KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name BED 6475 – MAT in Biology
Department Biology/Physics
Degree Title (if applicable) MAT in Biology
Proposed Effective Date Fall 2010
Check one or more of the following and complete the appropriate sections:
X
X
X
X
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new number
should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new program. Current
catalog information (Section I) is required for each existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Approved
Ronald H. Matson
Faculty Member
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog 158
Course Prefix and Number SCED 6475
Course Title Teaching of Science (6-12) Practicum II
Credit Hours 0-18-6
Prerequisites Grade of C or better in SCED 6416 and SCED 6417..
Description (or Current Degree Requirements)
Full-time teaching experience in science under the supervision of a middle or high school mentor teacher and
a college science education supervisor. Includes regularly scheduled seminars. Proof of professional liability
insurance is required prior to receiving a school placement
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ____BED 6475____________________________
Course Title ______Teaching of Biology (6-12) Practicum II_
__
Credit Hours 0-18-6
Prerequisites Grade of C or better in BED 6416 and BED 6417.
Description (or Proposed Degree Requirements)
Full-time teaching experience in a life science learning environment under the supervision of a middle or
high school mentor teacher and a college science education supervisor. Includes regularly scheduled seminars. Proof of professional liability insurance is required prior to receiving a school placement
III.
Justification
In order to reduce In order to reduce confusion as to which department and faculty is responsible
for teaching these courses, to facilitate assignment of credit hours and TOSS fees, and to make it
clearer on student transcripts that they are taking a course that focuses on their specific discipline,
to reduce confusion as to who is teaching what, to facilitate assignment of credit hours, and to
identify the discipline on student transcripts, we are proposing that we split SCED 6475 (Student
Teaching Science Practicum II) into discipline specific courses (biology, chemistry and physics).
This is the version for the MAT in Biology program.
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IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
3
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar once
the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Biology Education
BED 6475
Teaching of Biology (6-12) Practicum II
0-18-6
Fall 2010
Regular
NA
All
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
4
VII Syllabus:
BED 6475
STUDENT TEACHING SCIENCE (6-12) (BIOLOGY)
KENNESAW STATE UNIVERSITY
Department of Biology and Physics
Spring 2009
I.
INSTRUCTOR INFORMATION:
Instructor
Dr. Michael Dias
II.
Office
SC
308b
Work
(678)
797-2217
Cell
(770)
883-2296
Fax
(770)
423-6625
Email
mdias@kennesaw.edu
At assigned schools: First school day of January 2009 until April 30 and 6 Seminars at KSU:
School Calendars: Cobb Cherokee Paulding Fulton
1. January 5: First day in schools
2. January 8: 2 - 5 pm, Beginning Seminar, Carmichael Student Center, University Rooms
3. January 16: BioEd Seminar – Aligning Objectives & Assessment, at KSU, SC 302, 9am – 1pm
4. February 3: 8:30-4:30 ESOL Conference (optional attendance) KSU Center, Room 400
5. February 5: BioEd Seminar – Impact on Student Learning, at KSU SC 302, 9am – 1pm
6. February 27: Midterm—CPI Conference and 2 observations from mentor and supervisor prior
7. March 4: BioEd Seminar – at Chattahoochee Nature Center, 9am – 1pm
8. March 6: Last day to withdraw without academic penalty
9. March 11: What Principals Want seminar 1:00 – 4:00 pm KSU Center Room 400
10. April 14: BioEd Seminar – Critical Incident Reflections, at KSU SC 302
11. April 15: 10 am-2 pm, KSU Teacher Fair, KSU Center, Room 400, 3333 Busbee Drive
12.April 28: Last day in school
Schedule and complete 30-minute Portfolio Exit Interview with Advisor on April 30.
13. May 1: Ending Seminar: 10am-1pm Carmichael Student Center, University Rooms
III.
REQUIRED TEXTS AND MATERIALS:
KSU Field Experiences Handbook: Collaborative Development of Expertise in Teaching and Learning. (2002,
PTEU/KSU, KSU bookstore and online at
http://www.kennesaw.edu/education/ofe/forms/field_experiences_handbook.pdf
5
IV.
CATALOG COURSE DESCRIPTION:
12 Credit hours. Prerequisite: Admission to Student Teaching.
Full-time teaching experience in science under the supervision of a middle or high school mentor teacher and a college
science education supervisor. Includes regularly scheduled seminars. Proof of professional liability insurance is required
prior to receiving a school placement.
V.
RATIONALE:
Conceptual Framework Summary:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise
among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and
expertise to facilitate high levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the
development of candidates as they progress through stages of growth from novice to proficient to expert and leader.
Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To
be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that
only through the implementation of validated practices can all students construct meaning and reach high levels of
learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes,
values and demonstrates collaborative practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the public and private schools,
parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all
students to high levels of learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of
expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the
concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how
during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming
Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state
but a process of continued development. This course emphasizes not only comprehension of content knowledge, but also
the ability to communicate that content. This course will require students to reflect on their teaching and the learning of
their students in an effort to create positive learning environments which encourage students to (1) learn to value the
content, (2) become confident in one's ability with the content, (3) become a problem solver, (4) learn to communicate
their content learning, and (5) learn to reason with regard to the content.
Technology Statement:
Technology Standards for Educators are required by the Professional Standards Commission. Telecommunication and
information technologies will be integrated throughout the teacher preparation program, and all candidates must be able to
use technology to improve student learning and meet Georgia Technology Standards for Educators. During the courses,
candidates will be provided with opportunities to explore and use instructional media, especially microcomputers, to
assist teaching. They will master use of productivity tools, such as multimedia facilities, local-net and Internet, and feel
confident to design multimedia instructional materials, create WWW resources, and develop an electronic learning
portfolio.
Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of
diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and
curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work
is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how
multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness,
language, race, religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style differences
provides a background for the consideration of cultural context. Kennesaw State University provides program
accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or
6
the Americans with Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students must visit the Office of
Disabled Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of
disability is required.
VI. STANDARDS AND PROFICIENCIES:
NSTA Standards for Science Teacher Preparation
Correlated with Candidate Performance Inventory (CPI)
Kennesaw State University, Biology Education Program
The candidate will demonstrate a starting competence for communicating biological content knowledge
and the dispositions for self-directed professional development.
Standard 1: Content (CPI 1.1-4)
To show that they are prepared in content, teachers of science must demonstrate that they:
a. Understand and can successfully convey the major concepts and interrelationships of biology.
b. Understand and can successfully convey principles unifying science disciplines.
c. Understand and can successfully convey to students important personal and technological applications of
biology.
d. Understand research and can successfully design, conduct, report and evaluate investigations.
e. Understand and can successfully use mathematics to process and report data, and solve problems in
biology.
Standard 10: Professional Growth (CPI 3.1-4)
To show their disposition for growth, teachers of science must demonstrate that they:
a. Engage in opportunities for professional learning and leadership that reach beyond minimum job
requirements.
b. Reflect constantly upon their teaching and identify means through which they may grow professionally.
c. Use information from students, supervisors, colleagues and others to improve teaching and professional
growth.
d. Interact effectively with colleagues, parents, and students and foster positive relationships with the
community.
The candidate will establish safe and productive learning environments through application of a broad
array of assessment and teaching methods for implementing the curriculum.
Standard 8: Assessment (CPI 2.8-10)
To show that they are prepared to use assessment effectively, teachers of science must demonstrate that they:
a. Use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with
methods of instruction and the needs of students.
b. Use the results of multiple assessments to guide and modify instruction, the classroom environment, or the
assessment process.
c. Use the results of assessments as vehicles for students to analyze their own learning, engaging students in
reflective self-analysis of their own work.
Standard 5: Skills of Teaching (CPI 2.1-7; 3.1)
To show that they are prepared to create a community of diverse learners, teachers of science must demonstrate that
they:
a. Vary their teaching actions, strategies, and methods to promote the development of multiple student skills
and levels of understanding.
b. Successfully promote the learning of science by students with different abilities, needs, interests, and
backgrounds.
c. Successfully organize and engage students in collaborative learning using different student group learning
strategies.
d. Successfully use technological tools, including but not limited to computer technology, to access resources,
collect and process data, and facilitate the learning of science.
7
e.
f.
Understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students.
Create and maintain a psychologically and socially safe and supportive learning environment.
Standard 6: Curriculum (CPI 1.1,4; 2.3,7; 3.1)
To show that they are prepared to plan and implement an effective science curriculum, teachers of science must
demonstrate that they:
a. Understand the curricular recommendations of the National Science Education Standards, and can identify,
access, and/or create resources and activities for science education that are consistent with the standards.
b. Plan and implement internally consistent units of study that address the diverse goals of the National
Science Education Standards and the needs and abilities of students.
Standard 9 Safety and Welfare (CPI 1.3; 2.2,3; 3.1,3)
To show that they are prepared, teachers of science must demonstrate that they:
a. Understand the legal and ethical responsibilities of science teachers for the welfare of their students, the
proper treatment of animals, and the maintenance and disposal of materials.
b. Know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and
disposal of all materials used in science instruction.
c. Know and follow emergency procedures, maintain safety equipment, and ensure safety procedures
appropriate for the activities and the abilities of students.
d. Treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner
and respect legal restrictions on their collection, keeping, and use.
The candidate will promote understanding and appreciation of the nature of biological science through
instruction that engages students in a variety of inquiry experiences related to the contexts of science and
the local community.
Standard 2: Nature of Science (CPI 1.1-4; 2.3,5)
To show they are prepared to teach the nature of science, teachers of science must demonstrate that they:
a. Understand the historical and cultural development of science and the evolution of knowledge in their
discipline.
b. Understand the philosophical tenets, assumptions, goals, and values that distinguish science from
technology and from other ways of knowing the world.
c. Engage students successfully in studies of nature of science including, when possible, the critical analysis
of false or doubtful assertions made in the name of science.
Standard 3: Inquiry (CPI 1.1,4; 2.1,2,4-8)
To show that they are prepared to teach through inquiry, teachers of science must demonstrate that they:
a. Understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific
knowledge.
b. Engage students successfully in developmentally appropriate inquiries that require them to develop
concepts and relationships from their observations, data, and inferences in a scientific manner.
Standard 4: Issues (CPI 1.1,3; 2.5,6,8)
To show that they are prepared to engage students in issues related to science, teachers of science must demonstrate
that they:
a. Understand socially important issues related to biology and technology, as well as processes used to
analyze and make decisions on such issues.
b. Engage students successfully in the analysis of problems, including considerations of risks, costs, and
benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Standard 7: Science in Community (CPI 2.2-4,8; 3.3)
To show that they are prepared to relate science to the community, teachers of science must demonstrate that they:
a. Identify ways to relate science to the community, involve stakeholders, and use community resources to
promote the learning of science.
b. Involve students successfully in activities that relate science to resources and stakeholders in the
community or to the resolution of issues important to the community.
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VII.
COURSE REQUIREMENTS:
A. Impact on Student Learning Assignment: You are expected to respond to a range of factors that
affect student achievement by assessing the influence of your instruction on student learning via daily
(formative) and unit-level (summative) methods. Select a set of objectives for which you will plan and
implement instruction this semester, then analyze the evidence of student learning for these objectives.
This assignment requires you to document a detailed analysis of assessment data for a chosen class,
two groups in the class, and two students in the class. Though this assignment is more detailed than
would be feasible in typical teaching practice, it is intended to provide a structured experience that will
allow you to evidence a starting competence for interpreting and responding to a broad range of
learner needs. To guide your planning and final report, please refer to the directions and Impact on
Student Learning Analysis rubric provided in Appendix A.
B. Document Planning and Reflection: To optimize the mentoring support that your university
supervisor seeks to offer, please keep the following documentation available throughout the teaching
experience:
(1) daily lesson plans that summarize instructional objectives, activities, and means of assessment;
(2) written reflections (on lesson plans or in journal format);
(3) written feedback provided by your mentor teacher and university supervisor.
Please let your supervisor know where this notebook is located in your teaching setting. You are
required to discuss lesson plans with your mentor teacher at least two days prior to your teaching of
a particular lesson.
C. Video Analysis of Critical Incidents: Schedule assistance from your KSU supervisor or a colleague
to videotape representative segments of two different lessons. You will then analyze your teaching to
identify a “critical incident” (detailed in Appendix B).
Portfolio Evidence with Written Narrative: The purpose of the portfolio narrative is to ensure that
every candidate reflects upon their growth and competence for each of the proficiencies on the CPI,
and presents evidence in support of their level of achievement. Using the Portfolio Narrative Rubric as
a guide, include a written narrative for each of the three performance outcomes in which you
a) first explain why you chose this profession (a few paragraphs or less), then
b) identify and describe evidence for each proficiency (5-8 pages), ending with a
c) summary of your professional development goals for the induction phase (first three years).
Your portfolio organization should follow the CPI Outcomes of KSU Teacher Education:
Outcome I: Subject Matter Expertise, with evidence for proficiencies 1.1-1.4
Outcome II: Facilitator of Learning, with evidence for proficiencies 2.1-2.10
Outcome III: Collaborative Professional, with evidence for proficiencies 3.1-3.4
You are far along in this process, having written the first draft of the narrative in SCED 4416 / 6416.
This semester you will be adding some new evidence and replacing some evidence from other parts of
your program with evidence that better represents where you are now as a teacher. At mid-term of this
semester, you should revise the narrative to depict your growth process and describe your evidence
and final standing relative to the CPI as a program graduate.
D. While participating in all field experiences, you are encouraged to be involved in a variety of SchoolBased Activities directed at the improvement of teaching and learning. Activities may include, but are
not limited to, tutoring students, assisting teachers or other school personnel, attending school board
meetings, and participating in education-related community events. As you continue your field
experiences, you are encouraged to explore every opportunity to learn by doing.
9
E. Candidate Performance Inventory: At mid-term and semester’s end, the candidate, mentor teacher
and university supervisor will discuss our individual ratings and comments on the CPI evaluation
sheets. These forms are available at http://www.kennesaw.edu/education/ncate/instruments.html
Please contact KSU Service 770-423-6999 if you experience any problems logging into the Owl
Express or accessing the forms. Contact your KSU Supervisor or The Office of Field Experiences if
you have questions about the instruments.
VIII.
EVALUATION AND GRADING:
Your final grade will be either a S (Satisfactory) or U (Unsatisfactory) and will be determined by the final
evaluation and conference with both your university supervisor and collaborating teacher, and by a careful
review of your portfolio. Passing student teaching means that your university supervisor finds candidate
evidence to adequately meet the proficiencies of the Candidate Performance Instrument (CPI) of Kennesaw
State University’s Professional Teacher Education Unit. Frequent verbal and written feedback from your
university supervisor and collaborating teacher will keep you well informed as to your progress.
IX
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published
in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the
University ’s policy on academic honesty, including provisions regarding plagiarism and cheating,
unauthorized access to University materials, misrepresentation/falsification of University records or academic
work, malicious removal, retention, or destruction of library materials, malicious/intentional misuse of
computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic
misconduct will be handled through the established procedures of the University Judiciary Program, which
includes either an “informal ”resolution by a faculty member, resulting in a grade adjustment, or a formal
hearing procedure, which may subject a student to the Code of Conduct ’s minimum one semester suspension
requirement.
X.
ATTENDANCE:
Attendance during student teaching is of utmost importance. Student teachers follow the same daily schedule
as their collaborating teacher. Student teachers attend all workdays, faculty meetings, etc. Absences will be
allowed for emergencies only and should be handled by informing both your university supervisor and
collaborating teacher as soon as possible. Excused absences may include attendance of student teaching
seminars, professional conferences, the career fair, and other such opportunities as allowed by the university
supervisor.
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APPENDIX A
Directions for the “Impact on Student Learning Analysis” Assignment
Purpose:
This assessment is to give you the opportunity to tie together many pieces of the assessment process to help you:
1) determine the effect of instruction on all your students’ learning,
2) guide decisions about future instruction and plans to improve upon every student’s performance,
3) communicate performance results to others,
Method:
Select a class/group of students whom you are teaching and a lesson/activity/unit/skill on which to evaluate the impact on every
student’s learning. Decide on a method of collecting data on your impact upon student learning using an assessment that will
generate data suitable for analysis, such as a pre- and post-test. The assessment(s) you choose should be aligned with your
objectives. The assessments can be of the authentic/alternative or traditional nature or a combination of both.
In assessing the impact of your lesson on all students’ learning, you will need to interpret the results within the contexts of the
setting and student diversity. Contextual factors are important for teachers to know because they often help explain student
behaviors and achievements. In your analysis, you need to investigate these contextual factors of the class you evaluated:
 geographic location, community and school population, socio-economic profile and race/ethnicity,
 physical features of setting, availability of equipment/technology and other resources,
 student characteristics such as age, gender, race/ethnicity, exceptionalities (disability and giftedness),
achievement/developmental levels, culture, language, interests, learning styles or skill levels.
Analyzing and Reporting the Data:
Perform the analysis on three levels:
 Whole group: Compile the data as a whole group by using simple descriptive techniques. If you gave a pre-test, compare
the pre-and post-test results.
 Sub group: You should compile the data into groups for comparison (select two) from those identified under student
characteristics. This analysis should include the contextual factors of exceptionalities, ethnicity, socioeconomic status,
gender, language, religion, and geographical area.
 Individuals: Select two students who represent different levels of performance and examine the data you have on them.
Reflecting on the Data:
After analyzing and reporting the data, reflect on your performance as a teacher and link your performance to student learning
results using the “Impact on Student Learning” Rubric as a guide for reflection. Evaluate your performance and identify future
action for improved practice and professional growth.
Additional Prompts for Reflection:
 Select the learning objective where your students were most successful.
 Select the learning objective where your students needed more opportunity to grow.
 Consider the individual items on your assessment and their effectiveness in measuring student learning. Upon which
items were your students most successful? Least successful? Reflect on reasons for the levels of performance on those
items, including student prerequisite knowledge, student motivation, instructional strategies, and item design.
 What instructional strategies did you use? Reflect on relationships between teaching strategies and performance on related
objectives.
 What other forms of assessment (including informal assessment such as questioning, large/small group response, etc) did
you use? Reflect on the appropriateness of the assessments and on the relationships between the feedback you got from
those assessments and performance on related objectives.
In each case, provide two or more possible reasons for these outcomes. Consider your objectives, instruction, and assessment along
with student characteristics and other contextual factors that you can influence to continue to have a positive impact on student
learning.
Reflect on the possibilities for professional development.
 Describe at least two professional learning goals that emerged from your insights and experiences with this assignment.
 Identify two specific steps you will immediately take to improve your performance in the critical areas(s) you identified.
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IMPACT ON STUDENT LEARNING ANALYSIS RUBRIC
Refer to the instructions for this assignment for details about expectations for each criterion.
CRITERIA
INTRODUCTION – Setting (1.2, 1.4, 2.3, 2.6, 2.8)
 School and Community (location, population, SES, etc.)
 Classroom and Resources (availability of technology, other resources)
 Student Diversity (age, gender, race/ethnicity, exceptionalities, achievement/developmental levels, culture,
language, learning styles, etc. as appropriate)
 Unit/Lesson/Content Overview
ASSESSMENT(S) (2.1, 2.2, 2.5, 2.9, 3.1,3.4)
 Aligned with instructional objectives/learning outcomes
 Purpose
 Quality of assessment (description given or assessment attached)
 Whole class summary sheet of student scores (do not include names)
1
2
3
4
ANALYSIS (2.3, 2.7, 2.9, 3.1, 3.4)




Statistical techniques, charts, graphs included as appropriate
Rationale for use of statistical techniques & representations
Findings (report comparisons)
Whole group
Two subgroups
Two individuals
Interpretation of reported data
REFLECTION (SME, 2.7, 2.10, 3.1, 3.2, 3.4)




On teacher’s performance
On assessment instruments
On impact on student mathematical learning
Future actions
Professional development goals (2)
Immediate actions (2)
TOTAL POINTS
1 – Candidate provides little or no evidence. Little understanding of expectations with regard to criterion. Description
missing or poorly communicated. No data reported. Analysis lacking, incomplete, or done using inappropriate
methods. Descriptive reflection only.
2 – Candidate provides limited evidence. Criterion is addressed minimally or apparently misunderstood. Description
not elaborate enough to provide clear representation. Data reported, but incomplete or poorly organized. Analysis
carried out but may be lacking or additional analysis needed. Reflection mostly descriptive with some insights.
3 – Candidate provides sufficient evidence. Narrative provides a rationale for selection of evidence that is clear
throughout with only a few exceptions. Evidence exists that proficiencies are adequately addressed. Candidate makes
connections between evidence presented and demonstration of expertise in the outcome.
4 – Candidate provides clear, consistent, and convincing evidence. Narrative provides a clear and convincing rationale
for selection of evidence. Clear, consistent, and convincing evidence exists that proficiencies are addressed with
multiple examples. Candidate consistently assesses impact on student learning and provides multiple examples of
adjusting practice accordingly.
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APPENDIX B
Critical Incident Reflection (CIR) from Critique of Video-taped Lesson
For this exercise, you will plan and videotape a lesson in which you implement one or more of the Essential Features
of Classroom Inquiry (NRC, 2000, p. 29). From the video-taped lesson, select two or three critical incidents. Write a
reflection of each critical incident according to the following directions.
What are Critical Incidents?
Critical Incidents are the ‘oops,’ ‘ouch,’ ‘aha…,’ or ‘oh…’ moments that you experience during a teaching episode or as you
watch your videotaped lesson. The incident may be something that ‘amused’ or ‘annoyed’, was ‘typical’ or ‘atypical’, or a
‘felt difficulty’ or ‘felt success.’
Why use Critical Incidents?
One goal of using critical incidents is to help you look beyond the experience of the incident to the meaning of the incident.
This is a form of reflection-on-action. Another goal is to help you develop your ability to reflect on these incidents as they
happen, or reflection-in-action. Finally, using critical incidents can help you adjust your lesson and strategies for future
teaching cycles, or reflection-for-action.
How do I reflect on the Critical Incidents that I select?
Remember, there is no “right” or “wrong” way to select an incident. It should be something useful and meaningful to you.
After watching and editing your videotaped lesson for critical incidents, use the statements and questions below to guide you
as you reflect about the critical incidents that you selected.
Describe the Critical Incident:
What: Provide an in-depth description of the event. Try to write this without judgment or interpretation.
Emotions: Describe the feelings you had as you ‘experienced’ the incident.
Why: Explain the incident from two perspectives: you as the teacher, and you as your students. Use ‘I’ for each participant’s
explanation.
Analyze the Critical Incident:
Proficiencies and Inquiry Features
 Which of the KSU CPI proficiencies from subject matter expertise, facilitator of learning, or collaborative
professional are related to each incident?
 Which of the five Essential Features of Classroom Inquiry are evident in this lesson? You may use the statements
along the row of each essential feature to aid your discussion.
Cultural Relevance
In what ways did you employ culturally relevant teaching? Examples include
 socially important issues related to science and the related risks, costs, and benefits;
 relating science to the local community; relating science concepts to cultural differences in perspective;
 building on student background knowledge that is culture-specific;
 communicating high expectations for all students;
 helping students challenge the status quo.
You might begin with “As a teacher, I was/was not able to…”
Position
What are some of your personal beliefs related to teaching and learning that you identified when reflecting on this incident
and the portfolio standards that you addressed.
You might begin with “As a teacher, this incident shows that I believe/value…”
Actions
After considering this incident, what will you do differently in light of your new understanding?
You might begin with “As a teacher, this incident directs me to…”
13
Features
Learners are engaged
in scientifically
oriented questions.
Learners give priority
to evidence in
responding to
questions.
evidence/data
Codes from Essential Features of Classroom Inquiry
More----------------Amount of student self-direction--------------Less
Learner poses a
question
Q4
Learner determines
what constitutes
evidence and collects it
D4
Learner selects among
question,
poses new question
Q3
Learner sharpens a
provided question
Q2
Learner directed to
collect certain data
Learner given data and
asked to analyze
D3
Learners formulate
explanations
from evidence to
address scientific
questions.
Learner formulates
explanation after
summarizing evidence
E4
Learner guided in
process of formulating
explanations from
evidence
Learner engages in
provided question
Q1
D2
Learner gives possible
ways to use evidence to
formulate explanation
Learner given data and
told how to analyze
D1
Learner provided with
evidence
E2
E3
Learners connect
(evaluate) their
explanations in light of
current scientific
explanation.
Learner forms links to
independently
examined resources
C4
Learner directed toward
areas and sources of
scientific knowledge
C3
E1
Learner given possible
connections
Learner explanation is
related to scientific
knowledge by teacher
C1
C2
Learners communicate
and justify their
explanations
to peers or teacher.
Learner forms
reasonable and logical
argument
J4
Learner coached in
development of
communication
Learner provided broad
guidelines to sharpen
communication
J2
J3
Adapted from Inquiry and the National Science Education Standards (NRC, 2000, p29).
14
Learner given steps and
procedures for
communication
J1
15