EDUC 613
Spring, 2014
Teaching & Inquiry II:
Design & Implementation
Pacific University College of Education
(2 credit hours)
Instructor: Todd Twyman, Ph.D.
Email:
Phone:
ttwyman@pacificu.edu
Office: 541-485-6812 x 3906
Cell:
541-543-1517
Office hours: Before and after class or by appointment
Class Meeting Times: Generally every other Monday afternoon from 1-4:45pm in Classroom A. See
Course Schedule for specific days/dates. The class website is http://wordpress.ed.pacificu.edu/educ613/
Course Prerequisites: Successful completion of Teaching & Inquiry: Fundamentals of Teaching through
Inquiry
Course Description: This course is designed for pre-service teachers who want to answer specific
questions about educational issues using systematic, valid, and practical research methods. Research
design and methodology will be presented with a focus on the context of real-world educational
settings. We will present examples of research projects conducted by in-service teachers and principals
to illustrate various components of action research.
The course goals (listed below) will be met through a variety of activities, including large-group
lecture/discussions, small group activities, independent reading and writing, and presentations.
Students will receive credit for participation in class activities, developing and presenting a Teacher, and
submitting a formal Teacher Inquiry project to the instructor for grading at the end of the course.
Course Goals: As a result of participating in this course, students will be able to:
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Understand various research designs and apply knowledge of design attributes.
Practice various strategies for collecting data.
Document fidelity of interventions.
Critique research design for threats to validity.
Analyze data to understand results.
Transform results to conclusions.
Communicate results to interested constituents.
Use information to create change.
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 1 of 18
Conceptual Framework: This course establishes an environment within which we will work together to
build a respectful community of learners. Class discussions will emphasize respect for differing ideas
and strategies, as well as cultures. It introduces teacher candidates to the theories, strategies,
resources, and technology applications appropriate to developing Teacher Inquiry Projects appropriate
to their individual educational context.
Targeted COE Conceptual Framework Elements
1.
2.
3.
4.
Transforming Education through a Community of Learners
Promoting Cultural Competence
Creating Student-Centered Classrooms
Enhancing Learning through Technology
InTASC Standards
Standard 9: Professional Learning and Ethical Practice
9(c) Independently and in collaboration with colleagues, the teacher uses a variety of data (e.g.,
systematic observation, information about learners, research) to evaluate the outcomes of teaching and
learning and to adapt planning and practice.
9(i) The teacher understands how personal identity, worldview, and prior experience affect
perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
9(j) The teacher understands laws related to learners’ rights and teacher responsibilities (e.g.,
for educational equity, appropriate education for learners with disabilities, confidentiality , privacy,
appropriate treatment of learners, reporting in situations related to possible child abuse).
9(n) The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon
current education policy and research as sources of analysis and reflection to improve practice.
9(o) The teacher understands the expectations of the profession including codes of ethics,
professional standards of practice, and relevant law and policy.
Standard 10: leadership and Collaboration
10(h) The teacher uses and generates meaningful research on education issues and policies.
10(l) The teacher understands schools as organizations within a historical, cultural, political, and
social context and knows how to work with others across the system to support learners.
10(s) The teacher takes responsibility for contributing to and advancing the profession.
10(t) The teacher embraces the challenge of continuous improvement and change.
Teacher Inquiry Project Goals
1. Introduce MAT program components of the Teacher Inquiry Project and the Inquiry Learning
Exhibition.
2. Describe to students the existence of the Teacher Standards and Practices Commission, and in
particular the OARS 584-017-0185: Evidence of Effectiveness.
This course has administrative responsibility for providing written notification and associated documents
of these two components.
Guiding Course Questions
Who am I as a potential teacher/inquirer?
College of Education
40 East Broadway | Eugene, OR | 97401
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Syllabus
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1. How do my values, beliefs and biases describe a “good teacher” and a “good student?”
2. How do discourses describing my gender, race, socioeconomic status, ability/disability, religious
discourses, and sexual orientation, combined with my experiences in schools, inform my beliefs
about “good” teaching and learning?
3. How do dominant discourses position and conflict with descriptions of the “good teacher” and the
“good student?”
What is pre-service teacher inquiry?
1. Why should research matter to me as a future teacher? What are the intersections of research,
policy, politics, and practice?
2. How is it different and similar than other forms of research?
3. What conditions make pre-service teacher inquiry unique?
4. What makes pre-service teacher inquiry trustworthy?
What are my areas of interest?
1.
2.
3.
4.
What do I wonder about in education?
What makes me angry, frustrated, excited and hopeful about educational practices?
What possibilities do I imagine as a teacher?
What is the Teacher Inquiry Project that I will do in this program and how does it balance my
interests, professional growth, and governmentally imposed requirements?
How does context matter to teaching and inquiry?
1.
2.
3.
4.
How do school community values, beliefs, and conflicts matter?
How are students and school/community context connected?
How do local concerns, issues, and sociological elements matter?
How do I collect meaningful data about context that will direct my teaching?
What is the teaching/inquiry cycle?
1.
2.
3.
4.
5.
6.
Why is teaching inquiry and inquiry teaching?
What makes teaching and inquiry trustworthy?
What are research/evidence-based practices? Or, what works?
What are different research methodologies and how can they be applied to classroom practice?
How does methodology look in inquiry and curriculum design?
What is the role of a critical and essential question to teaching and inquiry?
Course Structure/Approach: This course will include various multi-media (differentiated instructional
approaches) related to outside texts, small and large group discussion and activities, lecture, videos,
individual and group projects, reflection, class activities, and library and internet research. As learning is
sustained when used, I have created a class website http://wordpress.ed.pacificu.edu/educ613/.
Throughout the term we will participate in posing and responding to critical questions throughout the
weeks. In addition to material covered in the class, supplemental materials will be posted to help us
explore our learning. Several of the classes, especially those close to the two week practicum
experience, will be conducted as workshops to allow more individualized, hands-on work with lesson
design and assessment.
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 3 of 18
Textbook:
Recommended: Glanz, J. (2003). Action research: An educational leader’s guide to school improvement
(2nd ed.). Norwood, MA: Christopher-Gordon.
Additional readings will be provided to students via the course website:
http://wordpress.ed.pacificu.edu/educ613/ or in print during class sessions.
General Requirements:
1. Complete assigned readings and critical questions/assignments prior to class each week. This is helpful in
facilitating our active participation in class discussion. Though our discussions will not be graded in the
traditional sense, incorporating formative feedback/critique is an important professional disposition.
2. Participate in a meaningful way. Engage in active listening where we are willing participants during lessons,
discussions and activities, and provide collegial support to peers.
3. Communicate in a professional manner that demonstrates sensitivity to differences in age, cultural and
linguistic backgrounds, gender, and ability. Develop positive relationships with school professionals. Values
and appreciates expertise and philosophies of others to gain new understandings, gather new ideas, actively
share experiences, and seek and give feedback. Act with a strong ethical and moral judgment. This is a
particularly important professional disposition.
Specific Requirements:
Assignments
(#1, 2, & 3):
Students will complete 3 small assignments covering material from the readings
and class discussions. Papers are due at the beginning of class and/or posted on
our website. Papers should not exceed the maximum page length specified on the
assignment chart.
Presentation
(#4):
Students will present their Teacher Inquiry Project to the group as a whole. The
presentation should include an introduction that is supported by relevant
literature, a detailed description of the methods and procedures, and explanation
of how results would be analyzed. Informal peer reviews will be conducted for
each presentation.
Teacher Inquiry
Project
(#5):
Students will submit a final Teacher Inquiry Project. This project should include an
introduction that is supported by relevant literature, a detailed description of the
methods and procedures, a thorough presentation of results, and a conclusion
that summarizes the findings, describes the strengths and weaknesses of the
study, and links the literature with the outcomes. This document must be wordprocessed and conform to APA format guidelines as described in the Publication
Manual of the American Psychological Association, 5th Edition. Refer to Chapter 11
of your Glanz book for a step-by-step description with examples.
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 4 of 18
No late assignments will be accepted without prior consent of the instructor. That said, we are all
professionals, and factors such as prior communication, importance of assignment, and reason for
tardiness will be considered.
Special Needs: It is our intent to fully include persons with special needs in this course. Please let us
know if you need any special accommodations in the curriculum, instruction, or assessment to enable
you to participate fully. We will make every effort to maintain the confidentiality of any information you
share with us. In general, the University will work with students to improve conditions that may hinder
their learning. The university requires appropriate documentation of a disability in order to enable
students to meet academic standards. It is the responsibility of each student to inform the Director of
Learning Support Services of his or her disability. Students are encouraged to work with faculty
proactively in developing strategies for accommodation. This policy is described at Pacific University
Professional Programs Course Catalog and the Pacific University Arts and Sciences Course Catalog.
University and College of Education Policies: Be aware of the Pacific University Code of Academic Conduct
and the College of Education policies for professional behavior and the competent and ethical performance of
educators. In this course students are expected to demonstrate behavior consistent with the Professional and
Academic Standards in the College of Education. Pacific University Professional Programs Course Catalog;
Pacific University Arts and Sciences Course Catalog; or the MAT Flex & Undergraduate Student Handbook.
Incompletes: Instructors may issue a grade of incomplete only when the major portion of a course has
been completed satisfactorily, but health or other emergency reasons prevent the student from
finishing all the requirements in the course. The instructor and the student should agree upon a
deadline by which all work will be completed, with the following guidelines:
1. Incompletes given for Fall and or Winter terms must be completed by the following April 15.
2. Incompletes given for Spring semester must be completed by the following November 15.
Instructors will issue the grade the student would have earned by not completing the course, preceded
by an "I". This grade is determined by including a failing grade for the missing assignment(s) in the
calculation of the final grade. If the agreed upon course work is not completed in the period allotted
and an extension has not been granted, the grade issued will be permanent. The contingency grade will
be used in the computation of the GPA until such time as a new grade is recorded. See the Pacific
University Professional Programs Course Catalog or the Pacific University Arts and Sciences Course
Catalog.
Grade Changes: Once a grade is submitted to the Registrar it shall not be changed except in the case of
recording errors. Grade changes will be approved by the appropriate Dean. See the Pacific University
Professional Programs Course Catalog or the Pacific University Arts and Sciences Course Catalog.
Safe Environment Policy: Pacific University's Rights and Responsibilities policy seeks to maintain
conditions favorable to learning. Students have the right to pursue an education free from
discrimination based on gender, religion, marital status, age, sexual orientation or handicap. Students
have the responsibility to conduct themselves, both individually and in groups, in a manner which
promotes an atmosphere conducive to teaching, studying and learning. This policy is described in detail
in Pacific University Professional Programs Course Catalog or the Pacific University Arts and Sciences
Course Catalog.
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 5 of 18
Academic Integrity: Honesty and integrity are expected of all students in class preparation,
examinations, assignments, practica and other academic work. Misconduct includes, but is not limited
to cheating; plagiarism; forgery; fabrication; theft of instructional materials or tests; unauthorized access
or manipulation of laboratory or clinic equipment or computer programs; alteration of grade books,
clinical records, files or computer grades; misuse of research data in reporting results; use of personal
relationships to gain grades or favors or other attempts to obtain grades or credit through fraudulent
means; unprofessional conduct related to student care; threats to University personnel and conduct
inconsistent with academic integrity. The complete policy, definitions and appeal procedures are
described Pacific University Professional Programs Course Catalog and the Pacific University Arts and
Sciences Course Catalog.
Assessment: As learning is sustained when used, I have created a class website
http://wordpress.ed.pacificu.edu/educ613/. On this site we will participate in critical questions and
discussions throughout each week in different topical areas. In addition to material covered in class, you
will also find and add supplemental materials to help you and your classmates explore your learning to
engage your critical thoughts and discussions. The total points scored will be used to determine
semester grades according to the following table:
Assignment
Points Possible
Assignment 1: Topic Selection
10
Assignment 2: Research Design
10
Assignment 3: Data Analysis
10
Assignment 4: Presentation
20
Assignment 5: Teacher Inquiry Project
50
Total Points
Grading
90 – 100%
A
80 – 89%
B
70 – 79%
C
Plus and minus grades will be
awarded.
100
College of Education
40 East Broadway | Eugene, OR | 97401
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Syllabus
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Course Calendar
Date
In class topics
HW
1/27
Module 1
 Introductions
 Course Information: syllabus
and expectations
 Discuss Principles of Action
Research Discuss Elements of
Research Studies
 Introduce Research Approaches
 Topic selection
Read:
 Action Research and Practical Inquiry: An
Overview and an Invitation to Teachers of Gifted
Learners by Tomlinson (after class)
 Glanz, Ch. 1 – 4 (after class)
2/10
Module 1
 Qualitative Research Designs
 Quantitative Research Designs
 Reliability and Validity Issues in
Research
2/24
Module 1
 Gathering Qualitative Data
 Qualitative Data Analysis
3/10
Module 2
 Gathering Quantitative Data
 Quantitative Data Analysis
 Computer Data Analysis Activity
Assignment due at end of class:
 # 1: Topic Selection
Read:
 Designing high-quality research in special
education by Gersten & Baker.
 Glanz, Ch. 5 – 6
Assignment due on 2/14:
 # 2: Research Design
Read:
 Miles and Huberman (1994) handout
 Four empirical articles on your topic
 Glanz, Ch. 7
Read:
 Nothing Up My Sleeve: Unveiling the Magic of
Statistics (p. 1-37) by Alonzo
 Two more empirical articles on your topic
 Glanz, Ch. 10 & Appendix B
Assignment due on 3/14:
 # 3: Data Analysis
3/31
Module 3
 Unit Planning
4/14
Module 3
 Unit Planning
5/12
Module 2
 Reporting Results
 Using Action Research to
Change Practice
6/2
Module 4
 Presentations
 Unit Plan
Assignment due on 4/25:
 Unit Plan
 Lesson Plans for Practicum
Read:
 Glanz, Ch. 12, 13, Appendix E
Assignment due – not collected:
 Work on your presentation and final written
Teacher Inquiry Project.
Assignment due:
 # 4 Presentations – due on 6/2
 # 5 Teacher Inquiry Project – due on 6/6
College of Education
40 East Broadway | Eugene, OR | 97401
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Syllabus
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Due Date
#1
1/27
#2
2/14
Assignments
Post on the blog (~1page) that references the readings and includes a reflection on the
following questions:
 Why is reflection an important part of action research?
 What topic do you want to study as part of your action research project? Why?
Post on the blog (~1 page), referencing the readings, in which you describe 2 different
viable ways to approach your action research topic.

Which is most appealing to you? Why?
#3
3/14
Post on the blog (~1 page) a write up the results of the data analyses you completed in
class on June16th. Be sure to refer back to Glanz, Appendix E if you are not sure how to
phrase things.
#4
6/2
In class presentations. See explanation below for complete description.
#5
6/6
Final Teacher Inquiry Project. See explanation below for complete description.
Assignments 1, 2, and 3 Scoring Guide
10 points
 Questions are thoroughly addressed.
 Readings are referenced and demonstrate an
understanding of the concepts presented.
 Detailed content is provided.
 Connection to action research project is made
using actual examples.
8 points
 Questions are addressed.
 Readings are referenced and demonstrate an
understanding of the concepts presented.
 Connection to action research project is made
using actual examples.
4 points
 Questions are addressed.
 Connection to action research project is made
using actual examples.
2 points
 Some questions are addressed.
 Connection to action research project is made
using actual examples.
College of Education
40 East Broadway | Eugene, OR | 97401
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Syllabus
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Assignment 4: Presentation
Due: 6/2
Presentation Scoring Guide
15
5
20
Content of Presentation
 Thorough rationale for the study, supported by relevant empirical literature.
 Detailed information about the methods and procedures (your intervention).
 Evaluation of limitations to study.
 Explanation of your results, conclusions, and implications for practice.
Clarity of Presentation
 Information is accurately conveyed
 Presentation (visual and oral) is coherent
 Presentation is convincing.
Points Possible
Assignment 5: Elements of the Teacher Inquiry Project
Title Page http://owl.english.purdue.edu/owl/resource/560/01/
Introduction
Context of the study: What led you to want to study this topic?
 Your own background
 Your own values and philosophies of teaching
 What has occurred in your classroom/your school
o Provide a content of the school and classroom, learners with special needs, TAG and ESOL Learners, and
learners from diverse cultural and social backgrounds, as well as describing prerequisite skills and
adaptations necessary to meet learner needs (OAR 584-017-0185[a]).
Importance of the Study

Why you are undertaking this study, why it is significant, what you hope to ascertain
Statement of the Purposes for the Study

States the purpose of the study. “The purpose of this study was…” (be sure to use past tense)
Research Questions
Definition of Terms if necessary

Define relevant words, either conceptually or operationally:
*Differentiated instruction, brain based learning, direct instruction
Review of Literature (minimum of 8 pages)
Review the relevant literature pertaining to the topic: A MINIMUM OF 15 SOURCES, AT LEAST EIGHT SCHOLARLY
ARTICLES
College of Education
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Syllabus
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Consider the following questions: What previous research informs my study? What information connects to
my topic and sample as much as possible? How does the research provide a balanced view?
The review follows a structure based on your topic and the pursuit of answers to your questions.
The review synthesizes the information and summarizes the relationship to the purpose of the study.
Methods (Design of the Study) (3-6 pages)
Participant(s)
 Describe sample (gender, ages, grade level data, ability levels, ethnicity, as relevant)
Materials
 Your Unit Plan and lesson plans will be described in a narrative form, and the actual documents will be in
appendices.
o Describe the goals for the unit of study (intervention), which is generally two to five weeks in length, that
vary in kind and complexity, but that include concept attainment and application of knowledge and skills,
as well as describe the instructional plans to accomplish the learning goals of the group(s) of students that
include differentiation of instruction for all students listed in (a). Be sure to provide purposeful attention
to literacy instruction based upon content requirements, appropriate authorization level and student
needs in at least one subject (OAR 584-017-0185[b,c,g]).
Procedure
 Explain how the multiple data collection strategies connect to your research questions.
 Describe, step by step, how the study was conducted; use enough detail so that a colleague could replicate it.
If appropriate, explain how each intervention will occur.
 Include a time line
Measures
 List and describe any measurement materials used in the study (survey, scoring guide, observation guide, etc.).
If relevant, support the reliability.
*Reference these items and place them in the appendix
Results (Findings): (3-6 pages)
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Provide results for each research question.
Explain how each of the data sources supplied answers for your research question.
Present data in a clear fashion with appropriate labeling
Analyze what the data show
o Describe the data on learning gains resulting from instruction, analyzed for each student, and summarized
in relation to students’ level of knowledge prior to instruction (OAR 584-017-0185[d]).
Discussion (Implications for Teaching and Further Inquiry) (3-6 pages)
Discussion and Conclusions
 Describe observations and conclusions supported by the results as reported in Chapter 4.
 Provide possible explanations and note interesting, significant, and/or curious findings
Limitations of the Study
College of Education
40 East Broadway | Eugene, OR | 97401
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Syllabus
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
List briefly and explain things you may have missed or did not address.
Implications for Teaching
 Explain specifically the implications for instructional improvement
o Interpret and explain learning gains, or lack thereof; and describe the uses to be mad of the data on
learning gains in planning subsequent instruction and in reporting student progress to the students and
their parents (OAR 584-017-0185[e,f]).
Implications for Further Inquiry
 Describe areas of further investigation that you would recommend to others. Include areas you couldn’t delve
into but that are important
References


All literature cited and used to support arguments made in this paper
In APA format
Appendices
 All relevant material
*In order of occurrence in paper
General
 Paper is free of spelling and grammatical errors
 Paper is double spaced
 Paper has a title page
 Paper has appropriate chapter and subheadings
 Paper is paginated
College of Education
40 East Broadway | Eugene, OR | 97401
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Syllabus
Page 11 of 18
Assignment 5: Teacher Inquiry Project Scoring Guide
Performance Prompts
CONTEXT
(Introduction)
Analysis of community, district, school,
classroom level variables that may affect
teaching and learning.
No evidence of
analysis of contextual
variables that may
affect learning.
Description and analysis of individual learners
and differences including race/ethnicity,
culture, language, personal interests,
academic progress, and level of family
involvement.
Candidate work
contains little or no
evidence of individual
learner characteristics.
Analysis of individual student prior
knowledge based on pre-assessment data
gathered in relation to targets for learning.
Performance Prompts
PLANNING AND
DELIVERY OF
INSTRUCTION
(Methods)
0 - No Evidence
Targets for learning are aligned to
appropriate standards
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1 - Not Met
2 - Met
Candidate includes
superficial contextual
variables without analysis of
how they influence teaching
and learning.
Candidate includes
descriptions of the
district and classroom
focusing the analysis
on possible limitations
to the teaching and
learning process.
Candidate describes learners
clinically relying only upon
scores/psychometric data.
Candidate describes
individual learners
including both
sociological factors
and academic
information
No evidence that
candidate has
analyzed prior
knowledge needed for
academic success.
Candidate has analyzed prior
knowledge needed for
academic success but has
not included contextual
factors or assessment data.
0 - No Evidence
1 - Not Met
No evidence of
alignment with
standards.
Minimal evidence of
alignment with standards.
Syllabus
Page 12 of 18
Candidate has
analyzed prior
knowledge needed for
academic success
including contextual
factors or assessment
data for the class in
general without
attention to
subgroups.
2 - Met
Standards are noted
and loosely connected
with content of unit.
3 - Exceeds
Candidate provides descriptive
narration of the community,
district, school and classroom and
analyzes how each influences
planning, teaching and learning
and includes plans to make use of
contextual factors in increase
student achievement.
Candidate describes individual
learners including sociological
factors, and academic
information and analyzes how
each affects the learning process.
Candidate has analyzed prior
knowledge needed for academic
success including contextual
factors or assessment data for all
students with specific plans for
those in subgroups.
3 - Exceeds
Standards are noted and clearly
connected and aligned with
content of unit.
Standards are noted
and loosely connected
with content of unit
and the learning
targets.
No evidence the use of
standards guide the
planning, teaching and
learning process.
Minimal evidence of
understanding and use of
standards-based instruction.
Candidate does not
consider context in
choosing unit content
Candidate considers texts
and readily available
resources when making unit
content decisions.
Candidate has not
included learning
targets for the unit.
Learning targets are
misaligned with unit goals
and content standards or
have no connection to the
students' prior classroom
experiences
Targets for learning represent a variety of
kind and complexity.
There are no learning
targets.
Targets focus exclusively on
one type of goal (e.g.,
concept attainment or
application), or are poorly
written and unclear.
Targets contain goals
that address both
concept attainment
and application of
knowledge and skills,
but targets lack some
clarity.
Target contains well-written and
appropriately balanced goals for
both concept attainment and
application of knowledge and
skills.
Unit content, instructional methods, and
learning activities develop academic
language.
No evidence of
academic language
development.
Minimal evidence of
attention to appropriate
academic language in the
unit development.
Academic language
development appears
in the unit content,
and individual lesson
plans.
Academic language development
appears in the unit content,
individual lesson plans, and
student activities with evidence
of assessment.
Appropriate content standards are used to
guide planning.
Context and Learner information informs the
development of unit goals and content.
Clear targets for learning are aligned with
student prior knowledge.
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Syllabus
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Candidate considers
available resources,
district and school
goals when making
decisions about goals
and content.
Learning targets are
aligned to unit goals
and content
standards, and
connect to prior
learning and
experiences.
Standards are noted and clearly
connected with content of unit
and the learning targets lead to
academic progress.
Candidate uses classroom
resources, knowledge of
community and learner needs,
and CCSS to decide on unit goals
and content decisions.
Learning targets are aligned to
unit goals and content standards,
connect to prior learning and
experiences, and are written in
language accessible for students.
Instructional strategies are aligned with the
needs of the learner and include appropriate
differentiation.
Instructional strategies
are not aligned with
the needs of the
learner and no
differentiation is
present.
Instructional strategies are
emerging and loosely
aligned with the needs of
the learner with emerging
differentiation in
presentation.
Instructional strategies
are appropriate for
the learning targets
and discipline, and
align to the
developmental level of
the learners with
some differentiation in
presentation and
student work.
Multiple instructional strategies align with
learning targets, the discipline, and are
compatible to developmental level of the
learner.
Instructional strategies
are inappropriate for
the learning targets,
discipline, and
developmental level of
the learners.
Instructional strategies are
inappropriate for the
learning targets, or
discipline, but align to the
developmental level of the
learners.
Instructional strategies
are limited within the
unit but are
appropriate for the
learning targets and
discipline, and align to
the developmental
level of the learners.
Instructional strategies are varied
within the unit and lessons and
are appropriate for the learning
targets and discipline, and align
to the developmental level of the
learners.
Technology is used to enhance learning as
appropriate.
No evidence of
technology integration
or use of technology.
Evidence of minimal use of
technology, but no clear
connection to learning
enhancement.
Evidence of
technology use that
enhances the learning.
Clear evidence that use of
technology that strengthens
lesson delivery, enhances the
learning of all students and
supports learning targets.
No formative
assessment used.
Formative assessment
limited to quizzes and
provide no qualitative
feedback to learners.
Formative assessment
used regularly but
limited to strategies
that provide
information only to
the teacher.
Formative assessment used
regularly and include multiple
opportunities for learners to get
specific information needed to
progress toward target.
Formative assessment supports student
progress toward standards and lesson
learning targets.
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 14 of 18
Instructional strategies are
appropriate for the learning
targets and discipline, and align
to the developmental level of the
learners with differentiation
present in lesson delivery,
student work and assessment.
As appropriate, collaborate with family, other
professionals, and paraprofessionals.
(collaboration around planning and
implementation)
Performance Prompts
No evidence of
collaboration.
0 - No Evidence
Evidence of minimal
collaboration with other
professionals or specialists,
but no explanation about
how such work affects
teaching and learning.
1 - Not Met
Evidence of
collaboration with
family and other
building personnel,
with some explanation
about how such work
affects teaching and
learning.
2 - Met
Evidence of effective
collaboration with family and
other building personnel, with
clear explanation about how such
work affects teaching and
learning.
3 - Exceeds
Triangulated assessment plan aligns with stated learning targets, goals, and objectives.
Post assessments are tightly aligned with preassessment data in order to determine
student learning gains.
Assessment
(Methods)
Chosen assessments
are not aligned and
data are not reliable.
The re-assessment and postassessment are only
marginally aligned and there
are large differences making
comparisons between the
two very difficult
The pre-assessment
and post-assessment
are mostly aligned
though there are
some dissimilarities
that make
comparisons difficult
The post-test is obviously aligned
to the pre-test and any
differences are obviously parallel
making comparisons between
them accurate and apparent,
allowing gains to be computed.
Triangulated assessment plan is tightly aligned in order to determine student learning gains.
Assessment items are clear and free from
ambiguity and bias.
No assessment items
are provided for
analysis
There are many assessment
items that are unclear,
incomplete, ambiguous and
potentially biased
Almost all assessment
items are clear,
complete, and free
from ambiguity and
bias
All assessment items are clear,
complete, and free from
ambiguity and bias
Assessment plans provides multiple perspectives on student learning, is clear and free from ambiguity, and provides a holistic picture of what students have or
have not learned.
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Syllabus
Page 15 of 18
Assessments are appropriately differentiated
to meet the needs of the learner
No evidence of
differentiation of
assessments is
provided
Assessments are
differentiated by limiting
content and lowering
content standards.
Assessments are
differentiated by the
allowance of
additional time only
and is provided only
for learners in
designated subgroups
Assessment content is valid.
No evidence that the
assessment covers the
full extent of the
content of the work
sample.
Assessment covers the
content of the work sample
but unevenly and
inappropriately for the
content emphasized in the
work sample.
Assessment covers the
full content of the
work sample evenly,
but questions are not
always reflective of
the content
emphasized.
Assessment covers the content of
the work sample evenly, and
questions are reflective of what
was emphasized, but assessment
is unlikely to capture the full
range of possible responses.
0 - No Evidence
1 - Not Met
2 - Met
3 - Exceeds
Analysis of data is faulty and
incomplete.
Data analysis contains
accurate data and
narrative explanation
of results.
Data analysis contains accurate
quantitative data and appropriate
narrative explaining those data
along with possible reasons for
those results.
Subgroup analysis is not
accurate or reflective of
assessments.
Subgroup analysis is
accurate and includes
pre and post
assessments
representing all
learning outcomes.
Subgroup analysis is
quantitatively accurate and
includes qualitative explanation
of results along with rationale of
learning.
Analysis of learning gains is
limited to quantitative data
on final assessment.
Analysis of individual
learning gains for each
student contains data
on both assessments
for all learning goals.
Analysis of individual learning
gains is accurate, and provided
for each student for all learning
goals using pre- and postassessments. Narrative
explanations of data contain
rationale for results.
Performance Prompts
Whole class analysis of data reflecting
learning gains across triangulated assessment
data for each identified learning outcome.
Analysis of data on
Learning Gains
(Results)
Subgroup assessment data provided and
analyzed to evaluate achievement.
No analysis of data.
There is no subgroup
learning analysis.
Analysis of individual student data reflecting
learning gains across triangulated assessment
data for each identified learning outcome.
There is no analysis of
learning gains for each
student.
Performance Prompts
0 - No Evidence
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
1 - Not Met
Syllabus
Page 16 of 18
2 - Met
Assessments are differentiated in
content and/or delivery as
appropriate for groups or
individual students.
3 - Exceeds
Interpretation and reflection of whole group
learning.
Interpretation and
reflection
(Discussion)
Interpretation and reflection of subgroup
learning.
Interpretation and reflection of Individual
Student learning.
Interpretation and reflection of Individual
Student learning.
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
No evidence of
refection on
assessment of student
learning
No evidence of
reflection or analysis.
No evidence of
reflection or analysis.
No evidence of
reflection or analysis.
Minimal evidence of
reflection on whole class
and learning is included.
Analysis of whole class
learning gains is clear,
includes analysis of
sub-groups, and
narrative to explain
gains and any
discrepancies between
whole class and
identified sub-group(s)
learning gains.
High quality evidence of student
learning is included, and
demonstrates knowledge of
student gains for whole class and
identified sub-group(s), and
reflects on discrepancies and
critically considers ways to
address the gap in subsequent
instruction.
Minimal evidence of
reflection and analysis of
subgroup learning is
included.
Analysis of individual
learning gains is clear,
includes analysis of
data, and narrative to
explain gains and any
inconsistencies in
subgroup
performance.
High quality evidence of student
learning is included, and narrative
demonstrates knowledge of
subgroup gains and critically
considers ways to address
effective subsequent instruction.
Minimal evidence of
reflection and analysis of
individual learning is
included.
Analysis of individual
learning gains is clear,
includes analysis of
data, and narrative to
explain gains and any
inconsistencies in
learner performance.
High quality evidence of student
learning is included, and narrative
demonstrates knowledge of
individual student gains and
critically considers ways to
address effective subsequent
instruction.
Minimal evidence of
reflection and analysis of
individual learning is
included.
Analysis of individual
learning gains is clear,
includes analysis of
data, and narrative to
explain gains and any
inconsistencies in
learner performance.
High quality evidence of student
learning is included, and narrative
demonstrates knowledge of
individual student gains and
critically considers ways to
address effective subsequent
instruction.
Syllabus
Page 17 of 18
No evidence of
communication to
student or family.
Communication with
students and or families is
minimal and broad, in
addressing the entire class.
Reflection of the unit relative to learning
goals for: whole class, individual student, and
sub-group(s)
No evidence of
reflection on the unit.
Reflection on the unit is
included, but does not
critically consider the
learning gains.
Reflection on self, considering future
professional development
No evidence of selfassessment or
identification of areas
for growth.
Communicate learning gains to student and
family.
College of Education
40 East Broadway | Eugene, OR | 97401
541.485.6812 | Fax 541.485.7015 | pacificu.edu/coe
Writing reflects minimal selfreflection and focuses on
student issues.
Syllabus
Page 18 of 18
Communication with
students and families
is clear, and provides
information that will
allow students and
families to
acknowledge growth
and areas for
attention.
Reflection of the unit
is included as well as a
discussion of learning
gains, but lacks depth,
or uses broad
statements.
Writing reflects
awareness of
strengths and
weaknesses with
consideration of
future professional
development.
Communication with students
and families is clear, and
demonstrates a desire to partner
with the student and family to
promote learning gains, and
includes individual student needs.
Thorough reflection on the unit
includes discussion of the
learning gains of all learners, and
demonstrates knowledge of
cultural and academic diversity.
High quality narrative that
demonstrates deep self-reflection
that acknowledges strengths
shown in the unit and identifies
specific areas for growth. Includes
clear strategies.