MSa-d
Teacher
Work
Sample
All sections
Teacher
Survey*
6. FAMILY AND COMMUNITY
INVOLVEMENT
Teacher
Work
Sample
Section a
6a. Knowledge relating to standard
6b. Dispositions relating to standard
Teacher
Survey*
MSa-d
Teacher
Work
Sample
Section a
6c. Performances relating to standard
7. MIDDLE LEVEL PROFESSIONAL ROLES
7a. Knowledge relating to standard
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Composite
Grades for
EDUC 260,
265, 370,
381, & 487
Page 6
Electronic
media
project*
David Locascio 4/10/2020
SPA Assessments
NMSA STANDARDS
1
Praxis II
2
Composite
Grades
7b. Dispositions relating to standard
3
Group
Station
Projects
4
Clinical
Experience
Evaluation
5
Teacher
Work
Sample
6
Dispositions
Assessment
7
Teaching
Portfolio*
MSa-d
Composite
Grades for
EDUC 260,
7c. Performances relating to standard
265, 370,
381, & 487
*NOTE: After completing this chart, you would be ready to complete your SPA Report Form/Template Section III-RELATIONSHIP OF ASSESSMENT TO
STANDARDS.
Longwood SPA Assessment Plan: Liberal Studies; Middle School
8
Teacher
Survey*
Page 7
Teacher
Survey*
David Locascio 4/10/2020
Chart 3: List of Assessments and Time of Administration
(Taken from the SPA Report Template: SECTION II— LIST OF ASSESSMENTS)
Name of Assessment
Praxis II:
*Note: Virginia requires students seeking
middle-level licensure to take the two Praxis II
1
tests in their areas of concentration; Language
Arts (test # 0049), Math (0069), Science (0439),
and/or Social Studies (0089)
Composite Grades
*Various grade composites drawn from the
following education courses; EDUC 245, 260,
370, 380, 381, 425, 427, 450, 452 and 487, and the
following content-area courses (dependent upon
students’ concentration areas;
2 English: ENG 150, 350, 381, 382, 400, and 479;
Math: MATH 121/204, 181, 309, 310, 313/335,
and 430;
Natural Sciences: BIOL 114, EASC 101 and 300,
CHEM 101
Social Sciences: HIST 100, 110, 121, and 222,
POSC 150, GEOG 221, 222, ECON 111/115
3 Group Station Project (rubric attached)
4 Clinical Experience Evaluation (attached)
Teacher Work Sample (rubric attached)
Includes sub-assessment of
a. Contextual Factors
b. Learning Goals
5
c. Assessment Plan
d. Design for Instruction
e. Instructional Decision Making
f. Analysis of Student Learning
g. Reflection /Self-Evaluation
Type or
Form of Assessment1
State Licensure Test
When the Assessment
Is Administered2
End of Program
Final Grade for Courses Specified. Content area
composite grades dependent upon students’ two
concentration areas.
As students complete courses
Collaborative Unit Plans designed around
Advanced Curriculum Model
EDUC 450-52 (Middle School
Partnership)
Evaluation during Student Teaching
Student Teaching
Teacher Work Sample Rubrics with sub-assessments
as listed on left
EDUC 450-52 (Middle School
Partnership)
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: Liberal Studies; Middle School
Page 8
David Locascio 4/10/2020
Name of Assessment
6 Dispositions Assessments (attached)
Presentation of Teaching Portfolio
Portfolio will include the following assignments
(assignments under development *);
-Three Ages Project (EDUC 245)
-Philosophy of Education statement (EDUC 260)
7 -Educational autobiography (EDUC 260)
-Assessment assignment* (EDUC 380)
-Electronic media project* (EDUC 381)
-Middle School Synopsis* (EDUC 425)
-Lesson Plans (EDUC 425 & 450)
-Student Teaching presentation* (EDUC 499)
8 Teacher Survey (under development*)
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Type or
Form of Assessment1
When the Assessment
Is Administered2
Practicum, Partnership, and Student Teaching
Disposition Rating Form
Practicum II, Partnership, and Student
Teaching
Holistic assessment of portfolio representing students
progression through the Liberal studies program
Through the duration of the Liberal
Studies program
Survey of Graduates
Post Graduation
Page 9
David Locascio 4/10/2020
APPENDIX:
Standard Aligned Assessment Rubrics
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 10
EDUC 450-452; Middle School Partnership (Assessment #3)
Note: This rubric contains criteria representing a total of 80 points (combining group and individual scores).
Acceptable performance on this assignment if a score of 64 or better, representing 80%.
Group Station Product (GSP) grading rubric
Group members:
Date:
GSP component completed
…out of 80 points
Subject area:
Math
Science
Social Studies
English
Grade level/ SOL:
General comments:
Content
(G1)
Process
(G2)
Product
(G3)
Context
(G4)
Resources
Group components (up to 50 points)
Does not meet
expectations
Score of 6
Partially meets
expectations
Score of 8
Meets or exceeds
expectations
Score of 10
Group demonstrated
insufficient disciplinary
expertise to effectively
address content components
of the Standard of
Learning (SOL). Deeper
conceptual understanding is
lacking.
Group worked largely
individually on separate
components, with “group”
work overly contentious or
dominated by individuals.
Resource use (both human
and text) was minimal.
Group demonstrated
content knowledge that is
well-suited to teaching the
SOL at the given grade
level, but demonstration of
deeper conceptual
knowledge is minimal.
Group demonstrated
applicable content
expertise, including
knowledge of SOL-related
content as well as
discipline-specific concepts
and principles.
Group worked together,
but collaborative
discussions were at times
off-task. Applicable
resources were not often
incorporated into design
process.
Group GSP lacked
numerous elements of
presentation, or was
submitted incomplete or
late.
Group GSP was complete
and on-time but lacked
some elements related to the
assignment. Attention to
the needs of academic
diversity within the unit
was not fully developed.
Group presented a GSP
product that insufficiently
demonstrates knowledge of
the principles, theories and
research relating to young
adolescent development
Annotated bibliography is
not included, is incomplete
and/or inadequately
developed.
Group presented a GSP
product that demonstrates
adequate knowledge of the
principles, theories and
research relating to young
adolescent development
Annotated bibliography is
included, but is not
properly cited, and/or does
not include articles relating
Group worked effectively
together, using assigned
readings and additional
resources where
appropriate. All group
members contributed
actively to GSP
development.
Group completed a GSP
product that was
professional, complete, and
on-time. Product
incorporates SOL-based
content into an
instructional unit
appropriate for
academically diverse
classrooms at the stated
grade level.
Group presented a GSP
product that demonstrates
comprehensive knowledge of
the principles, theories and
research relating to young
adolescent development
Annotated bibliography is
included, is properly cited,
and includes articles
relating to teaching this
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Score
Page 11
Explanation of variance
to teaching this subject area
in the 6-8 school setting.
(G5)
subject area in the 6-8
school setting.
Individual components: PCM Developers (up to 30 points)
Conceptual
foundation
(D1)
Introductory
& learning
activities
(D2)
Teaching
strategies &
resources
(D3)
Products &
assessments
(D4)
Grouping &
modification
for learner
needs
(D5)
Writing
mechanics
Does not meet
expectations
Score of 3
Partially meets
expectations
Score of 4
Meets or exceeds
expectations
Score of 5
Curriculum is lacking
elements of content coverage
as they relate to the SOLs.
PCM framework is largely
absent.
Curriculum is grounded in
SOL-based content, but
lesson is less effective in
demonstrating conceptual
grasp of the PCM
framework.
Description of activities is
inadequate, or activities
have minimal connection to
learning goals (knowledge
and skills)
Activities are described
adequately, but lack
connection to some stated
learning goals. Student
activities are excessively
teacher-driven and offer few
opportunities for authentic
engagement.
Teaching strategies are
lacking in descriptive detail
or appropriateness to grade
level or content. Resource
use is limited or absent
from descriptions.
Teaching strategies are
described in general terms
without clear connection(s)
to content structure.
Teaching may not be
wholly consistent with
theory and research on
middle-level teaching.
Resources are used but are
limited to text based
materials.
Curriculum is grounded in
SOL-based content, while
also coherently
incorporating underlying
conceptual framework
related to this knowledge.
PCM design elements are
clearly present.
Activities are clearly
described and are
organized, relevant, and
engaging. Tasks are
aligned with goals of
understanding and skills
acquisition. Elements of
collaboration and/or
student initiative are
incorporated where
appropriate.
Teaching strategies are
clearly described, are rich
and varied, and appear
sensible for the grade level
and consistent with theory
and research on middle
level teaching. Appropriate
resources are creatively
incorporated.
Description of assessments
is lacking in clarity or is
missing elements (i.e. pretest). Assessments that are
described are not openended enough to measure
important learning
objectives embedded within
the unit design.
Unit is focused upon
products or assessments
that are reasonable, if not
particularly authentic or
engaging. Open-ended
performance assessments
are not fully considered as
viable alternatives to
traditional pre and post
test formats.
Unit shows little attention
to raising cognitive demand
beyond declarative SObased knowledge.
Description of grouping
strategies is lacking.
Unit represents an effort to
“raise the ceiling” to
challenge learners, but
explicit approaches to
flexible differentiation are
lacking or underdeveloped.
Unit is written without
sufficient attention to
professionalism, Contains
excessive errors and a clear
Unit is written clearly but
lacks some critical elements
of professionalism.
Additional editing or
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Score
Unit is focused upon
assessing students’
knowledge and skills
through meaningful student
products and/or
performances which call on
students to use what they
know in meaningful and
interesting ways. Unit
includes use of preassessment.
Unit incorporates
ascending intellectual
demand through work that
is sufficiently flexible to
engage students of various
ability levels. Explicit
modifications are identified.
Unit is well-written and
professionally presented.
Contains minimal spelling
and/or grammatical errors.
Page 12
Explanation of
variance
(D6)
lack of proof-reading.
proof-reading needed.
Individual component: Recorder (up to 30 points)
Explanation
of task
division
(R1)
Overview of
discussion
(R2)
Assessment
of group
dynamics &
performance
(R3)
Does not meet
expectations
Score of 6
Partially meets
expectations
Score of 8
Meets or exceeds
expectations
Score of 10
Natural history gives
minimal attention to the
group’s decision-making
processing, in either content
selection or task division.
Natural history offers a
summary of group decisionmaking that does not fully
expose how content was
decided upon or how tasks
were divided.
Natural history effectively
summarizes the group’s
approach to the GSP
assignment. Steps in
deciding upon a subject and
dividing tasks are included.
Natural history offers only
a limited description of how
the group proceeded through
discussions on assigned
readings or other resources.
Natural history offers a
narrow discussion of
“scripted” discussions (i.e.
the assigned readings), but
fails to describe the more
emergent discussions within
the project (ie. resources,
complexity of teaching
young adolescents, etc. ).
Natural history offers a
comprehensive overview of
the group discussion
pertaining to assigned
readings, design concerns,
and resources, as well as
consideration of the
complexity of teaching
young adolescents.
Natural history offers no
assessment of how the
group worked together or
as individuals to do the
GSP assignment. Little to
no critical insight is offered.
Natural history offers
generalities about group
work, but is limited in
critiquing the particulars of
group members’ task
performance.
Natural history offers
insight into the group’s
efficiency, offering
constructive critiques of how
the group members
performed their assigned
tasks.
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Score
Page 13
Explanation of
variance
Final Clinical Experience Evaluation v062 (Assessment #4)
*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: Liberal Studies; Middle School
Page 14
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
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: Liberal Studies; Middle School
Page 15
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
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
c. Plans assessments to guide instruction and measure learning outcomes
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 16
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
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
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
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 17
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
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
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
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 18
CF Standard V: Evaluation/Assessment
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
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
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
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 19
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
CF Standard VII: Technology
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
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 20
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
( ) Business Education
( ) Elementary Education
( ) History/Social Studies Education
( ) Middle School Education
( ) Secondary Mathematics Education
( ) Theatre Education
( ) Other
Page 10
Below are additional standards for those who are pursuing a degree to work in Middle School education.
Please assess this candidate's present ability to demonstrate these characteristics.
Middle School Education Standards
MSa. Demonstrates understanding of the major principles and theories relating to young adolescent
development.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
MSb. Applies theory and research relating to your adolescent development to support student learning.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
MSc. Demonstrates a belief in and a commitment to teaching within the developmentally responsive middle
school setting, including interdisciplinary teaming, advisory roles, modeling of appropriate behaviors, and
involvement with families and community members.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Page 13
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: Liberal Studies; Middle School
Page 21
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.
(NMSA 1a, 6a, 6c)
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
(NMSA 1a, 6a, 6c)
2. Knowledge of
Characteristics of
Students
(NMSA 1a, 6a, 6c)
3. Knowledge of
Students’ Varied
Approaches to
Learning
(NMSA 1a, 6a, 6c)
5. Implications for
Instructional
Planning and
Assessment
(NMSA 1a, 6a, 6c)
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 22
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
2. Clarity
1
Indicator Not Met
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 23
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. Alignment with
Learning Goals
and Instruction
2. Clarity of
Criteria and
Standards for
Performance
3. Multiple Modes
and Approaches
4. Technical
Soundness
5. Adaptations
Based on the
Individual Needs
of Students
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.
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.
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.
The assessments contain no
clear criteria for measuring
student performance relative
to the learning goals.
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 24
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.
4. Use of a Variety
of Instruction,
Activities,
Assignments and
Resources
5. Use of
Contextual
Information and
Data to Select
Appropriate and
Relevant
Activities,
Assignments and
Resources
6. Use of
Technology
Longwood SPA Assessment Plan: Liberal Studies; Middle School
2
Indicator Partially Met
Page 25
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. Sound
Professional
Practice
1
Indicator Not Met
Many instructional decisions
are inappropriate and not
pedagogically sound.
2
Indicator Partially 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).
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.
Modifications in
instruction are congruent
with learning goals.
2. Modifications
Based on Analysis
of Student
Learning
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.
3. Congruence
Between
Modifications and
Learning Goals
Modifications in instruction
lack congruence with
learning goals.
Modifications in instruction
are somewhat congruent
with learning goals.
Longwood SPA Assessment Plan: Liberal Studies; Middle School
3
Indicator Met
Page 26
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
2. Alignment with
Learning Goals
3. Interpretation
of Data
4. Evidence of
Impact on Student
Learning
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.
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 27
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
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
(NMSA 3b, 5b)
2. Insights on
Effective
Instruction and
Assessment
(NMSA 3b, 5b)
(NMSA 3b, 5b)
(NMSA 3b, 5b)
(NMSA 3b, 5b)
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 28
3
Indicator Met
Score
Dispositions Assessment (v. 063) (Assessment #6)
*Average Score of “3” Considered Acceptable
Page 1
Enter the confidential access number provided to you in order to continue to the Dispositions Assessment
{Enter text answer}
[
]
Page 2
Longwood University Dispositions Assessment (v. 062)
IMPORTANT NOTE: This form 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 form 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}
( ) Practicum II
( ) Student Teaching
( ) Graduate Practicum II (EDUC 679)
( ) Graduate Professional Internship (EDUC 689)
( ) Other Placement
Please indicate the semester and year in which you are participating in this experience:
Semester
{Choose one}
( ) Spring
( ) Summer
( ) Fall
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 29
Year
{Choose one}
( ) 2006
( ) 2007
( ) 2008
( ) 2009
( ) 2010
( ) 2011
( ) 2012
( ) 2013
( ) 2014
( ) 2015
INSTRUCTIONS: Below are essential dispositions that the Longwood Professional Education Community
has determined as important for its candidates to develop during their educational preparation. Using the
available rubric and indicator descriptions provided at the link below, please assess this candidate's present
demonstration of these characteristics.
Click here to view a copy of the Longwood Conceptual Framework Standards Rubrics. Dispositions are
described under Standard IX.
CF Standard IX: Dispositions
a. Values learning: Attendance
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
b. Values learning: Class participation
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
c. Values learning: Class preparation
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 30
d. Values learning: Communication
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
e. Values personal integrity: Emotional control
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
f. Values personal integrity: Ethical behavior
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
g. Values diversity
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
h. Values collaboration
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
i. Values professionalism: Respect for school rules, policies, and norms
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 31
j. Values professionalism: Commitment to self-reflection and growth
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
k. Values professionalism: Professional development and involvement
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
l. Values professionalism: Professional responsibility
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
For the candidate you are evaluating, please indicate his/her educational program of study:
{Choose one}
( ) Middle School Education
( ) Other
Page 3
Below are addtional dispositions we are assessing for those who are pursuing a degree to work in Middle
School education. Please assess this candidate's present demonstration of these characteristics.
Middle School Education Dispositions
MSa. Values learning: Is responsive to the developmental uniqueness of young adolescents in general.
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
MSb. Values diversity: Respects the range of individual developmental differences among young
adolescents.
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
Longwood SPA Assessment Plan: Liberal Studies; Middle School
Page 32
MSc. Values collaboration: Engages in interdisciplinary teaming and involvement with families and the
community.
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
MSd. Values professionalism: Assumes a responsibility of behavioral model for young adolescents.
{Choose one}
( ) Below Standard
( ) Near Standard
( ) At Standard
( ) Above Standard
( ) Target
Page 4
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: Liberal Studies; Middle School
Page 33