Longwood Undergraduate English 7-12 Program SPA Assessment Plan
Longwood Educational Undergraduate English 7-12
Program: Licensure Program
Program Coordinator e-mail
Address: southallgd@longwood.edu
Program Coordinator: Gena Southall
Program Coordinator Office
Phone: 434-395-2362
National Council of Teachers
SPA Name: of English (NCTE)
Date SPA Assessment Plan
Submitted: Sep. 3,2008
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
www.nctc.org
SPA Website: http://www.ncte.org/prog/ncate/107902.htm?source=gs
Date Plan Approved by AIR:
Page 1
Chapman Hood Frazier 6/28/2016
Chart 1: Required (RQ) and Recommended (RC) Standards for Each Assessment
NCTE STANDARDS
Recommended Method of Assessment:
1
Content
Knowledge
(Required)
2
Content
Knowledge
(Required)
State Test
Grades
1.0 Structure of the Basic Program
2.0 Attitudes for English Language Arts: Through
modeling, advisement, instruction, field experiences,
assessment of performance, and involvement in
professional organizations, candidates adopt and strengthen
professional attitudes needed by English language arts
teachers.
2.1 Candidates create an inclusive and supportive learning
environment in which all students can engage in learning.
2.2 Candidates use ELA to help their students become
familiar with their own and others’ cultures.
2.3 Candidates demonstrate reflective practice, involvement
in professional organizations, and collaboration with both
faculty and other candidates.
2.4 Candidate use practices designed to assist students in
developing habits of critical thinking and judgment.
2.5 Candidates make meaningful connections between the
ELA curriculum and developments in culture, society, and
education.
2.6 Candidates engage their students in activities that
demonstrate the role of arts and humanities in learning
3.0 Knowledge of English Language Arts: Candidates
are knowledgeable about language; literature; oral, visual,
and written literacy; print and nonprint media; technology;
and research theory and findings.
3.1 Candidates demonstrate knowledge of, and skills in the
use of, the English language.
3.2 Candidates demonstrate knowledge of the practices of
oral, visual, and written literacy.
3.3 Candidates demonstrate their knowledge of reading
processes.
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
3
Pedagogical
KSD
(Required)
Unit
Planning
SPA Assessments
4
5
Pedagogical Effects on
KSD
Learning
(Required)
(Required)
Clinical
TWS
Evaluation
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
6
Program
Choice
(Required)
Content
Portfolio
7
Program
Choice
(Optional)
8
Program
Choice
(Optional)
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
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Chapman Hood Frazier 6/28/2016
NCTE STANDARDS
1
Content
Knowledge
(Required)
2
Content
Knowledge
(Required)
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
3.4 Candidates demonstrate knowledge of different
composing processes.
3.5 Candidates demonstrate knowledge of, and uses for, an
extensive range of literature.
3.6 Candidates demonstrate knowledge of the range and
influence of print and nonprint media and technology in
contemporary culture.
3.7 Candidates demonstrate knowledge of research theory
and findings in English language arts.
4.0 Pedagogy for English Language Arts: Candidates
acquire and demonstrate the dispositions and skills needed
to integrate knowledge of English language arts, students,
and teaching.
4.1 Candidates examine and select resources for instruction
such as textbooks, other print materials, videos, films,
records, and software, appropriate for supporting the
teaching of English language arts.
4.2 Candidates align curriculum goals and teaching
strategies with the organization of classroom environments
and learning experiences to promote whole-class, smallgroup, and individual work.
4.3 Candidates integrate interdisciplinary teaching strategies
and materials into the teaching and learning process for
students.
4.4 Candidates create and sustain learning environments
that promote respect for, and support of, individual
differences of ethnicity, race, language, culture, gender, and
ability.
4.5 Candidates engage students often in meaningful
discussions for the purposes of interpreting and evaluating
ideas presented through oral, written, and/or visual forms.
4.6 Candidates engage students in critical analysis of
different media and communications technologies.
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 3
3
Pedagogical
KSD
(Required)
SPA Assessments
4
5
Pedagogical Effects on
KSD
Learning
(Required)
(Required)
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
6
Program
Choice
(Required)
7
Program
Choice
(Optional)
8
Program
Choice
(Optional)
Chapman Hood Frazier 6/28/2016
NCTE STANDARDS
1
Content
Knowledge
(Required)
2
Content
Knowledge
(Required)
4.7 Candidates engage students in learning experiences that
consistently emphasize varied uses and purposes for
language in communication.
4.8 Candidates engage students in making meaning of texts
through personal response.
4.9 Candidates demonstrate that their students can select
appropriate reading strategies that permit access to, and
understanding of, a wide range of print and nonprint texts.
4.10 Candidates integrate assessment consistently into
instruction by using a variety of formal and informal
assessment activities and instruments to evaluate processes
and products, and creating regular opportunities to use a
variety of ways to interpret and report assessment methods
and results to students, parents, administrators, and other
audiences.
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 4
3
Pedagogical
KSD
(Required)
SPA Assessments
4
5
Pedagogical Effects on
KSD
Learning
(Required)
(Required)
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
RC
6
Program
Choice
(Required)
7
Program
Choice
(Optional)
8
Program
Choice
(Optional)
Chapman Hood Frazier 6/28/2016
Chart 2: Program Assessment Descriptions and Delineation of Specific Items that Meet SPA Standards
NCTE STANDARDS
1
Praxis II
2
Grades
3
Unit
Planning
(ENG 480)
SPA Assessments
4
5
Clinical
Teacher Work
Experience
Sample
Evaluation
Rubric Items
3,6,7
CEXEVAL
NCTE Q2.1
CFI1,5, LG1-4, AP1,
DFI1,3-5, IDM3, ASL2
Rubric Item 3
CEXEVAL
NCTE Q2.2
CF2-3
Rubric Item 3
CEXEVAL
NCTE Q2.3
IDM2-3, RSE2,4-5
CEXEVAL
NCTE Q2.4
CF4-5, LG1
Rubric Items
3,6
CEXEVAL
NCTE Q2.5
CFI1,5, RSE1,2,4
Rubric Item 4
CEXEVAL
NCTE Q2.6
LG1
6
Content
Portfolio
7
NONE
8
NONE
1.0 Structure of the Basic Program
2.0 Attitudes for English Language Arts: Through
modeling, advisement, instruction, field experiences,
assessment of performance, and involvement in
professional organizations, candidates adopt and strengthen
professional attitudes needed by English language arts
teachers.
2.1 Candidates create an inclusive and supportive learning
environment in which all students can engage in learning.
2.2 Candidates use ELA to help their students become
familiar with their own and others’ cultures.
2.3 Candidates demonstrate reflective practice, involvement
in professional organizations, and collaboration with both
faculty and other candidates.
2.4 Candidate use practices designed to assist students in
developing habits of critical thinking and judgment.
2.5 Candidates make meaningful connections between the
ELA curriculum and developments in culture, society, and
education.
2.6 Candidates engage their students in activities that
demonstrate the role of arts and humanities in learning
3.0 Knowledge of English Language Arts: Candidates
are knowledgeable about language; literature; oral, visual,
and written literacy; print and nonprint media; technology;
and research theory and findings.
3.1 Candidates demonstrate knowledge of, and skills in the
use of, the English language.
3.2 Candidates demonstrate knowledge of the practices of
oral, visual, and written literacy.
3.3 Candidates demonstrate their knowledge of reading
processes.
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
DFI1
Page 5
CEXEVAL
NCTE Q3.1
DFI3-5
CEXEVAL
NCTE Q3.2
DFI3-5
CEXEVAL
NCTE Q3.3
DFI3-5
Chapman Hood Frazier 6/28/2016
NCTE STANDARDS
1
Praxis II
2
Grades
3.4 Candidates demonstrate knowledge of different
composing processes.
3.5 Candidates demonstrate knowledge of, and uses for, an
extensive range of literature.
3.6 Candidates demonstrate knowledge of the range and
influence of print and nonprint media and technology in
contemporary culture.
3.7 Candidates demonstrate knowledge of research theory
and findings in English language arts.
4.0 Pedagogy for English Language Arts: Candidates
acquire and demonstrate the dispositions and skills needed
to integrate knowledge of English language arts, students,
and teaching.
4.1 Candidates examine and select resources for instruction
such as textbooks, other print materials, videos, films,
records, and software, appropriate for supporting the
teaching of English language arts.
4.2 Candidates align curriculum goals and teaching
strategies with the organization of classroom environments
and learning experiences to promote whole-class, smallgroup, and individual work.
4.3 Candidates integrate interdisciplinary teaching strategies
and materials into the teaching and learning process for
students.
4.4 Candidates create learning environments that promote
respect for, and support of, individual differences of
ethnicity, race, language, culture, gender, and ability.
4.5 Candidates engage students often in meaningful
discussions for the purposes of interpreting and evaluating
ideas presented through oral, written, and/or visual forms.
4.6 Candidates engage students in critical analysis of
different media and communications technologies.
4.7 Candidates engage students in learning experiences that
consistently emphasize varied uses and purposes for
language in communication.
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
3
Unit
Planning
(ENG 480)
SPA Assessments
4
5
Clinical
Teacher Work
Experience
Sample
Evaluation
CEXEVAL
NCTE Q3.4
DFI3-5
CEXEVAL
NCTE Q3.5
DFI3-5
CEXEVAL
NCTE Q3.6
DFI3-6
CEXEVAL
NCTE Q3.7
DFI1,3-5
6
Content
Portfolio
7
NONE
8
NONE
RSE5
Page 6
Rubric Items
9,11
CEXEVAL
NCTE Q4.1
DFI1,4,6, IDM1-2,
ASL4
Rubric Items
6,7,9,11
CEXEVAL
NCTE Q4.2
CF1, LG4, AP1-2,
DFI1,4, ASL1,2,4
Rubric Item
11
CEXEVAL
NCTE Q4.3
DFI4
Rubric Items
3,6,11
CEXEVAL
NCTE Q4.4
CF1,3, AP5, DFI4,
IDM2
Rubric Items
4,11
CEXEVAL
NCTE Q4.5
DFI4, ASL4
Rubric Item 4
CEXEVAL
NCTE Q4.6
DFI4,6
Rubric Item 4
CEXEVAL
NCTE Q4.7
DFI4
Chapman Hood Frazier 6/28/2016
NCTE STANDARDS
1
Praxis II
2
Grades
4.8 Candidates engage students in making meaning of texts
through personal response.
4.9 Candidates demonstrate that their students can select
appropriate reading strategies that permit access to, and
understanding of, a wide range of print and nonprint texts.
4.10 Candidates integrate assessment consistently into
instruction by using a variety of formal and informal
assessment activities and instruments to evaluate processes
and products, and creating regular opportunities to use a
variety of ways to interpret and report assessment methods
and results to students, parents, administrators, and other
audiences.
3
Unit
Planning
(ENG 480)
Rubric Items
8,9,11
SPA Assessments
4
5
Clinical
Teacher Work
Experience
Sample
Evaluation
CEXEVAL
NCTE Q4.8
DFI4
CEXEVAL
NCTE Q4.9
DFI4
CEXEVAL
NCTE Q4.10
CF5, AP1-5, IDM2,
ASL1-4, RSE 1-3,5
6
Content
Portfolio
7
NONE
8
NONE
*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 – Undergraduate English 7-12 Licensure Program
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Chart 3: List of Assessments and Time of Administration
(Taken from the SPA Report Template: SECTION II— LIST OF ASSESSMENTS)
Name of Assessment
1
Praxis II
4
When the Assessment
Is Administered2
State Licensure Test
End of Program
Grades and Syllabi
2 Course Grades
3 ENGL 480 Unit Plan
Type or
Form of Assessment1
ENG 350,362,382,381,400,479,480,ED430,
Project
Will become evaluation of field work in Ed 473 after
2008
Clinical Experience Evaluation
5 Teacher Work Sample (TWS)
6 Content Portfolio
Throughout Program
Prior to ENGL 482
Observation of Intern
Student Teaching
Teacher Work Sample
EDUC 489 and ENGL 482
Artifacts before the 2007-08 academic year
Portfolio
Starts after 2007-08
Throughout- Program/ Evaluated before
Student Teaching
7 None
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 – Undergraduate English 7-12 Licensure Program
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APPENDIX:
Standard Aligned Assessments
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
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State Required Assessments
Assessment 1: Passing score on Praxis 2 Exam before graduation from the program.
Assessment 2: Course Grades - GPA with score of 2.5 required for graduation/Must
receive C’s or better in major courses in English.
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 10
Assessment 3: English 480 Unit Evaluation
Instructor Check List for Assessing Integrated Thematic Unit
Components
SECTION #1
1. Appropriate Cover
Comments





Is visually interesting and well designed
Contains a original visual image related to theme
Contains title
Contains student’s name
Is three ring binder or professionally bound
Points: in editing section 5
2. Title Page





Contains title centered on page
Contains another original visual image related to
theme
Contains course title
States whether it is a 3 or 4 Week Unit
Contains Date
Points: editing section 5
3. Table of Contents





Has title “Table of Contents” centered at top of page
Outlines key sections of unit plan
Clearly indicates TWS elements
Contains page numbers (except appendices
Neat and well-designed
Points: 10
3. Rationale


NCTE Standards:
2.1,2.2,2.3, 2.5, 4.4,





8
4
2
Not more than 3 pages, double spaced
Explains theoretical basis for the unit and how it
relates to your philosophy of teaching and learning
How is it developmentally appropriate to your
students and reflects “best practices” in teaching
English.
How does it reflect appropriate multi-cultural and
gender balance?
Answers the questions: who, what, where, how, and
why
What comes before and after this unit plan in your
curriculum
Well-written
Points 15
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
6
Page 11
12
10
8
6
Instructor Check List for Assessing Integrated Thematic Unit
4. Graphics Organizer (Components
Connections): includes theme web that
provides an overview of the three week unit
and its main elements.
NCTE Standards: 2.6, 4.5, 4.6, 4.7
Create a theme web that demonstrates evidence that your plan
integrates all of the following curricular areas:
____Collaborative Activities
____Speaking/Listening
____Viewing (Visual and Media Literacy)
____Literature
____Humanities Connections
____Reading
____Arts Connections
____Writing
____Computer/Technology
Points: 10
6. Contextual Factors: demonstrates
community, district, school and classroom
factors that influence instruction in a short
introduction. Also, information about the
students are presented: cultural diversity,
learning issues, SES, gender distribution.
NCTE Standards: 2.1, 2.5, 4.2, 4.4,
8
6
4
2
Does/Does not follow instruction sheet describing teachinglearning contexts:
____Community, district, school factors
____Classroom factors
____Student characteristics and learning issues
____Well-written
Points: 10
8
6
4
2
TWS Factor
7.
Learning Goals:
Are aligned with the SOLs and reflect
differing levels of Blooms taxonomy. They
should be developmentally appropriate. (Place
an * beside one week TWS learning goals to
differentiate them from other unit goals.
TWS Factor
NCTE Standards: 2.1, 4.2
8.
Does/Does not follow instruction sheet.
____Lists general goals/learning outcomes for unit
____ Includes brief “goals statement”
____Goals are numbered: 1.0, 2.0, 3.0 etc
____VA SOLs are referenced and aligned
____”The student will be able to . . . .” statement is used at the
onset of the learning goal list.
Points: 10
8
6
4
2
Does/Does not follow instruction sheet:
Assessment Plan Chart and brief

Includes Chart of Assessment Plan and brief narrative
discussion (1-3 pages): should

Pre/Post Tests in Append. 4 Sec.1
demonstrate how learning goals are
 Includes discussion of Informal Assessments: checklists,
aligned with your assessments. Illustrates
observations, student narratives, self and peer
evaluations, inventories, questionnaires, rubrics,
how you will portray the results of your
portfolios, and a discussion of how they will appear in
pre/post assessments. Identify your range
unit. (include examples of any 3 (not rubrics) in Appen.4of formative assessments and briefly
Section A.
explain scoring procedures. Include actual  Include a teacher-created sample rubrics for a written,
pre/post assessment instruments in
oral and language assign. and collab. activity (in
Appen.4, Section A.)
Appendix A Section 1.
NCTE Standards: 4.10
Points: 10
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
8
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6
4
2
Instructor Check List for Assessing Integrated Thematic Unit
TWS Factor
9.
Design for Instruction:
Includes chart of TWS overview with each day broken out by goal,
SOL, Technique, Strategy, Skill, Activity, Assignment and a 2 or 3
page write up about how you are designing instruction based on
your Pre-assessment. Demonstrates “best practices” in lesson plans.
NCTE Standards: 4.1,4.2, 4.10
TWS Factor
10.
Instructional Decision-Making
After design the instruction, you use ongoing analysis of student learning to make
instructional decisions.
Methods should be based on
individual student needs, best
practices, or contextual factors.
(INCLUDE WORKSHEET HERE)
Does/Does not follow instruction sheet for table and narrative:
 All lessons liked to learning goals
 All reflect SOL alignment
 Logically organized: include technique, strategy, skill and
activity
 2 or 3 page write up discussing your variety of
instructional approaches
Points: 10
8
6
4
2
Does/Does not follow instruction sheet for setting up
this page:



Have you based your instructional decisions on your
actual students, contextual factors, or best practices?
How have you modified instruction based on any of
the above?
How have you modified your instruction based on the
performance on the pre-assessment results?
Include worksheet unless you have data from student teaching.
Points: 10
8
6
4
2
TWS Factor
SECTION #2
Does/Does not follow instruction sheet.
11. Lesson Plans (5 for TWS and two
 Includes summary of other lessons that may precede
or follow these 5 lessons. They should reflect “best
additional weeks reflect Design for
practices and be imaginative and engaging.
Instruction)
Include 5 lessons—part of TWS




Include Discussion of what lessons will precede and
follow these 5 lessons. How will you imaginative
engage students? What “best practices” will you
employ and why?



NCTE Standards: 4.1,4.2, 4.3, 4.4, 4.5, 4.10
TWS Factor
5 devoted to TWS and clearly identified
Lessons follow format on instruction sheet
Lessons reference the VA SOLs
Each plan contains an assessment strategy that will
assess learning goals.
Each lesson plan includes teacher notes
Handouts are included after each lesson plan after
teacher notes
Lessons reflect diverse instructional approaches:
lecture, whole class discussion, collaborative
instruction,
individual
conferencing,
and
technological applications
Points: 150-0
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 13
Instructor Check List for Assessing Integrated Thematic Unit
SECTION #3
Does/Does not follow instruction sheet and includes:
12. Analysis Learning Results:
Narrative depiction of assessment results. This
 Includes an analysis of whole class through graphic
should be an analysis of all assessment data,
display: bar graph, line graph, or other
including pre/post assessment data, including
 Includes analysis of subgroups on a single learning
pre/post and formative assessments. Analyze your
goal (written and graphic depiction)
 Includes analysis of two disparate students on two
whole class by creating a table that depicts each
different learning goals and use pre/post
and
student’s results. Analyze the table.
formative assessment too
Select a subgroup characteristic and analyze it
 Include examples of student work if possible.
in terms of one learning goal. Provide a rationale
for your selection of your subgroup.
(males/females, SES, etc.) Then create a graphic
Include worksheet unless you have data to create this section
representation that compares these groups on
pre/post assessments.
Discuss what the results demonstrate about
Points: 10 8 6 4 2 0
your planning and the actual learning that took
place through your instruction.
Select 2 students who demonstrated very
different levels of performance and explain their
performance on the pre/post assessment and
formative assessments.
What conclusions can you draw about the
extent to which these students mastered these 2
learning goals?
(INCLUDE WORKSHEET HERE)
TWS Factor
13. Reflection and Self-Evaluation:
Analyze the relationship between your
instruction and student learning. What
worked and what might you have done
differently? Be specific and give examples to
support your ideas.
INCLUDE WORKSHEET HERE
Does/Does not follow instruction sheet.
 Discuss your performance as a teacher and link it to
student learning results
 What might you do differently in the future?
 Select the learning goal in which the students were most
successful and provide two or more reasons for their
success
 Select the learning goal where your students were not
successful or which needs the most improvement and
provide two or more reasons for the lack of success. What
might you do differently in the future?
 Describe at least two professional goals that emerged from
your insights and experiences with TWS and the teaching
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
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Instructor Check List for Assessing Integrated Thematic Unit
of your unit. How might you actualize them?
Points: 10
8
6
4
2
0
SECTION #4 Appendices
A. Assessment Section:
Include Pre/Post Assessments in this
section and any other assessments that
are not in your plans.





Contains Pre-Test/
Contains Post Test
Includes three informal assessments: one should
be for a collaborative activity.
Includes three different rubrics that you have
developed to assess: a written product, an oral
product, a language product/ issue.
Include one test or quiz that you have developed
to assess a reading assignment. (Should contain
convergent and divergent questions)
Points: 15
B. Materials and Resources:
List resources that you could consult to
supplement your unit plan? What
popular culture media, magazines, news
articles, cartoons, art work, music,
websites, etc. How can you address
diverse students here?




12
10
8
6
0
Includes materials from other sources: video, audio,
computer resources, web sites, works sheets, books,
magazine articles, pictures, etc.
Includes names and titles for a possible guest speaker
Include sub-headings if necessary for better
organization
Reflects a cross-curricular connection
Points: 10
8
6
4
2
0
C. References and Bibliography:
 Include at least 8 different sources beyond Bridging
include all references that you consulted
English and your textbook.
to create your unit plan. I want to see that
 Include a variety of sources
you have moved beyond the textbook
 Follows MLA format
and Bridging English. What other
resources have you found online, in the Points: 10 8 6 4 2 0
library and in professional journals?
Include a brief annotation about the
recourse that you consulted.
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 15
Instructor Check List for Assessing Integrated Thematic Unit
Section #5: Final Evaluation
Evidence of Careful Editing and Aesthetic
Layout






All sections reflect careful editing
All sections spell-checked
Attention to detail, aesthetic layout
Quality cover with original image related to theme
Evidence of two peer assessments (initials of peer
assessors below)
Evidence of evaluation by one graduate assistant
Points: 30
27
24
21
18
0
Peer Assessors:
Place peer initials after writing name. At least one 1.
class member should provide feedback on your
unit.
2.*
Must have had one evaluation by graduate
assistant.
Graduate Assistant Reviewer’s Name: _______________
Include a signing page in your final Unit Plan.
Points: 20
18
15
12
INCLUDE RESPONSES FROM AT LEAST 1
PERSON TO GET 20 POINTS
* Bonus: 5 points if third assessor employed
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 16
0
Final Clinical Experience Evaluation
(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 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
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 17
Please indicate the semester and year in which you are completing this evaluation:
Semester
{Choose one}
( ) Spring
( ) Summer
( ) Fall
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.
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 18
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
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
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 19
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
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
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 20
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
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
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 21
( ) 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
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
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 22
( ) 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
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
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 23
( ) 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
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
( ) English Education
( ) History/Social Studies Education
( ) Middle School Education
( ) Science Education
( ) Secondary Mathematics Education
( ) Theatre Education
( ) Other
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 24
Page 8
Below are additional standards for those who are pursuing a degree to work in English education.
Please assess this candidate's present ability to demonstrate these characteristics.
English Education Standards
2.1 Creates an inclusive and supportive learning environment in which all students can engage in
learning.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2.2 Uses English Language Arts to help students become familiar with their own and others' cultures.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2.3 Demonstrates reflective practice, involvement in professional organizations, and collaboration with
both faculty and other candidates.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2.4 Uses practices designed to assist students in developing habits of critical thinking and judgment.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2.5 Makes meaningful connections between the English Language Arts curriculum and developments
in culture, society, and education.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
2.6 Engages students in activities that demonstrate the role of arts and humanities in learning.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 25
3.1 Demonstrates knowledge of, and skills in the use of, the English language.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.2 Demonstrates knowledge of the practices of oral, visual, and written literacy.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.3 Demonstrates knowledge of reading processes.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.4 Demonstrates knowledge of different composing processes.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.5 Demonstrates knowledge of, and uses for, an extensive range of literature.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.6 Demonstrates knowledge of the range and influence of print and nonprint media and technology in
contemporary culture.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
3.7 Demonstrates knowledge of research theory and findings in English language arts.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.1 Examines and selects resources for instruction such as textbooks, other print materials, videos,
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 26
films, records, and software, appropriate for supporting the teaching of English language arts.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.2 Aligns curriculum goals and teaching strategies with the organization of classroom environments
and learning experiences to promote whole-class, small-group, and individual work.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.3 Integrates interdisciplinary teaching strategies and materials into the teaching and learning
process for students.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.4 Creates and sustains learning environments that promote respect for, and support of, individual
differences of ethnicity, race, language, culture, gender, and ability.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.5 Engages students often in meaningful discussions for the purposes of interpreting and evaluating
ideas presented through oral, written, and/or visual forms.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.6 Engages students in critical analysis of different media and communications technologies.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.7 Engages students in learning experiences that consistently emphasize varied uses and purposes for
language in communication.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 27
( ) Indicator Demonstrated
( ) NA
4.8 Engages students in making meaning of texts through personal response.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.9 Demonstrates that students can select appropriate reading strategies that permit access to, and
understanding of, a wide range of print and nonprint texts.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
4.10 Integrates assessment consistently into instruction by using a variety of formal and informal
assessment activities and instruments to evaluate processes and products, and creating regular
opportunities to use a variety of ways to interpret and report assessment methods and results to
students, parents, administrators, and other audiences.
{Choose one}
( ) Indicator Not Demonstrated
( ) Indicator Partially Demonstrated
( ) Indicator Demonstrated
( ) NA
Page 14
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 – Undergraduate English 7-12 Licensure Program
Page 28
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. Knowledge of
Community,
School and
Classroom Factors
NCTE: 2.1, 2.5,4.2, 4.4
2. Knowledge of
Characteristics of
Students
NCTE: 2.2
3. Knowledge of
Students’ Varied
Approaches to
Learning
NCTE: 2.2,4,4
4. Knowledge of
Students’ Skills
And Prior
Learning
NCTE: 2.4
5. Implications
for
Instructional
Planning and
Assessment
NCTE:2.1,2.4, 2.5, 4.10
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.
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.
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.
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 29
Score
Learning Goals
Rubric
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Rating 
Indicator 
1. Significance,
Challenge and
Variety
1
Indicator Not Met
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.
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.
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.
NCTE: 2.1, 2.4, 2.6
2. Clarity
NCTE: 2.1
3. Appropriateness
For Students
NCTE: 2.1
4. Alignment with
National, State or
Local Standards
NCTE: 2.1, 4.2,
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 30
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
1. Alignment with
Learning Goals
and Instruction
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.
NCTE: 4.10
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.
NCTE: 2.1, 4.2, 4.10
2. Clarity of
Criteria and
Standards for
Performance
The assessments contain no
clear criteria for measuring
student performance relative
to the learning goals.
NCTE: 4.10, 4.2,
3. Multiple Modes
and Approaches
NCTE: 4.10
4. Technical
Soundness
NCTE: 4.10, 4.4
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 31
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.
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.
NCTE: 4.2
NCTE:2.1, 3.0, 3.7, 4.1,
3. Lesson and
Unit Structure
NCTE: 2.1, 3.1, 3.2,
3.3, 3.4, 3.5, 3.6, 3.7
4. Use of a Variety
of Instruction,
Activities,
Assignments and
Resources
NCTE: 2.1, 3.1, 3.2,
3.3, 3.4, 3.5, 3.6, 3.7,
4.1, 4.2, 4.3,
4.4,4.5,4.6,4.7,4.8, 4.9
6. Use of
Contextual
Information
and Data to
Select
Appropriate
and Relevant
Activities,
Assignments,
and
Resources
7. NCTE: 2.1, 3.1,
3.2, 3.3, 3.4, 3.5,
3.6, 3.7
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.
2
Indicator Partially Met
Some instruction has been
designed with reference to
contextual factors and preassessment data. Some
activities and assignments
appear productive and
appropriate for each
student.
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 32
3
Indicator Met
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.
Score
8. Use of
Technology
NCTE: 3.6, 4.1, 4.6
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.
Longwood SPA Assessment Plan – Undergraduate English 7-12 Licensure Program
Page 33
Teacher integrates
appropriate technology
that makes a significant
contribution to teaching
and learning OR provides
a strong rationale for not
using technology.
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
NCTE: 4.1,
2. Modifications
Based on Analysis
of Student
Learning
NCTE: 2.3, 4.1, 4.4,
4.10
3. Congruence
Between
Modifications and
Learning Goals
NCTE: 2.1, 2.3
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).
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.
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.
Many instructional decisions
are inappropriate and not
pedagogically sound.
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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
NCTE: 4.2, 4.10
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.
NCTE: 2.1, 4.2, 4.10
3. Interpretation
of Data
NCTE: 4.10
4. Evidence of
Impact on Student
Learning
NCTE: 4.1, 4.2, 4.5,
4.10
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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
1. Interpretation of
Student Learning
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.
NCTE: 2.5, 4.10
2. Insights on
Effective
Instruction and
Assessment
NCTE: 2.3, 2.5, 4.10
NCTE: 4.10
NCTE: 2.3, 2.5,
NCTE: 2.3, 4.0, 4.10
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Score