Valley City State University
School of Education and Graduate Studies
Teaching for Learning Capstone
(TLC)
Teaching for Learning Capstone (TLC)
Table of Contents
Narrative Description and Explanation of Teaching for Learning Capstone (TLC) .................................................. 3
TLC Rubrics ................................................................................................................................................................ 7
Planning Rubrics ........................................................................................................................................... 7
Implementation Rubrics ............................................................................................................................. 11
Evaluation Rubrics ..................................................................................................................................... 14
Reflection Rubrics ...................................................................................................................................... 16
Portfolio Narrative ................................................................................................................................................... 18
Portfolio Screen Captures and Links ....................................................................................................................... 19
Table of Contents for Appendices ........................................................................................................................... 22
Appendix A - Context for Learning Form .................................................................................................. 23
Appendix B – TLC Terms and Definitions -Academic Language Guide...................................................... 25
Appendix C – Assessment Terms and Definitions ..................................................................................... 28
Formative Assessment Resource ......................................................................................... 30
Appendix D – InTASC/TLC cross references ............................................................................................... 33
Appendix E – Bloom’s Taxonomy Resource ............................................................................................... 34
Appendix F – English Language Learner Resource ..................................................................................... 36
Appendix G – Differentiated Instruction Resource ................................................................................... 37
Appendix H – TLC Checklist (highly recommended tool for progress and completion) ........................... 41
2
Teaching for Learning Capstone (TLC)
Teaching for Learning Capstone (TLC)
VCSU Conceptual Framework and Education Abilities
TLC Handbook
The Teaching for Learning Capstone (TLC) focuses on a teacher candidate’s efforts to plan instruction to meet
the needs of all learners, implement lessons that instruct and engage all students, apply strategies to assess
student learning, and think reflectively to analyze the teacher candidate’s impact on student learning as well as
his or her own practice. Teacher candidates will utilize the TLC model to plan, implement, evaluate, and reflect
on one unit of instruction during their student teaching experience.
The four components of the VCSU Conceptual Framework assessed will include the ability to:
PLAN – Planning Instruction and Assessment; IMPLEMENT – Instructing and Engaging Students in Learning;
EVALUATE – Assessing Student Learning; and REFLECT – Reflection on Teaching and Learning during Unit.
The Valley City State University School of Education has adapted its version of the Teacher Performance Assessment (TPA) - titled as the
Teaching for Learning Capstone (TLC) at VCSU – through making modifications to the Minnesota Field Test Pre-Release Handbook,
September 2011, and to the 2011 version of the TPA model from Stanford University.
Narrative description of Teaching for Learning Capstone (TLC) requirements:
I.
PLAN - Planning Instruction and Assessment (InTASC #7)
Purpose: Describe your plans for the learning segment and explain how they are appropriate for the
students and content you are teaching. Demonstrate your ability to select, adapt, design, and organize
curriculum, instruction, and assessment to help students with diverse needs learn and meet the standards
the for curriculum content as well as develop related academic language.
The 1st STEP is to communicate with the cooperating teacher to select a learning segment of 3 to 5 lessons.
Identify the content and standards that will be met in the unit. (InTASC #4, 10)
A. Unit Foundation (InTASC #4 & 7) – Rubric #1
1. Unit Summary – brief overview (paragraph at most) of the content focus for the learning segment.
2. Standards to be met – Rubric #1
3. Objectives/Learning outcomes (based on above standards) – Rubric #1
4. Academic Language to be emphasized (see definition in Appendix B) – Rubric #4
5. Unit questions
a) Essential “overarching” or “big idea” questions – Rubric #1
b) Questions for students (developed using Bloom’s taxonomy, Kaplan’s icons for depth and
complexity, etc.) for all levels of thinking – Rubric #4
B. Context for Learning (InTASC #1, 2, 3, 4, 7 & 8) – All of section B relates to Rubric #2
1. Complete the Context for Learning form (Appendix A)
2. Describe what you know about your students with respect to the content
a) Describe what students know, what they can do, and what they are learning to do.
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Teaching for Learning Capstone (TLC)
C.
D.
E.
F.
G.
b) Describe your students’ language development, including abilities to understand and produce
oral and written language in English. - Rubric #4
c) Describe students’ social and emotional development (e.g. relationships with each other;
abilities in self-expression, collaboration, etc.)
d) Describe family/community/cultural assets (e.g. cultural norms, student interests, relevant
experiences and resources.)
e) Describe subgroups requiring differentiated instruction (SPED, Title 1, ELL, Gifted and
Talented, etc.)
3. Describe how this knowledge influenced your planning.
a) Describe how this knowledge influenced your choice of strategies to engage all students.
b) Describe how this knowledge influenced your choice of strategies for scaffolding academic
language. - Rubric #4
c) Describe how this knowledge influenced your choice of activities for differentiating
instruction.
Instructional Technology and Materials to be used in Unit – Rubric #1
1. Identify the necessary resources (InTASC #5)
a) Technology used by the teacher (hardware, software, websites, etc.)
b) Technology used by the students (hardware, software, websites, etc.)
c) Materials and supplies
d) Other resources
Assessment Tools and Criteria (InTASC #6, 7) – All of section B relates to Rubric #3
1. Explain your thought process for planning a post-assessment, a pre-assessment, and at least one
formative assessment within the learning segment.
2. Provide samples of the assessments
a) Sample pre-assessment
b) Sample formative assessment
c) Sample post assessment
3. Describe how you will use formal and informal assessments in order to monitor growth and
provide feedback for students toward meeting the objectives.
4. Describe any modifications in the assessment tools or accommodations planned to allow students
with specific needs to demonstrate their learning.
Classroom Management Considerations (InTASC #3 & 8) – supportive for Rubric #6
1. Detail the management strategies and procedures that will support the implementation of this
unit.
Lesson Plans (InTASC #7) – Rubrics 1-4 on Planning
1. Provide lesson plans for 3-5 days of your unit
a) Day 1
b) Day 2
c) Day 3
d) Day 4
e) Day 5
2. Explain how key learning tasks are sequenced in the learning segment to build connections from
prior knowledge to new knowledge. Include how you will help students make connections
between and among prior and new content knowledge and reasoning strategies to deepen
student learning.
Overall Reflective Commentary on Planning (InTASC #7, actually all the first 8 standards are considered)
1. Communicate what you learned about planning and the role of planning in teacher effectiveness.
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Teaching for Learning Capstone (TLC)
II.
IMPLEMENT – Instructing and Engaging Students in Learning (InTASC #2, 3, 5, & 8) – Rubric 5, 6, & 7
Purpose: Demonstrate how you facilitate students’ developmental understanding of the content you are
teaching. You will provide evidence of your ability to engage students in meaningful learning, monitor
understanding, and use your responses to students to guide their learning.
A. Implementation Commentary (InTASC #2, 3, 5, & 8)
1. Cite and describe examples of situations in which you scaffolded language development. - Rubric #5
2. Cite and describe examples of situations in which all students were engaged in meaningful
learning. - Rubric #6
3. Cite and describe examples of situations in which you utilized effective classroom management.
Explain how effective classroom management contributed to student learning. - Rubric #6
4. Cite and describe examples of situations in which you elicited student thinking through
questioning. Explain how your responses to student answers elicited further thinking. - Rubric #7
B. Video Clips (InTASC #5) - include a brief description of the video content in portfolio Implementation section
1. Collect permission forms from parents or school to prepare for filming.
2. Capture video of entire lessons, then edit individual clips as follows:
a. Identify the clip that you feel best demonstrates how you scaffolded language development. –
(90 second maximum) Rubric #5
b. Identify the clip that you feel best demonstrates students engaged in standards-based learning.
(90 second maximum) – Rubric #6
c. Identify the clip that you feel best demonstrates effective classroom management. (90 second
maximum) – Rubric #6
d. Identify the clip that you feel best demonstrates student interaction and higher level thinking
through your questions and responses to student comments, questions, and needs. (90 second
maximum) – Rubric #7
3. Provide a copy of writing on the board, overhead, walls, or computer used in instruction that is
not visible on the video.
C. Overall Reflective Commentary on Implementation (InTASC #5, 7, & 9)
1. Communicate what you learned about making adjustments while teaching. – Rubrics #5-7
2. Communicate what you learned about the relationship between planning and implementation. –
Rubrics #5-7
III.
EVALUATE – Assessing Student Learning (InTASC #6) – Rubrics #8 and #9
Purpose: To assess student achievement, diagnose student learning strengths and needs, and inform
instruction. Provide evidence of your ability to 1) develop evaluation criteria aligned with your main idea,
standards, and learning objectives; 2) analyze student performance on an assessment in relation to
student needs and the learning objectives; 3) provide feedback to students; and 4) use the analysis to
identify next steps in instruction for the whole class and individual students.
A. Evaluation Criteria (InTASC #6) – Rubric #8
1. Communicate your criteria for student performance. How did you determine proficiency levels in
student learning?
2. Analyze student performance across the class from one assessment completed during the learning
segment. (Provide a copy of assessment.) Explain how you measured students’ progress toward
learning the main idea, the targeted standards, and the learning objectives. Describe class trends.
3. Communicate the extent to which the whole class met the standards/objectives. Summarize
student performance in narrative and/or graphic form. Discuss what most students appear to
understand well, and any misunderstandings, confusions, or needs.
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Teaching for Learning Capstone (TLC)
4. Student Work Samples - Select three focus students, one of whom has identified learning needs,
e.g., an English Language Learner, a student with an IEP, or a student identified as gifted and
talented. Describe each student’s individual learning strengths and challenges relative to what was
measured by the assessment. Provide work samples from each student. Remove names of
students, yourself, and the school with correcting fluid, tape, or marker prior to
copying/scanning the work samples.
5. Evidence of Feedback (InTASC #1, 2, 5, & 8) – Document evidence of feedback on the work of two of
the three focus students.
6. Explain how your feedback addressed individual student needs and learning objectives. Provide
specific evidence of effective, formative feedback descriptively shared with students - specifically
success feedback (something the student did correctly) and/or intervention feedback (describing
correction or a feature of quality needing work) given to students and describe opportunities for
the students to apply the feedback to improve the work or their understanding. – Rubric #9
7. Identify next steps in instruction for the two focus students you identified in step 5. – Rubric #9
B. Overall Reflective Commentary on Evaluation (InTASC #6) – Rubric #9
1. Communicate how assessment guided your decision-making as you adjusted your daily lesson
plans.
2. Communicate what you have learned about assessing student learning and the role of feedback in
teacher effectiveness.
IV.
REFLECT – Reflection on Teaching and Learning during Unit (InTASC #9 & 10) – Rubric #10
Purpose: Reflect on your experiences teaching the learning segment to consider what you have learned
about your teaching and the learning of your students.
1. Reflect on what you would do differently if you taught this unit again.
2. Reflect on this unit as a whole and highlight specific examples of what you have learned. Consider
what you have learned about teaching, about learning, about your students, and about yourself.
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Teaching for Learning Capstone (TLC)
Rubrics for Teaching for Learning Capstone
Planning Instruction and Assessment
EDUCATION ABILITY: PLAN
Rubric 1: Planning for Understanding of Content
How well does the teacher candidate plan to ensure the content standards and learning objectives will be met?
Read through all the levels, but focus on meeting the expectations for LEVEL 5
5
4
3
2
1
Level 3 and 4, plus . . .Plans for instruction build on each other to lead students to make clear and
meaningful connections of the unit’s big ideas, as well as higher levels of thinking.
Level 3, plus . . . Learning objectives clearly define measurable outcomes for student learning.
Standards, objectives, learning tasks and materials/ technology are consistently aligned with each other
and with the central focus for the learning segment.
Standards, objectives, learning tasks and materials/ technology are loosely or inconsistently aligned with
each other.
Standards, objectives, learning tasks and materials/ technology are not aligned with each other. There are
significant content inaccuracies that will lead to student misunderstandings.
Circle the Score:
5
4
3
2
1
Distinguished Advanced Proficient Emerging Undeveloped
TLC Template: PLAN SECTION, Unit Foundation part A.1,2,3,5 also Technology and Materials part C (also F & G)
Senior Portfolio: PLAN SECTION
Comments:
The Valley City State University School of Education has adapted its Teaching for Learning Capstone version of the Teacher Performance
Assessment through modifications to the Minnesota Field Test Pre-Release Handbook (September 2011), and to the 2011 version of the
TPA model from Stanford University.
7
Teaching for Learning Capstone (TLC)
Rubrics for Teaching for Learning Capstone
Planning Instruction and Assessment
EDUCATION ABILITY: PLAN
Rubric 2: Using Knowledge of Students to Inform Teaching and Learning
How well does the teacher candidate use knowledge of his/her students to target support
for students’ development and understanding?
Read through all the levels, but focus on meeting the expectations for LEVEL 5
5
Level 4, plus . . .Planned support includes multiple ways of engaging with content that support students
to meet specific standards/objectives within the central focus. Support is specifically designed to address
a variety of student learning strengths and needs, and include specific strategies to surface and respond
to common errors and misunderstandings. Candidate justifies learning tasks by explaining their
appropriateness for students’ prior learning and experience and anticipated effects on new learning with
support from relevant research and/or theory.
4
Learning objectives draw on students’ prior learning experience, and social/emotional development or
interests. Planned support includes tasks/materials and/or scaffolding tied to specific learning objectives
and the central focus. Supports address the needs of specific individuals or groups with similar needs and
include strategies to surface and respond to common errors and misunderstandings.
Candidate uses examples from their students’ prior learning experience AND relevant research/theories to
justify why learning tasks are appropriate.
3
Learning objectives draw on students’ prior learning experience AND social/emotional development OR
interests. Planned support includes tasks/materials and/or scaffolding tied to learning objectives and the
central focus with attention to the characteristics of the class as a whole and to requirements in IEPs
and 504 plans.
2
Learning objectives reflect general characteristics of students’ prior learning and experience in a limited
manner. The planned support is loosely tied to learning objectives or the central focus of the learning
segment.
1
Learning objectives do not reflect characteristics of students’ prior learning and experience.
There are no planned supports for students with varied needs.
Circle the Score:
5
4
3
2
1
Distinguished Advanced Proficient Emerging Undeveloped
TLC Template: PLAN SECTION, Context for Learning part B (also parts F & G)
Senior Portfolio: PLAN SECTION
Comments:
8
Teaching for Learning Capstone (TLC)
Rubrics for Teaching for Learning Capstone
Planning Instruction and Assessment
EDUCATION ABILITY: PLAN
Rubric 3: Planning Assessments to Monitor and Support Student Learning
How are the informal and formal assessments selected or designed to provide evidence
of student progress toward the standards/objectives?
Read through all the levels, but focus on meeting the expectations for LEVEL 5
5
4
3
2
1
LEVEL 5: The set of assessments are strategically designed to provide multiple forms of evidence for
monitoring students’ progress relative to the standards and objectives throughout the unit.
LEVEL 4: The set of assessments are aligned to the standards and objectives and provide multiple forms of
evidence for monitoring students’ progress throughout the unit.
LEVEL 3: The set of assessments are aligned to the standards and objectives, and provide evidence for
monitoring students’ learning progress at different points in the unit.
LEVEL 2: The set of assessments are loosely aligned to the standards and objectives, and provide limited
evidence to monitor students’ learning during the unit.
LEVEL 1: The set of assessments are not aligned to the standards and learning objectives and will provide
little or no evidence of students’ learning during the unit OR assessment accommodations OR
modifications required by IEP or 504 plans are NOT made
Circle the Score:
5
4
3
2
1
Distinguished Advanced Proficient Emerging Undeveloped
TLC Template: PLAN SECTION, Assessment Tools and Criteria part D with an emphasis on parts F & G
Senior Portfolio: PLAN SECTION
Comments:
9
Teaching for Learning Capstone (TLC)
Rubrics for Teaching for Learning Capstone
Planning Instruction and Assessment
EDUCATION ABILITY: PLAN
Rubric 4: Planning for Language Development
How does the candidate plan to support the students’ academic language associated with content learning?
Read through all the levels, but focus on meeting the expectations for LEVEL 5
5
The candidate models and provides opportunities for practice, and feedback so students can use language
(associated with the language demand) to express, develop, and demonstrate content understandings.
Candidate’s description of students’ academic language development identifies needs as well as strengths
that individual students or groups with similar needs can build upon. Candidate justifies why the selected
vocabulary (and/or symbols) are central to the learning segment and to students’ varied levels of
language development.
4
The candidate models and provides opportunities for practice so students can use language (associated
with the language demand) to express and demonstrate content understandings.
Candidate’s description of students’ academic language development identifies strengths and needs and
highlights individual or group differences. Candidate justifies why the selected vocabulary (and/or
symbols) are central to the learning segment and to most students’ language development.
3
The candidate provides support so students can use language associated with the selected language
demand necessary to engage in academic tasks. Candidate’s description of students’ academic language
development identifies strengths and needs. Candidate identifies vocabulary (and/or symbols) that are
central to the learning segment and appropriate to most students’ language development.
2
The candidate provides limited support for students to meet the selected language demand of the learning
segment. Candidate’s description of students’ academic language development is primarily focused on
needs. Candidate identifies unfamiliar vocabulary (or symbols) in the learning segment without considering
other language demands or purposes (functions/forms).
1
Language and/or content is oversimplified to the point of limiting student access to the core content of the
learning segment. Candidate’s description of students’ academic language development is limited to what
they CANNOT do. Vocabulary, symbols, or other identified language demands are only vaguely related to
the academic purposes of the learning segment.
Circle the Score:
5
4
3
2
1
Distinguished Advanced Proficient Emerging Undeveloped
TLC Template: PLAN SECTION, Unit Foundation part A.4 & 5b, Context for Learning part B 2b & 3b (also F & G)
Senior Portfolio: PLAN SECTION
Comments:
10
Teaching for Learning Capstone (TLC)
Rubrics for Teaching for Learning Capstone
Instructing and Engaging Students in Learning
EDUCATION ABILITY: IMPLEMENT
Rubric 5: Standards Based Engagement in Scaffolding Language during Implementation
How does the candidate support language development and content learning?
Read through all the levels, but focus on meeting the expectations for LEVEL 5
5
Candidate identifies evidence (from video clip or assessment data) that students with varied strengths
and needs understand and are using targeted academic language in ways that support their language
development and content learning.
4
Candidate identifies evidence (from video clip or assessment data) that students understand and are
using targeted academic language in ways that support their language development and content
learning.
3
2
1
Candidate identifies evidence (from video clip or assessment data) that students had an opportunity to
understand and use the identified academic language.
Candidate identifies limited evidence (from video clip or assessment data) that students had an
opportunity to understand and use the identified academic language.
Candidate identifies evidence (from video clip or assessment data) unrelated to the identified language
demand.
Circle the Score:
5
4
3
2
1
Distinguished Advanced Proficient Emerging Undeveloped
TLC Template: IMPLEMENT SECTION, Instruction Commentary part A 1
Senior Portfolio: IMPLEMENT SECTION, brief description of video content and Scaffold Language Video
Comments:
11
Teaching for Learning Capstone (TLC)
Rubrics for Teaching for Learning Capstone
Instructing and Engaging Students in Learning
EDUCATION ABILITY: IMPLEMENT
Rubric 6: Standards Based Student Engagement and Classroom Management
How does the candidate manage the classroom and actively engage students in developing understanding?
Read through all the levels, but focus on meeting the expectations for LEVEL 5
5
4
3
2
1
In the clips, students are intellectually engaged in discussions, tasks, or activities tailored to specific
student needs that support the development of deep understandings of concepts. Both teacherstudent and student-student interaction are evident. Candidate was able to reach out to an individual
or small groups to vary his or her teaching in order to create the best learning experience possible,
making links between new content and students’ prior learning as well as deepening understandings of
the concepts. Candidate leads a caring, fair and respectful learning environment in which directions and
routines are clear so students are engaged with minimal time transition time between tasks. Any
potential behavior problems are recognized and redirected in ways that set firm limits but do not
belittle the student or punish others for a single student’s behavior.
In the clips, students are intellectually engaged in discussions, tasks or activities that develop
understandings of concepts through both teacher-student and student-student interaction. Candidate
differentiates instruction and makes links between new content and students’ prior learning.
Classroom is managed in an efficient and effective manner to heighten learning opportunities.
Management strategies observed at this level include many of the attributes from LEVEL 5.
In the clips, students are intellectually engaged in discussions, tasks, or student behavior is largely on
task. Candidate attempts to differentiate instruction. Candidate links new content to students’ prior
learning and experience as well as to standards or objectives. Classroom is managed in an efficient
and effective manner to heighten learning opportunities. Management strategies observed at this level
include some of the attributes from LEVEL 5.
In the clips, students are participating in discussions, tasks, or activities, but student misbehavior
detracts from learning of multiple students. Classroom management leadership facilitates learning
opportunities, but only one or two of the management strategies from LEVEL 5 were demonstrated.
Candidate attempts to link new content to students’ prior learning and experience, but the links are
unrelated to the content or cause student confusion.
In the clips, students are passive or inattentive while candidate directs discussions, tasks or activities.
There is little to no evidence that candidate attends to students’ prior learning and experience. Student
misbehavior or candidate’s disrespect for one or more students severely limits students’ engagement in
learning.
Circle the Score:
5
4
3
2
1
Distinguished Advanced Proficient Emerging Undeveloped
TLC Template: IMPLEMENT SECTION, Instruction Commentary part A 2 & 3
Senior Portfolio: IMPLEMENT SECTION, brief description of video content and two videos: Student Engagement
and Classroom Management videos
Comments:
12
Teaching for Learning Capstone (TLC)
Rubrics for Teaching for Learning Capstone
Instructing and Engaging Students in Learning
EDUCATION ABILITY: IMPLEMENT
Rubric 7: Standards Based Student Engagement in Higher Level Thinking
How does the candidate elicit and monitor students’ responses to deepen their understanding?
Read through all the levels, but focus on meeting the expectations for LEVEL 5
5
4
Level 4, plus . . . Candidate uses highest levels of Bloom’s Taxonomy to facilitate interactions among
students to evaluate their own ideas.
3
2
The candidate elicits student responses related to reasoning/problem solving. Candidate uses
representations in ways that help students understand concepts being learned.
1
Candidate talks throughout the clip(s) and students provide few responses. Materials or candidate
responses include significant content inaccuracies that will lead to student misunderstandings.
Candidate uses analysis and synthesis questions to elicit answers that build on students’
reasoning/problem solving to portray, extend, or clarify a concept. Candidate uses strategically chosen
representations in ways that deepen student understanding of the concepts being learned.
Candidate primarily asks knowledge-comprehension and evaluates student responses as correct or
incorrect. Candidate makes vague or superficial use of representations to help students understand
concepts being learned.
Circle the Score:
5
4
3
2
1
Distinguished Advanced Proficient Emerging Undeveloped
TLC Template: IMPLEMENT SECTION, Instruction Commentary part A 4
Senior Portfolio: IMPLEMENT SECTION, brief description of video content and Student Interaction and Higher
Level Thinking video
Comments:
13
Teaching for Learning Capstone (TLC)
Rubrics for Teaching for Learning Capstone
Assessing Student Learning
EDUCATION ABILITY: EVALUATE
Rubric 8: Assessment and Analysis of Student Work
How does the candidate demonstrate an understanding of student performance with respect to
standards/objectives?
Read through all the levels, but focus on meeting the expectations for LEVEL 5
5
4
Level 4, plus . . . The candidate is able to identify areas of strength in a predominantly weak performance
and/or areas for improvement in a predominantly strong one.
3
Criteria are clearly aligned with standards/objectives from the learning segment. The analysis focuses on
listing what students did right and wrong in relation to the use of procedures and reasoning/problem
solving skills for identified standards/objectives. The analysis is supported by work samples and the
summary of performance, with attention to some differences in whole class learning of different aspects
of the content assessed.
2
Criteria are generally aligned with the standards/objectives from the learning segment. The analysis
focuses only on student errors in relation to identified standards/objectives. The analysis is supported by
work samples and the summary of performance in a general way.
1
Criteria are not aligned with the identified standards/objectives. The analysis is superficial and/or vaguely
connected to identified standards and objectives. The conclusions in the analysis are not supported by
either student work samples or the summary of performance.
Criteria are clearly aligned with standards/objectives from the learning segment. Criteria indicate
qualitative differences in student performance. The analysis focuses on patterns of student
understandings, skills, and misunderstandings in relation to identified standards and learning objectives.
The analysis uses these patterns to understand student thinking. The analysis is supported by work
samples and the summary of performance, as well as references to evidence in work samples to identify
specific patterns of learning for individuals or groups.
Circle the Score:
5
4
3
2
1
Distinguished Advanced Proficient Emerging Undeveloped
TLC Template: EVALUATION SECTION, Evaluation Criteria part A 1 - 5
Senior Portfolio: EVALUATION SECTION – Work Samples
Comments:
14
Teaching for Learning Capstone (TLC)
Rubrics for Teaching for Learning Capstone
Assessing Student Learning
EDUCATION ABILITY: EVALUATE
Rubric 9: Using Assessment and Feedback to Inform Instruction and Guide Student Learning
How does the candidate use conclusions about what students know and are able to do to provide feedback
and plan next steps in instruction to further learning?
Read through all the levels, but focus on meeting the expectations for LEVEL 5
5
Level 4, plus . . . Candidate describes how students will use feedback to deepen their understandings and
to evaluate their own work. Next steps provide targeted support to individuals and groups to improve
their performance relative to the standards and learning objectives assessed. Next steps extend student
learning beyond what was assessed in the learning segment.
4
Feedback is clear, timely, specific and accurate. Feedback helps the student understand what was done
well, and provides guidance for improvement. Candidate describes how students will use feedback to
deepen their understandings of the content. Next steps provide targeted support to individuals and
groups to improve their performance relative to the standards and learning objectives assessed.
3
Feedback accurately identifies general areas for what students did well and what they need to improve
related to specific learning objectives. Candidate describes how students will use feedback to improve
their performance. Next steps propose general support that improves student performance related to
the standards and learning objectives assessed.
2
Feedback focuses solely on identifying errors aligned with the learning objectives.
Candidate describes how students will correct their errors. Next steps focus on re-teaching, pacing, or
classroom management issues.
1
LEVEL 1: Feedback is unrelated to the learning objectives. Opportunities for applying feedback are not
described. The feedback contains significant content inaccuracies. Next steps do not follow from the
analysis.
OR
Next steps are not relevant to the standards and learning objectives assessed.
OR
Next steps are not described in sufficient detail to understand them.
Circle the Score:
5
4
3
2
1
Distinguished Advanced Proficient Emerging Undeveloped
TLC Template: EVALUATION SECTION, Evaluation Criteria part A 6 and 7
Senior Portfolio: EVALUATION SECTION – Work Samples
Comments:
15
Teaching for Learning Capstone (TLC)
Rubrics for Teaching for Learning Capstone
Reflection on Teaching and Learning during Unit
EDUCATION ABILITY: REFLECT
Rubric 10: Analyzing Teacher Effectiveness
How does the candidate use evidence and change teaching practice
to meet the varied learning needs of the students?
Read through all the levels, but focus on meeting the expectations for LEVEL 5
5
LEVEL 5: Changes in teaching practice are specific and strategic to improve individual and collective
student understanding of standards/objectives.
Candidate justifies changes to teaching practices by citing:
• examples of successful and unsuccessful teaching practices
• analysis of learning evidence
• knowledge of students’ prior learning and experiences
4
LEVEL 4: Proposed changes address some individual and collective learning needs related to
standards/objectives.
Candidate explains changes to teaching practices by citing:
• examples of successful and unsuccessful teaching practices
• evidence of learning
• knowledge of students’ prior learning and experiences

3
LEVEL 3: Proposed changes address students’ collective learning needs related to
standards/objectives. Candidate cites evidence of student learning OR knowledge of students’
prior learning and experiences to explain changes to teaching practices.
2
LEVEL 2: Proposed changes are focused primarily on improving directions for learning tasks or time
management. Candidate proposes changes that are loosely related to student learning evidence OR
are superficially related to knowledge of students’ prior learning and experiences.
1
LEVEL 1: Reflective statements indicate proposed changes and awareness of accomplishments that
are unrelated to knowledge of students and their learning. OR Candidate does not propose any
changes.
Circle the Score:
5
4
3
2
1
Distinguished Advanced Proficient Emerging Undeveloped
TLC Template: REFLECTION SECTION
Senior Portfolio: REFLECTION SECTION – Reflection on learning through TLC unit
Comments:
16
Teaching for Learning Capstone (TLC)
Total
Points
Points
Possible
Teaching for Learning Capstone (TLC) Summary
PLAN – Planning Instruction and Assessment
5
Rubric 1: Planning for Understanding of Content
How well does the teacher candidate plan to ensure the content standards and learning objectives will be
met?
Comments:
5
Rubric 2: Using Knowledge of Students to Inform Teaching and Learning
How well does the teacher candidate use knowledge of his/her students to target support for students’
development and understanding?
Comments:
5
Rubric 3: Planning Assessments to Monitor and Support Student Learning
How are the informal and formal assessments selected or designed to provide evidence of student progress
toward the standards/objectives?
Comments:
5
Rubric 4: Planning for Language Development
How does the candidate plan to support the students’ academic language associated with content learning?
Comments:
IMPLEMENT - Instructing and Engaging Students in Learning
5
Rubric 5: Standards Based Engagement in Scaffolding Language during Implementation
How does the candidate support language development and content learning?
Comments:
5
Rubric 6: Standards Based Student Engagement and Classroom Management How does the candidate
manage the classroom and actively engage students in developing understanding?
Comments:
5
Rubric 7: Standards Based Student Engagement in Higher Level Thinking
How does the candidate elicit and monitor students’ responses to deepen their understanding?
Comments:
EVALUATE – Assessing Student Learning
5
Rubric 8: Assessment and Analysis of Student Work
How does the candidate demonstrate an understanding of student performance with respect to
standards/objectives?
Comments:
5
Rubric 9: Using Assessment and Feedback to Inform Instruction and Guide Student Learning
How does the candidate use conclusions about what students know and are able to do to provide feedback
and plan next steps in instruction to further learning?
Comments:
REFLECT - Reflection on Teaching and Learning during Unit
5
50
Rubric 10: Analyzing Teacher Effectiveness
How does the candidate use evidence and change teaching practice to meet the varied learning needs of
the students?
Comments:
Overall Score
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Teaching for Learning Capstone (TLC)
Senior Portfolio
Description of the 12 required pages
Page 1 – Introduction of Teacher Candidate (Welcome Page)
The eight VCSU Abilities include: Collaboration, Technology, Communication, Global Perspective, Problem
Solving, Effective Citizenship, Aesthetic Engagement, and Wellness
Page 2Page 3Page 4Page 5Page 6-
1st Ability – includes an artifact and a reflective statement (same as traditional portfolio model at VCSU)
2nd Ability - includes an artifact and a reflective statement (same as traditional portfolio model at VCSU)
3rd Ability – includes an artifact and a reflective statement (same as traditional portfolio model at VCSU)
4th Ability – includes an artifact and a reflective statement (same as traditional portfolio model at VCSU)
5th Ability - includes an artifact and a reflective statement (same as traditional portfolio model at VCSU)
Education Abilities (Teaching for Learning Capstone) -the four areas of the VCSU Education Abilities that
demonstrate application of the VCSU Conceptual Framework (Plan, Implement, Evaluate, Reflect)
Page 7- Plan (Planning Instruction and Assessment Page) (Rubrics 1, 2, 3, & 4)
ONE LINK – The PLAN section of the TLC Template - which includes the following sections:

Unit Foundation (Rubric 1)
o Academic Language (Rubric 4)

Context for Learning Information (Rubric 2)

Instructional Technology and Materials (Rubric 1)

Assessment Tools and Criteria (Rubric 3)

Classroom Management Considerations (Rubric 2, supports Rubric 6)

Lesson Plans for Learning Segment (Rubrics 1-4)

Overall Reflective Commentary on Planning (Rubrics 1-4)
Page 8- Implement (Instructing and Engaging Students in Learning Page) (Rubrics 5, 6, & 7)
ONE LINK – The IMPLEMENT section of the TLC Template - which includes the written narratives in following
sections in the Implementation Commentary and Overall Reflection on the Implementation Unit:

Implementation Commentary

ADDITIONAL IMPLEMENTATION LINKS used for Video Clips of Teaching

Overall Reflective Commentary on Implementation Unit
Page 9- Evaluate (Assessing Student Learning Page) (Rubrics 8 & 9)
ONE LINK – The EVALUATE section of the TLC Template - which includes the following sections:

Evaluation Criteria (Rubric 8)

Student Work Samples (Rubric 8) ADDITIONAL EVALUATION LINKS MAY BE USED

Evidence of Feedback (Rubric 9)

Overall Reflective Commentary on Evaluation (Rubric 9)
Page 10- Reflection (Reflection on Teaching and Learning during the Unit) (Rubric 10)
ONE LINK – The REFLECTION section of the TLC Template:

Overall Reflective Statement of Learning during the Unit of Teaching (Rubric 10)
Page 11- Development and Reflection
ONE LINK – Development and Reflection narrative

(Link to a one page document that provides freedom for teacher candidate to share a reflective
statement of overall growth as an educator. The teacher candidate explains how he or she has
grown from his or her first course in the education program through his or her final days of
student teaching) The Development and Reflection statement is separate from the TLC model.
Page 12- Resume (Link to teacher candidate’s resume’)
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Teaching for Learning Capstone (TLC)
Sample Portfolio Template: (This template outline could be used for the VCSU Content System, eFolio, or PowerPoint.)
Page 1: Introductory (Welcome) Page
Pages 2-6: Five specific University Ability Pages (Artifact and Reflective Statement Required)
Divisional Maps connecting courses and projects can be found on VCSU website at:
http://www.vcsu.edu/portfolios/vp.htm?p=740
VCSU Education Abilities (not a required Page)
The Education Abilities Page representing the VCSU Conceptual Framework and the main parts of the TLC (this is
an informational snapshot, not a required Page)
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Teaching for Learning Capstone (TLC)
Page 7: Plan Page
Planning Instruction and Assessment
Page 8: Implement Page
Instructing and Engaging Students in Learning
Page 9: Evaluate Page
Assessing Student Learning
Page 10: Reflection Page
Reflection on Teaching and Learning in the Unit (Learning Segment)
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Teaching for Learning Capstone (TLC)
Page 11: Final Reflection
Teacher Development – reflection on growth as a teacher from the first education course to present
Page 12: Resume
Content System and eFolio samples are available through the TLC Organization site:
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Teaching for Learning Capstone (TLC)
Appendices
Appendix A – Context for Learning Form
Appendix B – TLC Terms and Definitions
Appendix C – Assessment Terms and Strategies
Appendix D – InTASC cross-reference with TLC
Appendix E – Bloom’s Taxonomy
Appendix F – ELL -Oral Language Guide
Appendix G – Differentiated Instruction
Appendix H – TLC Checklist
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Teaching for Learning Capstone (TLC)
Appendix A Planning
Context for Learning Form
Valley City State University
Valley City, North Dakota
SEGS 20-12
Context for Learning Form
VCSU Student:
Semester
Field Experience:
EDUC 250
EDUC 350/351
Year
Student Teaching
Placement Information:
Please provide the requested context information for the class selected for this assessment. Students will
complete this for one classroom during their experience.*
Name of school
Grade(s):
K
City
1
2
3
4
5
6
State
7
8
9
10
11
12
Subject:
Number of students in the class:
Total
Males
Females
English language learners (ELL):
Identified as gifted and talented:
Individualized Education Plans (IEPs) or 504 plans:
Federal School Lunch Assistance:
Racial/Ethnic Distribution
White
Black
American Indian/Alaskan Native
Hispanic
Asian/Pacific Islander
Other (Mixed Racial/Ethnic)
Cooperating Teacher (Please check one box)
White
Black
Asian/Pacific Islander
American Indian/Alaskan Native
Other (Mixed Racial/Ethnic)
Hispanic
*Elementary majors often work with one class of students all day. Secondary and K-12 majors typically have
multiple classes of students. If you are student teaching, select the class that connects with your Teaching
for Learning Capstone (TLC) unit. If you are not student teaching, select one typical class of students.
The reverse side must be completed by those enrolled in Student Teaching.
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Teaching for Learning Capstone (TLC)
The following information is completed by student teachers who are working on their Teaching for Learning
Capstone (TLC) unit.
1. How much time is devoted each day to teaching this content to the class?
2. Is there any ability grouping or tracking for this content area? If so, please describe how it affects
your class.
3. Identify any textbook or instructional program you primarily use for the instruction of this learning
segment. (Name, publisher, and date of publication)
4. List any other resources (e.g., SmartBoard, ACTIVBoard, manipulatives, on-line resources, other
technology) you use for instruction in this class.
5. Complete the following chart below to summarize the required accommodations or modifications for
special education students or gifted and talented students that will affect your instruction in this
learning segment. As needed, consult with your cooperating teacher to complete the chart.
The first row has been completed in italics as an example. Use as many rows as you need.
Special
Education
Category
Example:
Learning
Disability
Number of
Students
Accommodations/Pertinent IEP Objectives
Example: 5
Example: Close monitoring, follow up and Resource Room
24
Teaching for Learning Capstone (TLC)
Appendix B
TERMS AND DEFINITIONS
Academic Language: Academic language is the oral and written language needed by students to understand and
communicate in the academic disciplines for specific purposes and audiences. Academic language often requires
the inclusion of context information to make the meaning clear for a distant audience. It has long been
accompanied by visuals such as illustrations and charts, and is beginning to incorporate multi-media as well as
oral and written forms. Academic language genres include the specialized vocabulary, linguistic features, and
contextual resources associated with genres within a field (e.g., literary criticism, explanations of historical
phenomena, lab reports). It also includes instructional language needed to participate in learning and
assessment tasks, including discussing ideas and asking questions, summarizing instructional and disciplinary
texts, following and giving instructions, listening to a mini-lesson, explaining thinking aloud, giving reasons for a
point of view, and answering multiple-choice questions or writing essays to display knowledge on tests.
Assessment: Evidence teachers collect of student prior knowledge, thinking, or learning in order to evaluate
what students understand and how they are thinking. Informal assessments include such things as student
questions and responses during instruction and teacher observations of students as they work. Formal
assessments may include such things as quizzes, homework assignments, lab reports, papers, journals, and
projects.
Curriculum content: Descriptions of what students are to know and be able to do, including various areas of
knowledge, e.g., facts, concepts, procedures, methods of inquiry and making judgments.
Discourse: The oral or written language used by the teacher and students to communicate about the content
being learned. Discourse in classrooms makes thinking and meaning accessible to others. Teachers have
different goals for classroom discourse, such as: 1) to help students learn how to express their thinking and
meaning relative to the content; 2) to co-construct mathematical understandings as a class; or 3) to teach
students the language that is conventionally used in the discipline for specific purposes. Teachers choose when
to use everyday language and when to use the language of the discipline to meet these sometimes conflicting
goals.
Engaging students in learning: Teacher strategies that promote students to actively increase their knowledge,
skills, and abilities related to the learning objectives for the lesson.
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Teaching for Learning Capstone (TLC)
Engagement contrasts with participation in learning tasks where students complete the activities, but little
learning takes place because the tasks are not well-designed and/or implemented.
Genres: Generic designs applicable across multiple topics to guide the process of interpreting or constructing
texts. The designs are structured to achieve specific purposes related to a particular cultural (e.g., science
community, ethnic community) and situational context.
Guiding Question: Questions used to identify the focus of each rubric, i.e., what it measures about the
candidate’s teaching practice as documented in the Teaching Event. Each rubric level descriptor provides an
answer to the related guiding question at a different level of performance.
Language Demands: In the context of learning in classrooms, language demands are descriptions of the
language students need to effectively participate in classroom tasks. This includes demands related to listening,
speaking, reading, writing, and shifting between those modalities. These demands can be vocabulary, linguistic
features of genres, and other language demands related to participating in learning tasks (e.g., sharing ideas
with a partner, listening to instructions). Particular language demands vary with the purpose and audience,
although academic language is often aimed at communicating with distant audiences when assumptions and
needed context need to be made explicit. The degree of language demand also varies with the cognitive
complexity of the content, a student’s current language development, a student’s relevant knowledge and
experience, and the context in which the language demand occurs (e.g., participating in a discussion with or
without notes). Teachers can draw upon students’ language strengths (including language abilities in another
language or context) and supply scaffolds to enable students to understand or produce language beyond their
current level of mastery.
Learning Objectives: Student learning outcomes to be achieved by the end of the lesson.
Learning Segment: A set of lessons that build one upon another toward a central purpose, with a clearly defined
beginning and end.
Learning Tasks: Purposefully designed activities in which students engage (not just participate – see Engaging
Students in Learning) to meet the learning objectives for the lesson.
Linguistic Features of Texts: Regular language patterns characteristic of specific genres in a specific context.
They include such things as vocabulary patterns, connector words, grammatical structures, or text organization
strategies. Conventional linguistic features help authors of oral and written texts achieve their purpose, enabling
others to understand the communication.
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Teaching for Learning Capstone (TLC)
Scaffolding: A special type of instructional support to allow students to do a task that they cannot yet do
independently. Like scaffolding for buildings under construction, the support is designed to be temporary and to
be removed or gradually reduced as students learn to do the task by themselves.
Student academic content standards: A set of knowledge, skills, and abilities that students are to learn by the
end of a particular grade, grade level, or course. Student academic content standards are usually published by
the state department of education to guide curriculum and instruction in public schools.
Text: A text is a coherent configuration of language (and other symbolic resources such as graphs, charts,
illustrations) of any length with the intention to communicate meaning and achieve social purposes in particular
contexts. Every clause simultaneously represents a version of reality (who did what to whom), negotiates social
relationships (between author and audience) and organizes the message. Meaning is realized through language
choices that simultaneously interweave language choices (grammar, technical words, linking words, text forms,
organizational moves and other linguistic devises) into a coherent and cohesive whole to achieve particular
cultural and situational purposes for specific audiences.
Textual resources: Textual resources help readers make sense of texts. They include formatting conventions,
graphics, and organizational titles and headings.
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Teaching for Learning Capstone (TLC)
Appendix C
Assessment Terms and Definitions
Glossary:
Assessment: is part of the educational process in which a teacher may gather, examine, and share information
about the skills, abilities, and achievements of individual students. The teacher may use assessment information
to set new goals for learning, create expectations, and determine future outcomes. Assessments are used to
improve student learning, as well as to make decisions pertaining to curriculum, instruction, and program
review.
Criterion referenced: formal measure that evaluates a student on specific subject area information in
comparison to a set standard, criterion referenced data does NOT compare one student to another
Differentiated Instruction: Teachers responding to variance among learners in the classroom in an effort to
create the best learning experience possible. Teachers take professional action based on assessments to learn
about each child in their classroom in order to differentiate instruction. To meet the needs of diverse student
populations, many teachers differentiate their instruction to help each child learn.
Essential learning – benchmarks and learning targets critical for future success
Feedback: communication given in a timely manner that directs attention toward intended learning targets.
Formal Assessment: systematic assessments with strict procedures for administration and scoring. These are
often used to comply with issues of accountability, report card or progress reports, and curriculum
effectiveness.
Formative Assessment: is an assessment FOR learning to measure progress during any part of an instructional
episode. The collection of data through on-going daily lessons or units of study helps the teacher and student
analyze achievement and assists students in the learning process.
Goals: broad, general intentions of the long term purpose to which a student, teacher, or school can visualize
and work toward
Informal Assessment: checks that help professionals gather pertinent information about a student in the
normal classroom environment.
Intervention Feedback: Identifies a correction, describes a feature of quality needing work, points out a problem
with a strategy or process, offers reminders, makes specific suggestions, or poses a question to lead student in
the intended direction.
Mean: the arithmetic average of a set of scores
Median: the middle score (or midpoint of a set of numbers arranged from lowest to highest) that separates the
lower half and the upper half (if the set of contains an even number of scores, the median is the average of the
middle two scores)
Mode: is the most common score in a set of numbers
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Teaching for Learning Capstone (TLC)
Norm referenced: formal standardized evaluation used to compare a student to other peers in the same age
group and aids in developing curriculum options
Objectives: narrow, precise intentions focused on the measureable, specific effort or action necessary to
accomplish a targeted outcome
Observation Assessments: identify the performance of students completing various activities and tasks, using
anecdotal records or items such as checklists for record keeping
Performance based assessment: informal measure used to assess a student’s ability to complete a task that is
specific to a topic or subject area
Portfolios: collection of student work used to monitor progress and demonstrate success
Power Standards: critical standards that identify three needs: (1) need for state testing; (2) need for future
classes; (3) need for future life uses
Progress monitoring: tracking achievement levels based on formal and summative assessments
Reflection: process of looking back in order to learn and make improvements for the future
Rubrics: a set standard rating scale used to determine performance abilities on a single task
Self-Assessment – the student’s ability to self-reflect and monitor learning
Summative Assessment – is an assessment OF learning used at the end of an instructional episode. The
collection of data occurs at a specific completion point. The data is often used by schools and programs to make
curriculum decisions.
Standards based assessment – formal evaluation such as a criterion-referenced or norm-referenced test that
measures student progress toward meeting goals or standards previously established
Success Feedback: Identifies what is done correctly, describes a feature of quality present in the work, and
points out effective use of a strategy or process.
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Teaching for Learning Capstone (TLC)
Formative Assessment Strategies
Tools for Formative Assessment
Techniques to Check for Understanding
Index Card
Summaries/Questions
Hand Signals
One Minute Essay
Analogy Prompt
Web or Concept Map
Misconception Check
Student Conference
3-Minute Pause
Observation
Self-Assessment
Periodically, distribute index cards and ask students to write on both sides,
with these instructions: (Side 1) Based on our study of (unit topic), list a big
idea that you understand and word it as a summary statement. (Side 2)
Identify something about (unit topic) that you do not yet fully understand
and word it as a statement or question.
Ask students to display a designated hand signal to indicate their
understanding of a specific concept, principal, or process: - I
understand____________ and can explain it (e.g., thumbs up). - I do not yet
understand ____________ (e.g., thumbs down). - I’m not completely sure
about ____________ (e.g., wave hand).
A one-minute essay question (or one-minute question) is a focused
question with a specific goal that can, in fact, be answered within a minute
or two.
Periodically, present students with an analogy prompt: (A designated
concept, principle, or process) is like _________________ because
_________________________________________________.
Any of several forms of graphical organizers which allow learners to
perceive relationships between concepts through diagramming key words
representing those concepts.
http://www.graphic.org/concept.html
Present students with common or predictable misconceptions about a
designated concept, principle, or process. Ask them whether they agree or
disagree and explain why. The misconception check can also be presented
in the form of a multiple-choice or true-false quiz.
One on one conversation with students to check their level of
understanding.
The Three-Minute Pause provides a chance for students to stop, reflect on
the concepts and ideas that have just been introduced, make connections
to prior knowledge or experience, and seek clarification.
• I changed my attitude about…
• I became more aware of…
• I was surprised about…
• I felt…
• I related to…
• I empathized with…
Walk around the classroom and observe students as they work to check for
learning. Strategies include:
•Anecdotal Records
•Conferences
•Checklists
A process in which students collect information about their own learning,
analyze what it reveals about their progress toward the intended learning
goals and plan the next steps in their learning.
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Teaching for Learning Capstone (TLC)
Exit Card
Portfolio Check
Quiz
Journal Entry
Choral Response
A-B-C Summaries
Debriefing
Idea Spinner
Inside-Outside Circle
Numbered Heads
Together
One Sentence Summary
One Word Summary
Think-Pair- Share
Ticket to Leave
Exit cards are written student responses to questions posed at the end of a
class or learning activity or at the end of a day.
Check the progress of a student’s portfolio. A portfolio is a purposeful
collection of significant work, carefully selected, dated and presented to tell
the story of a student’s achievement or growth in well-defined areas of
performance, such as reading, writing, math, etc. A portfolio usually
includes personal reflections where the student explains why each piece
was chosen and what it shows about his/her growing skills and abilities.
Quizzes assess students for factual information, concepts and discrete skill.
There is usually a single best answer. Some quiz examples are:
• Multiple Choice
• True/False
• Short Answer
• Paper and Pencil
• Matching
• Extended Response
Students record in a journal their understanding of the topic, concept or
lesson taught. The teacher reviews the entry to see if the student has
gained an understanding of the topic, lesson or concept that was taught.
In response t o a cue, all students respond verbally at the same time. The
response can be either to answer a question or to repeat something the
teacher has said.
Each student in the class is assigned a different letter of the alphabet and
they must select a word starting with that letter that is related to the topic
being studied.
A form of reflection immediately following an activity.
The teacher creates a spinner marked into 4 quadrants and labeled
“Predict, Explain, Summarize, Evaluate.” After new material is presented,
the teacher spins the spinner and asks students to answer a question based
on the location of the spinner. For example, if the spinner lands in the
“Summarize” quadrant, the teacher might say, “List the key concepts just
presented.”
Inside and outside circles of students face each other. Within each pair of
facing students, students quiz each other with questions they have written.
Outside circle moves to create new pairs. Repeat.
Each student is assigned a number. Members of a group work together to
agree on an answer. The teacher randomly selects one number. Student
with that number answers for the group.
Students are asked to write a summary sentence that answers the “who,
what where, when, why, how” questions about the topic.
Select (or invent) one word which best summarizes a topic.
Students think individually, then pair (discuss with partner), then share with
the class.
Closing activity where students respond in writing or verbally to short
assignments.
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Teaching for Learning Capstone (TLC)
Turn to Your Partner
Oral Questioning
Teacher gives direction to students. Students formulate individual
response, and then turn to a partner to share their answers. Teacher calls
on several random pairs to share their answers with the class.
- How is __________ similar to/different from ________________?
- What are the characteristics/parts of _______________________?
- In what other ways might we show show/illustrate ___________?
- What is the big idea, key concept, moral in _________________?
- How does ________________ relate to ____________________?
- What ideas/details can you add to _________________________?
- Give an example of ____________________________________?
- What is wrong with ____________________________________?
- What might you infer from ______________________________?
- What conclusions might be drawn from ____________________?
- What question are we trying to answer? What problem are we trying to
solve?
- What are you assuming about ____________________________?
- What might happen if __________________________________?
- What criteria would you use to judge/evaluate _______________?
- What evidence supports ________________________________?
- How might we prove/confirm ____________________________?
- How might this be viewed from the perspective of ___________?
- What alternatives should be considered ____________________?
- What approach/strategy could you use to ___________________?
AFRE – Keys to Instructional Excellence, 2008
AFRE – Standards-Based Instructional Planning and Designing, 2008
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Teaching for Learning Capstone (TLC)
Appendix D
Interstate Teachers’ Assessment and Support Consortium (InTASC) standards cross-referenced with TLC
InTASC
The Learner and Learning
TLC
Demonstrated in:
Standard #1: Learner Development. The teacher understands how children learn and
develop, recognizing that patterns of learning and development vary individually
within and across the cognitive, linguistic, social, emotional, and physical areas, and
designs and implements developmentally appropriate and challenging learning
experiences.
Context for Learning,
Evidence of Feedback
Standard #2: Learning Differences. The teacher uses understanding of individual
differences and diverse communities to ensure inclusive learning environments that
allow each learner to meet high standards.
Context for Learning,
Classroom Management,
Instruction Commentary,
Evidence of Feedback
Context for Learning,
Classroom Management,
Instruction Commentary
Standard #3: Learning Environments. The teacher works with learners to create
environments that support individual and collaborative learning and that encourage
positive social interaction, active engagement in learning, and self-motivation.
Content
Standard #4: Content Knowledge. The teacher understands the central concepts, tools
of inquiry, and structures of the discipline(s) he or she teaches and creates learning
experiences that make these aspects of the discipline accessible and meaningful for
learners to assure mastery of the content.
Unit Foundation, Context
for Learning,
Standard #5: Applications of Content. The teacher understands how to connect
concepts and use differing perspectives to engage learners in critical/creative thinking
and collaborative problem solving related to authentic local and global issues.
Instructional Materials,
Instruction Commentary,
Evidence of Feedback
Instructional Practice
Standard #6: Assessment. The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and
to guide the teachers’ and learner’s decision making.
Standard #7: Planning for Instruction. The teacher plans instruction that supports
every student in meeting rigorous learning goals by drawing upon knowledge of
content areas, cross-disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of
content areas and their connections, and to build skills to apply knowledge in
meaningful ways.
Assessment Tools and
Criteria, Evaluate Section,
Assessment Commentary
and Reflection
Planning for Instruction,
Assessment Tools and
Criteria, Lesson Plans,
Planning Commentary
Context for Learning,
Classroom Management,
Instruction Commentary,
Video, Evidence of
Feedback
Professional Responsibility
Standard #9: Professional Learning and Ethical Practice. The teacher engages in
ongoing professional learning and uses evidence to continually evaluate his/her
practice, particularly the effects of his/her choices and actions on others (learners,
families, and other professionals, and the learning community), and adapts practice to
meet the needs of each learner.
Plan, Implement, &
Evaluation reflections are
part of each section of the
TLC
Standard #10: Leadership and Collaboration. The teacher seeks appropriate
leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other professionals, and community
members to ensure learner growth, and to advance the profession.
1st Step of Planning
Instruction and Planning
Commentary
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Teaching for Learning Capstone (TLC)
Appendix E
Bloom's Taxonomy
NEW Version
In 1956, Benjamin Bloom
headed a group of
educational psychologists
who developed a
classification of levels of
intellectual behavior
important in learning.
During the 1990's a new
group of cognitive
psychologist, led by Lorin
Anderson (a former
student of Bloom's),
updated the taxonomy
reflecting relevance to
21st century work. The
graphic is a
representation of the
NEW verbiage associated
with the long familiar
Bloom's Taxonomy. Note
the change from Nouns
to Verbs to describe the
different levels of the
taxonomy.
Old Version
Note that the top two
levels are essentially
exchanged from the Old
to the New version.
Remembering: can the student recall or
remember the information?
define, duplicate, list, memorize, recall, repeat, reproduce
state
Understanding: can the student explain
ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize,
report, select, translate, paraphrase
Applying: can the student use the
information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret,
operate, schedule, sketch, solve, use, write
Analyzing: can the student distinguish
between the different parts?
appraise, compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment, question, test
Evaluating: can the student justify a
stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate
Creating: can the student create new
product or point of view?
assemble, construct, create, design, develop, formulate, write
Additional Source to Reference: Please click on this link and try the tutorial button. This is a great link to reteach or quickly learn how to create great objectives.
http://www.radiojames.com/ObjectivesBuilder/
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Teaching for Learning Capstone (TLC)
Knowledge
acquire
attend
choose
collect
complete
copy
define
describe
detect
differentiate
distinguish
duplicate
find
identify
imitate
indicate
isolate
label
list
mark
match
name
order
outline
place
recall
recognize
reproduce
select
state
underline
Comprehension
arrange
categorize
change
chart
cite
circle
classify
compile
conclude
convert
defend
demonstrate
determine
diagram
differentiate
distinguish
document
draw
edit
estimate
explain
extend
extrapolate
fill in
follow
formulate
gather
generalize
give example
give in own
illustrate
infer
interpolate
interpret
itemize
locate
make
organize
paraphrase
predict
prepare
quote
read
rearrange
record
relate
reorder
rephrase
represent
restate
rewrite
summarize
translate
update
Application
apply
calculate
change
choose
classify
compute
conduct
construct
demonstrate
develop
discover
employ
generalize
manipulate
modify
operate
organize
predict
prepare
produce
relate
restructure
show
solve
transfer
use
Analysis
analyze
appraise
break down
categorize
classify
combine
compare
conclude
contrast
criticize
deduce
defend
detect
diagram
differentiate
discriminate
distinguish
evaluate
formulate
generate
identify
illustrate
induce
infer
outline
paraphrase
plan
point out
present
question
recognize
relate
save
select
separate
shorten
structure
subdivide
Synthesis
alter
calculate
categorize
change
classify
combine
compile
compose
conduct
constitute
construct
create
deduce
derive
design
devise
develop
discover
discuss
document
expand
explain
formulate
generalize
generate
modify
organize
originate
paraphrase
plan
predict
produce
propose
rearrange
reconstruct
relate
reorganize
revise
rewrite
signify
simplify
specify
summarize
synthesize
systematize
tell
transmit
write
Evaluation
appraise
argue
assess
compare
conclude
consider
contrast
critique
decide
describe
discriminate
explain
interpret
judge
justify
recommend
relate
standardize
summarize
validate
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Teaching for Learning Capstone (TLC)
Appendix F
English Learner
Oral Language Questioning Techniques
http://acaciamiddleschool.weebly.com/uploads/5/0/2/7/5027773/ell_questioning_techniques.pdf
CELDT
LEVEL
1 – Beginning
2 – Early
Intermediate
Question
Starters
Point to
Find the
Match
Is this a ?
Yes/No questions
Either/Or questions
Literal questions
Questions that generate a list of
words
3 – Intermediate
Tell me about
Talk about
What do you think about?
Describe
Explain
Retell
4 – Early
Advanced
5 - Advanced
Why?
How?
Given an example of
What is your opinion?
Should?
Summarize
What is the evidence?
Using evidence from the text,
explain why
Using evidence from the text,
explain how
What are the reasons that?
What would happen if?
Compare
How are these different?
How are these the same?
Expected
Responses
Students use non-verbal communication or single
words to …
Identify information
Retell basic general information
Answer literal questions
Students use phrases or simple sentences with
minor errors to…
Describe using simple vocabulary
Retell specific information
Ask and answer literal questions
Students use simple sentences or more detailed
sentences with minor errors to …
Describe using sensory details
Retell specific information using visual clues
Students use complex sentences with minor errors
to …
Describe using general academic vocabulary
Retell specific information using idiomatic
expressions
Ask and answer literal inferential questions
Students use complex sentences with minor errors
to …
Describe using specific academic and/or figurative
language
Retell specific information with native-like speech
Ask and answer literal and inferential questions with
native-like speech
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Teaching for Learning Capstone (TLC)
Appendix G
Differentiation of Instruction in the Elementary Grades. ERIC Digest.
by Tomlinson, Carol Ann
(The content in Appendix G is not limited to Elementary grades. The highlights are added to focus attention.)
In most elementary classrooms, some students struggle with learning, others perform well beyond grade-level
expectations, and the rest fit somewhere in between. Within each of these categories of students, individuals
also learn in a variety of ways and have different interests. To meet the needs of a diverse student population,
many teachers differentiate instruction. This Digest describes differentiated instruction, discusses the reasons
for differentiating instruction, discusses what makes it successful, and suggests how teachers can start
implementing it.
WHAT IS DIFFERENTIATED INSTRUCTION?
At its most basic level, differentiation consists of the efforts of teachers to respond to variance among learners
in the classroom. Whenever a teacher reaches out to an individual or small group to vary his or her teaching in
order to create the best learning experience possible, that teacher is differentiating instruction.
Teachers can differentiate at least four classroom elements based on student readiness, interest, or learning
profile: (1) content--what the student needs to learn or how the student will get access to the information; (2)
process--activities in which the student engages in order to make sense of or master the content; (3) products-culminating projects that ask the student to rehearse, apply, and extend what he or she has learned in a unit;
and (4) learning environment--the way the classroom works and feels.
Content. Examples of differentiating content at the elementary level include the following: (1) using reading
materials at varying readability levels; (2) putting text materials on tape; (3) using spelling or vocabulary lists at
readiness levels of students; (4) presenting ideas through both auditory and visual means; (5) using reading
buddies; and (6) meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the
thinking or skills of advanced learners.
Process. Examples of differentiating process or activities at the elementary level include the following: (1) using
tiered activities through which all learners work with the same important understandings and skills, but proceed
with different levels of support, challenge, or complexity; (2) providing interest centers that encourage students
to explore subsets of the class topic of particular interest to them; (3) developing personal agendas (task lists
written by the teacher and containing both in-common work for the whole class and work that addresses
individual needs of learners) to be completed either during specified agenda time or as students complete other
work early; (4) offering manipulatives or other hands-on supports for students who need them; and (5) varying
the length of time a student may take to complete a task in order to provide additional support for a struggling
learner or to encourage an advanced learner to pursue a topic in greater depth.
Products. Examples of differentiating products at the elementary level include the following: (1) giving students
options of how to express required learning (e.g., create a puppet show, write a letter, or develop a mural with
labels); (2) using rubrics that match and extend students' varied skills levels; (3) allowing students to work alone
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Teaching for Learning Capstone (TLC)
or in small groups on their products; and (4) encouraging students to create their own product assignments as
long as the assignments contain required elements.
Learning Environment. Examples of differentiating learning environment at the elementary level include: (1)
making sure there are places in the room to work quietly and without distraction, as well as places that invite
student collaboration; (2) providing materials that reflect a variety of cultures and home settings; (3) setting out
clear guidelines for independent work that matches individual needs; (4) developing routines that allow
students to get help when teachers are busy with other students and cannot help them immediately; and (5)
helping students understand that some learners need to move around to learn, while others do better sitting
quietly (Tomlinson, 1995, 1999; Winebrenner, 1992, 1996).
WHY DIFFERENTIATE INSTRUCTION IN THE ELEMENTARY GRADES?
A simple answer is that students in the elementary grades vary greatly, and if teachers want to maximize their
students' individual potential, they will have to attend to the differences.
There is ample evidence that students are more successful in school and find it more satisfying if they are taught
in ways that are responsive to their readiness levels (e.g., Vygotsky, 1986), interests (e.g., Csikszentmihalyi,
1997) and learning profiles (e.g., Sternberg, Torff, & Grigorenko, 1998). Another reason for differentiating
instruction relates to teacher professionalism. Expert teachers are attentive to students' varied learning needs
(Danielson, 1996); to differentiate instruction, then, is to become a more competent, creative, and professional
educator.
WHAT MAKES DIFFERENTIATION SUCCESSFUL?
The most important factor in differentiation that helps students achieve more and feel more engaged in school
is being sure that what teachers differentiate is high-quality curriculum and instruction. For example, teachers
can make sure that: (1) curriculum is clearly focused on the information and understandings that are most
valued by an expert in a particular discipline; (2) lessons, activities, and products are designed to ensure that
students grapple with, use, and come to understand those essentials; (3) materials and tasks are interesting to
students and seem relevant to them; (4) learning is active; and (5) there is joy and satisfaction in learning for
each student.
One challenge for teachers leading a differentiated classroom is the need to reflect constantly on the quality of
what is being differentiated. Developing three avenues to an ill-defined outcome is of little use. Offering four
ways to express trivia is a waste of planning time and is unlikely to produce impressive results for learners.
There is no recipe for differentiation. Rather, it is a way of thinking about teaching and learning that values the
individual and can be translated into classroom practice in many ways. Still, the following broad principles and
characteristics are useful in establishing a defensible differentiated classroom:
* ASSESSMENT IS ONGOING AND TIGHTLY LINKED TO INSTRUCTION. Teachers are hunters and gatherers of
information about their students and how those students are learning at a given point. Whatever the teachers
can glean about student readiness, interest, and learning helps the teachers plan next steps in instruction.
* TEACHERS WORK HARD TO ENSURE "RESPECTFUL ACTIVITIES" FOR ALL STUDENTS. Each student's work should
be equally interesting, equally appealing, and equally focused on essential understandings and skills. There
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Teaching for Learning Capstone (TLC)
should not be a group of students that frequently does "dull drill" and another that generally does "fluff."
Rather, everyone is continually working with tasks that students and teachers perceive to be worthwhile and
valuable.
* FLEXIBLE GROUPING IS A HALLMARK OF THE CLASS. Teachers plan extended periods of instruction so that all
students work with a variety of peers over a period of days. Sometimes students work with like-readiness peers,
sometimes with mixed-readiness groups, sometimes with students who have similar interests, sometimes with
students who have different interests, sometimes with peers who learn as they do, sometimes randomly, and
often with the class as a whole. In addition, teachers can assign students to work groups, and sometimes
students will select their own work groups. Flexible grouping allows students to see themselves in a variety of
contexts and aids the teacher in "auditioning" students in different settings and with different kinds of work
(Tomlinson, 1995, 1999).
WHAT IS THE BEST WAY TO BEGIN DIFFERENTIATION?
Teachers are as different as their learners. Some teachers naturally and robustly differentiated instruction early
in their careers. For other teachers, establishing a truly flexible and responsive classroom seems daunting. It is
helpful for a teacher who wants to become more effective at differentiation to remember to balance his or her
own needs with those of the students. Once again, there are no recipes. Nonetheless, the following guidelines
are helpful to many teachers as they begin to differentiate, begin to differentiate more proactively, or seek to
refine a classroom that can already be called "differentiated":
* Frequently reflect on the match between your classroom and the philosophy of teaching and learning you
want to practice. Look for matches and mismatches, and use both to guide you.
* Create a mental image of what you want your classroom to look like, and use it to help plan and assess
changes.
* Prepare students and parents for a differentiated classroom so that they are your partners in making it a good
fit for everyone. Be sure to talk often with students about the classroom--why it is the way it is, how it is
working, and what everyone can do to help.
* Begin to change at a pace that pushes you a little bit beyond your comfort zone--neither totally duplicating
past practice nor trying to change everything overnight. You might begin with just one subject, just one time of
the day, or just one curricular element (content, process, product, or learning environment).
* Think carefully about management routines--for example, giving directions, making sure students know how to
move about the room, and making sure students know where to put work when they finish it.
* Teach the routines to students carefully, monitor the effectiveness of the routines, discuss results with
students, and fine tune together.
* Take time off from change to regain your energy and to assess how things are going.
* Build a support system of other educators. Let administrators know how they can support you. Ask specialists
(e.g., in gifted education, special education, second language instruction) to co-teach with you from time to time
39
Teaching for Learning Capstone (TLC)
so you have a second pair of hands and eyes. Form study groups on differentiation with like-minded peers. Plan
and share differentiated materials with colleagues.
* Enjoy your own growth. One of the great joys of teaching is recognizing that the teacher always has more to
learn than the students and that learning is no less empowering for adults than for students.
FOR MORE INFORMATION
Csikszentmihalyi, M. (1997). FINDING FLOW: THE PSYCHOLOGY OF ENGAGEMENT WITH EVERYDAY LIFE. New
York: Basic Books.
Danielson, C. (1996). ENHANCING PROFESSIONAL PRACTICE: A FRAMEWORK FOR TEACHING. Alexandria, VA:
Association for Supervision and Curriculum Development. ED 403 245.
Sternberg, R. J., Torff, B., & Grigorenko, E. L. (1998). Teaching triarchically improves student achievement.
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 90(3), 374-384. EJ 576 492.
Tomlinson, C. (1995). HOW TO DIFFERENTIATE INSTRUCTION IN MIXED-ABILITY CLASSROOMS. Alexandria, VA:
Association for Supervision and Curriculum Development. ED 386 301.
Tomlinson, C. (1999). THE DIFFERENTIATED CLASSROOM: RESPONDING TO THE NEEDS OF ALL LEARNERS.
Alexandria, VA: Association for Supervision and Curriculum Development. ED 429 944.
Vygotsky, L. (1986). THOUGHT AND LANGUAGE. Cambridge, MA: MIT Press.
Winebrenner, S. (1992). TEACHING GIFTED KIDS IN THE REGULAR CLASSROOM. Minneapolis, MN: Free Spirit.
Winebrenner, S. (1996). TEACHING KIDS WITH LEARNING DIFFICULTIES IN THE REGULAR CLASSROOM.
Minneapolis, MN: Free Spirit. ED 396 502.
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Teaching for Learning Capstone (TLC)
Appendix H
TLC Checklist
General Information
UNIT AUTHOR
First and Last Name
Electronic Portfolio URL (if applicable)
Email contact
UNIT OVERVIEW
Unit Title
Content Area
Grade Level
TLC Requirements
PLAN—Planning Instruction and Assessment
Purpose: Describe your plans for the learning segment and explain how they are appropriate for the students and content you are
teaching. Demonstrate your ability to select, adapt, design, and organize curriculum, instruction, and assessment to help diverse
students learn and meet the standards the for curriculum content as well as develop academic language related to that content.
A. Unit Foundation
1. Unit Summary
2. Standards to be met
3. Objectives/Learning outcomes (based on above standards)
4. Academic Language to be emphasized
5. Unit questions
a. Essential “overarching” or “big idea” questions
b. Questions for students (developed using Bloom’s taxonomy, Kaplan’s icons for depth and complexity, etc.) for all
levels of thinking
B. Context for learning
1. Complete the context for learning form (Appendix A)
2. Describe what you know about your students with respect to content
a. Describe what students know, what they can do, what they are learning to do (e.g., prior knowledge, key skills,
developmental levels).
b. Describe your students’ language development, including abilities to understand and produce oral and written
language in English.
c. Describe students’ social and emotional development (e.g., relationships with each other; abilities in selfexpression, collaboration, etc.).
d. Describe family/community/cultural assets (e.g., cultural norms, student interests, relevant experiences and
resources).
e. Describe subgroups requiring differentiated instruction (SPED, Title 1, ELL, Gifted and Talented, etc.).
3. Describe how this knowledge influenced your planning.
a. Describe how this knowledge influenced your choice of strategies to engage all students.
b. Describe how this knowledge influenced your choice of strategies for scaffolding academic language.
c. Describe how this knowledge influenced your choice of activities for differentiating instruction.
C. Instructional Technology and Materials Used in Unit
1. Identify necessary resources (applications of content)
a. Technology to be used by the teacher (hardware, software, websites, etc.)
b. Technology used by the students (hardware, software, websites, etc.)
c. Materials and supplies
f. Other resources:
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Teaching for Learning Capstone (TLC)
D. Assessment Tools and Criteria
1. Explain your thought process for planning a post-assessment, a pre-assessment, and at least one formative assessment to be
used within the learning segment.
2. Provide samples of the assessments
a. Sample pre-assessment
b. Sample formative assessments
c. Sample post-assessment
3. Describe how you will use formal and informal assessments in order to monitor growth and provide feedback for students
toward meeting the objectives.
4. Describe any modifications in the assessment tools or accommodations planned to allow students with specific needs to
demonstrate their learning.
E. Classroom Management Considerations
1. Describe management strategies and procedures that will support the implementation of this unit.
F. Lesson Plans
1. Provide lesson plans for 3-5 days of your unit.
Day 1
Day 2
Day 3
Day 4
Day 5
2. Explain how key learning tasks are sequenced in the learning segment to build connections from prior knowledge to new
knowledge. Include how you will help students make connections between and among prior and new content knowledge and
reasoning strategies to deepen student learning.
G. Overall Reflective Commentary on Planning
1. Write an overall reflective statement to communicate what you have learned about planning and the role of planning in teacher
effectiveness.
IMPLEMENT – Instructing and Engaging Students in Learning
Purpose: Demonstrate how you facilitate students’ developmental understanding of the content you are teaching. You will
provide evidence of your ability to engage students in meaningful learning, monitor understanding, and use your responses to
students to guide their learning.
A. Instruction Commentary
1. Identify and explain strategies applied for instructing and engaging students in learning.
a. Cite and describe examples of situations in which all students were engaged in meaningful learning.
b. Cite and describe examples of situations in which you scaffolded language development.
c. Cite and describe examples of situations in which you differentiated instruction.
d. Cite and describe examples of situations in which you elicited student thinking through questioning. Explain how your
responses to student answers elicited further thinking.
e. Cite and describe examples of situations in which you utilized effective classroom management. Explain how effective
classroom management contributed to student learning.
B. Video Clips
1. Collect permission forms from parents or school to prepare for filming.
2. Capture video of entire lessons, then edit to individual clips as follows:
a. Identify the clip that you feel best demonstrates students engaged in standards-based learning (90 seconds maximum)
b. Identify the clip that you feel best demonstrates how you scaffolded language development. (90 seconds maximum)
c. Identify the clip that you feel best demonstrates student interaction and your responses to student comments, questions, and
needs. (90 seconds maximum)
d. Identify the clip that you feel best demonstrates effective classroom management. (90 seconds maximum)
3. Provide a copy of writing on the board, overhead, walls or computer used in instruction that is not visible on the video.
C. Overall Reflective Commentary on Implementation
1. Communicate what you learned about engaging students and making adjustments while teaching.
2. Communicate what you learned about the relationship between planning and implementation.
EVALUATE – Assessing Student Learning
Purpose: To assess student achievement, diagnose student learning strengths and needs, and inform instruction. Provide
42
Teaching for Learning Capstone (TLC)
evidence of your ability to 1) develop evaluation criteria aligned with your main idea, standards, and learning objectives; 2)
analyze student performance on an assessment in relation to student needs and the learning objectives; 3) provide feedback to
students; and 4) use the analysis to identify next steps in instruction for the whole class and individual students.
A. Evaluation Criteria
1. Communicate your criteria for student performance. How did you determine proficiency levels in student learning?
2. Analyze student performance across the class from one assessment completed during the learning segment. (Provide a copy of
the assessment.) Explain how you measured students’ progress toward learning the main idea, the targeted standards, and the
learning objectives. Describe class trends.
3. Communicate the extent to which the whole class met the standards/objectives. Summarize student performance in narrative
and/or graphic form. Discuss what most students appear to understand well, and any misunderstandings, confusions, or needs.
4. Select three focus students, one of whom has identified learning needs, e.g., an English Language Learner, a student with an IEP,
or a student identified as gifted and talented. Describe each student’s individual learning strengths and challenges relative to what
was measured by the assessment. Provide work samples from each student. Remove names of students, yourself, and the
school with correcting fluid, tape, or marker prior to copying/scanning the work samples.
Student A:
Student B:
Student C:
5. Document evidence of feedback on the work of two of the three focus students.
Student ______:
Student ______:
6. Explain how your feedback addressed individual student needs and learning objectives. Provide specific evidence of effective,
formative feedback descriptively shared with students - specifically success feedback (something the student did correctly) and/or
intervention feedback (describing correction or a feature of quality needing work) given to students and describe opportunities for
the students to apply the feedback to improve the work or their understanding. (Rubric 9 on Assessment)
7. Identify next steps in instruction for the two focus students you identified (in step 5, above).
(Rubric 9 on Assessment)
Student ______:
Student ______:
B. Overall Reflective Commentary on Evaluation
1. Communicate how assessment guided your decision making as you adjusted your daily lesson plans.
2. Communicate what you have learned about assessing student learning and the role of feedback in teacher effectiveness.
REFLECT – Reflection on Teaching and Learning during Unit
Purpose: Reflect on your experiences teaching the learning segment to consider what you have learned about your teaching
and the learning of your students.
A. Overall Reflective Commentary
1. Reflect on what you would do differently if you taught this learning segment again.
2. Reflect on this unit as a whole and highlight specific examples of what you have learned. Consider what you have learned about
teaching, about learning, about students, and about yourself.
43