EDT 502/503 Social Foundations Paper:
Final culminating “benchmark” assignment:
A final paper assignment should articulate your personal philosophy of education as specifically informed by the philosophical theories of education we will study in this course, including the Marianist Characteristics of Education. The primary focus of this paper is an exploration of your personal mission statement regarding your role as a reflective scholar practitioner. This “mission statement” should demonstrate considerable reflection about your own values, personal goals, spiritual growth and lifestyle choices, as well as thoughtful consideration of your philosophy of education as an educational leader. Additional important dimensions of education that should be considered are:
1) Reflection and professional development – see INTASC Standard Nine: Reflection and Professional Development. The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
2) The paper must be submitted to TaskStream as a file attachment, Microsoft Word document only; 12pt TNR font, 1inch margins, and 4-6 pages double-spaced. An evaluation rubric is attached below for further clarification regarding this assignment
(see Appendix A).
3) Your paper must demonstrate interpretation and connection with the texts/ideas studied in the course. In your writing, strive for clarity, cogency, and coherence.
Above all, give attention to the personal meaningfulness of your positions, so that they will be a useful guide for professional practice.
This assignment correlates to NBPTS Proposition statements 1, 3 and 4.
NBPTS 1: Teachers are committed to students and their learning.
NBPTS 3: Teachers are responsible for managing and monitoring student learning.
NBPTS 4: Teachers think systematically about their practice and learn from experience.

UD SOEAP Assessment Plan Scoring Procedures: These procedures are used when compiling scores to be entered into TaskStream .
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The rating of 1 is be given if any indicator within category 1 (Unsatisfactory) is present.

The rating of 2 is given if all indicators within category 2 are present, or one indicator within 2 and one or more indicators within 3 are present.

The rating of 3 is given if all indicators within category 3 are present.
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The rating is entered in the UD SOEAP Assessment Plan Score column for each of the four portfolio categories which will be entered into TaskStream .
Domain ____
Criterion ____
1
Unsatisfactory
2
Basic
3
Proficient
Adequate subject knowledge is not evident. Some Information is confusing, incorrect, or flawed.
Subject knowledge is evident in much of the paper. Most information is clear, appropriate, and correct.
Subject knowledge is evident throughout the paper. All information is clear, appropriate, and correct.
1. Knowledge of social foundations of education
2.
Interpretation and connections
3. Clarity, cogency, and coherence
The paper is an extensive collection and rehash of other people’s ideas, products, and images. There is little evidence of reflection or inventiveness.
The paper shows some evidence of reflection and inventiveness.
The sequence of information is logical.
The connections between most topical points are clear and direct.
The paper shows significant evidence of reflection and inventiveness.
The sequence of information is logical and intuitive. The connections between all topical points are clear and direct.
4. Written expression
(technical)
5. Application of interpretive, normative, and critical perspectives to professional development.
The sequence of information is somewhat logical. The connections between most topical points are confusing and flawed.
Serious technical errors in sentence composition, spelling, grammar, punctuation and citation considerably detracted from the content of the assignment.
The paper shows little or no evidence of reflection regarding self knowledge as a teacher candidate, and professional development goals are not demonstrated.
Technical errors in sentence composition, spelling, grammar, punctuation and citation somewhat detracted from the content of the assignment.
The paper demonstrates some evidence of reflection regarding self knowledge as a teacher candidate, and provides some discernment of professional development goals, and demonstrates the application of interpretive, normative, and critical perspectives on education.
Minor technical errors in sentence composition, spelling, grammar, punctuation and citation did not detract from the content of the assignment.
The paper demonstrates considerable reflection regarding self knowledge as a teacher candidate, and provides several examples of professional development goals. The in-depth use of interpretive, normative, and critical perspectives produces some ideas that are fresh and original.
TaskStream
Score
1, 2, 3
Definition of Terms:
Appropriate—meets most or all of the criteria as described in the standards for professional associations (SPA) i.e. CEC, IRA, ISTE, NAEYC, NCTE, NCTM, NMSA, NSTA, CLSE
Somewhat—meets some of the criteria as described in the standards for professional associations but not others
Inappropriate or Minimally Appropriate—does not meet the criteria as described in the standards for professional associations
Assignment
Score
Total
Assignment
Score Points:

07-08
08-09
Knowledge of social foundations of education
2.7
2.5
Interpretation and connections
2.7
2.7
Clarity, cogency, and coherence
2.6
2.7
Written expression
(technical)
2.8
2.8
Application of interpretive, normative, and critical perspectives to professional development
2.8
2.6
Composite
2.7
2.7