March 2008
Graduate Degree Program Assessment Progress Report Cover Sheet:
Degree: __MCED MEd_Initial_______
For Calendar Year:__ ______
(Date submitted to college committee: _July 31, 2013_By: __Dr. Betty Wood___)
(Date posted on college assessment website:__________)
Overall Rating:__________________________________
Respond to all six parts following the “Degree Program Assessment Progress Report Instructions.”
(NOTE: Parts 1 through 4 can be copied from the relevant sections of your assessment plan.)
Attach additional pages as needed.
(1) Student learning goal(s) addressed this year:
(2) Learning outcomes/objectives for those goals addressed this year:
(3) Courses & activities where assessed:
(4) Methods used:
(5) What are the assessment findings? How did you analyze them?
(6) What conclusions were drawn and what decisions were made as a result? How were
stakeholder groups involved?
Program Report Template—AMLE Initial
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March 2008
Program Report for the
Initial Preparation of Middle Level Educators
Association for Middle Level Education (AMLE)
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
COVER SHEET
Institution
University of Arkansas at Little Rock _________
Date submitted
July 31, 2013
State AR
Name of Preparer Dr. Betty Wood
Phone #
501-569-3224
Email
bkwood@ualr.edu
Program documented in this report:
Name of institution’s program (s) Middle Childhood Education
Grade levels for which candidates are being prepared Grades 4-8
Degree or award level MEd
Is this program offered at more than one site? □ Yes
x No
If yes, list the sites at which the program is offered
Title of the state license for which candidates are prepared
Middle Childhood Education Grades 4-8
Program report status:
 Initial Review
 Response to a Not Recognized Decision
 Response to National Recognition With Conditions
 Response to a Deferred Decision
State licensure requirement for national recognition:
NCATE requires 80% of the program completers who have taken the test to pass the applicable
state licensure test for the content field, if the state has a testing requirement. Test information
and data must be reported in Section III. Does your state require such a test?
X Yes
□ No
Program Report Template—AMLE Initial
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SECTION I—CONTEXT
1. The Middle Childhood Education Program (MCED) which leads to an initial license in middle
childhood began at the University of Arkansas at Little Rock (UALR) in the fall of 2005. One
candidate had taken classes in MCED while enrolled in another master’s program and was
ready to graduate in the spring of 2006. There were no graduates in 2006-2007 but the
program grew quickly. There is a high need for middle childhood teachers in the state of
Arkansas and that is reflected in our enrollment.
The State of Arkansas has grades 4-8 licensure. Licensure in Middle Childhood Education is in
mathematics, science, social studies, and language arts in grades 4-8. The State of Arkansas
requires that each candidate be highly qualified in all areas of licensure, so candidates are
required to have at least 12-15 hours in three of the content areas and at least 15-18 hours in
the fourth content area. Also, candidates must pass Praxis I (general knowledge/skill in
mathematics, reading, and writing). The minimum allowed by the State is 172 in reading, 173
in writing, and 171 in mathematics. Upon graduation candidates receive an initial license that
allows them to teach math, science, language arts, and/or social studies in a self-contained or
departmentalized setting. Until the fall of 2011, to receive a standard teaching license, initial
licensed teachers must pass the Praxis III assessment within three years of receiving the
initial license. Graduate students in the Initial Licensure Program now receive a standard
license when they apply for the license after graduation. Additionally, the State of Arkansas
requires that all licensure programs receive endorsement from the Specialized Professional
Associations.
There are several exciting, rewarding, and meaningful assessments that take place in the
MCED program which are not part of the key assessments. One of these assessments is a
brochure which addresses an issue in middle childhood. Topics may range from homework
tips to teenage pregnancy. The stakeholders may be young adolescent, parents, colleagues,
or community members. M these stakeholders gather in November each year to review the
accomplishments of the MCED program and to offer suggestions for improvements to
program. Another is an analysis of survey given to teachers, administrators, and parents of
young adolescents based on Keys to Reengaging Families in the Education of Young
Adolescents by Loucks & Waggoner.
The faculty teaching in the MCED program are those with terminal degrees. They have
taught in the middle school setting before coming to the university setting and they still stay
involved in some manner in the public schools in the area.
2. The University of Arkansas at Little Rock (UALR) follows all state policies regarding teacher
licensure. The UALR College of Education (COE) provides professional course work for preservice and in-service teachers and other personnel. The Middle Childhood Education (MCED)
program requires field observations. These are embedded in three courses. There is a clinical
experience during one semester of the program. The description is as follows:
MCED 7319 Internship
Prerequisites: admission to middle childhood education program. Classroom observation and
participation in classroom routines with gradual assumption of complete middle school classroom
teaching responsibilities. Candidates plan, teach, and reflect on the total experience. Candidates
make accommodations for young adolescents with special needs. All of the school resources are
Program Report Template—AMLE Initial
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used, and competence in using technology is required. This is a 12 week internship in a diverse
middle school (grades 4-8) setting.
The candidates also observe in middle school classrooms for assignments in three other courses.
There is no set time requirement. The candidates observe in a middle level setting as long as it
takes to complete the assignment with a minimum of about 14 hours. The course descriptions
follow:
MCED 7312 Development of Young Adolescents
This course is a study of the developmental and environmental influences on the physical,
intellectual, emotional, and social development of young adolescents. This course is also a study
of the cultural, social, emotional, and intellectual differences as well as learning and problemsolving processes, self-esteem, and motivation as they apply to young adolescents. This course
supports middle school principles expressed in This We Believe and in Turning Points 2000. Five
to six hours of observation in a middle level (grades 4-8) setting is required. It is expected that
students be professional, self-motivated learners who assume responsibility for their professional
learning and growth and application of learning to their professional settings.
MCED 7313 Middle Level Reflective Teaching
This course presents the history, philosophy, and major concepts of middle level education. This
course supports middle school principles expressed in This We Believe and in Turning Points
2000. The organizational components of middle level schools; current issues and trends in middle
level education; current research in reflective practice; and diversity in family structures are
studied in depth. Relationships between schools and community organizations, between schools
and families, and between schools and a diverse society are discussed; strategies are presented
for working with families, state agencies, and community organizations, and for linking early
adolescent learning to community resources. Assessment and evaluation of practice in middle
level settings is conducted. Five to six hours of observation in a middle level (grades 4-8) setting
is required. It is expected that students be professional, self-motivated learners who assume
responsibility for their professional learning and growth and application of learning to their
professional settings.
MCED 7318 Classroom Management for the Middle Level Teacher
This course covers fundamental principles underlying middle childhood developmental programs
in grades 4-8. It includes creating and fostering classroom management techniques. It also
includes strategies for the design of environments which provide a safe place for teaching and
learning. Connecting the community to the school for effective discipline and parental support
and involvement is included.
3. Admission, Retention, Exit
Admissions Requirements
Regular Admission
 Baccalaureate degree from a regionally accredited institution, with a cumulative grade
point average of at least 2.75 (4.0 scale)
or
 Grade point average of at least 3.0 for the last 60 hours of undergraduate courses
or
Program Report Template—AMLE Initial
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March 2008

Master’s degree from a regionally accredited institution with a cumulative GPA of at
least 3.0
and in addition to the required GPA, applicants must have:
 Passed Praxis I
Conditional Admission
 Baccalaureate degree from a regionally accredited institution, a cumulative
undergraduate GPA of no lower than 2.5 and a Graduate Record Exam (GRE) score of
at least 144 on the Verbal Scale, 141 on the Quantitative Scale, and 3.5 on the
Analytical Writing Scale
or
 Completion of at least 12 semester hours of graduate coursework in another UALR
graduate program or graduate program from another regionally accredited college or
university with a cumulative GPA of at least 3.0 and no grade lower than a B
Retention Requirements
 Once admitted, candidates are required to maintain a 3.0 GPA, with at least a grade of B
in all Middle Childhood (MCED) courses (this includes all courses associated with the
licensure/degree plan).
 In addition, candidates’ professional behavior, content knowledge, and classroom
performance will be evaluated throughout the program.
 Successful completion of the licensure program is not based solely on the number of
course credits, but requires demonstration of specified professional knowledge, skills,
behaviors, and dispositions.
 Once the candidate has begun the program, periodic evaluations will assess progress.
Failure to progress satisfactorily is cause for a concerns conference. At this conference,
concerns and steps toward improvement are documented. If no improvement is shown,
this might result in a candidate being removed from the program.
 While a candidate may require additional time to meet some performance expectations,
the faculty may limit that time and reserves the right to drop a candidate from the
licensure program should appropriate progress not be demonstrated.
Graduation Requirements
 Cumulative GPA of at least 3.0 on an approved program of study as outlined above, and
 Successful completion and defense of a portfolio, and
 Pass both Praxis II tests (5141 and 0623), and
 Successful completions of all Chalk and Wire requirements
4. Relation to Conceptual Framework
The COE is committed to the preparation of teachers, counselors, administrators, interpreters for
the deaf, rehabilitation professionals, and professionals in higher education as lifelong learners in
their respective fields of specialization. The mission of the University of Arkansas at Little Rock
College of Education is to promote and strengthen the professional development of individuals
concerned with education and human resource development in a variety of settings such as
schools, colleges and universities, private and corporate organizations, and government agencies.
We strive to develop professionals who use state of the art methodologies and technologies. The
Conceptual Framework: “Leaders in Learning demonstrate Communication, Specialized Expertise,
Professional development and a strong commitment to diversity in competency, disposition and
behavior.”
Program Report Template—AMLE Initial
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A primary goal of the COE is to offer professional training in various education fields.
The teacher education programs prepare highly qualified individuals for careers as professional
educators. To do this UALR prepares teacher candidates to acquire the knowledge, dispositions
and skills identified by national specialized professional associations such as the National Middle
School Association and those related to Arkansas’ principles of licensure for teachers. The
Arkansas Principles for Beginning Licensure for Teachers correlate with the AMLE standards and
are integrated and assessed throughout the MCED program.
The MCED Program operates within the unit conceptual framework and represents the three
major outcomes of teacher preparation – knowledge, dispositions, and performance - and is
addressed by the curricula of the MCED Program. It is informed by the AMLE performance
standards and Praxis III domains, as well as the Arkansas Principles for Beginning Licensure for
Teachers. These are integrated and assessed throughout the MCED program to ensure that
candidates are developing the knowledge, skills, and dispositions expected by the profession,
state, and institution. The AMLE standards were used as benchmarks in making decisions about
the desired candidate proficiencies and assessment for the MCED Program.
The MCED conceptual framework relates to the Unit’s conceptual framework.
The MCED program relates to the four areas the COE’s conceptual framework identifies as those
in which its graduates should demonstrate proficiency in order to become “Leaders in Learning.”
Those four areas are (1) communication, (2) specialized expertise, (3) professional development,
and (4) a strong commitment to diversity in competency, disposition and behavior.
Communication
The program expects graduates from the MCED initial licensure program to use
knowledge, skills, dispositions, and technology to communicate effectively in a variety of
ways and settings with diverse populations, including middle level students, parents, and
other professionals.
Specialized Expertise
The program requires graduates from the MCED initial licensure program to
demonstrate competencies in knowledge, skills, and dispositions of (1) content and
pedagogy, (2) early adolescent development, (3) diverse learners, (4) multiple
instructional strategies, (5) motivation and management, (6) communication and
technology, (7) planning, (8) assessment, (9) reflective practice and professional
development, and (10) school and community involvement.
Professional Development
The program expects graduates from the MCED initial licensure program to use
their knowledge, skills, and dispositions in research and technology to stay abreast of the
latest developments in middle level methodologies and strategies, to implement what they
have learned in their classrooms, and to share new knowledge with colleagues through
modeling and mentoring.
Diversity
The program expects graduates from the MCED initial licensure program to have
the knowledge, skills, and dispositions to work in diverse settings and with diverse
populations of middle level students. The program requires all candidates to have diverse
Program Report Template—AMLE Initial
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March 2008
field and clinical experiences. In addition, diversity is a strand that runs throughout all
MCED courses.
5. Program assessments and their relationship to the unit’s assessment system
The assessments used for the MCED program are informed by the unit’s assessments of the COE as
they are linked together in a way that informs, supports, and reflects growth and change in each other.
The key assessments of the MCED program feed into the Unit’s assessment system by providing
information on how the teacher candidates are achieving Unit and program goals. In turn, as the Unit
collects data on assessments through the various programs, we refine our assessments to capture the
experiences of our candidates as they progress through the program. This progress is measured
through performance-based and standardized program assessments.
SECTION II— LIST OF ASSESSMENTS
Program Report Template—AMLE Initial
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March 2008
Name of Assessment1
Type or
Form of Assessment2
When the Assessment
Is Administered3
[Licensure assessment, or other content-based
assessment]
State Licensure Tests
Praxis II Middle Level Content
Knowledge (0146) – Before graduation
or provisional licensure
Praxis II Principles of Learning and
Teaching (0523) – Before Graduation
2
[Assessment of content knowledge in middle level
Essays
3
[Assessment of candidate ability to plan
Curriculum Unit Project
MCED 7313 Middle Level Reflective
Teaching
MCED 7315 Curriculum and Pedagogy
Field Observations
MCED 7319 Internship
Teacher Work Sample
MCED 7319 Internship
Presentation
MCED 7314 Teaching the Middle Level
Exceptional Child in the Inclusive
Classroom
Essays
MCED 7312 Young Adolescent
Development
1
Praxis II Middle Level Content Knowledge
Praxis II Principles of Learning and
Teaching
education]
instruction]
Philosophy of Education
Planning for the Classroom
4
[Assessment of student teaching]
5
[Assessment of candidate effect on student
6
Additional assessment that addresses AMLE
7
Additional assessment that addresses AMLE
8
Additional assessment that addresses AMLE
standards (optional)
Pathwise Plus Observations
learning]
Pre/Post Student Learning
Assessment
standards (required) ]
standards (optional) ]
PowerPoint Project
Case Study
1
Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.
Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).
3 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses
[specify course title and numbers], or completion of the program).
2
Program Report Template—AMLE Initial
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March 2008
SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS
AMLE STANDARD
Programmatic Standards
1. Middle Level Courses and Experiences. Institutions preparing middle level teachers have
courses and field experiences that specifically and directly address middle level education.
2. Qualified Middle Level Faculty. Institutions preparing middle level teachers employ faculty
members who have middle level experience and expertise.
Performance-based Standards
1. Young Adolescent Development. Middle level teacher candidates understand the major
concepts, principles, theories, and research related to young adolescent development, and they
provide opportunities that support student development and learning.
APPLICABLE ASSESSMENTS FROM
SECTION II
Information is provided in Section I, Context.
Information is provided in Section I, Context.
#1
#2
#3
#4
#5
#6
#7
#8
*2. Middle Level Philosophy and School Organization. Middle level teacher candidates
understand the major concepts, principles, theories, and research underlying the philosophical
foundations of developmentally responsive middle level programs and schools, and they work
successfully within these organizational components.
3. Middle Level Curriculum and Assessment. Middle level teacher candidates understand the
major concepts, principles, theories, standards, and research related to middle level curriculum and
assessment, and they use this knowledge in their practice.
#1
#2
#3
#4
#5
#6
#7
#8
#1
#2
#3
#4
#5
#6
#7
#8
4. Middle Level Teaching Fields. Middle level teacher candidates understand and use the central
concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and
they create meaningful learning experiences that develop all young adolescents’ competence in
subject matter and skills.
5. Middle Level Instruction and Assessment. Middle level teacher candidates understand and use
the major concepts, principles, theories, and research related to effective instruction and assessment,
and they employ a variety of strategies for a developmentally appropriate climate to meet the
varying abilities and learning styles of all young adolescents.
6. Family and Community Involvement. Middle level teacher candidates understand the major
concepts, principles, theories, and research related to working collaboratively with family and
community members, and they use that knowledge to maximize the learning of all young
adolescents.
#1
#2
#3
#4
#5
#6
#7
#8
#1
#2
#3
#4
#5
#6
#7
#8
#1
#2
#3
#4
#5
#6
#7
#8
Program Report Template—AMLE Initial
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March 2008
AMLE STANDARD
7. Middle Level Professional Roles. Middle level teacher candidates understand the complexity of
teaching young adolescents, and they engage in practices and behaviors that develop their
competence as professionals.
APPLICABLE ASSESSMENTS FROM
SECTION II
#1
#2
#3
#4
#5
#6
#7
#8
*Additional information which addresses Standard 2 is included at the end of this document.
Program Report Template—AMLE Initial
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SECTION IV—EVIDENCE FOR MEETING STANDARDS
Assessment 1: Praxis Tests
1. The required licensure tests are Praxis II Middle Level Content Knowledge (0146) and
Praxis II Principles of Learning and Teaching (0523)). The PLT test changed to 0623 in
mid 2011 and the Middle Level Content Know test changed to 5141 in 2013. Praxis II
Middle Level Content Knowledge (CK) measures knowledge in mathematics, science,
language arts, and social studies. This test includes multiple-choice and constructedresponse items. Middle childhood candidates take Praxis II Principles of Learning and
Teaching (PLT) for grades 5 through 9. This test assesses general pedagogical knowledge
and uses a case study approach as well as constructed-response and multiple-choice
items. Candidates are required to pass both tests to be licensed in the state of Arkansas.
Candidates are also required to pass both tests to complete a portfolio requirement.
Passing for the PLT is 164 and passing for CK is 144. Analysis of the results indicates
areas where candidates may need to improve their skills and the Middle Childhood
Education Program may need to focus more attention.
2. Candidates are required to make appropriate scores on the Praxis II Middle Level Content
Knowledge. This test supports Standard 4 (Middle Level Teaching Fields) to insure that
the candidates have sound, in-depth knowledge in their content fields. As a reliable test
that has been validated by content experts in their field, this test determines whether the
candidates have a content background that is deep enough to instruct in grades 4-8
whether it be a self-contained or departmentalized teaching assignment.
The Praxis II Principles of Learning and Teaching test is also aligned with Standard 1
(Young Adolescent Development) because of its concentration on the theories of middle
childhood concepts, major theorists, philosophy, curriculum, assessment and the cognitive
development of the middle childhood learner. This exam is a reliable, valid measure of
the candidates’ content knowledge with regard to these vital concepts in young adolescent
development and the way in which middle schools are organized, created and managed.
3. Passing score in Arkansas for Praxis II Middle Level Content Knowledge is 139. The
passing score for Praxis II Principles of Learning and Teaching ((0523) is164. Two
candidates did not have their Content Knowledge scores sent to the licensure office so
they were not available. Two other candidates took the Multiple Subjects test (5142,
5143, 5144, and 5145). Of these two candidates, no math (5143) scores were reported
for one candidate. The cutoff scores for these are 150 (5142), 143 (5143), 142 (5144),
and 143 (5145). There scores are reported separately in 2013. 100% of candidates
completing the program have made acceptable passing scores on all required Praxis tests.
Praxis II Tests
Praxis II: Content Knowledge (5141)
2013
N
Mean Score
5
23.8
SD
Program Report Template—AMLE Initial
Range
NA
Praxis II: Principles of Learning and Teaching
(0623)*
SD
N
Mean Score
Range
9
13.64
NA
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March 2008
Praxis II: Content Knowledge (5142, 5143,
Praxis II: Principles of Learning and Teaching
5144, 5145)
(0623)*
SD
SD
N
Mean Score
Range
N
Mean Score
Range
2013
5
23.8
NA
9
13.64
NA
Praxis II: Principles of Learning and
Teaching (0623)*
SD
N
Mean Score
Range
11
Praxis II: Content Knowledge (0146)
N
Mean Score
2012
14
161.93
2011
17
158.47
SD
11.25
Range
172.33
Praxis II: Principles of Learning and
Teaching (0523)
SD
N
Mean Score
Range
46
2
168.5
33
17
174.12
2013
Praxis II Principles of Learning and
Teaching (0623)*
I.
Students as learners: Development,
diverse learners, motivation,
environment
II.
Instruction Process
III.
Assessment
IV.
Professional Development
V.
Analysis of Instructional Scenarios
Praxis II Content Knowledge (5141)
I.
Literature
II.
Mathematics
III.
History/Social studies
IV.
Science
Program Report Template—AMLE Initial
5
5.09
15
Completers
N
Mean
Range
10
16
13-20
9
9
9
9
17
10.67
11.44
13.11
5
8
13
5
5
24.6
22.4
22.6
25.6
8
13
6
5
5
5
5
2013
Praxis II Content Knowledge English (5142)
2
Language Study
Literature and Informational Text
2
Composition and Rhetroic
Praxis II Content Knowledge Math (5143)
Geometry, Measurement, and Data
1
Numbers, Operations, and Algebra
20
1
Completers
8
19.5
1
1
13
NA
10
NA
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March 2008
Praxis II Content Knowledge Social Studies (5144)
World History
Government, Civics, and Political Science
Economics
US History
Geography
2
2
2
2
2
6.5
1
8.5
1
2
1
2
7
11.8
8
Praxis II Content Knowledge Science (5145)
Science Inquiry and Methods
Physical Science
Life Science
Earth Science
2012
Praxis II Principles of Learning and
Teaching (0623)*
VI.
Students as learners: Development,
diverse learners, motivation,
environment
VII.
Instruction Process
VIII. Assessment
IX.
Professional Development
X.
Analysis of Instructional Scenarios
Praxis II Content Knowledge
V.
Literature
VI.
Mathematics
VII.
History/Social studies
VIII. Science
2012
Praxis II Principles of Learning and
Teaching (523)
I.
Students as learners: Development,
diverse learners, motivation,
environment
II.
Instruction and assessment:
Instructional/assessment strategies,
planning
III.
Teacher professionalism: Reflective
practitioner, larger community
IV.
Students as learners: Case
Program Report Template—AMLE Initial
2
2
2
2
10.5
4
0
2
2
7
11
9
Completers
N
Mean
Range
11
16.09
8
11
11
11
11
15.73
11.82
9.55
10.73
7
3
3
8
13
13
13
13
20.31
21.08
17.23
19.08
13
16
10
14
Completers
N
Mean
Range
2
6.5
1
2
7.0
0
6.5
1
11
2
2
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V.
VI.
VII.
histories/short-answer questions
Instruction and assessment: Case
histories/short-answer questions
Communication techniques: Case
histories/short-answer questions
Teacher professionalism: Case
histories/short-answer questions
2011
Praxis II Principles of Learning and
Teaching
VIII. Students as learners: Development,
diverse learners, motivation,
environment
IX.
Instruction and assessment:
Instructional/assessment strategies,
planning
X.
Teacher professionalism: Reflective
practitioner, larger community
XI.
Students as learners: Case
histories/short-answer questions
XII.
Instruction and assessment: Case
histories/short-answer questions
XIII. Communication techniques: Case
histories/short-answer questions
XIV. Teacher professionalism: Case
histories/short-answer questions
Praxis II Content Knowledge
IX.
Literature
X.
Mathematics
XI.
History/Social studies
XII.
Science
2010
Praxis II Principles of Learning and
Teaching
XV.
Students as learners: Development,
diverse learners, motivation,
environment
XVI. Instruction and assessment:
Instructional/assessment strategies,
planning
XVII. Teacher professionalism: Reflective
practitioner, larger community
XVIII. Students as learners: Case
Program Report Template—AMLE Initial
2
2
2
2
6
0
4
4
6
4
Completers
N
Mean
Range
15
6.2
4
15
6.0
4
15
6.27
4
15
11.60
4
15
10
6
15
5.33
4
15
5.87
6
15
15
15
15
20.20
20.06
16.20
19.67
11
9
13
10
Completers
N
Mean
Range
18
5.94
3-8
18
5.83
3-8
18
6.22
4-8
18
11.78
10-14
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March 2008
histories/short-answer questions
Instruction and assessment: Case
histories/short-answer questions
XX.
Communication techniques: Case
histories/short-answer questions
XXI. Teacher professionalism: Case
histories/short-answer questions
Praxis II Content Knowledge
XIII. Literature
XIV. Mathematics
XV.
History/Social studies
XVI. Science
XIX.
4.
18
10.78
6-14
18
5.44
4-8
18
6.00
2-8
16
16
16
16
20.06
19.50
16.06
19.44
13-25
13-24
8-25
11-25
Data from candidates’ passing scores on the Praxis II tests provide evidence that our
candidates demonstrate a comprehensive knowledge of their content areas to provide
appropriate learning experiences that are rigorous yet developmentally appropriate for the
middle childhood learner.
The Praxis II Middle Level Content Knowledge (5141) test assesses the candidates’
content knowledge. This assessment demonstrates candidates’
 breath and depth of knowledge in four content areas that are broad and
multidisciplinary (Standard 4)
by scoring at the acceptable level according to the Arkansas Department of Education.
The Praxis II Principles of Learning and Teaching (0623) test assesses the candidates’
knowledge of pedagogy and how students learn. This assessment demonstrates
candidates’
 comprehensive knowledge of the concepts, principles, theories, and research
about young adolescent development
 ability to use this knowledge to provide all young adolescents with learning
opportunities that are developmentally responsive, socially equitable, and
academically rigorous (Standard 1)
with scores that are at the acceptable level according to Arkansas State Department of
Education.
5. See Attachment D for the Praxis II assessment tool used in the electronic portfolio.
Program Report Template—AMLE Initial
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Assessment 2: Philosophy of Education
Due to GPA no longer being the best measure of Assessment II, the philosophy of education is a
better measure of this assessment.
1. Two times, first during the initial course, Middle Level Reflective Teaching, and second, at
the end of their course of study in their exit portfolio, candidates submit a philosophy of
education statement. The dual submissions allow the program to document candidate
growth over time. More importantly, faculty in the MCED program addresses the
relationships between candidate's beliefs, classroom practice and philosophy. Therefore,
throughout the MCED program, candidates are engaged in the examination of personally
held educational beliefs and philosophies.
2. The philosophy of education essays statements align to AMLE standards 1 (Young
Adolescent Development), 2 (Middle Level Philosophy and School Organization), 6 (Family
and Community Involvement), and 7 (Middle Level Professional Roles). Students are
required to write to these standards in terms of their beliefs and practices.
3. The rubric used for reporting is on a 3 point scale. Data for 2008-2012 reveal that all
candidates are scoring at acceptable levels for this assessment.
2013
Standard 1: Young
Adolescent Development I
Standard 1: Young
Adolescent Development II
Standard 1: Young
Adolescent Development III
Standard 2: Middle Level
Philosophy and School
Organization I
Standard 2: Middle Level
Philosophy and School
Organization II
Standard 2: Middle Level
Philosophy and School
Organization III
Standard 6: Family and
Community Involvement I
Philosophy of Education
Percent Scoring at Each Performance Level
N
Mean
1
2
3
SD
9
3
0
0
100
0
9
3
0
0
100
0
9
2.9
0
11
89
.31
9
2.8
0
22
78
.41
9
2.8
0
22
78
.41
9
2.9
0
11
89
.31
9
2.6
0
44
56
.49
Standard 6: Family and
Community Involvement II
9
2.6
0
44
56
.49
Standard 6: Family and
Community Involvement III
9
2.5
0
56
44
.50
Program Report Template—AMLE Initial
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March 2008
Standard 7: Middle Level
Professional Roles I
9
2.9
0
11
89
.31
Standard 7: Middle Level
Professional Roles II
9
2.6
0
44
56
.50
Standard 7: Middle Level
Professional Roles III
9
2.7
0
33
77
.47
Standard 7: Middle Level
Professional Roles IV
9
2.7
0
33
77
.47
Standard 7: Middle Level
Professional Roles V
9
2.7
0
33
77
.47
Standard 7: Middle Level
Professional Roles VI
9
2.9
0
11
89
.31
Standard 7: Middle Level
Professional Roles VII
9
2.9
0
11
89
.31
1= Unacceptable, 2=Acceptable, 3=Target
2012
Standard 1: Young
Adolescent Development I
Standard 1: Young
Adolescent Development II
Standard 1: Young
Adolescent Development III
Standard 2: Middle Level
Philosophy and School
Organization I
Standard 2: Middle Level
Philosophy and School
Organization II
Standard 2: Middle Level
Philosophy and School
Organization III
Standard 6: Family and
Community Involvement I
Philosophy of Education
Percent Scoring at Each Performance Level
N
Mean
1
2
3
SD
.5
14
2.5
0
50
50
.45
14
2.7
0
29
71
14
2.7
0
29
71
14
2.3
7
57
36
.59
14
2.4
7
50
43
.61
14
2.4
0
64
36
.48
14
2.3
7
57
36
.59
Standard 6: Family and
Community Involvement II
14
2.2
14
50
36
.67
Standard 6: Family and
Community Involvement III
14
2.3
7
50
43
.61
Program Report Template—AMLE Initial
.45
17
March 2008
Standard 7: Middle Level
Professional Roles I
14
2.7
0
29
71
.45
Standard 7: Middle Level
Professional Roles II
14
2.4
0
64
36
.48
Standard 7: Middle Level
Professional Roles III
14
2.4
14
36
50
.72
Standard 7: Middle Level
Professional Roles IV
14
2.2
7
64
29
.56
Standard 7: Middle Level
Professional Roles V
14
2.3
7
64
29
.59
Standard 7: Middle Level
Professional Roles VI
14
2.7
0
29
71
.45
Standard 7: Middle Level
Professional Roles VII
14
2.6
0
36
64
.48
1= Unacceptable, 2=Acceptable, 3=Target
2011
N
Standard 1: Young
Adolescent Development I
Standard 1: Young
Adolescent Development II
Standard 1: Young
Adolescent Development III
Standard 2: Middle Level
Philosophy and School
Organization I
Standard 2: Middle Level
Philosophy and School
Organization II
Standard 2: Middle Level
Philosophy and School
Organization III
Standard 6: Family and
Community Involvement I
Percent Scoring at Each Performance Level
Mean
1
2
3
SD
32
2.5
0
50
50
.5
32
2.9
0
13
87
.3
32
2.8
0
22
78
.4
32
2.4
6
44
50
.6
32
2.4
6
50
44
.6
32
2.7
0
31
69
.5
32
2.4
3
56
41
.5
Standard 6: Family and
Community Involvement II
32
2.5
3
44
53
.6
Standard 6: Family and
Community Involvement III
32
2.7
0
31
69
.5
Standard 7: Middle Level
Professional Roles I
32
2.7
0
31
69
.5
Standard 7: Middle Level
Professional Roles II
32
2.3
3
59
38
.5
Program Report Template—AMLE Initial
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March 2008
Standard 7: Middle Level
Professional Roles III
32
2.4
3
50
47
.6
Standard 7: Middle Level
Professional Roles IV
32
2.4
3
53
44
.6
Standard 7: Middle Level
Professional Roles V
32
2.6
3
38
59
.6
Standard 7: Middle Level
Professional Roles VI
32
2.8
0
16
84
.4
Standard 7: Middle Level
Professional Roles VII
32
2.6
0
41
59
.5
1= Unacceptable, 2=Acceptable, 3=Target
4. Data indicate the extent to which middle level candidates assimilate the middle childhood
level philosophy.
Candidates espouse beliefs that they desire to
 demonstrate a comprehensive knowledge of the concepts, principles, theories and
research about young adolescent development,
 respond positively to the diversity found in young adolescents and use that diversity in
planning and implementing curriculum and instruction, and
 develop close, mutually respectful relationships with all young adolescents that
support their intellectual, ethical, and social growth,
support standard 1, regarding young adolescent development.
Candidates espouse beliefs indicating that they understand and apply
 the philosophical and historical foundations of developmentally responsive middle level
programs and schools, and
 developmentally responsive practices, such as, teaming, advisory, extra-curricular, and
service learning, and are
 committed to developmentally responsive organizational structures that foster socially
equitable educational practices,
are more likely to incorporate practices that address standard 2, middle level philosophy
and school organization.
Candidates espouse beliefs indicating that they desire to
 work collaboratively with family and community members,
 address the challenges that families may encounter in contemporary society and
subsequently use available support services and other resources regardless of family
circumstances, community environment, health, and/or economic conditions
are more likely to address issues regarding standard 6, involving family and community
involvement.
Standard 7, regarding middle level professional roles, is addressed in the electronic rubric.
The written philosophy statements characterize the roles candidates take during field
experiences and internships. These roles include:
 working as successful members of interdisciplinary teams,
 taking service related responsibilities to school reform and the greater community,
Program Report Template—AMLE Initial
19
March 2008


5.
advocating for and serving as mentors of young adolescents in various settings, and
more importantly,
modeling high professional standards and modeling appropriate behaviors.
The guidelines for the case study project are in Attachment W and the rubric used in the
electronic portfolio is in Attachment Y.
Program Report Template—AMLE Initial
20
March 2008
Assessment 3: Planning for the Classroom – Curriculum Unit
1. An interdisciplinary curriculum unit is submitted for key assessment #3 to provide
evidence for candidates’ pedagogical and professional knowledge, skills, and dispositions.
This is an assignment in the candidates’ curriculum course and is used to help determine
their grades as well as a key assessment. The assignment is to work as a three or four
member team to develop an integrated/interdisciplinary thematic unit with 9 to 12
individual lessons. Each member of the team chooses a different content area and
develops three lesson plans using direct instruction and/or the constructivist approach in
that content. They are given a lesson plan format (see Attachment F), guidelines for
completing the assignment (see Attachment G), and the rubric used for determining their
grade (see Attachment H). Individual candidates are responsible for creating the lessons
on their chosen content resulting in an interdisciplinary curriculum unit. They work as a
team to develop a title page, an introduction/overview, a concept map of the unit, a
matrix indicating levels of Bloom’s Taxonomy were used in each lesson, and another
matrix indicating which of Gardner’s list of multiple intelligences were used in each lesson.
Each member of the team is responsible for creating a rubric to assess student mastery of
objectives for at least one lesson. The team then puts their individual parts together in a
binder to be turned in as a complete unit. Candidates also present a lesson to the class
from their unit.
2. This artifact is aligned to AMLE standards 1 (Young Adolescent Development), 2 (Middle
Level Philosophy and School Organization), 3 (Middle Level Curriculum and Assessment), 4
(Middle Level Teaching Fields), and 5 (Middle Level Teaching Fields). The curriculum unit
is designed in a manner that requires candidates to collaborate to plan and organize
developmentally appropriate standards-based instructional units for middle school
students. Candidates must develop plans which respond positively to the diversity found in
classrooms and activities related to various adolescent responsibilities. These units reflect
the middle level philosophy of developmentally responsive curriculum which engages
young adolescents in activities related to the community. The unit is based on Arkansas
Curriculum Frameworks and is integrative, challenging, and grounded in the ideas,
interests, and experiences of all young adolescents. Candidates create units which provide
meaningful learning experiences that develop student competence in subject matter. The
units created also employ a variety of teaching and assessment strategies to meet the
varying abilities and learning styles of young adolescents. Candidates are required to work
in “teams” to design the unit and present the unit as a team in a micro-teach situation
thereby practicing crucial middle level concepts.
3. Overall, candidates who have completed this assessment are scoring at acceptable levels
on this artifact. Scores reflect that these candidates are able to successfully complete this
authentic assessment.
2013
Standard 1: Young Adolescent
Development I
Planning for the Classroom
Percent Scoring at Each Performance
Level
N
Mean
1
2
3
9
Program Report Template—AMLE Initial
3
0
0
100
SD
0
21
March 2008
Standard 1: Young Adolescent
Development II
9
3
0
0
100
0
Standard 1: Young Adolescent
Development III
9
2.59
0
10
89
.31
Standard 2: Middle Level
Philosophy and School
Organization I
9
3
0
0
100
0
9
3
0
0
100
0
9
2.89
0
11
89
.31
Standard 3: Middle Level
Curriculum and Assessment II
9
2.89
0
11
89
.31
Standard 4: Middle Level
Teaching Fields I
9
2.89
0
11
89
.31
Standard 4: Middle Level
Teaching Fields II
9
2.56
0
33
67
.50
Standard 4: Middle Level
Teaching Fields III
9
2.56
0
33
67
.50
Standard 4: Middle Level
Teaching Fields IV
9
2.78
0
22
89
.41
Standard 4: Middle Level
Teaching Fields V
9
2.56
0
44
56
.59
Standard 5: Middle Level
Instruction and Assessment I
9
2.89
0
11
89
.31
Standard 5: Middle Level
Instruction and Assessment II
9
3
0
0
100
0
9
3
Standard 5: Middle Level
Instruction and Assessment III
1= Unacceptable, 2=Acceptable, 3=Target
0
0
100
0
Standard 2: Middle Level
Philosophy and School
Organization II
Standard 3: Middle Level
Curriculum and Assessment I
2012
Planning for the Classroom
Percent Scoring at Each Performance Level
SD
N
Mean
1
2
3
Standard 1: Young Adolescent
Development I
14
3.0
0
0
100
0
Standard 1: Young Adolescent
Development II
14
3
0
0
14
0
Standard 1: Young Adolescent
Development III
14
2.9
0
7
93
.26
Program Report Template—AMLE Initial
22
March 2008
Standard 2: Middle Level
Philosophy and School
Organization I
14
2.8
0
21
79
.41
14
2.9
0
7
93
.26
14
2.9
0
7
93
.26
Standard 3: Middle Level
Curriculum and Assessment II
14
2.9
0
14
86
.35
Standard 4: Middle Level
Teaching Fields I
14
2.9
0
7
93
.26
Standard 4: Middle Level
Teaching Fields II
14
2.5
0
50
50
.5
Standard 4: Middle Level
Teaching Fields III
14
2.8
0
21
79
.41
Standard 4: Middle Level
Teaching Fields IV
14
2.9
0
14
86
.35
Standard 4: Middle Level
Teaching Fields V
14
2.5
0
50
50
.5
Standard 5: Middle Level
Instruction and Assessment I
14
2.8
0
21
79
.41
Standard 5: Middle Level
Instruction and Assessment II
14
2.9
0
14
86
.35
0
0
100
0
Standard 2: Middle Level
Philosophy and School
Organization II
Standard 3: Middle Level
Curriculum and Assessment I
Standard 5: Middle Level
14
3.0
Instruction and Assessment
III
1= Unacceptable, 2=Acceptable, 3=Target
2011
Percent Scoring at Each Performance Level
N
Mean
1
2
3
SD
Standard 1: Young Adolescent
Development I
34
3.0
0
3
97
0.2
Standard 1: Young Adolescent
Development II
34
2.9
0
6
94
.02
Standard 1: Young Adolescent
Development III
34
2.8
0
24
76
.4
Standard 2: Middle Level
Philosophy and School
Organization I
34
2.9
0
15
85
.4
Program Report Template—AMLE Initial
23
March 2008
Standard 2: Middle Level
Philosophy and School
Organization II
Standard 3: Middle Level
Curriculum and Assessment I
2.9
0
9
91
.3
34
2.9
0
6
94
.2
Standard 3: Middle Level
Curriculum and Assessment II
34
2.8
0
18
82
.4
Standard 4: Middle Level
Teaching Fields I
34
2.9
0
15
85
.4
Standard 4: Middle Level
Teaching Fields II
34
2.9
0
12
88
.3
Standard 4: Middle Level
Teaching Fields III
34
3.0
0
0
100
0
Standard 4: Middle Level
Teaching Fields IV
34
2.8
0
21
79
.4
Standard 4: Middle Level
Teaching Fields V
34
2.8
0
24
76
.4
Standard 5: Middle Level
Instruction and Assessment I
34
2.9
0
12
88
.3
Standard 5: Middle Level
Instruction and Assessment II
34
2.9
0
15
85
.4
0
6
94
.2
34
Standard 5: Middle Level
34
2.9
Instruction and Assessment
III
1= Unacceptable, 2=Acceptable, 3=Target
4. This is a comprehensive authentic assessment that demonstrates candidates’ abilities to
apply middle level concepts in a developmentally appropriate manner. Candidates must
use/apply their content expertise to work in interdisciplinary teams, address Arkansas
Curriculum Frameworks, plan appropriate goals and objectives, write engaging
developmentally appropriate standards-based lesson plans, and develop various
assessments of learning.
This assessment demonstrates candidates’ knowledge of or ability to
 concepts, principles, theories and research about young adolescent development
 provide all young adolescents with learning opportunities that developmentally
responsive, socially equitable, and academically rigorous
 create and maintain supportive learning environments
 respond positively to diversity and use that diversity to plan instruction
 engage young adolescents in activities related to interpersonal, community, and
societal responsibilities (Standard 1)
by creating curriculum units which address each of these issues.
This assessment demonstrates candidates’ ability to
 effectively articulate and implement developmentally responsive practices
Program Report Template—AMLE Initial
24
March 2008

understand the reasons these practices work to foster adolescent development
academically, socially, emotionally, and physically and make instructional decisions
based on the reasons
 understand the significance of their actions on student learning (Standard 2)
by working in teams to develop the curriculum and present the unit in a micro-teach
situation.
This assessment demonstrates candidates’ ability to
 analyze local and state curriculum standards based on knowledge of content and
early adolescent development
 design curriculum and select materials that are integrative, challenging, and
grounded in the ideas, interest, and experiences of young adolescents (Standard
3)
by aligning standards with activities and objectives in the unit and selecting activities
which meet the standards set in the rubric.
This assessment demonstrates candidates’ ability to
 use specific content teaching and assessment strategies and integrate state-of-theart technologies and literacy in their teaching fields
 teach in engaging ways
 incorporate content knowledge with ideas, interests, and experiences of students
 take leadership roles in promoting and participating in activities designed to extend
knowledge in their teaching fields (Standard 4)
by meeting the standards set in the rubric, by collaborating with members of their team,
and by presenting the unit in a micro-teach situation.
This assessment demonstrates candidates’ ability to
 actively engage students in independent and collaborative inquiry
 select instructional strategies that are challenging, culturally sensitive, and
developmentally responsive
 create equitable, caring, and productive learning environments
 link and array of formal and informal assessments to instruction
 use this information to adjust future lesson plans
 initiate and value collaboration with others to improve instruction and assessment
(Standard 5)
by meeting the standards set in the rubric on engaging activities, assessments, and
reflection and revision and by presenting the unit in a micro-teach situation with feedback
from their colleagues. The findings suggest that candidates display an acceptable ability to
plan effectively for the classroom.
5. Attachment F is the lesson plan format that candidates are required to use. Attachment G
is a description of the curriculum unit assignment. Attachment H is the assessment tool
used to grade the curriculum unit for the course. The electronic rubric is Attachment J.
Program Report Template—AMLE Initial
25
March 2008
Assessment 4: Pathwise Plus Observations
1. The Pathwise Plus is an observation instrument used by university supervisors to assess
candidates’ classroom teaching. The adapted assessment is based on the Praxis III which
is required for licensure in Arkansas. The instrument includes four principle domains (1)
Domain A - Planning, (2) Domain B - Learning Environment and Guidance Strategies, (3)
Domain C - Teaching, and (4) Domain D - Professionalism. The four domains are
subdivided into 34 criteria which are applicable to the instruction given by middle school
teachers. This instrument reflects all the AMLE Standards which are indicated on the form
itself. By using this instrument, not only are candidates are prepared to face the challenge
of Praxis III after they begin their teaching career but the Middle Childhood Education
Program uses the results to determine if any changes need to be made in the program or
courses to increase candidate performance or more fully meet the AMLE Standards. A
score of 4 or 5 on a 5-point scale is the target and a score of 3 is acceptable. This
assessment is used by the Middle Childhood Education Program to determine if candidates
are able to function adequately in the classroom and in what areas the program might
need to add emphasis.
2. This assessment has been aligned to standards 3 (Middle Level Curriculum and
Assessment), 4 (Middle Level Teaching Fields), 5 (Middle Level Instruction and
Assessment), 6 (Family and Community Involvement), and 7 (Middle Level Professional
Roles) in the electronic portfolio rubric. The Pathwise Plus observations of candidates’
classroom teaching produce data in the areas of planning for instruction and assessment,
producing a healthy learning environment, effective instructional applications, and
professional dispositions.
3. The data indicates that the candidates who have completed the program are scoring at
acceptable levels on this assessment.
2013
Standard 3: Middle Level
Curriculum and Assessment
I
Standard 3: Middle Level
Curriculum and Assessment
II
Standard 4: Middle Level
Teaching Fields II
Standard 4: Middle Level
Teaching Fields III
Standard 4: Middle Level
Teaching Fields IV
Program Report Template—AMLE Initial
Pathwise Plus
Percent Scoring at Each Performance Level
N
Mean
1
2
3
SD
9
3
0
0
100
0
9
3
0
0
100
0
9
2.75
0
22
78
.43
9
2.85
0
11
89
.33
9
3
0
0
100
0
26
March 2008
Standard 4: Middle Level
Teaching Fields V
Standard 5: Middle Level
Instruction and Assessment
I
Standard 5: Middle Level
Instruction and Assessment
II
9
2.85
0
11
89
.33
9
3
0
0
100
0
9
3
0
0
100
0
0
0
100
0
0
0
100
0
0
11
89
.33
0
0
Standard 5: Middle Level
Instruction and Assessment
9
3
III
Standard 6: Family and
9
3
Community Involvement I
Standard 7: Middle Level
9
2.85
Professional Roles I
Standard 7: Middle Level
9
3
Professional Roles II
1= Unacceptable, 2=Acceptable, 3=Target
Program Report Template—AMLE Initial
0
27
March 2008
Pathwise Plus
Percent Scoring at Each Performance Level
N
Mean
1
2
3
SD
2012
Standard 3: Middle Level
Curriculum and Assessment
I
Standard 3: Middle Level
Curriculum and Assessment
II
Standard 4: Middle Level
Teaching Fields II
Standard 4: Middle Level
Teaching Fields III
Standard 4: Middle Level
Teaching Fields IV
Standard 4: Middle Level
Teaching Fields V
Standard 5: Middle Level
Instruction and Assessment
I
Standard 5: Middle Level
Instruction and Assessment
II
14
3.0
0
0
100
0
3.0
0
0
100
0
2.7
0
29
71
.45
2.9
0
14
86
.35
2.9
0
7
93
.26
2.6
0
36
64
2.7
0
29
71
.45
2.9
0
7
93
.26
0
0
100
0
0
57
43
.49
0
29
71
.45
0
0
100
0
14
14
14
14
14
48
14
14
14
Standard 5: Middle Level
Instruction and Assessment
3.0
III
14
Standard 6: Family and
2.4
Community Involvement I
14
Standard 7: Middle Level
2.7
Professional Roles I
14
Standard 7: Middle Level
3.0
Professional Roles II
1= Unacceptable, 2=Acceptable, 3=Target
2011
Percent Scoring at Each Performance Level
N
Mean
1
2
3
SD
Standard 3: Middle Level
Curriculum and Assessment
I
19
3.0
0
0
100
0.0
Standard 3: Middle Level
Curriculum and Assessment
II
19
3.0
0
0
100
0.0
Program Report Template—AMLE Initial
28
March 2008
Standard 4: Middle Level
Teaching Fields II
Standard 4: Middle Level
Teaching Fields III
Standard 4: Middle Level
Teaching Fields IV
Standard 4: Middle Level
Teaching Fields V
Standard 5: Middle Level
Instruction and Assessment
I
Standard 5: Middle Level
Instruction and Assessment
II
19
2.9
0
11
89
.3
19
2.9
0
11
89
.3
19
2.8
0
16
84
.4
19
2.8
0
21
79
.4
19
2.8
0
21
79
.4
19
2.9
0
11
89
.3
0
0
100
0.0
0
63
37
.5
0
32
68
.5
0
0
100
0.0
Standard 5: Middle Level
Instruction and Assessment
19
3.0
III
Standard 6: Family and
19
2.4
Community Involvement I
Standard 7: Middle Level
19
2.7
Professional Roles I
Standard 7: Middle Level
19
3.0
Professional Roles II
1= Unacceptable, 2=Acceptable, 3=Target
4. Candidates are observed in their internship by a university supervisor (US) and their
cooperating teacher (CT). The Pathwise Plus Observation Form is used in each
observation. The first and last observation from the US and CT are submitted to Chalk and
Wire.
This assessment demonstrates candidates’ ability to
 analyze local and state curriculum standards based on knowledge of content and
early adolescent development
 design curriculum and select materials that are integrative, challenging, and
grounded in the ideas, interest, and experiences of young adolescents
 assess students achievement using multiple strategies that focus on the key
concepts found within the critical knowledge base
 articulate their criteria for strategy selection (Standard 3)
by selecting strategies and activities which meet the standards set in Domain A of the
Pathwise Plus Observation Form.
This assessment demonstrates candidates’ ability to
 use specific content teaching and assessment strategies and integrate state-of-theart technologies and literacy in their teaching fields
 teach in engaging ways
 incorporate content knowledge with ideas, interests, and experiences of students
Program Report Template—AMLE Initial
29
March 2008

take leadership roles in promoting and participating in activities designed to extend
knowledge in their teaching fields (Standard 4)
by meeting the standards set in Domain B of the Pathwise Plus Observation Form, by
collaborating with members of their internship team.
This assessment demonstrates candidates’ ability to
 actively engage students in independent and collaborative inquiry
 select instructional strategies that are challenging, culturally sensitive, and
developmentally responsive
 create equitable, caring, and productive learning environments
 link and array of formal and informal assessments to instruction
 use this information to adjust future lesson plans
 initiate and value collaboration with others to improve instruction and assessment
(Standard 5)
by meeting the standards set in Domain C the Pathwise Plus Observation Form on
engaging activities, assessments, and reflection and revision and by presenting the lesson
in the classroom situation with feedback from their US or CT.
This assessment demonstrates candidates’ ability to
 serve as advocates for young adolescents
 engage in activities that help parents and community members understand the
nature of young adolescents and the implications for parenting, teaching, and
learning
 plan and execute successful parent conferences
 thoughtfully engage in other school and community activities (Standard 6)
by meeting the standards in Domain D of the Pathwise Plus Observation Form.
This assessment demonstrates candidates’ ability to
 understand teaming/collaborative theories and processes and the relationships and
interdependencies among various professionals that serve young adolescents
 work as successful members of interdisciplinary teams
 model high standards of ethical behavior and professional competence and
collegiality (Standard 7)
by meeting the standards in Domain D of the Pathwise Plus Observation From.
5. The Pathwise Plus Observation Form is in Attachment K. The electronic rubric is
Attachment M.
Program Report Template—AMLE Initial
30
March 2008
Assessment 5: Pre/Post Student Learning Assessment
1. Candidates are required to submit authentic, direct evidence of their impact on middle
level student pre and post learning for this key assessment. This assessment is not a
course assignment but is part of their exit portfolios. Candidates are required to give their
students a pre-test on content they will teach. They are now required to teach the
content, conduct formative evaluations, give the students a post-test, create a table listing
each objective and standard met, and analyze their effect on student learning. They are to
do this type of assessing several times during their internship.
2. The Pre/Post Student Learning Assessment address Standard 3 (Middle Level Curriculum
and Assessment) and Standard 5 (Middle Level Instruction and Assessment). Assessment
of student learning is essential in a standards-driven assessment educational climate.
MCED students must be able to document how their lesson planning, instruction,
assessments and lesson reflection impacts young adolescent learning.
3. Candidates overall perform acceptably on this assessment. Scores from the past years
indicate that improvement is needed in both areas of assessment.
2013
Standard 3: Middle Level
Curriculum and Assessment
I
Middle Level Instruction and
Assessment I
Pre/Post Student Learning
Percent Scoring at Each Performance Level
N
Mean
1
2
3
SD
10
2.78
0
22
78
.42
10
2.78
0
22
78
.42
1= Unacceptable, 2=Acceptable, 3=Target
2012
Standard 3: Middle Level
Curriculum and Assessment
I
Middle Level Instruction and
Assessment I
Pre/Post Student Learning
Percent Scoring at Each Performance Level
N
Mean
1
2
3
SD
14
2.7
0
29
71
.45
14
2.5
14
36
50
.63
1= Unacceptable, 2=Acceptable, 3=Target
2011
Standard 3: Middle Level
Curriculum and Assessment
I
Program Report Template—AMLE Initial
Percent Scoring at Each Performance Level
N
Mean
1
2
3
SD
21
2.5
5
43
52
.6
31
March 2008
Middle Level Instruction and
21
2.5
Assessment I
1= Unacceptable, 2=Acceptable, 3=Target
5
38
57
.6
4. By documenting their impact on young adolescent student learning, MCED candidates are
able to demonstrate the effectiveness of their planning and instruction and the ability to
provide a supportive learning environment for young adolescents.
This assessment demonstrates that candidates understand
 assessing student achievement using multiple strategies that focus on key
concepts found within the critical knowledge base, and can
 articulate their criteria for teaching and assessment strategy selection, and
 create equitable, caring, and productive learning environments (Standard 3)
by designing lesson plans with objectives that are assessable and address various
cognitive levels.
This assessment also demonstrates that candidates are capable of
 linking an array of formal and informal assessments to instruction, and
 using this information to adjust future lesson plans (Standard 5)
These competencies show directly how candidates create a developmentally appropriate
climate to meet the varying abilities and learning styles of all young adolescents teaching
and learning.
5.
The guidelines for the assignment are in Attachment N. Attachment O is the electronic
rubric used for assessing the pre/post student learning assessment.
Program Report Template—AMLE Initial
32
March 2008
Assessment 6: PowerPoint Project
1. MCED candidates create a PowerPoint presentation on a specific exceptionality. The
presentation must address the definition/classification, characteristics,
causation/prevention, and educational interventions of their assigned exceptionality. The
presentation must also include a reference list of where the reader can get additional
information and of resources available in the community.
2. Standards addressed through the PowerPoint are standards 1 (Young Adolescent
Development), 4 (Middle Level Teaching Fields, and 6 (Family and Community
Involvement). This assessment effectively measures candidates’ ability to articulate and
apply their understanding and advocacy of middle level students with exceptionalities as
they relate to the classroom, curriculum, and family/community involvement.
3.
Data revealed that candidates who completed the program scored at proficient or better.
2013
Standard 1: Young
Adolescent Development I
Standard 1: Young
Adolescent Development II
PowerPoint Special Needs
Percent Scoring at Each Performance Level
N
Mean
1
2
3
SD
9
2.7
11
11
78
.67
9
2.8
0
22
78
.41
Standard 3: Middle Level
Curriculum and Assessment I
9
2.7
11
11
78
.67
Standard 4: Middle Level
Teaching Fields I
9
2.9
0
11
89
.31
Standard 4: Middle Level
Teaching Fields II
Standard 6: Family and
Community Involvement I
Standard 6: Family and
Community Involvement II
Standard 6: Family and
Community Involvement III
1= Unacceptable, 2=Acceptable,
9
2.9
0
11
89
.31
9
2.6
10
20
70
.68
9
2.5
11
33
56
.68
10
2.6
11
22
67
.68
2012
Standard 1: Young
Adolescent Development I
Standard 1: Young
Adolescent Development II
Program Report Template—AMLE Initial
3=Target
PowerPoint Special Needs
Percent Scoring at Each Performance Level
N
Mean
1
2
3
SD
14
2.9
0
7
93
.26
14
3.0
0
0
100
0
33
March 2008
Standard 3: Middle Level
Curriculum and Assessment I
14
2.5
0
50
50
.5
Standard 4: Middle Level
Teaching Fields I
14
2.9
0
7
93
.26
Standard 4: Middle Level
Teaching Fields II
Standard 6: Family and
Community Involvement I
Standard 6: Family and
Community Involvement II
Standard 6: Family and
Community Involvement III
1= Unacceptable, 2=Acceptable,
14
3.0
0
0
100
0
14
2.2
7
64
29
.56
14
2.5
0
50
50
.5
14
2.5
0
50
50
.5
2011
Standard 1: Young
Adolescent Development I
Standard 1: Young
Adolescent Development II
3=Target
Percent Scoring at Each Performance Level
N
Mean
1
2
3
SD
22
2.7
5
23
72
.6
22
2.9
0
14
86
.3
Standard 3: Middle Level
Curriculum and Assessment I
22
2.8
5
14
81
.5
Standard 4: Middle Level
Teaching Fields I
22
2.5
5
45
50
.6
Standard 4: Middle Level
Teaching Fields II
Standard 6: Family and
Community Involvement I
Standard 6: Family and
Community Involvement II
Standard 6: Family and
Community Involvement III
1= Unacceptable, 2=Acceptable,
22
2.8
5
14
81
.5
22
2.4
9
41
50
.7
22
2.4
9
41
50
.7
22
2.6
5
32
63
.6
3=Target
4. The data showed that candidates who completed the program were able to use
technology effectively and that they understand the exceptionalities they will encounter in
the classroom. Additionally, they were able to prepare themselves to facilitate the learning
of middle level students with exceptionalities and locate resources to aid this facilitation.
5. The data show that candidates are scoring at proficient levels.
This assessment demonstrates candidates’ knowledge of
 concepts, principles, theories and research about young adolescent development
 that they respond positively to diversity in the planning of instruction (Standard
1)
Program Report Template—AMLE Initial
34
March 2008
by the research done to prepare and the information given through the PowerPoint and by
reporting educational interventions needed.
This assessment demonstrates that candidates’:
 integrate state-of-the-art technology in their teaching fields, and
 teach in engaging ways that maximize student learning (Standard 4).
by designing intricate and engaging presentations.
It also demonstrates that candidates
 understand working collaboratively with family and community members and they
effectively use this knowledge to maximize the learning of all young adolescents
 understand the relationships between schools and community organizations
 comprehend the challenges that families may encounter in society
 use available support services and other resources
 value and appreciate all young adolescents (Standard 6)
by highlighting the resources and services available to the stakeholders.
5. The guidelines for the PowerPoint Project are in Attachment P and the scoring guide used
for the classroom grading purposes is in Attachment Q. The electronic rubric is
Attachment S.
Program Report Template—AMLE Initial
35
March 2008
Assessment 7: Case Studies
1. Each MCED candidate is required to complete two comprehensive case studies during
their program of study. One case study must document a middle level student who is
“typical” and another middle level student who is “a-typical”. The student who is
“atypical” can be either a student with special needs or who is gifted and talented. They
observe middle level students in their own classes or students in the classes of colleagues.
There is no personal contact with students; the case study is based only on observation.
Candidates taking the course in the summer may be given a prepared scenario from which
to prepare the case study.
2. This assessment is aligned to standards 1 (Young Adolescent Development) and
2 (Middle Level Philosophy and School Organization). In the case study, candidates must
demonstrate an understanding of the cognitive, social, emotional, and physical
development of young adolescents as well as developmentally appropriate instructional
and motivational strategies.
3. Data reveal that candidates are scoring at acceptable levels for this assessment.
2013
Standard 1: Young
Adolescent Development I
Standard 2: Middle Level
Philosophy and School
Organization I
Case Studies
Percent Scoring at Each Performance Level
N
Mean
1
2
3
SD
9
2.89
0
11
89
.31
9
2.67
0
22
78
.47
0
11
89
.31
Standard 2: Middle Level
9
Philosophy and School
2.89
Organization II
1= Unacceptable, 2=Acceptable, 3=Target
2012
Standard 1: Young
Adolescent Development I
Standard 2: Middle Level
Philosophy and School
Organization I
Standard 2: Middle Level
Philosophy and School
Organization II
Case Studies
Percent Scoring at Each Performance Level
N
Mean
1
2
3
SD
14
2.9
0
21
79
.35
14
2.9
0
21
79
.35
14
2.6
0
43
57
.49
1= Unacceptable, 2=Acceptable, 3=Target
2011
Program Report Template—AMLE Initial
Percent Scoring at Each Performance Level
36
March 2008
Standard 1: Young
Adolescent Development I
Standard 2: Middle Level
Philosophy and School
Organization I
Standard 2: Middle Level
Philosophy and School
Organization II
N
Mean
1
2
3
SD
17
2.9
0
16
94
.2
17
2.7
0
29
71
.5
17
2.3
0
71
29
.5
1= Unacceptable, 2=Acceptable, 3=Target
4.
The case study assessments not only demonstrate candidates’ understanding of
adolescent development, they also reveal candidates’ abilities to apply theory to practice
in typical and diverse situations.
This assessment demonstrates candidates’ knowledge of
 concepts, principles, theories and research about young adolescent development
(Standard 1)
by reporting aspects of development using theories of development in essays.
This assessment demonstrates candidates’ ability to
 understand concepts, principles, theories and research underlying the philosophical
and historical foundations of developmentally responsive middle level programs
and schools
 effectively articulate developmentally responsive practices
 understand the reasons the practices work to foster adolescent development
academically, socially, emotionally, and physically (Standard 2)
by meeting the standards set in the rubric.
5.
The guidelines for the assignment are in Attachment T and the rubric used for assessment
in the electronic portfolio is in Attachment V.
Program Report Template—AMLE Initial
37
March 2008
SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE
CANDIDATE AND PROGRAM PERFORMANCE
The Initial Licensure Track of the Middle Childhood Education Program at the University of
Arkansas at Little Rock began in the fall of 2005. During that time, the assessment results for the
Middle Childhood Program at the University of Arkansas at Little Rock have been analyzed and
reflected upon. This analysis and reflection revealed several areas within the program which were
areas of strength as well as areas that needed improvement. As a result of this continual
assessment, there has been much revision and improvement. This section will discuss those areas
around the (1) content knowledge, (2) pedagogical and professional knowledge, skills, and
dispositions, and (3) effect on student learning.
Content Knowledge
Data on content knowledge is derived from a transcript analysis and from the candidates’ Praxis
II results. Data show that UALR MCED candidates have the content knowledge to teach the
subject areas for which they will be licensed. Candidates are required to meet GPA requirements
throughout their program and it is checked at entry, after 12 hours, at 24 hours, and at
graduation. An analysis of the transcripts at the beginning of their program also determines
whether the candidates demonstrate content knowledge by the completion of content hours.
Each candidate must have completed at least 12-15 hours in the content areas of mathematics,
science, social studies, and language arts. Candidates must also complete Arkansas history and 6
hours of reading. The transcript analysis has been in place from the beginning and has proven to
be effective in assessing content knowledge.
Candidates also demonstrate content knowledge through the completion of the exit portfolio. In
addition, application of content knowledge is required for successful completion of each key
artifact. The exit portfolio, not one of the key assessments, is full of extensive information on
content knowledge but it is not easily separated for analysis. After analyzing and reflecting on the
key assessments, it was decided that this was an area that should be revised for easier
accessibility to the data. The exit portfolio, which now contains 6 of the key assessments, clearly
aligns to the AMLE Standards and provides easily accessible data for program assessment.
Praxis II is a State mandated assessment of content knowledge. The Praxis II assesses
knowledge in mathematics, science, social studies, and language arts. Although candidates from
the Middle Childhood Education Program have been successful in passing this assessment, it does
reveal valuable information on which content the candidate may need remediation. There are
additional content courses available if the candidate needs additional instruction.
Pedagogical and Professional Knowledge, Skills, and Dispositions
While candidates demonstrate they have the professional and pedagogical knowledge, skill, and
dispositions through the key assessments, it must be noted that many of the rubrics did not
directly address AMLE standards. To improve clear alignment, all rubrics have been rewritten to
directly reflect artifacts’ relationships to the AMLE standards and have been put together to form
the candidates’ exit portfolio. This was a significant change as INTASC Standards were the
foundation for the rubrics. While rewriting the rubrics, several gaps were identified. For example,
family and community issues and application in assessments was lacking. In order to improve
this, family and community components were strengthened in key assessments.
Program Report Template—AMLE Initial
38
March 2008
Through meetings of the MCED faculty over the last two years for writing this document and
because of the recommendations of an external evaluator, the evaluation of the assessment
revealed a need for improvement was where a rubric for assessment did not measure what it was
intended to measure. Because of this evaluation, the PowerPoint project itself was revised and
the rubric was changed completely to assess the AMLE standards which the project
encompassed. The curriculum unit was revised extensively and other revisions will be made in the
near future. Rubrics and guidelines for assessments which are course assignments have been
clarified and cleaned up, and now indicate clear alignment with AMLE standards.
Effect on Student Learning
Other gaps identified were the lack of Standard 7 (professional roles) documentation and student
learning documentation. To strengthen these areas the leadership project was then made a
required key assessment. Before this decision, candidates had choices as to a leadership project
they could do; however, now they are required to make a research-based instructional change in
their instruction and, after collecting pre and post data on its impact, share with colleagues.
Steps to Improve the Program and Program Assessment
This analysis of the MCED program and the guidelines and assessment has proven to be
extremely helpful. Most of the rubrics that were being used did not effectively measure the AMLE
standards. As a result, each key assessment was studied and analyzed and revised to reflect the
standards it was intended to measure. At the point of revision, it became evident that the
guidelines for the assignments we inadequate and did not define and explain to the candidates
exactly what was needed to successfully meet each of the standards. So, most of the guidelines
were revised to accurately reflect the expectations.
Evidence that we believed we were collecting (and were in practice) were not as easily available
for analysis as others were. For example, the initial and exit philosophy of education were
collected. The initial philosophy was part of a course assignment as was the exit philosophy.
When candidates were instructed to upload these to their portfolio, the initial licensure candidates
had only one place to upload. They uploaded one into the electronic portfolio that is for all initial
licensure candidates. A final revised philosophy was included in their exit portfolio but assessment
information on that piece could not be easily extracted. With the new exit portfolio which is
aligned to AMLE standards, this has been corrected.
Another problem discovered is that while the rubrics in the electronic portfolio were extensive and
detailed, they were much too cumbersome. Much of what was being collected was not needed to
meet AMLE standards. Rubrics in the electronic portfolio looked much like the rubrics used for
grade assessment. For example, many things assessed for a grade (title page, submitting on
time, etc.) are not needed as part of the key assessment. With the creation of the new exit
portfolio, this problem is eliminated. Our courses, which have always been aligned to AMLE
standards, can now clearly reflect that alignment.
Program Report Template—AMLE Initial
39
March 2008
ATTACHMENT A
Candidate Information
Academic
Year
2011
2012
2013
Program: MCED G Initial
# of Candidates
# of Program
Enrolled in the
Completers
Program
73
15
60
14
58
9
Program Report Template—AMLE Initial
40
March 2008
ATTACHMENT B
Faculty Information
Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or
administration in this program.
Faculty
Member
Name
Betty Wood
Highest
Degree,
Field, &
University4
PhD,
Educational
Psychology
w/ Gifted
Education
emphasis,
Purdue
University
Assignment:
Indicate the
role of the
faculty
member5
Full-time MCED
Faculty & MCED
graduate
coordinator
Faculty
Rank6
Associate
Professor
Tenure
Track
(Yes/
No)
Scholarship, Leadership in
Professional Associations, and
Service: 8 List up to 3 major
contributions in the past 3 years 9
Yes
Sedivy-Benton, A.L., Hunt, A.L.,
Hunt, T.L., Fetterly, J.M., & Wood,
B.K. (2013). Emergence of Successful
Online Courses: Faculty and Student
Shift. In S. Mukerji & P. Tripathi
(Eds.), Handbook of Research on
Transnational Higher Education
Management. Hershey, PA: IGI
Global.
7
Wood. B., & Wood, L. (November,
4
Teaching or
other
professional
experience in
P-12 schools10
Secondary
Mathematics
teacher in Benton,
Knobel, Piggot,
Brinkley, Scott,
Little Rock public
schools for 12
years.
Mathematics,
social studies,
business
e.g., PhD in Curriculum & Instruction, University of Nebraska
e.g., faculty, clinical supervisor, department chair, administrator
6 e.g., professor, associate professor, assistant professor, adjunct professor, instructor
7 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel.
Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in
new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.
8Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the
institution and unit’s mission.
9 e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program
10 Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade
level of the assignment(s). List current P-12 licensure or certification(s) held, if any.
5
Program Report Template—AMLE Initial
41
March 2008
2012). Creating a photo collage. A
presentation at the National
Association for Gifted Children
(NAGC) 59th Annual Conference.
Denver, CO.
education,
science, and 3-4
grade selfcontained for 4
years.
Wood, B., & Fetterly, J. (Arkansas
Department of Education). (2013).
Understanding Fractions. iTunes U
Arkansas. A collection of videos
designed to help students gain a basic
understanding of fractions.
UALR’s Graduate Council (2007present)
Andy Hunt
Ph.D.,
University of
Arkansas,
Fayetteville
Department
Chair
Faculty
Associate
Professor
Yes
Book Chapter (refereed):
Warrick, P. L., & Hunt, A. L. (2004).
Anywhere, anytime: Handy, enhanced
handheld technology. In S. M. Powers
& K. Janz (Eds.), Ubiquitous and
Pervasive Computing in Higher
Education (pp. 5-18). Indiana:
Curriculum Research and Development
Center.
Articles (refereed):
Hunt, A. L. & Grable, C. R. (2007).
Digital field experience in teacher
preparation: Virtually possible. Society
for Information Technology and
Teacher Education, 2007 (1), 358-359.
Hunt, A. L., Wood, B. K., Terell, M. K.,
& Isom, J. D. (2005). Digital portfolios:
Program Report Template—AMLE Initial
42
Shiloh Christian
School grades 7 –
9 & 12, faculty,
social studies
Pulaski Academy
grades 7-9, 11 &
12, faculty social
studies
March 2008
Software selection for student
manipulation. Annual Editions’ Special
Issue of Computers in Education,
23(1/2), 139-147.
Rita Chappell
Amy SedivyBenton
MSE
Adjunct
University of
Arkansas
PhD
Full-time
Research
MCED/SCED
Methodology, Faculty & MCED
Loyola
undergraduate
University,
coordinator
Chicago
Supervisor
NA
Associate
Professor
Y
Sedivy-Benton, A. (2013) The Impact
of K-20 policies on Teachers, from
Effectiveness to Attrition. In C.V.
Wang (Ed.). Handbook of Research on
Teaching and Learing in K-20
Education. Hershey, PA: IGI Global.
Sedivy-Benton, A.L., Hunt, A.L., Hunt,
T.L., Fetterly, J.M., & Wood, B.K.
(2013). Emergence of Successful
Online Courses: Faculty and Student
Shift. In S. Mukerji & P. Tripathi
(Eds.), Handbook of Research on
Transnational Higher Education
Management. Hershey, PA: IGI Global.
Sedivy-Benton, A.L., Boden McGill,
C.J. (2012). Significant factor for
teachers’ intentions to stay or
leave the profession: Teacher
influence on school, perception of
control and perceived support.
National Teacher Education Journal,
5,2, 101-116.
Program Report Template—AMLE Initial
43
N/A
March 2008
Anarella
Cellitti
Ph.D Early
Childhood
Education.
University of
South
Carolina.
Columbia,
South
Carolina
Faculty
Associate
Professor
Yes
O’Neal, M., Geiger, B., Cellitti, A.,
Chandan, P., & Smith, K.H. (2012)
Web Sense: Assisting Individuals
with Disabilities and Caregivers to
Find Online Health Information.
Journal of Consumer Health on the
Internet. 16:3, 295-306.
Chandan, P., Cellitti, A., Evans, R.,
Geiger, B., Firsing, S., & Smith, K.H.
(2011) The Healthy Web- Access to
Online Health Information for
Individuals with Disabilities.
International Electronic Journal of
Health Education, 14, 93-100.
Elementary and
secondary
teaching
certificate
5 years preschool
teacher and 5
years high school
teacher
Supervision of K-6
students 20022006
Supervision of K-4
students 2008
Cellitti, A. (2010). Working
effectively with interpreters.
Dimension, 38(1), 31-35.
Faculty Co-Sponsor for the UALR
League of United Latin American
Citizens (LULAC), (2009-2012).
Burgin, John
Ph.D.
University of
Arkansas,
Fayetteville
in Curriculum
and
Instruction
T/R/S
faculty
Associate
Professor
Early
Childhood
Education
Yes
Burgin, J. S., Bandre, P. E. & Hughes,
G. D. (2009). Literacy Camp: An
effective summer intervention. In J.
Richards & C. Lassonde (Eds.),
Literacy tutoring that works: A look at
successful in-school, after-school and
summer programs. Newark, DE:
International Reading Association
Burgin, J. S., & Hughes, G. D. (2009)
Program Report Template—AMLE Initial
44
PK –kindergarten
teacher/reading
specialist grades
1-6 (17 years)
Director, Literacy
Camp K-5 (9 yrs)
Licenses are
current
March 2008
Credibly assessing reading and writing
abilities for both student and program
assessment. Assessing Writing: An
International Journal, 14, 25-47.
Burgin, J. S. & Hughes, G. D. (2008).
Measuring the effectiveness of a
summer literacy program for low SES
elementary students using writing
samples. Research in the Schools,
(15)2, 53-62.
Judith A.
Hayn
Ph.D. English
Education
University of
Kansas
Secondary
Teacher
Education
English
Language Arts
Asst. Prof.
Yes
(2006). Chapter 8: Diversity in young
adult literature.” In J.H. Bushman &
K.P. Haas. Using young adult
literature in the English classroom. 4th
Edition. Upper Saddle River, NJ:
Pearson Merrill Prentice-Hal
(2007). Validation of adolescent
literature: Scholarly study through the
refereed journal. The emergence of
adolescent literature as scholarship.
National Council of Teachers of
English. New York, NY.
(2005-07 Chair WILLA (Women in
Literacy & Life Assembly of NCTE.
Program Report Template—AMLE Initial
45
7-12, 15 years
public schools
Omaha, NB;
Topeka, KS
March 2008
James M.
Fetterly
Ph.D.,
Mathematics
Education,
Florida State
University
Faculty
Assistant
Professor
Yes
UGC, STEPPs, UTeach grant, COE &
CSaM search committees, library
liaison
Fetterly, J. (November, 2011).
Problem solving through problem
posing. Presented at the Arkansas
Curriculum Conference. Little Rock,
Arkansas.
Fetterly, J. (November 2010).
Exploring one’s experience with
mathematical problem posing: An
instrumental case study. Paper
presented at the Sixth International
Conference on Civic Education
Research. Orlando, Florida.
Fetterly, J. (September 2010). An
exploratory study to understand the
affect of prolonged problem posing on
mathematical beliefs and
mathematical creativity with secondary
pre-service teachers. Paper presented
at the Second International
Conference on Education Research.
New Orleans, Louisiana.
Program Report Template—AMLE Initial
46
5 year secondary
mathematics
teacher, 2 two
coaching
mathematics
teachers, and 5
years university
faculty
March 2008
Sherilyn
Bennett,
August 2010Present
EdD
Curriculum
and
Instruction
Cognate:
Literacy
Boise State
University
Juris
DoctorateLaw
University of
ArkansasFayetteville
Coordinator of
Master of
Education in
Reading
Program
Assistant
Professor
Yes
IRA NE Children’s Choice Committee
Team Member 2009-2010; Co-Chair
IRA Children’s Choice Committee
2010-2013; IRA Children’s Choice
Publications 2010;2011;2012
·
IRA SPA Reviewer 2009present
Graduate
Faculty
·
LRA
·
ASCD
High School
Language Arts
Teacher Grades 9,
10,12
St. Louis, MO
Middle School
Reading Specialist
– St. Louis, MO
Literacy Coach –
St. Louis MO
Licenses: MO
Language Arts 612; Reading K-12
Program Report Template—AMLE Initial
47
March 2008
ATTACHMENT C
University of Arkansas at Little Rock
Middle Childhood Education-Initial Licensure Track
Revised 12/10/07
Advancement to Candidacy
M.Ed. in Middle Childhood Education – Initial Certification
The non-traditional certification master of education degree is offered to those with a degree in an area other
than education. This program leads to certification in middle childhood education (math, science, language, and
social studies). Each person’s transcript will be assessed on an individual basis and an individual program will be
developed.
The master of education degree program enhances the general expertise of middle level educators by
providing a more comprehensive understanding of young adolescent learners and of the need for a learning
environment that is responsive to students’ developmental needs.
Name______________________________________________________________________________________________________Date___________
Address_____________________________________________________________________________________Phone_______________________
City, State, Zip_____________________________________________________________Email________________________________________
Date of Admission______________ Admission Status_____________ Transfer Hours_________
Cell Phone_______________
Date of Satisfactory Completion of Portfolio Requirements_____________________________________________________________
Prerequisites
UALR requires an undergraduate GPA of at least 2.75. In addition, for admission into the Middle Childhood
Education program, applicants must receive passing scores on Praxis I (171 Math, 172 Reading, 173 Writing). After
reviewing the applicant’s transcript, additional content hours may be required. To receive a standard Arkansas
teaching license, the Arkansas Department of Education requires at least 18 hours in the area of concentration (6 of
which must be 3000 or above level) and 12-15 hours in the three areas not chosen as a concentration.
College of Education/Foundations (12 hours)
Research (3 hours)
Instructional Technology (3 hours)
Assessment (3 hours)
_____TCED 5300 Integrating the Internet
_____ LSTE 7305 Survey of Comp-based
_____EDFN 7303 Introduction to Research
Electronic Portfolio
Learning Systems
____EDFN 7370 Educational Assessment:
Measurement Process, Test Construction, and
Standardized Tests
_____TCED 5300 WS: Developing an
Learning Theory (3 hours)
_____MCED 7312 Development of Young Adolescents
_____EDFN 7320 Adv Educational Psychology
Middle Level Education Emphasis (24 hours)
_____MCED 7313 Middle Level Reflective Teaching {Initial Course}
_____MCED 7314 Teaching the Middle Level Exceptional Child in the Inclusive Classroom
_____MCED 7315 Middle Level Curriculum and Pedagogy
_____MCED 7316 Literature for Young Adolescents
_____MCED 7317 Middle Level Literacy & Language Arts
_____MCED 7318 Classroom Management for the Middle Level Teacher
_____MCED 7319 Internship
_____TCED 730% Action Research Project {Capstone Course}
Program Report Template—AMLE Initial
48
March 2008
Teaching Field(s) (optional hours)
In addition, candidates can choose from the following methods courses.
_____MCED 7301 Teaching Middle School Math
_____MCED 7302 Diagnosis and Remediation in Math
_____MCED 7305 Teaching Math to the Gifted
_____MCED 7328 Science Education
_____MCED 7330 Social Studies Education
Additional Requirements for Certification and Graduation
_____HIST 4355 Arkansas History or comparable course
Praxis II: _____ Principles of Teaching and Learning (30523)
_____Middle School: Content Knowledge (20146)
Student ______________________________________________________________________
Date_________________________________________
Advisor ______________________________________________________________________
Date_________________________________________
Graduate Coordinator ______________________________________________________
Date_________________________________________
Signature
Signature
Signature
Emphasis Area: _______________________
# of hours completed upon entry ______________
Deficiencies required to be made up before application for certification will be forwarded:
Math
_____ hours
Science _____ hours
Social Studies
_____ hours
Language Arts
_____ hours
Interview successfully completed on _______________________________________________
Program Report Template—AMLE Initial
49
March 2008
Attachment D
Assessment 1 – Praxis II Middle Level Content Knowledge and Praxis II Principles of Learning and
Teaching
iLAB Praxis II: Principles of Learning and Teaching
Description
Unsatisfactory
Proficient
Exemplary
Score below 164
Score from 164 to 179
Score 180+
Score
1
2
3
iLAB Praxis II: Middle Level Content Knowledge
Description
Unsatisfactory
Proficient
Exemplary
Score below 144
Score from 144 to 171
Score 172+
Program Report Template—AMLE Initial
Score
1
2
3
50
March 2008
Attachment F
Assessment 3: Lesson Plan Format
LESSON TITLE
1. Descriptive Data
Teacher ________________________ Subject Area _________________ Date ____________
Grade Level ______ Unit Title ___________________________________ Lesson Number __
2. Plan the Lesson (AMLE Standards 1, 2, 3, 4, and 5)
Learning Purpose:
Standards (list local, state, or national standards which will be met upon completion of this lesson):
Goal(s):
Lesson Objective(s):
Essential Questions:
Related Subject Connections:
Curriculum (identify which interdisciplinary subject areas relate to this lesson):
How does this lesson relate to previous learning and future learning of students?
Modifications for special needs and gifted (Identify the group. What parts of the lessons are modified? Are you
modifying/differentiating using content, process, or product? Explain how you modified/differentiated in
regards to depth, complexity, challenge, creativity, acceleration/remediation, etc.)
Assessment of Student Learning: (How will teacher know if student has met the objective? Identify teacher
behaviors, procedures, “look fors”, etc.)
Materials and Equipment needed:
3.
Implement the Lesson: (AMLE Standards 1, 3, 4, and 5)
Grouping for lesson: __ whole group __ small group __ individual (AMLE Standards 4 and 5)
(___ minutes) Set (List specific statements or activities you will use to focus students on the lesson for the day.)
(___ minutes) Making the Content Comprehensible (C 2 ): (Teacher behavior - explain each step)
(___ minutes) Guided Activity (GA): (Student learning activities done with any help - explain each step)
(___ minutes) Independent Activity (IA): (Student learning activities done without help - explain each step)
5.
Conclude and Extend the Lesson: (AMLE Standards 1, 2, 3, 4, and 5)
(___ minutes) Closure: (Concluding questions and wrapping up actions - student centered)
Extension Activities: (create opportunities for the student who finishes and is ready for more)
What to Do at Home: (prompts for thoughtful discovery and exploration, NOT homework)
Reflection and Revision: (this is completed after the lesson is taught)
Reflective thoughts about lesson:
Revisions of the lesson:
Program Report Template—AMLE Initial
51
March 2008
Attachment G
Assessment 3: Interdisciplinary Curriculum Unit Project Guidelines
Create an interdisciplinary unit of study for middle childhood students. The unit will be done as a
“team” and should include at least 3 lessons on a topic of your choice. There will be no more than 4
people on a team. Include a title page with the unit name, grade level, your names, date, and this
course name (e.g., MCED 7315). Following the title page should be an rationale for the unit, a
concept map (conceptual web), MI (Multiple Intelligences) matrix, and a table of specifications
(Bloom’s Taxonomy). Each lesson should include but not limited to:














Teacher name (that’s you)
Subject area
Date
Grade(s) that is targeted
Unit name
Lesson name
Lesson number
State or district standards
Lesson goals
Objective(s)
Essential Questions(s)
Interdisciplinary areas
Relation to previous/future learning
Modifications












Assessment of student learning
Materials and equipment
Grouping
Set
C2
Guided activity
Independent Activity
Closure
Lesson extension
What to do at home
Space for reflection/revision
Cites and reference page (if
needed)
Each lesson should be on a separate plan sheet. I will be looking for use of technology,
manipulatives, group work, a variety of teaching strategies, involving all learning styles (auditory,
visual, kinesthetic and multiple intelligences), a variety of assessment strategies as well as at least
one rubric from each person, clear and appropriate (Mager three-part) objectives, valuable and
appropriate activities using higher level thinking skills, appropriate materials included, appropriate
cites and reference list, and modifications. I would also like the see the use of children’s literature in
your lessons. Make copies of your lessons for your teammates. Submit unit to C&W.
PRESENTATION
The presentation should be a lesson from your unit. We, the class, will become the age/grade
that your unit requires. Assume that we know the previous information presented in your unit. We
want to be involved, so let us do one of your activities. Bring whatever supplies you need with you.
You have about 30 minutes for your presentation so do anything possible (cutting, etc.) before class.
Utilize your students (us) to help you hand out things. You may include a short (5-10 slides)
PowerPoint presentation in the lesson but it is not required. I will be grading your presentation from
a rubric which you will have before you present. Dress professionally. You need to turn in a selfevaluation of your presentation when you complete your presentation.
Any other questions that you can think of?????
Program Report Template—AMLE Initial
52
March 2008
CHECKLIST FOR UNIT
TITLE PAGE
□
□
□
□
□
Unit name
Grade level
Your names
Date
Course name
FOLLOWING TITLE PAGE
□
□
□
□
Rationale
Concept map
Table of specifications
MI Matrix
EACH LESSON
□
□
□
□
□
□
Teacher name
Subject area
Date
Grades that are targeted
Unit name
Lesson name and number
□
□
□
□
□
Unit goal or concept
□
□
□
□
□
□
□
□
□
□
□
□
□
Modifications
Arkansas/district standard(s)
Lesson goal(s)
Objective(s)
interdisciplinary connections
Relation to previous/future learning
Assessment of student learning
Materials and equipment
Grouping
Set
C2
Guided activity
Independent Activity
Closure
Lesson extension
What to do at home
Space for reflection/revision
Cites and reference page (if needed)
HAVE I INCLUDED
□
□
□
□
□
□
□
□
□
□
□
□
□
□
Use of manipulative
Group work
Variety of teaching strategies
Use of all learning styles
At least one rubric
Clear and appropriate (Mager three-part) objectives
Valuable and appropriate activities using higher level thinking skills
Appropriate materials (where possible)
Appropriate cites and reference list if needed
Did I address the needs of gifted students in at least one lesson
Did I address the needs of learning disabled students in at least one lesson
Did I include a reference page in APA style
Is the unit placed neatly and orderly in a binder
HAVE I SUBMITTED MY UNIT TO CHALK AND WIRE?
Program Report Template—AMLE Initial
53
March 2008
Attachment H
#3
#4
#5
SHARED REQUIREMENTS
AMLE Standards
Assessment 3: Classroom Scoring Rubric for Curriculum Unit
#2
#4
INDIVIDUAL RESPONSIBILITIES
#3
#4
#5
PROFICIENCY
BASIC
EMERGING
ADEQUATE
Title page (unit
name, grade,
name, date,
course name)
1-2 elements
present
3-4 elements
present
5 elements
present
Rational
(Introduction)
Unrelated to
unit; Poor
description of
unit
Adequate/good
description of
unit
Excellent
description; no
doubt as to
what the unit is
about and what
is involved
Concept map
includes less
than half of
lessons; neat
and readable
most lesson
included; not
neat and
readable;
all lesson
included; neat
and readable;
not cluttered; all
correct
Table of
Specifications Planning Matrix
(Bloom's
Taxonomy)
about one-fourth
of the levels are
correct
about half of the
levels are
correct
Most levels are
correct
Gardner Matrix
about one-fourth
of the
intelligences are
correct
about half of the
intelligences are
correct
Most
intelligences are
correct
Enclosed in a
binder or
folder/uploaded
to Chalk and
Wire
One
requirement is
missing
Both
requirement
have been
fulfilled
ADEQUATE
PROFICIENT
Each page
contains all the
required
descriptive data
All elements
are not in this
lesson
All 6 elements
are this lesson
Learning
Purpose
Weak;
connections
vague
Appropriate
Arkansas/district
Standards
Frameworks are
given but do not
correspond
directly to the
lesson
Frameworks
correspond
directly with the
lesson
Program Report Template—AMLE Initial
Lesson 1
PROFICIENT
Lesson 2
Lesson 3
54
March 2008
Goal is clear,
appropriate, and
meaningful
Goal present
and relates to
the unit concept
OR to the
lesson concept
Goal is clear,
appropriate,
and meaningful
Objective
Objective
present but
does not
include all
three parts;;
meaningless.
Objective has
all 3 parts;
clear, concise,
appropriate,
and meaningful.
Essential
Questions
Weak or
inappropriate
Appropriate
#4
Related Subject
Connections:
Curriculum
Connections
made that are
not really in the
lesson or
Connections in
the lesson that
are not listed
Appropriate
connections are
made
#5
Related Subject
Connections:
Relation to
previous and
future learning
Connections
made that are
not appropriate
for the lesson
Relevant and
appropriate
connections
made to
previous and
future learning
Modifications:
Gifted (2)
Modifications
included; group
not identified or
parts of lesson
not identified or
explanation not
included
Modifications
included and
group identified
and parts of
lesson identified
and explanation
included
Modifications:
Special Needs (2)
Modifications
included; group
not identified or
parts of lesson
not identified or
explanation not
included
Modifications
included and
group identified
and parts of
lesson identified
and explanation
included
Assessment
Does not
adequately
measure
mastery;
identifies
teacher
behaviors or
procedures, or
“look fors”
Measures
mastery of
objective;
identifies
teacher
behaviors and
procedures and
“look fors”
Materials and
Equipment
Needed
Most necessary
supplies listed;
sources not
cited
All necessary
supplies listed;
sources cited
#2
#1
#3
#4
#5
#1
#5
#1
#5
#3
#5
Program Report Template—AMLE Initial
55
March 2008
Groupings
Grouping
indicated are
carried out in
the unit but not
all of the
groupings used
were indicated
Groupings
indicated are
carried out in
the unit and all
groupings used
were indicated
Set
Set is
somewhat
appropriate for
the lesson;
incomplete
Set is
appropriate for
the lesson;
enough
information
included;
correct
Making the
Content
Comprehensible
C2 is somewhat
appropriate for
the lesson;
incomplete
C2 is
appropriate for
the lesson;
enough
information
included;
correct
Guided Activity
Appropriate
activities but
insufficient
number;
adequate
description;
meaningful;
related to
objective; not a
guided activity
Appropriate
activities;
sufficient
number;
adequate
description;
meaningful;
related to
objective;
correct
Independent
Activity
Appropriate
activities but
insufficient
number;
adequate
description;
meaningful;
related to
objective; not
an independent
activity
Appropriate
activities;
sufficient
number;
adequate
description;
meaningful;
related to
objective;
correct
#3
#5
Closure
Closure is
somewhat
appropriate for
the lesson;
incomplete
Closure is
appropriate for
the lesson;
complete;
correct
#3
#5
Extension
Activities
Lesson
extension was
somewhat
appropriate
Lesson
extension was
appropriate
#4
#5
#3
#5
#3
#5
#3
#5
INDIVIDUAL RESPONSIBILITIES
#3
#5
Program Report Template—AMLE Initial
56
March 2008
#1
#2
#3
#4
#5
#3
#4
#5
#3
#5
#1
#3
#4
#5
INDIDIVDUAL RESPONSIBILITIES
#3
#5
What to Do at
Home
Some prompts
for thoughtful
discovery and
exploration but
mostly
homework
Prompts were
thoughtful
discovery and
exploration,
NOT homework
Reference Page
using APA style
All there and
mostly correct
All references
were correctly
done
Rubric
Good rubric but
missing a few
necessary
details
measures
objective(s) well
YES
PROFICIENT
Reflection and
revision
Space given
for reflection
and revision
Involved all
learning styles
(auditory, visual,
kinesthetic)
All styles used
at least once
Variety of
assessment
strategies
Adequate
amount used
Valuable and
appropriate
activities using
higher level
thinking skills
Adequate
amount used
Program Report Template—AMLE Initial
57
March 2008
Attachment J
Assessment 3: Revised Curriculum Unit Rubric in Electronic Portfolio
UNACCEPTABLE
Standard 1: Young
Adolescent
Development I Middle level teacher
candidates understand
the major concepts,
principles, theories,
and research related
to young adolescent
development, and
they provide
opportunities that
support student
development and
learning.
Middle level candidates fail
to show acceptable levels of
knowledge of the concepts,
principles, theories and
research about young
adolescent development.
They fail to provide all
young adolescents with
learning opportunities that
are developmentally
responsive, socially
equitable, and academically
rigorous.
Standard 1: Young
Adolescent
Development II Middle level teacher
candidates understand
the major concepts,
principles, theories, and
research related to young
adolescent development,
and they provide
opportunities that
support student
development and
learning.
Standard 1: Young
Adolescent
Development III Middle level teacher
candidates understand
the major concepts,
principles, theories, and
research related to young
adolescent development,
and they provide
opportunities that
support student
development and
Middle level candidates
fail to create and
maintain supportive
learning environments
that promote the healthy
development of all
young adolescents. They
lack enthusiasm and a
desire to respond
positively to the
diversity found in young
adolescents. They fail to
use young adolescent
diversity in planning and
implementing
curriculum and
instruction.
Middle level candidates
fail to create and involve
young adolescents in a
range of activities
oriented toward the
development of personal
and societal
responsibilities.
Program Report Template—AMLE Initial
ACCEPTABLE
TARGET
Middle level candidates
demonstrate a
knowledge of the
concepts, principles,
theories and research
about young adolescent
development. They use
this knowledge to
provide all young
adolescents with
learning opportunities
that are
developmentally
responsive, socially
equitable, and
academically rigorous.
Middle level candidates
create and maintain
supportive learning
environments that
promote the healthy
development of all
young adolescents.
They respond
positively to the
diversity found in
young adolescents and
use that diversity in
planning and
implementing
curriculum and
instruction.
Middle level candidates
demonstrate a
comprehensive
knowledge of the
concepts, principles,
theories and research
about young adolescent
development. They use
this knowledge to provide
all young adolescents
with learning
opportunities that are
developmentally
responsive, socially
equitable, and
academically rigorous.
Middle level candidates
create and maintain
supportive learning
environments that
promote the healthy
development of all young
adolescents. They
respond positively to the
diversity found in young
adolescents and use that
diversity in planning and
implementing curriculum
and instruction.
Middle level candidates
produce positive and
relevant activities and
experiences that
involve young
adolescents in a range
of personal,
community, and
societal responsibilities.
Middle level candidates
engage young adolescents
in activities related to
their interpersonal,
community, and societal
responsibilities.
58
March 2008
learning.
Standard 2: Middle
Level Philosophy and
School Organization I Middle level teacher
candidates understand
the major concepts,
principles, theories, and
research underlying the
philosophical
foundations of
developmentally
responsive middle level
programs and schools,
and they work
successfully within these
organizational
components.
Standard 2: Middle
Level Philosophy and
School Organization II
- Middle level teacher
candidates understand
the major concepts,
principles, theories, and
research underlying the
philosophical
foundations of
developmentally
responsive middle level
programs and schools,
and they work
successfully within these
organizational
components.
Middle level candidates
do not possess the
foundational knowledge
to articulate and
implement
developmentally
responsive practices,
such as, teaming,
advisory, extracurricular, and service
learning. They do not
understand the reasons
these practices foster
adolescent development
academically, socially,
emotionally, and
physically and fail to
make instructional
decisions based on these
reasons.
Middle level candidates
evidence a lack of
dedication to
developmentally
responsive
organizational structures
that foster socially
equitable educational
practices. They fail to
promote organizational
components that reflect
the philosophical
foundations of middle
level education and that
maximize student
learning.
Program Report Template—AMLE Initial
Middle level candidates
articulate and
implement
developmentally
responsive practices,
such as, teaming,
advisory, extracurricular, and service
learning. They
understand the reasons
these practices work to
foster adolescent
development
academically, socially,
emotionally, and
physically and make
instructional decisions
based on these reasons.
Middle level candidates
effectively articulate and
implement
developmentally
responsive practices, such
as, teaming, advisory,
extra-curricular, and
service learning. They
understand the reasons
these practices work to
foster adolescent
development
academically, socially,
emotionally, and
physically and make
instructional decisions
based on these reasons.
Middle level candidates
are committed to
developmentally
responsive
organizational
structures that foster
socially equitable
educational practices.
Candidates implement
developmentally
responsive practice and
components that reflect
the philosophical
foundations of middle
level education. As
they work within teams
and utilize flexible
instructional time,
candidates understand
the significance of their
actions on student
learning.
Middle level candidates
are committed to
developmentally
responsive organizational
structures that foster
socially equitable
educational practices.
They enthusiastically
promote organizational
components that
maximize student
learning. As they work
successfully within teams
and utilize flexible
instructional time,
candidates understand the
significance of their
actions on student
learning.
59
March 2008
Standard 3: Middle
Level Curriculum and
Assessment I - Middle
level teacher candidates
understand the major
concepts, principles,
theories, standards, and
research related to
middle level curriculum
and assessment, and they
use this knowledge in
their practice.
Middle level candidates
do not demonstrate
acceptable levels of
knowledge of local,
state, and national
curriculum standards.
They design curriculum
and use materials that
are narrowly focused,
shallow, and
uninteresting to young
adolescents.
Middle level candidates
possess and employ
their knowledge of
local, state, and
national curriculum
standards. They design
curriculum and select
materials that are
integrative,
challenging, and
grounded in the ideas,
interests, and
experiences of all
young adolescents.
Standard 3: Middle
Level Curriculum and
Assessment II - Middle
level teacher candidates
understand the major
concepts, principles,
theories, standards, and
research related to
middle level curriculum
and assessment, and they
use this knowledge in
their practice.
Standard 4: Middle
Level Teaching Fields I
- Middle level teacher
candidates understand
and use the central
concepts, tools of
inquiry, standards, and
structures of content in
their chosen teaching
fields, and they create
meaningful learning
experiences that develop
all young adolescents’
competence in subject
matter and skills.
Middle level candidates
fail to employ
appropriate student
achievement strategies
that recognize the key
concepts found within
the critical knowledge
base.
Middle level candidates
assess student
achievement using
strategies that focus on
the key concepts found
within the critical
knowledge base.
Middle level candidates
have not achieved a
depth and breadth of
knowledge in two
content areas that are
broad and
multidisciplinary and do
not demonstrate the
ability to make
interdisciplinary
connections.
Middle level candidates
demonstrate a depth
and breadth of
knowledge in two
content areas that are
broad and
multidisciplinary and
demonstrate the ability
to make
interdisciplinary
connections.
Program Report Template—AMLE Initial
Middle level candidates
analyze local, state, and
national curriculum
standards based on their
knowledge of content and
early adolescent
development. They
consistently design
curriculum and select
materials that are
integrative, challenging,
and grounded in the
ideas, interests, and
experiences of all young
adolescents.
Middle level candidates
assess student
achievement using
multiple strategies that
focus on the key concepts
found within the critical
knowledge base, and they
are able to articulate their
criteria for strategy
selection.
Middle level candidates
demonstrate a
comprehensive depth and
breadth of knowledge in
two content areas that are
broad and
multidisciplinary and
regularly demonstrate the
ability to make
interdisciplinary
connections.
60
March 2008
Standard 4: Middle
Level Teaching Fields
II - Middle level teacher
candidates understand
and use the central
concepts, tools of
inquiry, standards, and
structures of content in
their chosen teaching
fields, and they create
meaningful learning
experiences that develop
all young adolescents’
competence in subject
matter and skills.
Standard 4: Middle
Level Teaching Fields
III - Middle level
teacher candidates
understand and use the
central concepts, tools of
inquiry, standards, and
structures of content in
their chosen teaching
fields, and they create
meaningful learning
experiences that develop
all young adolescents’
competence in subject
matter and skills.
Standard 4: Middle
Level Teaching Fields
IV - Middle level
teacher candidates
understand and use the
central concepts, tools of
inquiry, standards, and
structures of content in
their chosen teaching
fields, and they create
meaningful learning
experiences that develop
all young adolescents’
competence in subject
matter and skills.
Middle level candidates
do not possess or exhibit
the ability to use specific
content teaching and
assessment strategies
and do not integrate
state-of-the-art
technologies and literacy
skills in their teaching
fields.
Middle level candidates
demonstrate the ability
to use specific content
teaching and
assessment strategies
and integrate state-ofthe-art technologies and
literacy skills in their
teaching fields.
Middle level candidates
frequently demonstrate
the ability to use specific
content teaching and
assessment strategies and
integrate state-of-the-art
technologies and literacy
skills in their teaching
fields.
Middle level candidates
fail to provide
instruction that is
engaging and increases
student learning and
supports academic
excellence.
Middle level candidates
teach in engaging ways
that maximize student
learning.
Middle level candidates
frequently teach in
engaging ways that
maximize student
learning.
Middle level candidates
do not integrate their
content knowledge with
the ideas, interests, and
experiences of students,
and as a consequence,
do not help them helping
them understand the
integrated nature of
knowledge.
Middle level candidates
incorporate their
content knowledge with
the ideas, interests, and
experiences of students,
helping them to
understand the
integrated nature of
knowledge.
Middle level candidates
frequently incorporate
their content knowledge
with the ideas, interests,
and experiences of
students, helping them to
understand the integrated
nature of knowledge.
Program Report Template—AMLE Initial
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March 2008
Standard 4: Middle
Level Teaching Fields
V - Middle level teacher
candidates understand
and use the central
concepts, tools of
inquiry, standards, and
structures of content in
their chosen teaching
fields, and they create
meaningful learning
experiences that develop
all young adolescents’
competence in subject
matter and skills.
Standard 5: Middle
Level Instruction and
Assessment I - Middle
level teacher candidates
understand and use the
major concepts,
principles, theories, and
research related to
effective instruction and
assessment, and they
employ a variety of
strategies for a
developmentally
appropriate climate to
meet the varying
abilities and learning
styles of all young
adolescents.
Standard 5: Middle
Level Instruction and
Assessment II - Middle
level teacher candidates
understand and use the
major concepts,
principles, theories, and
research related to
effective instruction and
assessment, and they
employ a variety of
strategies for a
developmentally
appropriate climate to
meet the varying
abilities and learning
styles of all young
adolescents.
Middle level candidates
fail to see the
importance of and do not
engage in activities
designed to extend
knowledge in their
teaching field(s),
integrating content,
using content specific
teaching and assessment
strategies and integrating
state-of-the-art
technologies and literacy
skills.
Candidates value the
importance of and
engage in activities
designed to extend
knowledge in their
teaching fields,
integrating content,
using content specific
teaching and
assessment strategies,
and integrating state-ofthe-art technologies and
literacy skills.
Candidates take
leadership roles in
promoting and
participating in activities
designed to extend
knowledge in their
teaching fields,
integrating content, using
content specific teaching
and assessment strategies,
and integrating state-ofthe-art technologies and
literacy skills.
Middle level candidates
lack the ability to
provide effective
instruction. They fail to
select instructional
strategies that meet the
needs of their students.
Middle level candidates
demonstrate their
knowledge of effective
instruction. They
actively engage
students in learning the
curriculum by selecting
instructional strategies
that are challenging,
culturally sensitive, and
developmentally
responsive.
Middle level candidates
actively engage students
in independent and
collaborative inquiry.
They consistently select
instructional strategies
that are challenging,
culturally sensitive, and
developmentally
responsive
Middle level candidates
demonstrate weak and
ineffective classroom
management techniques
that result in an
environment
characterized by
unfairness and
disrespect. Assessment
is disconnected from
instruction, and
therefore unable to
inform future
instruction.
Middle level candidates
employ classroom
management techniques
designed to create
positive learning
environments. They
link formal and
informal assessments to
instruction, and they
use this information to
adjust future lesson
plans.
Middle level candidates
create equitable, caring,
and productive learning
environments. They link
an array of formal and
informal assessments to
instruction, and they
consistently use this
information to adjust
future lesson plans.
Program Report Template—AMLE Initial
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March 2008
Standard 5: Middle
Level Instruction and
Assessment III - Middle
level teacher candidates
understand and use the
major concepts,
principles, theories, and
research related to
effective instruction and
assessment, and they
employ a variety of
strategies for a
developmentally
appropriate climate to
meet the varying
abilities and learning
styles of all young
adolescents.
Middle level candidates
are uninterested in and
do not participate in
collaboration with
colleagues.
Program Report Template—AMLE Initial
Middle level candidates
collaborate with others
to plan instruction and
assessment.
Candidates initiate and
value collaboration with
others to improve
instruction and
assessment.
63
March 2008
Attachment K
Assessment 4: Pathwise Plus Observation Form
University of Arkansas at Little Rock
College of Education
INTERNSHIP PERFORMANCE EVALUATION
Intern____________________________
Grade Level/Content Area
_________________________________
CT: ______________________________
US: ______________________________
Date _____________________________
FE II _____ Internship I _____ II _____
This form is to be completed by the Cooperating Teacher (CT) and University Supervisor (US) to provide formative evaluation to the
student throughout his/her professional program. Conferences must be held with the student for the purpose of giving feedback
through guided reflection. A copy of this completed evaluation form must be given to the student.
Terms to be used in observation: 5—Superior performance; 4—Commendable performance; 3—Satisfactory performance; 2—
Performance requiring improvement; 1—Performance below acceptable level; NA—Not applicable; NO—No opportunity to observe.
Domain A: Planning
5
Check Appropriate Box
4
3 2
1
N N
A O
A1 Plans using student background knowledge & experiences
(SE, P 1, 2, 3) AMLE Standard 5
A2 Articulates clear, developmentally appropriate, learning goals and
objectives (SE, P 1, 2, 3) AMLE Standard 5
A3 Connects content previously learned with new learning
(SE, P 1, 2, 3) AMLE Standard 4 and 5
A4 Creates/selects appropriate teaching methods, learning activities,
and instructional materials (SE, P 1, 2, 3) AMLE Standard 2 & 5
A5 Creates or selects assessment strategies that are appropriate for the
students and the learning (SE, P 1, 2, 3)AMLE Standard 5
Domain D: Professionalism
D1 Reflects on the extent to which the learning goals were met and
teaching behaviors that helped or hindered success of the lesson
(C, PD; P 4, 5) AMLE Standard 7
D2 Demonstrates a sense of efficacy (Professional presence)
(C, PD; P 4, 5) AMLE Standard 7
D3 Builds professional collegial relationships to share teaching insights
and coordinate learning (C, PD; P 4, 5)
AMLE Standard 7
D4 Communicates with parents/guardians about student learning
(C, PD; P 4, 5) AMLE Standard 6
D5 Models professional attitudes and behaviors (C, PD; P 4, 5)
AMLE Standard 7
D6 Reflects and plans for professional development (C, PD; P 4, 5)
AMLE Standard 7
D7 Advocates for children and families (C, PD; P 4, 5)
AMLE Standard 6
D8 Follows appropriate grooming and dress (C, PD; P 4, 5)
AMLE Standard 7
D9 Uses appropriate spoken and written language (C, PD; P 4, 5)
AMLE Standard 7
D10 Accepts constructive criticism and initiates efforts toward
improvement (C, PD; P 4, 5) AMLE Standard 7
D11 Adheres to attendance policies (C, PD; P 4, 5) AMLE Standard
Program Report Template—AMLE Initial
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March 2008
7
Domain B: Learning Environment and Guidance Strategies
B1 Creates climate that promotes fairness (SE, P 1, 2, 3)
AMLE Standard 1
B2 Establishes and maintains rapport with students (SE, P 1, 2, 3)
AMLE Standard 1
B3 Communicates challenging learning expectations to each student
(SE, P 1, 2, 3) AMLE Standard 1
B4 Establishes and maintains consistent and equitable standards of
classroom behavior (SE, P 1, 2, 3) AMLE Standard 1
B5 Exhibits skills in group and individual guidance/ classroom
management strategies (SE, P 1, 2, 3) AMLE Standard
B6 Makes the physical environment safe and conducive to learning
(SE, P 1, 2, 3) AMLE Standard 1
Domain C: Teaching
C1 Makes learning goals/objectives and instructional procedures clear
to students (SE, C; P 1, 2, 3, 5) AMLE Standard 4
C2 Makes content comprehensible to students (SE, C; P 1, 2, 3, 5) )
AMLE Standard 4
C3 Encourages students to extend their thinking (SE, C; P 1, 2, 3, 5)
AMLE Standard 4
C4 Monitors progress and provides feedback (SE, C; P 1, 2, 3, 5)
AMLE Standard 3
C5 Uses instructional time effectively and efficiently
(SE, C; P 1, 2, 3, 5) AMLE Standard 4
C6 Utilizes a variety of teaching strategies (SE, C; P 1, 2, 3, 5) )
AMLE Standard 4
C7 Uses theories and principles of learning effectively
(SE, C; P 1, 2, 3, 5) AMLE Standard 4 and 5
C8 Adapts to meet specific needs of children (SE, C; P 1, 2, 3, 5)
AMLE Standard 2
C9 Exhibits age appropriate expectations (SE, C; P 1, 2, 3, 5)
AMLE Standard 4 and 3
C10 Integrates curriculum content areas (SE, C; P 1, 2, 3, 5)
AMLE Standard 4
C11 Organizes self-directed independent experiences for
practice/problem-solving/exploratory learning (Uses centers,
cooperative learning groups) (SE, P 1, 2, 3) AMLE Standard 3 and
4
C12 Exhibits understanding of attributes of discovery learning as a
learning strategy (SE, P 1, 2, 3)
AMLE Standard 4
Summary Comments of Observer (Attach, if necessary)
Student Signature ___________________ Signature of Cooperating Teacher __________________
Signature of Faculty Supervisor ____________________
References
Educational Testing Service. (1995). Pathwise.
(This document incorporates Arkansas Principles for Teacher Licensure, the UALR College of Education Conceptual Framework, and the
Professional Association Standards)
Program Report Template—AMLE Initial
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March 2008
C=Communication, PD=Professional Development, SE=Specialized Expertise; P 1, 2, 3, 4, 5 refer to the Arkansas Principles for Teacher
Licensure
Program Report Template—AMLE Initial
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March 2008
Attachment M
Assessment 4: Revised Pathwise Plus Observation in Electronic Portfolio
UNACCEPTABLE
ACCEPTABLE
TARGET
AMLE Standard 3: Middle Level
Curriculum and Assessment I - Middle
level teacher candidates understand the
major concepts, principles, theories,
standards, and research related to middle
level curriculum and assessment, and
they use this knowledge in their practice.
Middle level candidates do not
demonstrate acceptable levels of
knowledge of local, state, and national
curriculum standards. They design
curriculum and use materials that are
narrowly focused, shallow, and
uninteresting to young adolescents.
Middle level candidates possess
and employ their knowledge of
local, state, and national curriculum
standards. They design curriculum
and select materials that are
integrative, challenging, and
grounded in the ideas, interests, and
experiences of all young
adolescents.
AMLE Standard 3: Middle Level
Curriculum and Assessment II Middle level teacher candidates
understand the major concepts,
principles, theories, standards, and
research related to middle level
curriculum and assessment, and they use
this knowledge in their practice.
AMLE Standard 4: Middle Level
Teaching Fields I - Middle level teacher
candidates understand and use the central
concepts, tools of inquiry, standards, and
structures of content in their chosen
teaching fields, and they create
meaningful learning experiences that
develop all young adolescents’
competence in subject matter and skills.
AMLE Standard 4: Middle Level
Teaching Fields II - Middle level
teacher candidates understand and use
the central concepts, tools of inquiry,
standards, and structures of content in
their chosen teaching fields, and they
create meaningful learning experiences
that develop all young adolescents’
competence in subject matter and skills.
AMLE Standard 4: Middle Level
Teaching Fields III - Middle level
teacher candidates understand and use
the central concepts, tools of inquiry,
standards, and structures of content in
their chosen teaching fields, and they
create meaningful learning experiences
that develop all young adolescents’
competence in subject matter and skills.
AMLE Standard 4: Middle Level
Teaching Fields IV - Middle level
teacher candidates understand and use
the central concepts, tools of inquiry,
standards, and structures of content in
their chosen teaching fields, and they
create meaningful learning experiences
that develop all young adolescents’
competence in subject matter and skills.
AMLE Standard 4: Middle Level
Teaching Fields V - Middle level
teacher candidates understand and use
the central concepts, tools of inquiry,
standards, and structures of content in
Middle level candidates fail to employ
appropriate student achievement
strategies that recognize the key
concepts found within the critical
knowledge base.
Middle level candidates assess
student achievement using
strategies that focus on the key
concepts found within the critical
knowledge base.
Middle level candidates have not
achieved a depth and breadth of
knowledge in two content areas that are
broad and multidisciplinary and do not
demonstrate the ability to make
interdisciplinary connections.
Middle level candidates
demonstrate a depth and breadth of
knowledge in two content areas
that are broad and multidisciplinary
and demonstrate the ability to make
interdisciplinary connections.
Middle level candidates do not possess
or exhibit the ability to use specific
content teaching and assessment
strategies and do not integrate state-ofthe-art technologies and literacy skills
in their teaching fields.
Middle level candidates
demonstrate the ability to use
specific content teaching and
assessment strategies and integrate
state-of-the-art technologies and
literacy skills in their teaching
fields.
Middle level candidates
analyze local, state, and
national curriculum standards
based on their knowledge of
content and early adolescent
development. They
consistently design
curriculum and select
materials that are integrative,
challenging, and grounded in
the ideas, interests, and
experiences of all young
adolescents.
Middle level candidates
assess student achievement
using multiple strategies that
focus on the key concepts
found within the critical
knowledge base, and they are
able to articulate their criteria
for strategy selection.
Middle level candidates
demonstrate a comprehensive
depth and breadth of
knowledge in two content
areas that are broad and
multidisciplinary and
regularly demonstrate the
ability to make
interdisciplinary connections.
Middle level candidates
frequently demonstrate the
ability to use specific content
teaching and assessment
strategies and integrate stateof-the-art technologies and
literacy skills in their teaching
fields.
Middle level candidates fail to provide
instruction that is engaging and
increases student learning and supports
academic excellence.
Middle level candidates teach in
engaging ways that maximize
student learning.
Middle level candidates
frequently teach in engaging
ways that maximize student
learning.
Middle level candidates do not
integrate their content knowledge with
the ideas, interests, and experiences of
students, and as a consequence, do not
help them helping them understand the
integrated nature of knowledge.
Middle level candidates incorporate
their content knowledge with the
ideas, interests, and experiences of
students, helping them to
understand the integrated nature of
knowledge.
Middle level candidates
frequently incorporate their
content knowledge with the
ideas, interests, and
experiences of students,
helping them to understand
the integrated nature of
knowledge.
Middle level candidates fail to see the
importance of and do not engage in
activities designed to extend
knowledge in their teaching field(s),
integrating content, using content
Candidates value the importance of
and engage in activities designed to
extend knowledge in their teaching
fields, integrating content, using
content specific teaching and
Candidates take leadership
roles in promoting and
participating in activities
designed to extend knowledge
in their teaching fields,
Program Report Template—AMLE Initial
67
March 2008
their chosen teaching fields, and they
create meaningful learning experiences
that develop all young adolescents’
competence in subject matter and skills.
specific teaching and assessment
strategies and integrating state-of-theart technologies and literacy skills.
assessment strategies, and
integrating state-of-the-art
technologies and literacy skills.
AMLE Standard 5: Middle Level
Instruction and Assessment I - Middle
level teacher candidates understand and
use the major concepts, principles,
theories, and research related to effective
instruction and assessment, and they
employ a variety of strategies for a
developmentally appropriate climate to
meet the varying abilities and learning
styles of all young adolescents.
AMLE Standard 5: Middle Level
Instruction and Assessment II - Middle
level teacher candidates understand and
use the major concepts, principles,
theories, and research related to effective
instruction and assessment, and they
employ a variety of strategies for a
developmentally appropriate climate to
meet the varying abilities and learning
styles of all young adolescents.
AMLE Standard 5: Middle Level
Instruction and Assessment III Middle level teacher candidates
understand and use the major concepts,
principles, theories, and research related
to effective instruction and assessment,
and they employ a variety of strategies
for a developmentally appropriate
climate to meet the varying abilities and
learning styles of all young adolescents.
AMLE Standard 6: Family and
Community Involvement I - Middle
level teacher candidates understand the
major concepts, principles, theories, and
research related to working
collaboratively with family and
community member, and they use that
knowledge to maximize the learning of
all young adolescents.
Middle level candidates lack the ability
to provide effective instruction. They
fail to select instructional strategies
that meet the needs of their students.
Middle level candidates
demonstrate their knowledge of
effective instruction. They actively
engage students in learning the
curriculum by selecting
instructional strategies that are
challenging, culturally sensitive,
and developmentally responsive.
Middle level candidates demonstrate
weak and ineffective classroom
management techniques that result in
an environment characterized by
unfairness and disrespect. Assessment
is disconnected from instruction, and
therefore unable to inform future
instruction.
Middle level candidates employ
classroom management techniques
designed to create positive learning
environments. They link formal
and informal assessments to
instruction, and they use this
information to adjust future lesson
plans.
Middle level candidates
create equitable, caring, and
productive learning
environments. They link an
array of formal and informal
assessments to instruction,
and they consistently use this
information to adjust future
lesson plans.
Middle level candidates are
uninterested in and do not participate in
collaboration with colleagues.
Middle level candidates collaborate
with others to plan instruction and
assessment.
Candidates initiate and value
collaboration with others to
improve instruction and
assessment.
Middle level candidates are not
advocates for young adolescents;
neither do they share that knowledge
with others. They do not successfully
participate in parent conferences and
other school and community activities.
Middle level candidates serve as
advocates for all young adolescents
in the school learning. They plan
and execute successful parent
conferences that involve young
adolescents as key participants and
thoughtfully engage in other school
and community activities in the
larger community and share that
knowledge with others. They
successfully participate in parent
conferences and other school and
community activities.
AMLE Standard 7: Middle Level
Professional Roles I - Middle level
teacher candidates understand the
complexity of teaching young
adolescents, and they engage in practices
and behaviors that develop their
competence as professionals.
Middle level candidates do not
demonstrate understanding of
teaming/collaborative theories and
processes or the interrelationships and
interdependencies among various
professionals that serve young
adolescents (e.g., school counselors,
social service workers, home-school
coordinators), and they do not work
successfully as members of
interdisciplinary teams.
Middle level candidates exhibit
good understanding of
teaming/collaborative theories and
processes and the interrelationships
and interdependencies among
various professionals that serve
young adolescents (e.g., school
counselors, social service workers,
home-school coordinators), and
they frequently work as successful
members of interdisciplinary teams.
AMLE Standard 7: Middle Level
Professional Roles II - Middle level
teacher candidates understand the
Middle level candidates do not believe
in maintaining high standards of ethical
behavior and professional competence
Middle level candidates maintain
high standards of ethical behavior
and professional competence and
Candidates serve as advocates
for all young adolescents in
the school and in the larger
community. They engage in
activities that help parents
and community members
understand the nature of
young adolescents and the
implications for parenting,
teaching, and learning. They
plan and execute successful
parent conferences that
involve young adolescents as
key participants and
thoughtfully engage in other
school and community
activities.
Middle level candidates
demonstrate a comprehensive
understanding of
teaming/collaborative theories
and processes and the
interrelationships and
interdependencies among
various professionals that
serve young adolescents (e.g.,
school counselors, social
service workers, home-school
coordinators), and they
frequently work as successful
members of interdisciplinary
teams.
Middle level candidates
model high standards of
ethical behavior and
Program Report Template—AMLE Initial
integrating content, using
content specific teaching and
assessment strategies, and
integrating state-of-the-art
technologies and literacy
skills.
Middle level candidates
actively engage students in
independent and collaborative
inquiry. They consistently
select instructional strategies
that are challenging,
culturally sensitive, and
developmentally responsive
68
March 2008
complexity of teaching young
adolescents, and they engage in practices
and behaviors that develop their
competence as professionals.
and do not value collegiality as part of
their professional practice.
Program Report Template—AMLE Initial
value collegiality as part of their
professional practice.
professional competence and
collegiality as part of their
professional practice.
69
March 2008
Attachment N
Assessment 5: Pre/Post Student Learning Assessment Guidelines
As a reflective teacher, we always want to focus in on our young adolescent
students needs. One way to do this is to administer pretests and posttests to determine
what they know or don’t know. If students already know the information we are planning
to teach, there is no reason deliver that instruction again. The pretest shows areas of
strength for students as well as areas of weaknesses. We can adjust our instruction to fit
the needs of our young adolescent students, spending little time on content of which these
students have good knowledge and more time on content where the students are weak.
The posttests give us insights into whether students grasped the content or whether we
need to reteach using a different strategy.
Our instruction, then, is driven by student need. This means that we should have
flexibility in our lesson plans. If you have to change plans completely because of the
results of the pretest or posttest, then change the plans. At all times, we are to provide a
supportive learning environment for young adolescent students. This is done in part by
pretesting and posttesting using multiple strategies that focus on key concepts found with
the critical knowledge base, articulating the criteria for teaching and assessment strategy
selection, and creating equitable, caring, and productive learning environments. We should
also use a variety of formal and informal assessments and use this information to adjust
future lesson plans.
During your internship experience(s) in the young adolescent classroom setting, you
need to do multiple pre/post student learning assessments. Choose one of these
Program Report Template—AMLE Initial
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March 2008
assessments to be submitted on Chalk and Wire. Document each step you take in the
process. Pretest your young adolescent students, adjust your lessons plans according to
the outcome of the pretest (formal assessment) and formative evaluations (usually
informal assessments), and then posttest (formal assessment). You need to use the same
assessment for the posttest as you used for the pretest. The following artifacts go into
Chalk and Wire:

A table listing each objective and standard met

Pre/post assessment (this should be the same document)

Original lesson plan

Revised lesson plan

Graphical representation of the class results on the pre/post assessment
(aggregated data)

Reflection on
o the type of assessment
o the results
o how you adjusted lesson plans because of the results
o why you chose the strategy that you chose
o discuss the type of informal assessments you used and how you adjusted
instruction because of these formative evaluations
o how you created an equitable, caring, and productive learning environment
o how will this affect future lesson plans

Several representative student artifacts (pre and post) with names deleted
Program Report Template—AMLE Initial
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March 2008
Attachment O
Assessment 5: Pre/Post Student Learning Assessment Rubric in Electronic Portfolio
UNACCEPTABLE
ACCEPTABLE
TARGET
Standard 3: Middle Level
Curriculum and Assessment I Middle level teacher candidates
understand the major concepts,
principles, theories, standards,
and research related to middle
level curriculum and assessment,
and they use this knowledge in
their practice.
Middle level candidates fail to
employ appropriate student
achievement strategies that
recognize the key concepts found
within the critical knowledge
base.
Middle level candidates assess
student achievement using
strategies that focus on the key
concepts found within the critical
knowledge base.
Middle level candidates assess
student achievement using
multiple strategies that focus on
the key concepts found within the
critical knowledge base, and they
are able to articulate their criteria
for strategy selection.
Standard 5: Middle Level
Instruction and Assessment I Middle level teacher candidates
understand and use the major
concepts, principles, theories, and
research related to effective
instruction and assessment, and
they employ a variety of
strategies for a developmentally
appropriate climate to meet the
varying abilities and learning
styles of all young adolescents.
Middle level candidates
demonstrate weak and ineffective
classroom management
techniques that result in an
environment characterized by
unfairness and disrespect.
Assessment is disconnected from
instruction, and therefore unable
to inform future instruction.
Middle level candidates employ
classroom management
techniques designed to create
positive learning environments.
They link formal and informal
assessments to instruction, and
they use this information to adjust
future lesson plans.
Middle level candidates create
equitable, caring, and productive
learning environments. They link
an array of formal and informal
assessments to instruction, and
they consistently use this
information to adjust future
lesson plans.
Program Report Template—AMLE Initial
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March 2008
Attachment P
Assessment 6: PowerPoint Project Guidelines
You will be assigned a special needs topic to present to the class in the form of a PowerPoint
presentation. You will need to research the topic and decide on what information to present and how
to present it.
Technically, your slideshow presentation should include:
1.
A title slide, bullet slide, and an organizational or data chart slide
2.
Variations in font style, font size, and font color (3 variations each)
3.
Transition to each slide
4.
Object animation on at least two slides
5.
At least 3 graphics from clip art or from the web
6.
At least one hyperlink
The content of your presentation will be information on your assigned topic from below. Analyze and
synthesize the information into a presentation. Focus on the middle level child with the exceptionality
(special need). You can use the AMLE website to access recent articles from their various
publications, other journals which provide insights into new discoveries related to teaching special
education in inclusion classrooms, and/or articles or documents from empirical research journals to
show yet another research perspective. Textbooks are another acceptable reference. Include a
reference slide at the end of the presentation in APA style.
High incidence disabilities
1. receptive language disorder
2. expressive language
disorders
3. speech disorders
4. behavior disorder/emotional
disability
5. ADD/ADHD
6. learning disabilities
Low incidence disabilities
7. orthopedic impairments
8. other health disabilities
9. Asperger syndrome
10. Down syndrome
11. hearing impairments
12. visual impairments
13. autism
14. traumatic brain injury
Other
18. multicultural/bilingual
19. gifted and talented
20. at-risk students
21. history of SPED/general prevention strategies
15. multiple disabilities
16. mental retardation
17. deaf-blindness
Report on definition/classification, characteristics, causation/prevention, educational
interventions, and other information that you think is appropriate. Also include information about
national, state, and local support services that are available to the families and communities of
children with the exceptionality in your presentation.
Program Report Template—AMLE Initial
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March 2008
Be sure to develop your presentation to meet the following AMLE Standards.
Middle level candidates
 Use knowledge of concepts, principles, theories and research about young adolescent
development to provide learning opportunities that are developmentally responsive,
socially equitable, and academically rigorous
 Respond positively to the diversity found in young adolescents and use that diversity in
planning curriculum and instruction
 Consistently articulate the curriculum and assessment design to various stakeholders
 Integrate state-of-the-art technologies into their teaching fields
 Teach in engaging ways that maximize student learning
 Understand concepts, principles, theories and research related to working collaboratively
with family and community members
 Comprehend challenges that families may encounter in contemporary society and
subsequently use available support services and other resources
 Value and appreciate all young adolescents regardless of family circumstances, community
environment, health, and/or economic conditions
Program Report Template—AMLE Initial
74
March 2008
Attachment Q
Assessment 6: Classroom Scoring Rubric for PPT Project
SKILL/LEVEL
EMERGING
BASIC
Adherence to time
limits
Much too long or
too short
adequate amount
of time spent on
the presentation
Title slide
sloppy; too small;
unrelated to topic;
more than 2 typos
Bullet slide
sloppy; too small;
unrelated to topic;
more than 2 typos
Other slides
sloppy; too small;
unrelated to topic;
more than 2 typos
Font style
only one style
somewhat neat;
too much
information for
one slide; 1 - 2
typos
somewhat neat;
too much
information for
one slide; 1 - 2
typos
somewhat neat;
too much
information for
one slide; 1 - 2
typos
2 styles
Font size
1 size
2 sizes
3 or more sizes
Font color
1 color
Only one or two
slides had
transitions
2 colors
about half of the
slides had
transitions
3 or more colors
Object animation
no show
Object animation
on 1 slides
Object animation
on at least 2
slides
Graphics
no show
One graphic;
didn't relate to the
subject
at least one
graphic; related to
the subject
Hyperlink
no show
Research
showed very little
Main structure
and tenants of the
theory
very little
presented
Underlying
theories
Transitions
present;
somewhat related;
smooth
evident but
insufficient
PROFICIENT
amount of time
spent on
presentation
seemed to be
exactly right
DISTINGUISHED
SCORE
neat; right amount
of information for
one slide; no
typos
neat; right amount
of information for
one slide; no
typos
neat; right amount
of information for
one slide; no
typos
3 or more styles
all of the slides
had transitions
present; related to
link; smooth
adequate amount
more than
sufficient
presented several
presented
adequate amount
presented more
than sufficient
amount
very little
presented
presented several
presented
adequate amount
presented more
than sufficient
amount
Procedures
very little
presented
presented several
presented
adequate amount
presented more
than sufficient
amount
Consequences
very little
presented
presented several
presented
adequate amount
presented more
than sufficient
amount
Application
very little
presented
presented several
presented
adequate amount
presented more
than sufficient
amount
Professional
Presentation
Showed very little
time or effort in
preparation or
presentation
Some effort
shown in
presentation but
little shown in
preparation
Some effort
shown in both
preparation and
presentation
Much effort shown
in preparation and
presentation
TOTAL SCORE
Program Report Template—AMLE Initial
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March 2008
Attachment S
Assessment 6: PPT Project Rubric in Electronic Portfolio
Standard 1Young
Adolescent
Development I Middle level teacher
candidates understand
the major concepts,
principles, theories,
and research related to
young adolescent
development, and they
provide opportunities
that support student
development and
learning.
Standard 1. Young
Adolescent
Development II Middle level teacher
candidates understand
the major concepts,
principles, theories,
and research related to
young adolescent
development, and they
provide opportunities
that support student
development and
learning.
Standard 3. Middle
Level Curriculum
and Assessment I Middle level teacher
candidates understand
the major concepts,
principles, theories,
standards, and research
related to middle level
curriculum and
assessment, and they
use this knowledge in
their practice.
UNACCEPTABLE
ACCEPTABLE
Middle level candidates
fail to show acceptable
levels of knowledge of the
concepts, principles,
theories and research
about young adolescent
development. They fail to
provide all young
adolescents with learning
opportunities that are
developmentally
responsive, socially
equitable, and
academically rigorous.
Middle level candidates
lack enthusiasm and a
desire to respond
positively to the diversity
found in young
adolescents. They fail to
use young adolescent
diversity in planning
curriculum and instruction.
Middle level candidates
demonstrate knowledge of
the concepts, principles,
theories and research
about young adolescent
development. They use
this knowledge to provide
all young adolescents with
learning opportunities that
are developmentally
responsive, socially
equitable, and
academically rigorous.
Middle level candidates
focus on their content area
to the exclusion of other
aspects of the total school
curriculum. They do not
articulate an appropriate
curriculum and assessment
design to various
stakeholders.
Middle level candidates
demonstrate an
understanding of the total
school curriculum; for
example: the importance
of advisory, co-curricular
activities, exploratory
courses, and other
programs. They articulate
this curriculum and
assessment design to
various stakeholders.
Program Report Template—AMLE Initial
TARGET
Middle level candidates
demonstrate a
comprehensive knowledge
of the concepts, principles,
theories and research
about young adolescent
development. They use
this knowledge to provide
all young adolescents with
learning opportunities that
are developmentally
responsive, socially
equitable, and
academically rigorous.
Middle level candidates
Middle level candidates
respond positively to the
respond positively to the
diversity found in young
diversity found in young
adolescents and use that
adolescents and use that
diversity in planning
diversity in planning
curriculum and instruction. curriculum and instruction.
Middle level candidates
understand and advocate
for the total school
curriculum. They
consistently articulate this
curriculum and assessment
design to various
stakeholders
76
March 2008
Standard 4: Middle
Level Teaching
Fields I - Middle level
teacher candidates
understand and use the
central concepts, tools
of inquiry, standards,
and structures of
content in their chosen
teaching fields, and
they create meaningful
learning experiences
that develop all young
adolescents’
competence in subject
matter and skills.
Standard :. Middle
Level Teaching
Fields II - Middle
level teacher
candidates understand
and use the central
concepts, tools of
inquiry, standards, and
structures of content in
their chosen teaching
fields, and they create
meaningful learning
experiences that
develop all young
adolescents’
competence in subject
matter and skills.
Standard 6: Family
and Community
Involvement I Middle level teacher
candidates understand
the major concepts,
principles, theories,
and research related to
working
collaboratively with
family and community
members, and they use
that knowledge to
maximize the learning
of all young
adolescents.
Middle level candidates do
not possess or exhibit the
ability to use specific
content teaching and
assessment strategies and
do not integrate state-ofthe-art technologies and
literacy skills in their
teaching fields.
Middle level candidates
demonstrate the ability to
use specific content
teaching and assessment
strategies and integrate
state-of-the-art
technologies and literacy
skills in their teaching
fields.
Middle level candidates
frequently demonstrate the
ability to use specific
content teaching and
assessment strategies and
integrate state-of-the-art
technologies and literacy
skills in their teaching
fields.
Middle level candidates
fail to provide instruction
that is engaging and
increases student learning
and supports academic
excellence.
Middle level candidates
teach in engaging ways
that maximize student
learning.
Middle level candidates
frequently teach in
engaging ways that
maximize student learning.
Middle level candidates
lack an understanding of
the major concepts,
principles, theories, and
research related to
working collaboratively
with family and
community members.
They fail to maximize the
learning of all young
adolescents.
Middle level candidates
demonstrate an
understanding of the major
concepts , principles,
theories, and research
related to working
collaboratively with
family and community
members. They use this
knowledge to ensure the
maximum learning of all
young adolescents.
Middle level candidates
demonstrate a
comprehensive
understanding of the major
concepts, principles,
theories, and research
related to working
collaboratively with
family and community
members. They effectively
use this knowledge to
maximize the learning of
all young adolescents.
Program Report Template—AMLE Initial
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March 2008
Standard 6: Family
and Community
Involvement II Middle level teacher
candidates understand
the major concepts,
principles, theories,
and research related to
working
collaboratively with
family and community
members, and they use
that knowledge to
maximize the learning
of all young
adolescents.
Standard 6: Family
and Community
Involvement III Middle level teacher
candidates understand
the major concepts,
principles, theories,
and research related to
working
collaboratively with
family and community
members, and they use
that knowledge to
maximize the learning
of all young
adolescents.
Middle level candidates
are ignorant of how
diverse family structures
and family and cultural
backgrounds influence and
enrich learning. They are
unable to work
successfully with parents
and community members
to improve the education
of all young adolescents.
Middle level candidates
understand and value how
both diverse family
structures and family and
cultural backgrounds
influence and enrich
learning. They work
successfully with parents
and community members
to improve the education
of all young adolescents.
Middle level candidates
understand the
relationships between
schools and community
organizations and
communicate effectively
with all stakeholders. They
comprehend the
challenges that families
may encounter in
contemporary society and
subsequently use available
support services and other
resources.
Middle level candidate
knowledge about support
services and other
resources in schools and
communities that support
students and teachers is
unacceptable. They neither
demonstrate respect for all
young adolescents and
their families and neither
value nor employ the
variety of resources
available in communities.
Middle level candidates
are knowledgeable about
support services and other
resources in schools and
communities that support
students and teachers.
They respect all young
adolescents and their
families and value the
variety of resources
available in communities.
Middle level candidates
value and appreciate all
young adolescents
regardless of family
circumstances, community
environment, health,
and/or economic
conditions.
Program Report Template—AMLE Initial
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March 2008
Attachment T
Assessment 7: Case Study Guidelines
Each student will select two middle school children to observe throughout the semester (one
child who is considered typical and one who is considered atypical). As topics concerning social
relationships, physical, cognitive, language, emotional development, etc. are read and discussed
in class, you will describe your selected children’s development by applying the knowledge you
have gained on the physical, intellectual, emotional, and social (PIES) development of middle
school children. Use your textbook as a reference on development of young adolescents as well
as the handout of the characteristics of young adolescents.
It is very important that during your case study and in your classroom discussion that you NOT
refer to the name of the children you are observing. It is YOUR RESPONSIBILITY to protect the
privacy rights of the children and the families involved. Assign your children aliases and
consistently use them. Practice this at all times. Also be sure that you do not talk to the
case study children. These characteristics are simply observed. You should NOT use the name
of the teacher or school in your written case study in the event that the paper accidentally falls
into the hands of someone other than the classroom teacher or your university professor which
could lead to the children being identified.
Format: The case studies should have six distinct headings:
1. Introduction - alias, age-grade level, and any other information which explains how you
selected this particular child
2. Physical Development – are they average size for a middle school child, any
disabilities, big for age, remember that as young adolescents girls mature faster than boys
3. Cognitive Development - try to identify Piagetian level and incidences of scaffolding –
check out the theorist on cognitive development
4. Personality and Social-Emotional Development - outgoing/withdrawn, try to
determine Erikson level (use interaction not age level), again check out the theorists to
help with this section.
5. Moral Development – use Kohlberg’s stages of moral reasoning
6. Problem Solving, Motivation, and Self-Esteem – refer to Vygotsky for problem
solving, Constructivist Theory, chapter 10 for motivation, chapter 2 for self-esteem
The format of the Young adolescent study will be in formal English and will be evaluated in terms
of the quality of writing, including grammar, spelling, punctuation, and sentence/paragraph
structure. Use APA style, use cites, and include a reference list on each study. A suggested
length is around 3-5 double-spaced printed (word processed) pages for each case study. Use
either Times New Roman or Courier New (size 12) as the font.
Go to book and look at these chapters before you start writing. Be sure to include characteristics
that theorists use. Be careful to also cover these essential AMLE standards:
Middle level masters candidates
 demonstrate an understanding of the research that underpins adolescent development.
Based on scholarly literature, they discriminate among the best practices that promote the
positive development of early adolescence
Program Report Template—AMLE Initial
79
March 2008

are committed to developmentally responsive organizational structures that foster socially
equitable educational practices

demonstrate an understanding of the research that underpins the philosophical and
historical foundations of developmentally responsive middle level programs and schools.
Based on scholarly literature, they discriminate among the best school organizational
practices including teaming and flexible use of instructional time
Program Report Template—AMLE Initial
80
March 2008
Attachment U
Classroom Rubric Used to Assess Case Studies
SKILL/LEVEL
LACKING
EMERGING
BASIC
COMPETENT
PROFICIENT
Introduction
No introduction
Only one piece of
info given or
student is identified
and school is
identified
All appropriate info
given but needs
better explanation
or student is
identified or school
is identified
Not enough
background info but
student well defined
without being
identified and
school well
described without
being identified
Student well
defined without
being identified;
school well
described without
being identified
Physical
Development
No information on
physical
development given
1 piece of info given
and not clear
connection to
research
2 points info given
and not clear
connection to
research
3 points of info
given and well
connected to
research
At least 4 points of
info given and well
connected to
research
Cognitive
Development
No information on
cognitive
development given
1 piece of info given
and not clear
connection to
research
2 points info given
and not clear
connection to
research
3 points of info
given and well
connected to
research
At least 4 points of
info given and well
connected to
research
Personality and
Social-Emotional
Development
No information on
personality and
social-emotional
development given
1 piece of info given
and not clear
connection to
research
2 points info given
and not clear
connection to
research
3 points of info
given and well
connected to
research
At least 4 points of
info given and well
connected to
research
Moral Development
No information on
moral development
given
1 piece of info given
and not clear
connection to
research
2 points info given
and not clear
connection to
research
3 points of info
given and well
connected to
research
At least 4 points of
info given and well
connected to
research
Problem Solving,
Motivation, and
Self-Esteem
No information on
problem solving,
motivation, and
self-esteem given
1 piece of info given
and not clear
connection to
research
2 points info given
and not clear
connection to
research
3 points of info
given and well
connected to
research
At least 4 points of
info given and well
connected to
research
Conclusion
No conclusion given
An attempt was
made at a
conclusion but really
did not synthesize
the info
Adequate
synthesizing of the
info
Proficient
synthesizing of the
info but left an
important piece out
Excellent
synthesizing of the
info
Mechanics
15 or more flaws in
the paper
More than 10 but
less than 15
mistakes and errors
in the paper
More than 4 but
less than 10 obvious
mistakes in the
paper
Just a few (3-4)
obvious errors in
the paper
No visible or
obvious errors in
the paper
APA Style
Not done in APA
style or 15 or more
mistakes in APA
style
More than 10 but
less than 15
mistakes and errors
in APA style
More than 4 but
less than 10 obvious
mistakes in APA
style
Less than 4
mistakes in APA
style
APA style perfect
Program Report Template—AMLE Initial
81
March 2008
Attachment V
Assessment 7: Case Study Rubric Used in Electronic Portfolio
UNACCEPTABLE
ACCEPTABLE
TARGET
Young Adolescent
Development I - Middle
level masters candidates
understand and analyze
the major concepts,
principles, theories, and
research related to
young adolescent
development, and they
apply that knowledge in
their practice.
Middle level masters
candidates lack adequate
understanding of the
concepts, principles,
theories, and research
underlying the
characteristics of
adolescent development.
Middle level masters
candidates demonstrate
comprehensive
understanding of the
concepts, principles,
theories, and research
underlying the
characteristics of
adolescent
development.
Young Adolescent
Development II Middle level masters
candidates understand
and analyze the major
concepts, principles,
theories, and research
related to young
adolescent development,
and they apply that
knowledge in their
practice.
Middle level masters
candidates fail to
demonstrate
developmentally
responsive practices that
support the development
of all young adolescents.
They fail to understand
the reasons these
practices work to foster
adolescent development
academically, socially,
emotionally, and
physically and make
instructional decisions
based on these reasons.
Middle level masters
candidates effectively
articulate and
implement
developmentally
responsive practices
that support the
development of all
young adolescents.
They understand the
reasons these practices
work to foster
adolescent development
academically, socially,
emotionally, and
physically and make
instructional decisions
based on these reasons.
Middle level masters
candidates consistently
and comprehensively
demonstrate an
understanding of the
research that underpins
adolescent
development. Based on
scholarly literature,
they discriminate
among the best
practices that promote
the positive
development of early
adolescence.
Middle level masters
candidates are
committed to
developmentally
responsive
organizational
structures that foster
socially equitable
educational practices.
Program Report Template—AMLE Initial
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March 2008
Middle Level
Philosophy and School
Organization I - Middle
level masters candidates
understand and analyze
the major concepts,
principles, theories, and
research underlying the
philosophical
foundations and
organizational
components of highly
effective middle level
schools, and they apply
that knowledge in their
practice.
Middle level masters
candidates lack adequate
understanding of the
concepts, principles,
theories, and research
underlying the
philosophical and
historical foundations of
developmentally
responsive middle level
programs and schools.
Program Report Template—AMLE Initial
Middle level masters
candidates demonstrate
comprehensive
understanding of the
concepts, principles,
theories, and research
underlying the
philosophical and
historical foundations
of developmentally
responsive middle level
programs and schools.
Middle level masters
candidates consistently
and comprehensively
demonstrate an
understanding of the
research that underpins
the philosophical and
historical foundations
of developmentally
responsive middle level
programs and schools.
Based on scholarly
literature, they
discriminate among the
best school
organizational practices
including teaming and
flexible use of
instructional time.
83
March 2008
Attachment W
Assessment 8: Guidelines for Philosophy of Education (Revised)
The final assessment of knowledge, skills, and dispositions acquired is your philosophy of
education. Guidelines are as follows:



Create a visual representation of your philosophy of and toward middle level concepts,
learners, & parental involvement. It can be 2 or 3 dimensional. Use your imagination and
creativity. A small, non-developed representation of a piece of my philosophy is below as
an example as well as examples from years past.
A separate, typed philosophy paper will also be included paper which must be submitted
to chalk & wire. It should be in APA style and at least 2-3 pages in length. Be sure to
include a reference page.
Develop your philosophy to meet the MNSA Standards. Include evidence showing that
you, the middle level candidate,
o demonstrate a comprehensive knowledge of the concepts, principles, theories and
research about young adolescent development
o develop close, mutually respectful relationships with all young adolescents that
support their intellectual, ethical, and social growth
o respond positively to diversity found in young adolescents and use that diversity in
planning and implementing curriculum and instruction
o demonstrate comprehensive understanding of the concepts, principles, theories, and
research underlying the philosophical and historical foundations of developmentally
responsive middle level programs and schools.
o effectively articulate developmentally responsive practices, such as, teaming, advisory,
extra-curricular, and service learning and understand the reasons these practices work
to foster adolescent development academically, socially, emotionally, and physically
and make instructional decisions based on the reasons
o are committed to developmentally responsive organizational structures that foster
socially equitable educational practices
o demonstrate a comprehensive understanding of the major concepts, principles,
theories, and research related to working collaboratively with family and community
members and effectively use this knowledge to maximize the learning of all young
adolescents
o understand the relationships between schools and community organizations and
communicate effectively with all stakeholders and comprehend the challenges that
families may encounter in contemporary society and subsequently use available
support services and other resources
o value and appreciate all young adolescents regardless of family circumstances,
community environment, health, and/or economic conditions
o demonstrate a comprehensive understanding of your evolving role as a middle level
education professional, the importance of your influence on all young adolescents, and
your responsibility for upholding high professional standards and modeling appropriate
behaviors
o demonstrate a comprehensive understanding of teaming/collaborative theories and
processes, the interrelationships and interdependencies among various professionals
that serve young adolescents, and work as a successful member of an interdisciplinary
team.
Program Report Template—AMLE Initial
84
March 2008
o
o
o
o
o
demonstrate a comprehensive knowledge of advisory/advocate theories, skills, and
curriculum
demonstrate a comprehensive understanding of the skills of research/data based
decision making and your service responsibilities to school reform and the greater
community
take a leadership role in the larger learning community, accept professional
responsibilities that extend beyond the classroom and school, and advocate for helping
all young adolescents become thoughtful, ethical, democratic citizens
model high standards of ethical behavior, professional competence, and collegiality as
part of your professional practice
model lifelong learning and take a leadership role in refining classroom and school
practices that address the needs of all young adolescents based on research,
successful practice, and experience.
The Physical, Intellectual, Emotional, and Social
Development of Young Adolescents Takes More than Just
the Teacher
Extended Family
Friends
P I E S
Home
Parents
Community
School
Program Report Template—AMLE Initial
85
March 2008
Examples from Years Past
Program Report Template—AMLE Initial
86
March 2008
Attachment Y
Assessment 8: Philosophy of Education Rubric in Electronic Portfolio
UNACCEPTABLE
Standard 1: Young
Adolescent
Development I Middle level teacher
candidates understand
the major concepts,
principles, theories, and
research related to
young adolescent
development, and they
provide opportunities
that support student
development and
learning.
Standard 1: Young
Adolescent
Development II Middle level teacher
candidates understand
the major concepts,
principles, theories, and
research related to
young adolescent
development, and they
provide opportunities
that support student
development and
learning.
Standard 1: Young
Adolescent
Development III Middle level teacher
candidates understand
the major concepts,
principles, theories, and
research related to
young adolescent
development, and they
provide opportunities
that support student
development and
learning.
ACCEPTABLE
TARGET
Middle level candidates
fail to show acceptable
levels of knowledge of
the concepts, principles,
theories and research
about young adolescent
development.
Middle level candidates
demonstrate a knowledge
of the concepts, principles,
theories and research
about young adolescent
development.
Middle level candidates
demonstrate a
comprehensive knowledge
of the concepts, principles,
theories and research about
young adolescent
development.
Middle level candidates
fail to demonstrate
positive orientations
toward teaching young
adolescents. They do not
believe that all young
adolescents can learn and
do not accept the
responsibility to help
them do so.
Middle level candidates
are positive about teaching
young adolescents and
develop positive
relationship with them.
They believe that all
young adolescents can
learn and accept the
responsibility to help them
do so.
Middle level candidates
develop close, mutually
respectful relationships
with all young adolescents
that support their
intellectual, ethical, and
social growth.
Middle level candidates
lack enthusiasm and a
desire to respond
positively to the diversity
found in young
adolescents. They fail to
use young adolescent
diversity in planning and
implementing curriculum
and instruction.
Middle level candidates
respond positively to the
diversity found in young
adolescents and use that
diversity in planning and
implementing curriculum
and instruction.
Middle level candidates
respond positively to the
diversity found in young
adolescents and use that
diversity in planning and
implementing curriculum
and instruction.
Program Report Template—AMLE Initial
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March 2008
Standard 2: Middle
Level Philosophy and
School Organization I
- Middle level teacher
candidates understand
the major concepts,
principles, theories, and
research underlying the
philosophical
foundations of
developmentally
responsive middle level
programs and schools,
and they work
successfully within
these organizational
components.
Standard 2: Middle
Level Philosophy and
School Organization
II - Middle level
teacher candidates
understand the major
concepts, principles,
theories, and research
underlying the
philosophical
foundations of
developmentally
responsive middle level
programs and schools,
and they work
successfully within
these organizational
components.
Standard 2: Middle
Level Philosophy and
School Organization
III - Middle level
teacher candidates
understand the major
concepts, principles,
theories, and research
underlying the
philosophical
foundations of
developmentally
responsive middle level
programs and schools,
and they work
successfully within
Middle level candidates
fail to show acceptable
levels of understanding of
the concepts, principles,
theories, and research
underlying the
philosophical and
historical foundations of
developmentally
responsive middle level
programs and schools.
Middle level candidates
demonstrate understanding
of the concepts, principles,
theories, and research
underlying the
philosophical and
historical foundations of
developmentally
responsive middle level
programs and schools.
Middle level candidates
demonstrate comprehensive
understanding of the
concepts, principles,
theories, and research
underlying the
philosophical and historical
foundations of
developmentally responsive
middle level programs and
schools.
Middle level candidates
do not possess the
foundational knowledge
to articulate
developmentally
responsive practices, such
as, teaming, advisory,
extra-curricular, and
service learning. They do
not understand the
reasons these practices
foster adolescent
development
academically, socially,
emotionally, and
physically and fail to
make instructional
decisions based on these
reasons.
Middle level candidates
evidence a lack of
dedication to
developmentally
responsive organizational
structures that foster
socially equitable
educational practices.
Middle level candidates
articulate developmentally
responsive practices, such
as, teaming, advisory,
extra-curricular, and
service learning. They
understand the reasons
these practices work to
foster adolescent
development
academically, socially,
emotionally, and
physically and make
instructional decisions
based on these reasons.
Middle level candidates
effectively articulate
developmentally responsive
practices, such as, teaming,
advisory, extra-curricular,
and service learning. They
understand the reasons
these practices work to
foster adolescent
development academically,
socially, emotionally, and
physically and make
instructional decisions
based on these reasons.
Middle level candidates
are committed to
developmentally
responsive organizational
structures that foster
socially equitable
educational practices.
Middle level candidates are
committed to
developmentally responsive
organizational structures
that foster socially
equitable educational
practices.
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these organizational
components.
Standard 6: Family
and Community
Involvement I - Middle
level teacher candidates
understand the major
concepts, principles,
theories, and research
related to working
collaboratively with
family and community
member, and they use
that knowledge to
maximize the learning
of all young
adolescents.
Standard 6: Family
and Community
Involvement II Middle level teacher
candidates understand
the major concepts,
principles, theories, and
research related to
working collaboratively
with family and
community member,
and they use that
knowledge to maximize
the learning of all
young adolescents.
Middle level candidates
lack an understanding of
the major concepts,
principles, theories, and
research related to
working collaboratively
with family and
community members.
They fail to maximize the
learning of all young
adolescents.
Middle level candidates
demonstrate an
understanding of the major
concepts , principles,
theories, and research
related to working
collaboratively with
family and community
members. They use this
knowledge to ensure the
maximum learning of all
young adolescents.
Middle level candidates
demonstrate a
comprehensive
understanding of the major
concepts, principles,
theories, and research
related to working
collaboratively with family
and community members.
They effectively use this
knowledge to maximize the
learning of all young
adolescents.
Middle level candidates
are ignorant of how
diverse family structures
and family and cultural
backgrounds influence
and enrich learning. They
are unable to work
successfully with parents
and community members
to improve the education
of all young adolescents.
Middle level candidates
understand and value how
both diverse family
structures and family and
cultural backgrounds
influence and enrich
learning. They work
successfully with parents
and community members
to improve the education
of all young adolescents.
Middle level candidates
understand the relationships
between schools and
community organizations
and communicate
effectively with all
stakeholders. They
comprehend the challenges
that families may encounter
in contemporary society
and subsequently use
available support services
and other resources.
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Standard 6: Family
and Community
Involvement III Middle level teacher
candidates understand
the major concepts,
principles, theories, and
research related to
working collaboratively
with family and
community member,
and they use that
knowledge to maximize
the learning of all
young adolescents.
Standard 7: Middle
Level Professional
Roles I - Middle level
teacher candidates
understand the
complexity of teaching
young adolescents, and
they engage in practices
and behaviors that
develop their
competence as
professionals.
Standard 7: Middle
Level Professional
Roles II - Middle level
teacher candidates
understand the
complexity of teaching
young adolescents, and
they engage in practices
and behaviors that
develop their
competence as
professionals.
Middle level candidate
knowledge about support
services and other
resources in schools and
communities that support
students and teachers is
unacceptable. They
neither demonstrate
respect for all young
adolescents and their
families and neither value
nor employ the variety of
resources available in
communities.
Middle level candidates
are knowledgeable about
support services and other
resources in schools and
communities that support
students and teachers.
They respect all young
adolescents and their
families and value the
variety of resources
available in communities.
Middle level candidates
value and appreciate all
young adolescents
regardless of family
circumstances, community
environment, health, and/or
economic conditions.
Middle level candidates
do not demonstrate
understanding of their
evolving role as middle
level education
professionals, the
importance of their
influence on all young
adolescents, or their
responsibility for
upholding high
professional standards
and modeling appropriate
behaviors.
Middle level candidates
do not demonstrate
understanding of
teaming/collaborative
theories and processes or
the interrelationships and
interdependencies among
various professionals that
serve young adolescents
(e.g., school counselors,
social service workers,
home-school
coordinators), and they
do not work successfully
as members of
interdisciplinary teams.
Middle level candidates
display broad
understanding of their
evolving role as middle
level education
professionals, the
importance of their
influence on all young
adolescents, and their
responsibility for
upholding high
professional standards and
modeling appropriate
behaviors.
Middle level candidates
exhibit good
understanding of
teaming/collaborative
theories and processes and
the interrelationships and
interdependencies among
various professionals that
serve young adolescents
(e.g., school counselors,
social service workers,
home-school
coordinators), and they
frequently work as
successful members of
interdisciplinary teams.
Middle level candidates
demonstrate a
comprehensive
understanding of their
evolving role as middle
level education
professionals, the
importance of their
influence on all young
adolescents, and their
responsibility for upholding
high professional standards
and modeling appropriate
behaviors.
Middle level candidates
demonstrate a
comprehensive
understanding of
teaming/collaborative
theories and processes and
the interrelationships and
interdependencies among
various professionals that
serve young adolescents
(e.g., school counselors,
social service workers,
home-school coordinators),
and they frequently work as
successful members of
interdisciplinary teams.
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Standard 7: Middle
Level Professional
Roles III - Middle level
teacher candidates
understand the
complexity of teaching
young adolescents, and
they engage in practices
and behaviors that
develop their
competence as
professionals.
Standard 7: Middle
Level Professional
Roles IV - Middle level
teacher candidates
understand the
complexity of teaching
young adolescents, and
they engage in practices
and behaviors that
develop their
competence as
professionals.
Standard 7: Middle
Level Professional
Roles V - Middle level
teacher candidates
understand the
complexity of teaching
young adolescents, and
they engage in practices
and behaviors that
develop their
competence as
professionals.
Standard 7: Middle
Level Professional
Roles VI - Middle level
teacher candidates
understand the
complexity of teaching
young adolescents, and
they engage in practices
and behaviors that
develop their
competence as
Middle level candidates
do not demonstrate
knowledge of
advisory/advocate
theories, skills, and
curriculum or serve as
advisors, advocates and
mentors of young
adolescents.
Middle level candidates
possess knowledge of
advisory/advocate
theories, skills, and
curriculum and employ
this knowledge
successfully as advisors,
advocates and mentors of
young adolescents.
Middle level candidates
demonstrate a
comprehensive knowledge
of advisory/advocate
theories, skills, and
curriculum and regularly
serve as advisors, advocates
and mentors of young
adolescents in various
settings.
Middle level candidates
do not demonstrate
understanding of the
skills of research/databased decision making or
their service
responsibilities to school
reform and the greater
community.
Middle level candidates
maintain an up-to-date
understanding of the skills
of research data-based
decision making and their
service responsibilities to
school reform and the
greater community.
Middle level candidates
demonstrate a
comprehensive
understanding of the skills
of research/data based
decision making and their
service responsibilities to
school reform and the
greater community.
Middle level candidates
do not perceive
themselves as members
of the larger learning
community, do not
believe that their
professional
responsibilities extend
beyond the classroom and
school (e.g., advisory
committees, parentteacher organizations),
nor are they committed to
helping all young
adolescents become
thoughtful, ethical,
democratic citizens.
Middle level candidates
do not believe in
maintaining high
standards of ethical
behavior and professional
competence and do not
value collegiality as part
of their professional
practice.
Middle level candidates
view themselves as
members of the larger
learning community,
believe that their
professional
responsibilities extend
beyond the classroom and
school (e.g., advisory
committees, parent-teacher
organizations), and are
committed to helping all
young adolescents become
thoughtful, ethical,
democratic citizens.
Middle level candidates
take a leadership role in the
larger learning community,
accept professional
responsibilities that extend
beyond the classroom and
school (e.g., advisory
committees, parent-teacher
organizations), and
advocate for helping all
young adolescents become
thoughtful, ethical,
democratic citizens.
Middle level candidates
maintain high standards of
ethical behavior and
professional competence
and value collegiality as
part of their professional
practice.
Middle level candidates
model high standards of
ethical behavior and
professional competence
and collegiality as part of
their professional practice.
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March 2008
professionals.
Standard 7: Middle
Level Professional
Roles VII - Middle
level teacher candidates
understand the
complexity of teaching
young adolescents, and
they engage in practices
and behaviors that
develop their
competence as
professionals.
Middle level candidates
do not value life-long
learning and are not
committed to refining
classroom and school
practices that address the
needs of all young
adolescents based on
research, successful
practice, and experience.
Program Report Template—AMLE Initial
Middle level candidates
hold expectations for their
own life-long learning and
are committed to refining
classroom and school
practices that address the
needs of all young
adolescents based on
research, successful
practice, and experience.
Middle level candidates
model life-long learning
and take a leadership role in
refining classroom and
school practices that
address the needs of all
young adolescents based on
research, successful
practice, and experience.
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Addressing Standard 2: Middle Level Philosophy and School Organization
Standard 2 is not taught in just one class but in several courses across the program. Our
courses are designed to develop the concepts with spiraling difficulty of understanding
and application throughout the program. The standard is addressed in detail in an initial
course, MCED 7313 Middle Level Reflective Teaching. This We Believe and Turning
Points 2000 are among the textbooks used in this class. A philosophy of education is
developed in this class and is revised for submission into the exit portfolio.
The course description for MCED 7313 Middle Level Reflective Teaching is as follows:
This course presents the history, philosophy, and major concepts of middle
level education. The organizational components of middle level schools;
current issues and trends in middle level education; current research in
reflective practice; and diversity in family structures are studied in depth.
Relationships between schools and community organizations, between
schools and families, and between schools and a diverse society are
discussed; strategies are presented for working with families, state
agencies, and community organizations, and for linking early adolescent
learning to community resources. Assessment and evaluation of practice
in middle level settings is conducted.
The objectives from MCED 7313 Middle Level Reflective Teaching
Upon completion of this course students will demonstrate:
1. knowledge and understanding of the historical and philosophical foundations of
developmentally responsive middle level programs (SE, C; NMSA 3.1, 3.3;
ATLS p 1)
2. understanding of the middle school philosophy, the need and justification for it,
its recent history, its problems, and its potential (SE, C; NMSA 3.1; ATLS p 1);
3. understanding of interdisciplinary teaming and its need, rationale, problems,
potentials, and models (SE, C; NMSA 3.1, 3.2, 3.3; ATLS p 1, 5);
4. knowledge of historical and contemporary middle school models, their strengths
and weaknesses, their advantages and disadvantages, and their organizational
structures (SE, C; NMSA 3.1, 3.2, 3.3; ATLSp 1, 5);
5. knowledge of best practices for the education of young adolescents in a variety of
school organizational settings (e.g., K-8, 5-8, 7-8, 6-8, 7-12 organizational plans)
(SE, C; NMSA 3.2, 3.3; ATLS p 1, 5);
6. knowledge and understanding of the characteristic components of
developmentally responsive middle level schools (SE, C; NMSA 3.1, 3.2; ATLS
p 1, 5);
7. knowledge and understanding of teaming and flexible scheduling and how they
meet the needs of the early adolescence (SE, C; NMSA 3.2; ATLS p 1, 5);
8. understanding of current theory and research on middle schools (SE, C; NMSA
3.1, 3.2; ATLS p 1, 5);
9. understanding of the relationships between schools and community organizations
(SE, C; NMSA 3.1, 3.2; ATLS p 1, 5);
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10. knowledge of how to effectively communicate with family and community
members (SE, C; NMSA 2.2, 3.1, 3.2, 3.3; ATLS 1, 4, 5);
11. understanding of the roles of parents and community members in improving the
education of early adolescents (SE, C; NMSA 2.2, 3.1, 3.2, 3.3; ATLS 1,4, 5);
12. understanding of the importance of following school district policies and protocol
regarding interagency partnerships, parent/school relationships, and
collaboratives (SE, C, PD; NMSA 2.2, 3.1, 3.2; ATLS p 1, 4, 5);
13. understanding of the variety of family structures members (SE, C; NMSA 2.2,
3.1, 3.2, 3.3; ATLS 1, 4, 5);
14. understanding of how prior experiences, family and cultural backgrounds, and
different perspectives influence early adolescent behavior (SE, C; NMSA 2.2,
3.1, 3.2, 3.3; ATLS 1, 4, 5);
15. knowledge of how community resources can be used to support student learning
(SE, C, PD; NMSA 2.2, 3.1, 3.2, 3.3; ATLS 1, 4, 5);
16. how, when and why information should be shared with family and community
members (SE, C, PD; NMSA 2.2, 3.1, 3.2, 3.3; ATLS 1, 4, 5).
Assignments for MCED 7313 which reflect Standard 2 are as follows:
1. BREAKING RANKS IN THE MIDDLE EXECUTIVE SUMMARY: Create
a graphic organizer(s) and/or visual(s) that summarize this article. Then write a
1-2 page summary that describes the thought process behind your creation as it
relates to the articles key issues.
2. Chapter EDOK’s (Expert Distiller of Knowledge) from Turning Points.
3. Electronic reflections/discussions will be made on a regular basis. The first one
due by the first week of September is a reflection on the This We Believe:
Developmentally Responsive Middle Level Schools.
a. Write a reflection of this publication in 1-2 pages. THIS IS NOT A
SUMMARY. Include what it means to you, how it connects with your
own personal beliefs about middle schools, and what it means for your
school. What can you do now with the info from this publication?
4. Reflection quick form: develop an easy-to-use form that will allow you to
quickly reflect on the lessons you teach
5. PowerPoint presentation: Develop a PowerPoint presentation to give to
teachers and administrators on one of the following topics: (125 points)
a. Strengthening family/school partnerships: Explain why it is important
to get parents involved, benefits to educators, parents and students, how to
strengthen the communication. Make this specific to your school
population and target audience. Include a special section focused
specifically on minority and/or low SES students. Include good,
meaningful strategies for easy and immediate implantation.
b. Unique characteristics, needs, and challenges of middle school: Create
a presentation that expresses the philosophy of middle school, the
uniqueness of the student population, challenges and clear, concise steps
to meet those challenges. What should an effective middle school look
like? Be sure to address intellectual, mental, physical, intellectual,
emotional, and social aspects of implementation.
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c. Topic of your choice relating to the class and aligned with the goals
and frameworks. Because I want this course to help you and be
meaningful to your specific situation, you may choose a specialty topic
based on personal interest or school district need. You must have
previously discussed this project with me and submitted a proposal by
October 13th. Submission of a proposal does not guarantee approval.
6. MIDDLE LEVEL LEADERSHIP PROJECT: (Choose 1)
1. An assessment and evaluation of a middle school will be summarized in
relationship to middle level theory and practice, submitted, and shared
with class and school principal. Data must be collected and analyzed from
one school’s administration, core teachers, selected parents, support staff,
counselors, and your personal observations from being in the school. In
preparation for this, a proposal must be submitted and accepted through
the IRB.
2. Design, implement, and assess effectiveness of middle level theory to
practice professional development (PD). Three hours of PD will be
planned. This PD will be aligned to the National Standards for Staff
Development, based on the needs of the school/teachers involved, and
model and teach middle level theory and practice in an active and
engaging setting. A dated journal of the process will be submitted. A 2-4
page paper will be submitted that summarizes the research used, process,
experience, and PD assessment. All list of all materials used will be
submitted as well as a copy of any handouts. The PD can be done at once
or divided into 2-3 sessions. School name, intended audience, and
administration approval must be submitted to me. Dates and times of
PD will be submitted to me at least two weeks prior to the event(s).
3. An approved project that is aligned with course objectives and school
needs. Anyone who wants to plan a leadership project not identified in
the syllabus must have discussed project with me and submitted proposal
by Sept 15. Submission does not guarantee proposal approval.
7. Final assessment of knowledge, skills, and dispositions acquired. A visual
representation of your philosophy of and toward middle level concepts, learners,
& parental involvement. It can be 2 or 3 dimensional. A separate, typed
philosophy paper will also be included.
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Table 2, Classes Addressing NMSA Standard Two is a summary of the classes where
middle level philosophy and school organization is emphasized. Also attached is the
scoring rubric used to directly assess candidate understanding of this standard. Mastery of
this standard is also demonstrated through the exit portfolio with a rubric which directly
addressed Standard 2. The rubric used in the exit portfolio was part of the original
submission.
Table 2, Classes Addressing NMSA Standard Two
Standard 2: Middle level teacher candidates understand the major concepts, principles, theories, and research
underlying the philosophical foundations of developmentally responsive meddle level programs and schools,
and they work successfully within these organizational components.
Candidates
Candidates
Candidates
Candidates
taught major
demonstrate
taught about
demonstrates
concepts,
understanding
working
successful work
principles,
successfully
in these
theories, and
with these
organizational
research
organizational
components
components
MCED
Middle Level
7313
Reflective Teaching
X
X
X
X
MCED
Development of Young
7312
Adolescents
X
X
X
X
MCED
Curriculum and
7315
Pedagogy
X
X
X
X
MCED
Literature for Young
7316
Adolescents
X
MCED
Middle Level Literacy
7317
and Language Arts
X
MCED
Classroom
7318
Management
X
X
X
X
MCED
7319
Internship
X
X
X
X
EDFN
Instructional Research
8301
and Data Management
X
X
Exit
Portfolio
X
X
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Philosophy of Education
Assignment Objectives
Teacher Candidates will:
RELATE personal philosophy regarding the NMSA This We Believe booklet and
the associated 14 Characteristics of an effective middle school.
Criterion
NMSA
This We Believe:
14 Characteristics
Score Ratings
Basic = 1, Emerging = 2, Adequate = 3, Proficient = 4, Distinguished = 5
Legend
1
Educators who value
working with this age
group and are prepared to
do so.
Courageous, collaborative
leadership.
A shared vision that
guides decisions.
An inviting, supportive,
and safe environment.
High expectations for
every member of the
learning community.
Students and teachers
engaged in active
learning.
An adult advocate for
every student.
School-initiated family
and community
partnerships.
Curriculum that is
relevant, challenging,
integrative, and
exploratory.
Multiple learning and
teaching approaches that
respond to their diversity.
2
3
4
Effective middle teacher candidates understand the developmental
uniqueness of the age group, the curriculum they teach, and effective
learning and assessment strategies. They need specific teacher
preparation before entering the classroom and continuous professional
development as they pursue their careers.
Effective middle teacher candidates understand adolescents, the society,
and the theory and practice of middle level education. As the prime
determiner of the school culture, the principal influences student
achievement and teacher effectiveness by advocating, nurturing, and
sustaining an effective instructional program.
Effective middle teacher candidates understand that all decisions made
about the school should be guided by a shared vision and the mission
statement derived from it.
Effective middle teacher candidates understand that a successful school
is an inviting, supportive, and safe place, a joyful community that
promotes in-depth learning and enhances students' physical and
emotional well-being. In such a school, human relationships are
paramount.
Effective middle teacher candidates understand that educators and
students hold themselves and each other to high expectations. Such
confidence promotes positive attitudes and behaviors and motivates
students to tackle challenging learning activities. Successful schools
recognize that young adolescents are capable of far more than adults
often assume.
Effective middle teacher candidates understand that the most successful
learning strategies are ones that involve each student personally. When
students routinely assume the role of teacher, and teachers demonstrate
that they are still learners, a genuine learning community is present.
Effective middle teacher candidates understand that academic success
and personal growth increase markedly when young adolescents
affective needs are met. All adults in successful middle level schools are
advocates, advisors, and mentors.
Effective middle teacher candidates understand that successful middle
schools promote family involvement and take the initiative to develop
needed home-school bonds. The involvement of family is linked to
higher levels of student achievement and improved student behavior.
Effective middle teacher candidates understand that an effective
curriculum is based on criteria of high quality and includes learning
activities that create opportunities for students to pose and answer
questions that are important to them. Such a curriculum provides
direction for what young adolescents should know and be able to do and
helps them achieve the attitudes and behaviors needed for a full,
productive, and satisfying life.
Effective middle teacher candidates understand that since young
adolescents learn best through engagement and interaction, learning
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March 2008
Assessment and
evaluation programs that
promote quality learning.
School-wide efforts and
policies that foster health,
wellness, and safety.
Organizational structures
that support meaningful
relationships and
learning.
Multifaceted guidance
and support services.
strategies involve students in dialogue with teachers and with one
another. Teaching approaches should enhance and accommodate the
diverse skills, abilities, and prior knowledge of young adolescents, and
draw upon students' individual learning styles.
Effective middle teacher candidates understand that continuous,
authentic, and appropriate assessment and evaluation measures provide
evidence about every student's learning progress. Grades alone are
inadequate expressions for assessing the many goals of middle level
education.
Effective middle teacher candidates understand that a school that fosters
physical and psychological safety strives to build resiliency in young
people by maintaining an environment in which peaceful and safe
interactions are expected and supported by written policies, scheduled
professional development, and student-focused activities.
Effective middle teacher candidates understand that the interdisciplinary
team of two to four teachers working with a common group of students is
the building block for a strong learning community with its sense of
family, where students and teachers know one another well, feel safe and
supported, and are encouraged to take intellectual risks.
Effective middle teacher candidates understand the team process as a
structure for school improvement and student learning.
Effective middle teacher candidates understand that flexible scheduling
provides the context for teachers to meet the needs of all young
adolescents.
Effective middle teacher candidates understand and are supportive of
organizational components that maximize student learning.
Are committed to developmentally responsive and socially equitable
teaching, learning, and schooling in a variety of organizational settings.
Effective middle teacher candidates Apply their knowledge of the
philosophical foundations of middle level education when making
decisions about curriculum and instruction.
Effective middle teacher candidates understand that developmentally
responsive middle level schools provide both teachers and specialized
professionals who are readily available to offer the assistance many
students need in negotiating their lives both in and out of school.
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