Social Studies Education Eight Key Assessments
Eight key assessments are being submitted as evidence for meeting the NCSS standards. For
each assessment, the type or form of the assessment and when it is administered in the program
are indicated. The competencies on each assessment are introduced at stage I, reinforced at stage
II and mastered at stage III of the Social Studies Education Program.
Name of Assessment
1
[Licensure assessment]
PRAXIS II
2
Content knowledge In social
studies education
3
[Assessment of candidate
ability to plan Instruction]
Lesson Plans are aligned with
NCSS standards.
4
[Assessment of student
teaching] Student Teaching
Observation Report aligned with
NCSS standards.
5
6
7
8
[Assessment of candidate effect
on student learning] Teacher
Work Sample aligned with
NCSS standards.
Portfolio Summative
Evaluation
Additional assessment that
addresses NCSS standards
(required)] Dispositional Survey
aligned with NCSS standards,
communication Additional
Alumni-Follow-up Survey and
the Senior Exit Survey
Type or
Form of Assessment
Social Studies: Content Knowledge (0081)
Content Observation Rubric
Candidates develop four culturally sensitive
lesson plans in the area of
concentration/discipline. Instruction in
technology and the principles of teaching and
learning are integrated throughout each lesson.
Candidates are observed by both an on-site
supervising cooperating teacher and a program
supervisor during the student teaching
semester. All points of focus in the observation
report are aligned with NCSS Standards.
Similar to a unit of study in a content area,
candidates are assessed on contextual factors
(learning goals, an assessment plan, a design
for instruction, instructional decision making,
and self evaluation and reflection. Candidates
teach a portion of the unit in a classroom.
The Portfolio is designed to be comprehensive
in nature and the artifacts are developed around
all of the NCSS Standards. They are collected
in key courses at stages I, II, III, and IV of the
Admissions and Monitoring Process.
ED 425 and ED 430
The Alumni-Follow-up survey and the Senior
Exit Survey are aligned to the Units Conceptual
Framework and the NCSS Standards.
When the Assessment
Is Administered
Prior to student teaching and stage II
of the admission and monitoring
process.
During stage II and stage III-Student
Teaching and Capstone Course.
In required methods courses
Student Teaching semester: either fall
or spring of the senior year
ED 425: Application and Assessment
in Specialized Methods (This course is
required in the semester prior to
student teaching.)
Student Teaching semester: either fall
or spring of the senior year in ED 430
where the competencies are mastered.
Dispositions are mastered at stage III
and are assessed during student
teaching.
The senior exit survey is administered
either fall or spring of the senior year
in ED 430 where the competencies are
mastered.
1
Social Studies Education
ASSESSMENT #1 – PRAXIS II
1. Description of Assessment
The Praxis II: measures the subject knowledge of prospective teachers of social studies in a
secondary school. The exam consists of five short-answer questions and two essay questions, and
must be completed within two hours. Exam questions come from the following content areas:
United States and world history (20%); social science, government, geography, and economics
(30%); social studies analysis of the United States (25%); and social studies analysis of world
history (25%).
2. Alignment with NCSS Standards
Praxis II Test Categories
United States and world history
NCSS Standards
Social science, government, geography, and
economics
Social studies analysis of the United States
1, 1.1, 1.2, 1.3, 1.4; 2 2.1, 2.2, 2.32.4, 2.5, 2.6, , 3,
4,
1, 2, 3, 23.2.1, 3.2.2,3.2.3, 3.2.4 3.6, 3.6.1., 3.6.2
3.6.3, 3.7.1, 3.7.2, 4.1, 4.2, 4.4, 4.5, 4.6,
Social studies analysis of world history
1, 2, 3, 4.7, 4.8, 4.9, 4.10
3. Summary of Data Findings
South Carolina State University requires candidates to pass Praxis II prior to student teaching;
therefore, the pass rate for this assessment is 100%. According to the data collected from 20072008, the undergraduate completers consistently scored within average performance range in all
test categories. During this period, the candidates’ also scored above average on content
knowledge, learning and teaching.
ASSESSMENT 1 (1A)
State Licensure Test – Praxis II (Social Studies Education)
Academic Year: 2007-2008
(Undergraduate Completers Data)
N=1
Praxis II
(Possible Scoring Range)
100-200
South Carolina
(Qualifying Score)
162
SCSU – NCSS
Average Score
166-187
2
4. An interpretation of how that data provides evidence for meeting standards:
As previously stated, the Praxis II test aligns with NCSS Standards. Candidates follow a specific
curriculum and are expected to meet appropriate performance assessments for teacher candidates.
The teacher candidate scored higher than the state’s score which is a further indication of
mastery of content in the following areas: Culture Time, Continuity, and Change; People,
Places, and Environment; Individual Development and Identity; Individuals, Groups, and
Institutions Power, Authority, and Governance;
3
Social Studies Education
(Undergraduate Program)
ASSESSMENT 2 – Content Grades
1. Description of Assessment
From the freshman through their junior year, classes provide evidence of the candidate’s content
knowledge at Stages I, II, III and IV of the Admission and Monitoring Process. A strong
emphasis is placed on the application of knowledge, skills, disposition and mastery of the NCSS
Standards during class lessons in diverse field experiences. At each stage, courses focus on
content or methodology skills aligned to the Social Studies Standards. A description of each
course for determining the final grade is included in Table 1.1. The undergraduate Social Studies
Education licensure candidate completes required coursework, which has been carefully selected to
reflect alignment with the content of the NCSS Standards, National and state licensure exam content. For
example, all candidates must complete World History to 1600 and U.S. History and Government to 1865.
Table 1.1 contains a list and description of content and relevant pedagogical coursework and the grade
achieved in each course completed by the social studies teacher candidate.
2. Alignment with NCSS Standards in Table 1.1.
Table 1.2 General Education Courses and Pedagogical Coursework
Course/Grade
Content description
NCSS Standards
Stage
ECON-255
Survey of Economics
A one-semester survey of the principles
of economics and application of these
principles of economics and application
of these principles to economic issues
of resources allocation, inflation,
unemployment, production, economic
growth, money creation
and financial institutions.
This course is an examination
of fundamental principles of human
Warning and cognition and their
practical implications in education. The
course provides an introduction to
major.
approaches, issues, and trends in the
study of learning and human
development. Presentations of theories
arid principles of human situations
suitable to various age and grade levels
are made. Field study is required.
Twenty of pre-clinical experiences are
required in an appropriate school
and/or agent setting. (F, S)
NCSS Theme VIIProduction, Distribution and
Consumption
Stage I
Grade= A
EPSY 260
Principle of Learning
Grade= A
HHU 250
The AfricanAmerican
Experience
This course will survey the experience
of African Americans in the United
States. It will focus on specific
historical periods that significantly
impacted black life and were important
Stage I
NCSS Theme-I
Cultural and
Cultural Diversity
Stage I
4
Grade= B
in shaping the social, economic,
political, ideological, and cultural
landscape of American society. Major
topics covered will include the
following: the African background; the
Atlantic slave trade; slavery; the Civil
War; Reconstruction; Jim Crow and
segregation; blacks and the welfare
state; and black political activism. The
course not only delineates the
experience of African Americans as
they confronted hostile institutions and
social forces in America, but it also
juxtaposes those experiences with the
ideas and themes articulated in African
American social and political thought.
NCSS Theme II – Time
Continuity, and Change
SOC 250
Introduction to
Sociology
Grade= B
The basic concepts and principles of
sociology. A scientific approach to the
analysis and explanation of culture,
personality and social organization.
NCSS Theme III – People,
Places
And Environments
ED 306
History and Philosophy
of Education
Grade= A
ED 308
Seminar I: Generic
Teaching Methods
Grade= A
H 224
Civil War and
Reconstruction, 18331877
This course is a study of the major
phases of educational development
from various
important periods in world history such
as Porcelain Greece to the present and a
history of education in the United States
from the early 1600s to the
present time. An emphasis will be given
on school law and ethics as well.
Twenty of pre-clinical experiences are
required in an appropriate school
and/or agency setting. Prerequisites:
Passing score on State-mandated test
and grade point average required for
admission to Teacher Education
Programs.
This methods course is designed to
familiarize all teacher education majors
(K-12) with the planning, presentation,
assessment skills of teaching and the
orchestration of the learning
environment through the use of learning
theories and current technology applied
to teaching. A Junior Thesis is an
integral component of this course. Peer
teaching, simulation, preparation of
teaching materials, with observation
and participation in the public schools
are an integral component of these
learning experiences forty hours of
preclinical experiences are required in
an appropriate school and/or agency
setting. Prerequisite: Passing score on
State-mandated test for admission to
Teacher Education programs.
This course focuses on the development
of the sectional crisis between the North
and South. It concentrates on the events
leading to the Civil War, the war itself,
and the problems of Reconstruction.
NCSS Theme IV–
Individual Development and
Identity
and Environments
Stage I
Stage II
Stage II
NCSS Theme IV–
Individual Development and
Identity
and Environments
NCSS Individuals,
Groups, and Institutions
Power, Authority
Stage I
5
Grade= A
H 251
History of World
Civilizations Since 1750
Grade= A
ED 350
Education Seminar
Grade= A
GEO 305
Socioeconomic
Geography= B
H 301
History and
Government of South
Carolina
Grade= A
H 331
U.S. Constitutional
History 1877 to Present
Grade= A
H 404
Africa Since 1885
Grade= A
This course surveys the development of
modern civilization from the rise of
nationalism and imperialism through
the great world wars of the twentieth
century, the end of the colonialism in
Africa and Asia, and the rise of
independent states
on those continents. The course
concludes with an assessment of the
problems facing this generation of
world citizens.
NCSS Individuals,
Groups, and Institutions
Power, Authority
Stage I
This seminar is designed to assess the
Social Studies Education majors
comprehension and mastery of the
subject content area. A series of tests,
based on an Integrated Technology
Model will be designed to assess
content specific pedagogy,
understanding how to teach certain
fundamental concepts in the subject
area.
NCSS Individuals,
Groups, and Institutions
Power, Authority
Stage II
This course considers such vital
questions as world distribution of
population; maps, landforms, soils and
mineral resources; current problems in
conservation of the natural resources of
the United States.
NCSS Theme V- People,
Places, and Environment
Stage II
This is a survey covering South
Carolinas settlement and development
as a colony
in the seventeenth century to its
emergence as a growing Southern state
in the latter half of the twentieth
century. Among the topics considered
are South Carolinas involvement in the
American Revolution, The Nullification
Crisis, the Civil War and
Reconstruction, and recent politics.
Emphasis is on the relation-ships that
have existed among South Carolinas
various people-red, black, and white.
NCSS X-Theme Civic
Ideals and Practices
Stage II
This course surveys American
constitutional thought and practice from
Reconstruction
to the present. The course focuses on
the development of the American
Constitution in response to
industrialization, urbanization, and the
rise of the United States to world power
status. Emphasis is placed on the
Supreme Court, the Presidency, federalstate relations, civil rights.
Stage II
This course surveys the history of the
region south of the Sahara. This course
describes the forces which led to the
partitioning of the continent, European
imperialism in practice, the rise of
nationalism, and contemporary Africa.
Stage II
6
RED 317
Teaching Reading in
the Content Areas
Grade= A
ED 425
Seminar II; Application
and Assessment in
Specialized Methods
Grade= A
H 312
European History,
1815 to the Present
Grade= A
H 430
History Seminar
Grade= A
SOC 310
Cultural
This course is designed for pre-service
secondary teachers. It emphasizes basic
reading skills, assessment of reading
performance materials and methods for
teaching reading in the content areas.
Thirty (30) hours of pre-clinical
experiences are
required in an appropriate school and/or
agency setting
This course is divided into two
segments and utilizes the team approach
to instruction. The first four weeks are
devoted to review
and synthesis of the teaching process
and the cognitive processes relevant to
the context of teaching. Segment two is
managed by subject-matter specialists
and includes experiences in microteaching, large group, small group and
individualized instruction: preparation
of instructional materials;
selection of appropriate gaming, and
demonstration in the public schools to
improve and assess the student’s
teaching effectiveness. Students will
synthesize and demonstrate skills
acquired in prerequisite courses
minimal performance on designated
standardized and criterion-referenced
tests is
required as well as fifty (50) hours of
pre clinical experiences. A Senior
Thesis is an integral component of this
course.
Stage II
NCSS Theme VI- Power,
Authority and
Governance
Stage II
This course is the second part of an
upper-level European History series and
covers the period between 1815 and the
present. Important topics of the course
include the economic, political, and
cultural revolutions of the nineteenth
century, European Imperialism, World
War I, the rise of Fascism and Nazism,
World War II, the Cold War, and the
post-World War II rise of consumer
societies. Special consideration is given
to the changing roles of women and the
family in nineteenth- and twentiethcentury Europe.
NCSS Theme VI- Power,
Authority and
Governance
Stage II
The subject and region that this course
examines change from semester to
semester. The general con-tent and
method of approach are established by
the instructor each semester the course
is offered. The course provides a basic
foundation in historiography and
research methods directed toward the
preparation of a scholarly paper. The
course is required for all history and
history education/social studies majors.
NCCS Theme VIII-Science,
Technology and Society
Stage III
This course examines the following
topics: (1) the evolution of man; (2) the
basic concepts in linguistics; (3)
NCSS Theme -I
Cultural and
Cultural Diversity
Stage II
7
preliterate cultures; (4) methods of
research; (5) approaches to
anthropology; (6) culture change and
applied anthropology; (7) current
controversies.
Anthropology
This performance-based clinical
experience is provided for all student
teachers and interns as the zenith
experience of the elected teaching
major. Students are team-directed
through three program phases:
Orientation, Participation in Teaching,
and Evaluation. A major portion of the
course is field based (sixty-five days)
under the supervision of a certified
master teacher or specialist. During this
time the student teacher/intern
demonstrates mastery of the teaching
and management skills in an approved
public school setting. Prerequisite:
Passing score on content area of
PRAXIS II Examination and admission
to a Teacher Education Program one
full semester.
ED 430
Professional Clinical
Experience I
Grade= A
NCSS Theme IX- Global
Connections
Stage III
3. Analysis of Data
The data presented in Table 1.1 consists of the grade point averages earned in required content
coursework in Spring 2008 (N=1). The data, shown indicate that the cumulative grade point averages on
content coursework for Fall, 2007 and Spring 2008 candidates ranged from 3.72 to 4.00.
Student ID
1
ECON255
A
EPSY260
A
HHU250
SOC250
B
B
ED306
ED308
A
A
H224
H251
PSY309
A
A
A
ED350
GEO305
A
B
H301
H331
H404
A
A
A
RED317
A
Undergraduate Grading System
Grades are awarded on a numerical scale. South Carolina State University uses the following
point system.
A…4.0
B…3.0
C…2.0
D…1.0
4. An interpretation of how that data provides evidence for meeting standards:
The alignment to the NCSS Themes to each course, the final and culminating GPA provide
insight into candidate proficiencies at an exceptionally high level of mastery in all courses and
the all NCSS Standards.
8
ED425
A
H3
Social Studies Education
ASSESSMENT #3 – LESSON PLAN
1. Description of Assessment
The methods courses selected here require that the candidates develop lesson plans. The
description of the requirements for the lesson plan assignments for those courses are included in
this section below:
-GEO 305: Socioeconomic Geography= B
-RED 317: Teaching Reading in the Content Areas Grade= A
-ED 308: Seminar I: Generic Teaching Methods Grade= A
-ED 425: Seminar II; Application and Assessment in Specialized Methods-Grade A
Modifications to lessons must consider needed adaptation and adjustment for any student who has
an Individualize Career Plan as specified by the South Carolina Education and Economic
Development Act Guidelines, I.E.P. or a specific learning need. Teacher candidate must become
familiar with modifications suggested in individual student I.E.P.'s. (NCSS Themes 1-X).
Teacher candidates must consider modifications in areas of content, materials, instruction,
assignments, and products to enhance lessons or when a modification is needed by 9-12 grade
students in order to learn.
SELF-REFLECTION ~ Think about the lesson. Consider your own learning as well as
students' learning. Self evaluate in a constructive and purposeful manner and write reflective
statements that demonstrate personal growth and understanding in reading instruction. Reflect
upon past, present and future performance. Discuss the how's and why's of -- What went well?,
What would you change?, What did you learn? etc. (NCSS Themes VIII, IX, X)
2. Alignment with NCSS Standards in Table 1.2.
SOUTH CAROLINA STATE UNIVERSITY
(Program Area: Social Studies Education)
Key Assessment # 3
LESSON PLAN RUBRIC
Criteria
Evaluation
Competent
3
Developing
Competence
2
Needs Improvement
1
Score
9
SC Curricular
Standards; NCSS 1.11.10, 2.1-2.5, 3.1 and
3.2
Instructional
Objectives; NCSS 1.11.10, 2.1-2.5, 3.1 and
3.2
Lesson Plan Language,
Grammar,
Punctuation, Spelling;
NCSS 1.4
Citations of Sources of
Ideas (optional);
NCSS 1.4
Procedures; NCSS 1.11.10, 2.1-2.5, 3.1 and
3.2
Modeling Behaviors;
NCSS 1.1-1.10, 2.1-2.5,
3.1 and 3.2
Guided and
Independent Practices;
NCSS 1.1-1.10, 2.1-2.5,
3.1 and 3.2
Variety of Strategies;
NCSS 1.1-1.10, 2.1-2.5,
3.1 and 3.2
Lesson and assessments
are aligned with the
South Carolina
Curriculum Standards.
Concise statements of
what students are
expected to demonstrate.
The statements follow
the ABCD and
taxonomies of learning
formats.
Language particularly
descriptive; all portions
complete, thoroughly
developed and clearly
written; and no
grammatical or
mechanical errors.
Sources cited using
publication format
(APA, for example).
The standards are identified
in general terms, but are
aligned with the lesson or
assessments.
The statements are vague
and not in the ABCD and
taxonomies of learning
formats.
Sufficient detail so another
teacher could implement
lesson; all portions
completed and clearly
written; a few grammatical
and mechanical errors.
All sources cited so another
teacher could locate sources.
The standards are
vague and not aligned
with the lesson or
assessments.
3
Statements of what
students are expected to
demonstrate are not in
the ABCD and
taxonomies of learning
formats.
3
Detail lacking (another
teacher would have
difficulty implementing
lesson); portions
missing, poorly written,
unclear; several
grammatical and
mechanical errors.
3
Sources not cited or not
cited with enough
detail.
3
Procedures provide
detailed information on
the preparation,
implementation, and
integration of
instruction.
Procedures provide vague
information on the
preparation, implementation,
and integration of
instruction.
Several examples
include demonstrations
on how students are to
go about completing the
lesson that includes
detailed description
about incorporating
diverse.
Few examples of how
students are to go
completing the about
completing the lesson. No
accommodations for diverse
learning styles.
No examples are
provided of how
students are to go about
completing the lesson.
Opportunities are
provided for guided
and/or on guided
independent practice.
Opportunities are guided for
independent studies practice
only.
Limited opportunities
guided or independent
practice.
3
Used a variety of strategies
that allowed the learners to
be actively engaged in the
learning.
The learners are actively
engaged in the learning, but
limited strategies were used.
Limited strategies were
used and the learners were
not actively engaged in
the learning.
3
Procedures provided no
information on the
preparation, but not the
implementation or
integration instruction.
3
3
10
Awareness of Different
Learning Styles, Rates
of Learning -and
Abilities Diversity and
Special Needs; NCSS
1.1-1.10 & 2.1-2.5
Assessment; NCSS 3.1
& 3.2
Closure; NCSS 1.11.10, 2.1-2.5, 3.1 and
3.2
Materials /Technology;
NCSS 1.1-1.10, 2.1-2.5,
3.1 and 3.2
Reflection ; NCSS 1.11.10, 2.1-2.5, 3.1 and
3.2
Used strategies that
provided for differences in
learning styles, rates of
learning and abilities.
Description of how
learners have met
all standards and
objectives are clearly
stated, appropriately
aligned and effectively
measured.
Closure includes all of the
following: summary,
importance, and
application of the lesson.
Material and technology
enhance the lesson and are
appropriate for our
objectives, activities and
diverse learners.
The teaching experience is
clearly analyzed. The
strengths and weaknesses
of the lesson are identified
along with suggestions for
improvement.
Strategies provided limited
attention to differences in
learning styles and rates of
learning.
Description of how learners
have met some standards and
objectives are clearly stated,
effectively measured, and
appropriately aligned.
Closure includes summary but
not importance, and
application.
Material and technology are
appropriate but did not enhance
objective and activities for all
learners.
The teaching experience is
clearly analyze. The strengths
and weaknesses of the lesson
but does not include or
suggestions for improvement.
Learning styles were not
addressed.
3
Descriptions of how
Learners have met
standards are vague or
limited.
No lesson closure is
provided.
Material and technology
are inappropriate for all
learners.
3
3
3
No reflection is given.
3
TOTAL
POINTS
36
__ Overall Rating
— Competent (34-36 Points)
— Developing Competence (31-33 Points)
— Needs Improvement (0-30 Points)
3. Brief Summary
Because the department of teacher education requires the Social Studies candidates to conduct at
least four formal lessons that are critiqued by the university supervisor and the cooperating
teacher, the candidate above shows a 100% pass rate.
4.Interpretation of that data provides evidence for meeting standards:
11
Based on the evidence, knowledge, skills, and dispositions into practice are at the high
competent level. The 100% rating of the NCSS Standards, aligned to the evaluation criterion are
meet in the “Competent” category (34-39 points.).
12
Social Studies Education
ASSESSMENT #4 – ADEPT
ASSESSMENT 4
1. Assessment Description (ADEPT)
ADEPT evaluators consider candidates knowledge, skills and dispositions beginning in ED 199
where it is introduced and continued through to ED 430 where all competencies are mastered.
During the student teaching semester, each candidate is formally observed by both a supervisor
and a cooperating teacher. University supervisors complete four formal ADEPT observations
and cooperating teachers complete four on each candidate. Evaluators come to a consensus on
ratings of the candidate on each of the ten Performance Standards (PS’s) based on the
observations and candidate’s overall performance.
2.The alignment of NCSS Standards and ADEPT occurs in the chart below.
COLLEGE OF EDUCATION, HUMANITIES, SOCIAL SCIENCES
Clinical Experiences, Evaluation & Certification (CEEC)
Student Teacher Summative Evaluation
ADEPT
Student Teacher’s name
School
Grade level(s)/Subject area(s)
Academic year Spring 2008
University Supervisor
O-W High
Cooperating School
th
12 Grade – American Government
ADEPT Performance Standards for Classroom-Based Teachers
ADEPT
Number of
Total Key
Performance
Key Elements
Domain
Elements in
Standards in the
Met in the
the Domain
Domain
Domain
Domain 1: Planning
APS 1
APS 2
APS 3
11
11
Domain 2: Instruction
APS 4
APS 5
APS 6
APS 7
12
12
Domain 3: Environment
APS 8
APS 9
6
06
Domain 4: Professionalism
APS 10
5
05
Dr. B. Moore-Green
Consensus Judgment
Domain
Met
Domain
Not Met
> 10
<9
> 11
< 10
>5
<4
>4
<3
13
Overall Judgment
Met
An overall judgment of met indicates that the student teacher achieves the
criterion level in all four domains at the time of the final evaluation judgment.
Not Met
X
Evaluators’ signatures: By signing below, I verify that the formal evaluation process was conducted in
accordance with the university’s approved ADEPT plan and that I participated in making and am in
agreement with the above judgments.
Evaluator
Date April 23, 2008
Evaluator
Date April 23, 2008
Evaluator
Date
Student Teacher’s signature: By signing below, I verify that I have received the results of this formal
evaluation. My signature does not necessarily imply that I agree with these results.
Student
Teacher
Date
April 23, 2008
Domain 1: Planning
APS 1: Long-Range Planning
Rating
1.A
The student teacher obtains student information, analyzes this
information to determine the learning needs of all students, and uses this
information to guide instructional planning.
Comments:
X
Met
Not Met
1.B
The student teacher establishes appropriate standards-based long-range
learning and developmental goals for all students.
Comments:
X
Met
Not Met
1.C
The student teacher identifies and sequences instructional units in a
manner that facilitates the accomplishment of the long-range goals.
Comments:
X
Met
Not Met
1.D
The student teacher develops appropriate processes for evaluating and
recording students’ progress and achievement.
Comments:
X
Met
Not Met
1.E
The student teacher plans appropriate procedures for managing the
classroom.
Comments:
X
Met
Not Met
Domain 1: Planning
APS 2: Short-Range Planning of Instruction
Rating
14
Domain 1: Planning
APS 2: Short-Range Planning of Instruction
Rating
2.A
The student teacher develops unit objectives that facilitate student
achievement of appropriate academic standards and long-range learning
and developmental goals.
Comments:
X
Met
Not Met
2.B
The student teacher develops instructional plans that include content,
strategies, materials, and resources that are appropriate for the particular
students.
Comments:
X
Met
Not Met
2.C
The student teacher routinely uses student performance data to guide
short-range planning of instruction.
Comments:
X
Met
Not Met
Domain 1: Planning
APS 3: Planning Assessments and Using Data
Rating
3.A
The student teacher develops/selects and administers a variety of
appropriate assessments.
Comments:
X
Met
Not Met
3.B
At appropriate intervals, the student teacher gathers and accurately
analyzes student performance data and uses this information to guide
instructional planning.
Comments:
X
Met
Not Met
3.C
The student teacher uses assessment data to assign grades (or other
indicators) that accurately reflect student progress and achievement.
Comments:
X
Met
Not Met
Domain 2: Instruction
APS 4: Establishing and Maintaining High
Expectations for Learners
Rating
4.A
The student teacher establishes, communicates, and maintains high
expectations for student achievement.
Comments:
X
Met
Not Met
4.B
The student teacher establishes, communicates, and maintains high
expectations for student participation.
Comments:
X
Met
Not Met
15
Domain 2: Instruction
4.C
APS 4: Establishing and Maintaining High
Expectations for Learners
The student teacher helps students assume responsibility for their own
participation and learning.
Comments:
Domain 2: Instruction
Rating
X
APS 5: Using Instructional Strategies to Facilitate
Learning
Met
Not Met
Rating
5.A
The student teacher uses appropriate instructional strategies.
Comments:
X
Met
Not Met
5.B
The student teacher uses a variety of instructional strategies.
Comments:
X
Met
Not Met
5.C
The student teacher uses instructional strategies effectively.
Comments:
X
Met
Not Met
Domain 2: Instruction
APS 6: Providing Content for Learners
Rating
6.A
The student teacher demonstrates a thorough command of the discipline
that he or she teaches.
Comments:
X
Met
Not Met
6.B
The student teacher provides appropriate content.
Comments:
X
Met
Not Met
6.C
The student teacher structures the content to promote meaningful
learning.
Comments:
X
Met
Not Met
Domain 2: Instruction
APS 7: Monitoring, Assessing, and Enhancing
Learning
Rating
7.A
The student teacher continually monitors student learning during
instruction by using a variety of informal and formal assessment
strategies.
Comments:
X
Met
Not Met
7.B
The student teacher enhances student learning by using information from
informal and formal assessments to guide instruction.
Comments:
X
Met
Not Met
16
Domain 2: Instruction
7.C
APS 7: Monitoring, Assessing, and Enhancing
Learning
The student teacher enhances student learning by providing appropriate
instructional feedback to all students.
Comments:
Domain 3: Environment
Rating
X
APS 8: Maintaining an Environment That Promotes
Learning
Met
Not Met
Rating
8.A
The student teacher creates and maintains the physical environment of his
or her classroom as a safe place that is conducive to learning.
Comments:
X
Met
Not Met
8.B
The student teacher creates and maintains a positive affective climate in
his or her classroom.
Comments:
X
Met
Not Met
8.C
The student teacher creates and maintains a culture of learning in his or
her classroom.
Comments:
X
Met
Not Met
Domain 3: Environment
APS 9: Managing the Classroom
Rating
9.A
The student teacher manages student behavior appropriately.
Comments:
X
Met
Not Met
9.B
The student teacher makes maximal use of instructional time.
Comments:
X
Met
Not Met
9.C
The student teacher manages essential noninstructional routines in an
efficient manner.
Comments:
X
Met
Not Met
Domain 4:
Professionalism
APS 10: Fulfilling Professional Responsibilities
Rating
10.A
The student teacher is an advocate for the students.
Comments:
X
Met
Not Met
10.B
The student teacher works to achieve organizational goals in order to
make the entire school a positive and productive learning environment.
Comments:
X
Met
Not Met
17
Domain 4:
Professionalism
APS 10: Fulfilling Professional Responsibilities
Rating
10.C
The student teacher is an effective communicator.
Comments:
X
Met
Not Met
10.D
The student teacher exhibits professional demeanor and behavior.
Comments:
X
Met
Not Met
10.E
The student teacher is an active learner.
Comments:
X
Met
Not Met
Additional comments:
3.Brief Summary
Because the Department of Teacher Education requires the Social Studies candidates in
education to conduct at least four formal lessons that are critiqued by the university supervisor
and the cooperating teacher, the candidate above shows a 100% pass rate with a consensus score
developed collaboratively, by the university supervisor and the cooperating teacher.
4.How data provide evidence for meeting standards:
ADEPT and the NCSS Standards indicate that the candidate has been well prepared in
significant elements of NCSS Themes I, II, III, IV, V, VI, VII, VIII, IX, and X. Student
teaching requires candidates to synthesize what they have learned through coursework and field
experiences through stages I, II, and III of the admission and monitoring process and apply their
knowledge, skills and dispositions in diverse settings with emphasis on 9-12 impact on student
learning. The teacher candidate possesses the knowledge, skills, and dispositions to become an asset to the teaching
profession.
18
Social Studies Education
ASSESSMENT #5– THE UNIT WORK SAMPLE
Adapted from The Renaissance Partnership for Improving Teacher Quality
1. Assessment Description
The Teacher Work Sample (TWS) is a performance assessment designed to demonstrate
evidence of SCSU Social studies candidates’ ability to facilitate learning for all students. This
sample illustrates their work as pre-service teachers in their 40-hour pre-clinical experience
associated with the capstone course ED 425: Social Studies Education , which candidates take
prior to the student teaching experience. Students in the course arc required to create and
partially teach an interdisciplinary unit as a Teacher Work Sample. After consulting with the
classroom teacher about unit focus and a pre-assessment, they are expected to teach five lessons
in the classroom. Candidates are evaluated on their unit planning and teaching of unit lessons.
They are required to reflect on their decision-making and teaching practice including their
impact on student learning.
2. Alignment to NCSS Standards
The Teacher Work Sample (TWS) focuses on seven teaching processes that are crucial for
effective/reflective teaching and must be considered when planning for student learning. Each
process is defined by a performance standard and specific focus that identify the desired
performance of the teacher-candidate related to that process. The processes and focus are listed
in the Table below with the NCSS Standards associated with them:
Key Assessment # 5 Summative Assessment
Unit Work Sample Rubric
Social Studies Education
Section 1: TWS Standard: The teacher uses information about the learning/teaching context and
student individual differences to set learning goals, plan instruction and assess learning.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Knowledge of
Community, School
and Classroom
Factors (NCSS 1.1,
1.2, 1.3, 1.4, 1.5, 1.6,
1.7, 1.8, 1.9 and 1.10;
ADEPT 1, EP and
RD).
Competent
3
Teacher displays a
comprehensive
understanding of the
characteristics of the
community, school, and
classroom that may
affect learning in the
Social Studies Education
Developing
Competence
2
Teacher displays some
knowledge of the
characteristics of the
community, school, and
classroom that may affect
learning in the Social Studies
Education diverse classroom.
Needs Improvement
1
Score
Teacher displays minimal,
irrelevant, or biased
knowledge of the
characteristics of the
community, school, and
classroom that may affect
learning in the Social Studies
Education diverse classroom.
19
diverse classroom.
Knowledge of
Characteristics of
Students (NCSS 1.1,
1.2, 1.3, 1.4, 1.5, 1.6,
1.7, 1.8, 1.9 and 1.10;
ADEPT 1, EP and
RD).
Knowledge of
Students’ Varied
Approaches to
Learning (NCSS 1.1,
1.2, 1.3, 1.4, 1.5, 1.6,
1.7, 1.8, 1.9 and 1.10;
ADEPT 1, EP and
RD).
Knowledge of
Students’ Skills
And Prior Learning
(NCSS 1.1, 1.2, 1.3,
1.4, 1.5, 1.6, 1.7, 1.8,
1.9 and 1.10; ADEPT
1, EP and RD).
Implications for
Instructional
Planning and
Assessment (NCSS
1.1, 1.2, 1.3, 1.4, 1.5,
1.6, 1.7, 1.8, 1.9 and
1.10; ADEPT 1, EP
and RD).
Teacher displays general
& specific understanding
of student differences
(e.g., development,
interests, culture,
abilities/disabilities) that
may affect learning in
the Social Studies
Education diverse
classroom.
Teacher displays general
& specific understanding
of the different ways
students learn (e.g.,
learning styles, learning
modalities) that may
affect learning in the
Social Studies Education
diverse classroom.
Teacher displays general
& specific understanding
of students’ skills and
prior learning that may
affect learning in the
Social Studies Education
diverse classroom.
Teacher provides
specific implications for
instruction and
assessment based on
student individual
differences and
community, school, and
classroom characteristics
that may affect learning
in the Social Studies
Education diverse
classroom.
Teacher displays general
knowledge of student
differences (e.g.,
development, interests,
culture, abilities/disabilities)
that may affect learning in the
Social Studies Education
diverse classroom.
Teacher displays general
knowledge about the different
ways students learn (e.g.,
learning styles, learning
modalities) that may affect
learning in the Social Studies
Education diverse classroom.
Teacher displays general
knowledge of students’ skills
and prior learning that may
affect learning in the Social
Studies Education diverse
classroom.
Teacher provides general
implications for instruction
and assessment based on
student individual differences
and community, school, and
classroom characteristics that
may affect learning in the
Social Studies Education
diverse classroom.
Teacher displays minimal,
stereotypical, or irrelevant
knowledge of student
differences (e.g.
development, interests,
culture, abilities/disabilities)
that may affect learning in the
Social Studies Education
diverse classroom.
Teacher displays minimal,
stereotypical, or irrelevant
knowledge about the different
ways students learn (e.g.,
learning styles, learning
modalities) that may affect
learning in the Social Studies
Education diverse classroom.
Teacher displays little or
irrelevant knowledge of
students’ skills and prior
learning that may affect
learning in the Social Studies
Education diverse classroom.
Teacher does not provide
implications for instruction
and assessment based on
student individual differences
and community, school, and
classroom characteristics OR
provides inappropriate
implications that may affect
learning in the Social Studies
Education diverse classroom.
20
Instructional Objectives
Rubric
Social Studies Education
TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Competent
3
Significance,
Challenge and
Variety (NCSS 2.1,
Objectives reflect
several types or levels
of learning and are
2.2, 2.3, 2.4, and 2.5;
ADEPT 1, EP and RD). significant and
challenging for high
school diverse settings.
Most of the goals are
clearly stated as
Clarity (NCSS 2.1, 2.2, learning outcomes for
2.3, 2.4, and 2.5;
high school diverse
ADEPT 1, EP and RD).
settings.
Appropriateness
For Students (NCSS
2.1, 2.2, 2.3, 2.4, and
2.5; ADEPT 1, EP and
RD).
Most objectives
appropriate for the
development; prerequisite knowledge,
skills, experiences; and
other student needs in
high school diverse
settings.
Developing
Competence
2
Objectives reflect several
types or levels of learning
but lack significance or
challenge for high school
diverse settings.
Some of the goals are
clearly stated as learning
outcomes for high school
diverse settings.
Some goals are appropriate
for the development; prerequisite knowledge, skills,
experiences; and other
student needs in high
school diverse settings.
Needs Improvement
1
Score
Goals reflect only one type
or level of learning that may
affect learning for high
school diverse settings.
Goals are not stated clearly
and are activities rather than
learning outcomes for high
school diverse settings.
Goals are not appropriate
for the development; prerequisite knowledge, skills,
experiences; or other
student needs in high school
diverse settings.
21
Assessment Plan
Rubric
Social Studies Education
Section 3: TWS Standard: The teacher uses multiple assessment modes and approaches aligned with
learning goals to assess student learning before, during and after instruction.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Alignment with
Learning Goals
and Instruction
Competent
3
(NCSS 3.1 and
3.2; ADEPT 1, EP
and RD).
Each of the learning goals is
assessed through the
assessment plan; assessments
are congruent with the
learning goals in content and
cognitive complexity for high
school diverse settings.
Clarity of
Criteria
and Standards
for
Performance
Assessment criteria are clear
and are explicitly linked to the
learning goals for high school
diverse settings. .
(NCSS 3.1 and
3.2; ADEPT 1, EP
and RD).
Multiple Modes
and Approaches
(NCSS 3.1 and
3.2; ADEPT 1, EP
and RD).
The assessment plan includes
multiple assessment modes
(including performance
assessments, lab reports,
research projects, etc.) and
assesses student performance
throughout the instructional
sequence for high school
diverse settings.
Developing
Competence
2
Some of the learning goals
are assessed through the
assessment plan, but many
are not congruent with
learning goals in content
and cognitive complexity
for high school diverse
settings.
Assessment criteria have
been developed, but they
are not clear or are not
explicitly linked to the
learning goals for high
school diverse settings.
The assessment plan
includes multiple modes
but all are either pencil
paper based (i.e. they are
not performance
assessments) and/or do
not require the integration
of knowledge, skills and
reasoning ability for high
school diverse settings.
Needs Improvement
1
Content and methods of
assessment lack
congruence with
learning goals or lack
cognitive complexity
for high school diverse
settings.
The assessments
contain no clear criteria
for measuring student
performance relative to
the learning goals for
high school diverse
settings.
The assessment plan
includes only one
assessment mode and
does not assess students
before, during, and
after instruction for
high school diverse
settings.
22
Score
Technical
Soundness
(NCSS 3.1 and
3.2; ADEPT 1, EP
and RD).
Adaptations
Based on the
Individual
Needs of
Students (NCSS
3.1 and 3.2;
ADEPT 1, EP and
RD).
Assessments appear to be
valid; scoring procedures are
explained; most items or
prompts are clearly written;
directions and procedures are
clear to students in high
school diverse settings.
Assessments appear to
have some validity. Some
scoring procedures are
explained; some items or
prompts are clearly
written; some directions
and procedures are clear
to students in high school
diverse settings.
Assessments are not
valid; scoring
procedures are absent
or inaccurate; items or
prompts are poorly
written; directions and
procedures are
confusing to students in
high school diverse
settings.
Teacher makes adaptations to
assessments that are
appropriate to meet the
individual needs of most
students in high school
diverse settings.
Teacher makes
adaptations to assessments
that are appropriate to
meet the individual needs
of some students in high
school diverse settings.
Teacher does not adapt
assessments to meet the
individual needs of
students or these
assessments are
inappropriate in high
school diverse settings.
23
Design for Instruction
Rubric
Social Studies Education
Section 4: TWS Standard: The teacher designs instruction for specific learning goals, student
characteristics and needs, and learning contexts.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Competent
3
Alignment with
Instructional Objectives
(NCSS 1.1, 1.2, 1.3, 1.4,
1.5, 1.6, 1.7, 1.8, 1.9 and
1.10; 2.1, 2.2, 2.3, 2.4,
and 2.5; 3.1 and 3.2).
All lessons are explicitly
linked to learning goals.
All learning activities,
assignments and
resources are aligned with
learning goals. All
learning goals are
covered in the design for
Developing
Competence
2
Most lessons are explicitly
linked to learning goals. Most
learning activities,
assignments and resources are
aligned with learning goals.
Most learning goals are
covered in the design for high
school diverse settings.
high school diverse
settings.
Accurate
Representation of
Content (NCSS 1.1, 1.2,
1.3, 1.4, 1.5, 1.6, 1.7,
1.8, 1.9 and 1.10; 2.1,
2.2, 2.3, 2.4, and 2.5; 3.1
and 3.2).
Teacher’s use of content
is accurate. Focus of the
content is congruent with
the big ideas or structure
of the discipline for high
Teacher’s use of content
appears to be mostly accurate.
Shows some awareness of the
big ideas or structure of the
discipline for high school
school diverse settings.
diverse settings.
Needs Improvement
1
Few lessons are explicitly
linked to learning goals. Few
learning activities,
assignments and resources
are aligned with learning
goals, Not all learning goals
are covered in the design for
high school diverse
settings.
Teacher’s use of content
appears to contain numerous
inaccuracies. Content seems
to be viewed more as
isolated skills and facts
rather than as part of a larger
conceptual structure for
high school diverse
settings.
Lesson and Unit
Structure (NCSS 1.1,
1.2, 1.3, 1.4, 1.5, 1.6,
1.7, 1.8, 1.9 and 1.10;
2.1, 2.2, 2.3, 2.4, and
2.5; 3.1 and 3.2).
Use of a Variety of
Instruction, Activities,
Assignments and
Resources (NCSS 1.1,
1.2, 1.3, 1.4, 1.5, 1.6,
1.7, 1.8, 1.9 and 1.10;
All lessons within the
unit are logically
organized and are useful
in moving students
toward achieving the
learning goals for high
The lessons within the unit
have some logical organization
and appear to be somewhat
useful in moving students
toward achieving the learning
goals for high school diverse
school diverse settings.
settings.
Significant variety across
instruction, activities,
assignments, and/or
resources. This variety
makes a clear
contribution to learning
Some variety in instruction,
activities, assignments, or
resources but with limited
contribution to learning in
high school diverse settings.
The lessons within the unit
are not logically organized
organization (e.g.,
sequenced) for high school
diverse settings.
Little variety of instruction,
activities, assignments, and
resources. Heavy reliance on
textbook or single resource
(e.g., work sheets) in high
school diverse settings.
24
Score
2.1, 2.2, 2.3, 2.4, and
2.5; 3.1 and 3.2).
in high school diverse
settings.
Use of Contextual
Information and
Data to Select
Appropriate and
Relevant Activities,
Assignments and
Resources (NCSS 1.1,
1.2, 1.3, 1.4, 1.5, 1.6,
1.7, 1.8, 1.9 and 1.10;
2.1, 2.2, 2.3, 2.4, and
2.5; 3.1 and 3.2).
Most instruction has been
designed with reference
to contextual factors and
pre-assessment data.
Most activities and
assignments are
productive and
appropriate for each
student in high school
Use of Technology
(NCSS 1.1, 1.2, 1.3, 1.4,
1.5, 1.6, 1.7, 1.8, 1.9 and
1.10; 2.1, 2.2, 2.3, 2.4,
and 2.5; 3.1 and 3.2).
Some instruction has been
designed with reference to
contextual factors and preassessment data. Some
activities and assignments
appear productive and
appropriate for each student in
Instruction has not been
designed with reference to
contextual factors and preassessment data. Activities
and assignments do not
appear productive and
appropriate for each student
high school diverse settings.
in high school diverse
settings.
Teacher uses technology but it
does not make a significant
contribution to teaching and
learning OR teacher provides
limited rationale for not using
technology in high school
Technology is
inappropriately used OR
teacher does not use
technology, and no (or
inappropriate) rationale is
provided in high school
diverse settings.
diverse settings.
diverse settings.
Teacher integrates
appropriate technology
that makes a significant
contribution to teaching
and learning in high
school diverse settings.
25
Instructional Decision-Making
Rubric Social Studies Education
Section 5: TWS Standard: The teacher uses on-going analysis of student learning to make instructional
decisions.
Effective Performer =EP; Reflective Decision-RD and Humanistic Practitioner=HP
Rating
Indicator
Sound
Professional
Practice (NCSS
1.1, 1.2, 1.3, 1.4,
1.5, 1.6, 1.7, 1.8,
1.9 and 1.10; 2.1,
2.2, 2.3, 2.4, and
2.5; 3.1 and 3.2).
Modifications
Based on
Analysis of
Student Learning
(NCSS 1.1, 1.2,
1.3, 1.4, 1.5, 1.6,
1.7, 1.8, 1.9 and
1.10; 2.1, 2.2, 2.3,
2.4, and 2.5; 3.1
and 3.2).
Congruence
Between
Modifications
and Instructional
Objectives (NCSS
1.1, 1.2, 1.3, 1.4,
1.5, 1.6, 1.7, 1.8,
1.9 and 1.10; 2.1,
2.2, 2.3, 2.4, and
2.5; 3.1 and 3.2).
Competent
3
Developing
Competence
2
Most instructional decisions are
Instructional decisions
pedagogically sound (i.e., they
are mostly appropriate,
lead to student learning) in high
but some decisions are
school diverse settings.
not pedagogically
sound in high school
diverse settings.
Appropriate modifications of
the instructional plan are made
to address individual student
needs. These modifications are
informed by the analysis of
student learning/performance,
best practice, or contextual
factors. Include explanation of
why the modifications would
improve student progress in
high school diverse settings.
Modifications in instruction are
congruent with Instructional
Objectives in high school
diverse settings.
Some modifications of
the instructional plan
are made to address
individual student
needs, but these are not
based on the analysis of
student learning, best
practice, or contextual
factors in high school
diverse settings.
Modifications in
instruction are
somewhat congruent
with learning goals in
high school diverse
settings.
Needs Improvement
1
Many instructional
decisions are
inappropriate and not
pedagogically sound
in high school diverse
settings.
Teacher treats class as
“one plan fits all” with
no modifications in
high school diverse
settings.
Modifications in
instruction lack
congruence with
learning goals in high
school diverse
settings.
26
Score
Analysis of Student Learning
Rubric Social Studies Education
Section 6: TWS Standard: The teacher uses assessment data to profile student learning and communicate
information about student progress and achievement.
Rating
Indicator
Clarity and
Accuracy of
Presentation (NCSS
1.1, 1.2, 1.3, 1.4, 1.5,
1.6, 1.7, 1.8, 1.9 and
1.10; 2.1, 2.2, 2.3, 2.4,
and 2.5; 3.1 and 3.2).
Alignment with
Learning Goals
(NCSS 1.1, 1.2, 1.3,
1.4, 1.5, 1.6, 1.7, 1.8,
1.9 and 1.10; 2.1, 2.2,
2.3, 2.4, and 2.5; 3.1
and 3.2).
Interpretation of
Data (NCSS 1.1, 1.2,
1.3, 1.4, 1.5, 1.6, 1.7,
1.8, 1.9 and 1.10; 2.1,
2.2, 2.3, 2.4, and 2.5;
3.1 and 3.2).
Competent
3
Presentation is easy to
understand and
contains no errors of
representation for high
school diverse
settings.
Analysis is fully
aligned with learning
goals and provides a
comprehensive profile
of student learning for
the whole class,
subgroups, and at least
two individuals for
high school diverse
settings.
Interpretation is
meaningful, and
appropriate
conclusions are drawn
from the data for high
school diverse
settings.
Developing
Competence
2
Needs
Improvement
1
Presentation is
understandable and contains
few errors for high school
diverse settings.
Presentation is not
clear and accurate; it
does not accurately
reflect the data for
high school diverse
settings.
Analysis of student learning
is partially aligned with
learning goals and/or fails to
provide a comprehensive
profile of student learning
relative to the goals for the
whole class, subgroups, and
two individuals for high
school diverse settings.
Interpretation is technically
accurate, but conclusions are
missing or not fully
supported by data for high
school diverse settings.
Score
Analysis of student
learning is not
aligned with
learning goals for
high school diverse
settings.
Interpretation is
inaccurate, and
conclusions are
missing or
unsupported by data
for high school
diverse settings.
27
Evidence of Impact
on Student Learning
(NCSS 1.1, 1.2, 1.3,
1.4, 1.5, 1.6, 1.7, 1.8,
1.9 and 1.10; 2.1, 2.2,
2.3, 2.4, and 2.5; 3.1
and 3.2).
Analysis of student
learning includes
evidence of the impact
on student learning in
terms of number of
students who achieved
and made progress
toward each
instructional
objectives for high
school diverse
settings.
Analysis of student learning
includes incomplete evidence
of the impact on student
learning in terms of numbers
of students who achieved and
made progress toward
learning goals for high
school diverse settings.
Analysis of student
learning fails to
include evidence of
impact on student
learning in terms of
numbers of students
who achieved and
made progress
toward learning
goals for high school
diverse settings.
Value Added
28
Reflection and Self-Evaluation
Rubric
Section 7: TWS Standard: The teacher analyzes the relationship between his or her instruction
and student learning in order to improve teaching practice.
Rating
Indicator
Interpretation of
Student Learning (NCSS
1.1, 1.2, 1.3, 1.4, 1.5, 1.6,
1.7, 1.8, 1.9 and 1.10; 2.1,
2.2, 2.3, 2.4, and 2.5; 3.1
and 3.2).
Competent
3
Developing
Competence
2
Uses evidence to support
conclusions drawn in
“Analysis of Student
Learning” section. Explores
multiple hypotheses for
why some students did not
meet instructional
objectives for high school
Provides evidence but no (or
simplistic, superficial) reasons
or hypotheses to support
conclusions drawn in
“Analysis of Student
Learning” section for high
school diverse settings.
Needs Improvement
1
No evidence or reasons
provided to support
conclusions drawn in
“Analysis of Student
Learning” section for
high school diverse
settings.
diverse settings.
Insights Effective
Instruction and
Assessment (NCSS 1.1,
1.2, 1.3, 1.4, 1.5, 1.6, 1.7,
1.8, 1.9 and 1.10; 2.1, 2.2,
2.3, 2.4, and 2.5; 3.1 and
3.2).
Alignment Among Goals,
Instruction and
Assessment (NCSS 1.1,
1.2, 1.3, 1.4, 1.5, 1.6, 1.7,
1.8, 1.9 and 1.10; 2.1, 2.2,
2.3, 2.4, and 2.5; 3.1 and
3.2).
Identifies successful and
unsuccessful activities and
assessments and provides
plausible reasons (based on
theory or research) for their
success or lack thereof for
high school diverse
settings.
Identifies successful and
unsuccessful activities or
assessments and superficially
explores reasons for their
success or lack thereof (no use
of theory or research) for high
Provides no rationale for
why some activities or
assessments were more
successful than others
for high school diverse
settings. .
school diverse settings.
Logically connects
instructional objectives
instruction, and assessment
results in the discussion of
student learning and
effective instruction for
Connects learning goals,
instruction, and assessment
results in the discussion of
student learning and effective
instruction, but
misunderstandings or
conceptual gaps are present
high school diverse
settings.
for high school diverse
settings.
Does not connect
learning goals,
instruction, and
assessment results in the
discussion of student
learning and effective
instruction and/or the
connections are
irrelevant or inaccurate
for high school diverse
settings.
Implications for
Future Teaching (NCSS
1.1, 1.2, 1.3, 1.4, 1.5, 1.6,
1.7, 1.8, 1.9 and 1.10; 2.1,
2.2, 2.3, 2.4, and 2.5; 3.1
and 3.2).
Provides ideas for
redesigning learning goals,
instruction, and assessment
and explains why these
modifications would
improve student learning
Provides ideas for redesigning
learning goals, instruction, and
assessment but offers no
rationale for why these
changes would improve
student learning for high
Provides no ideas or
inappropriate ideas for
redesigning learning
goals, instruction, and
assessment for high
school diverse settings.
29
Score
for high school diverse
settings.
Implications for
Professional
Development (NCSS 1.1,
1.2, 1.3, 1.4, 1.5, 1.6, 1.7,
1.8, 1.9 and 1.10; 2.1, 2.2,
2.3, 2.4, and 2.5; 3.1 and
3.2).
Presents a small number of
professional learning goals
that clearly emerge from
the insights and experiences
described in this section.
Describes specific steps to
meet these objectives for
high school diverse
settings.
school diverse settings.
Presents professional learning
goals that are not strongly
related to the insights and
experiences described in this
section and/or provides a
vague plan for meeting the
goals for high school diverse
Provides no professional
learning goals or goals
that are not related to the
insights and experiences
described in this section
for high school diverse
settings.
settings.
3. Brief Summary
The teacher work sample is completed in the required curriculum course ED 425 :( Application
and Assessment of Teaching) in the semester prior to student teaching, and ED 430: (Clinical
Experiences). ED 425 includes a 40 hour field experience during which the candidate completes
the TWS. The candidates are provided with guidance and feedback during the experience. The
one program completer was enrolled in the class during the Fall of 2007 semester. She received
a score of competent (100%) on all sections of the teacher work sample.
Assessment 5: Data
The Teacher Work Sample:
TWS Component/Rubric One Contextual Factors
Table of percentage of candidate’s Scores for needing improvement, developing competence or
competent each criterion aligned with NCSS Standards.
TWS Criterion
Percentage of total
who needed
improvement
One point
N=1
Percentage of
students who were
developing
competence
Two Points
Percentage of
Total number who
were competent
Three Points
Knowledge of
30
classroom factors
Knowledge of
characteristics of
students
Knowledge of
students’ varied
approaches to
learning
0
0
100%
0
0
100%
0
0
100%
TWS Component/Rubric Two: Learning Goals Factors
Table of Percentage of candidates’ Scores for needing improvement, developing competence or
competent each criterion aligned with NCSS Standards.
TWS Criterion
Percentage of total
who needed
improvement
One point
N=1
Percentage of
students who were
developing
competence
Two Points
Percentage of
Total number who
were competent
Three Points
Relevance
0
0
100%
Essential Questions
0
0
100%
Unit Content
0
0
100%
TWS Component/Rubric Three: Assessment Plan
Table of Percentage of candidates’ Scores for needing improvement, developing competence or
competent each criterion aligned with NCSS Standards.
TWS Criterion
Percentage of total
who needed
improvement
One point
Alignment with the
Learning Standard
0
N=1
Percentage of
students who were
developing
competence
Two Points
0
Percentage of
Total number who
were competent
Three Points
100%
31
and Goals
Multiple Modes
and Approaches
0
0
100%
Adaptations Based
on the Individual
Needs of Students
0
0
100%
TWS Component/Rubric Four: Design for Instruction
Table of Percentage of candidates’ Scores for needing improvement, developing competence or
competent each criterion aligned with NCSS Standards.
TWS Criterion
Percentage of total
who needed
improvement
One point
N=1
Percentage of
students who were
developing
competence
Two Points
Percentage of
Total number who
were competent
Three Points
Alignment with
Learning
Standards and
Goals
0
0
100%
Critical
Thinking/Active
Engagement
0
0
100%
Use of a variety of
teaching strategies,
assignments and
resources
0
0
100%
Lesson and Unit
structure
0
0
100%
TWS Component/Rubric Five: Instructional Decision Making and Reflection
Table of Percentage of candidates’ Scores for needing improvement, developing competence or
competent each criterion aligned with NCSS Standards.
N=1
32
TWS Criterion
Percentage of total
who needed
improvement
One point
Percentage of
students who were
developing
competence
Two Points
Percentage of
Total number who
were competent
Three Points
Instructional
Decisions
0
0
100%
Modifications
Based on Analysis
of Student
Learning
0
0
100%
Connections
between lessons
Using Assessment
to guide practice
Insights on
effective
instruction and
assessment
0
0
100%
0
0
100%
0
0
100%
TWS Component/Rubric Six: Self-Evaluation
Table of Percentage of candidates’ Scores for needing improvement, developing competence or
competent each criterion aligned with NCSS Standards.
TWS Criterion
Percentage of total
who needed
improvement
One point
N=1
Percentage of
students who were
developing
competence
Two Points
Percentage of
Total number who
were competent
Three Points
Insights
0
0
100%
Implications
0
0
100%
4. Interpretation of that data provides evidence for meeting standards
A rubric was used to evaluate each candidate’s achievement of each of the specific focus within
each of the seven teaching processes. Candidates were rated “1” for needs improvement, “2” for
33
developing competency, and “3” for competent Specific language describing the three possible
ratings for each separate focus is available in attachment 5b, the seven rubrics for the TWS.
The revised Renaissance Teacher Work Sample adapted for use at SCSU focuses on the impact a
pre-service teacher can have on student learning. The work samples are actual samples of
teaching performance and are direct evidence of a candidates ability to use contextual factors
(NCSS 4.1 and 4.2) in setting learning goals (NCSS 4.10) and using an assessment plan (NCSS
4.0 ) to design instruction (NCSS 2.7 and 4.10) engage in instructional decision making, (NCSS
4.7.2 and 4.10) reflection (NCSS 4.2) and self-evaluation (NCSS 4.2). Candidates complete the
assessment in the field of experience associated with the curriculum class (ED 425) completed in
the semester before practicum.
Data found in assessment attachment 5c show that the 10 initial candidates students enrolled in
sections of the curriculum class in ED 425 Fall 2007 received a rating of “developing or
competent” for each of the items identified in the seven processes. The evidence shows the
candidates are proficient in meeting the standards of the TWS as it relates to NCSS standards.
34
ASSESSMENT #6 – PORTFOLIO
Social Studies Education
1. Description of Assessment
The Clinical Professional Portfolio is designed to provide the teacher candidates and
opportunity to showcase their growth as Effective Performers, Reflective Decision Makers and
Humanistic Practitioners. It is required that the social studies education candidates collect
artifacts that demonstrate and reflect their professional growth and show artifacts that impact
diverse student learning. The artifacts must be aligned to the NCSS Standards and collected in
key courses. They must be organized according to a specific rubric this is designed to highlight
your knowledge, skills and dispositions as lifelong learners. These materials may include journal
articles, hand-outs that supplement course lectures, samples, examples, technology activities, and
electronic websites. From this wealth of materials or artifacts, you will carefully select four
artifacts from each course you have taken. Each candidate selected artifacts that were viewed as
representative of the knowledge, skills, disposition and impact on student learning at each of the
stage of the admission and monitoring process. Examples could include: video tape analysis of
a lesson taught across the content areas. For example, an Social studies lesson plan that was both
fun and successful (NCSS 2.4). Reflections on lessons from a unit that was observed by the
cooperating teacher and the university supervisor to include diverse strategies to enhance the
content growth of high need students (NCSS 3.3). Long range plans to include print and nonprint, according to the appropriate needs of students and their families from rural isolated areas
(NCSS 2.5, 2.6, 2.7.3.2 and 5.3) See attached rubric.
2. Alignment with NCSS Standards (See rubric below)
DEPARTMENT OF EDUCATION
SOUTH CAROLINA STATE UNIVERSITY
Assessment #6
SOCIAL STUDIES PORTFOLIO EVALUATION
Undergraduate - (Level IV – [ED 430] Student Teachers)
Candidate_______________________________ School __________________________
Cooperating Teacher______________________ University Supervisor ______________
Semester _______________________________ Date ____________________________
Evaluation Criteria
Needs
Improvement
1
Table of Contents,
Purpose, Philosophy, and
Personal Data (including a
resume, test scores, and
curriculum ledger) (EP)
NCSS Theme I-X;
Most of the
categories/artifacts are not
included in the table of
contents. The purpose,
philosophy and personal
data are quite sketchy.
Developing
Competence
2
Most of the
categories/artifacts are
included in the table of
contents. The purpose,
philosophy and personal
data are somewhat
Competent
Score
3
The candidate has clearly
included a table of
contents and purpose as
well as his/her philosophy
and personal data.
35
Most artifacts are not
related to the Outcomes.
sketchy.
Most artifacts are related
to the Outcomes
established by the DOE.
Selection of Artifacts that
NCSS Theme I-X;
INTASC and ADEPT
Standards (EP)
A Rationale Attached to
Artifacts that Relates to the
NCSS Theme I-X;
INTASC, or ADEPT
Standards (EP)
Knowledge of Subject
Matter (EP)
NCSS Theme I-X;
INTASC 1, 2, 5 & 6; APS
6
Most artifacts are not
related to state and
national standards.
Most artifacts are related
to the NCSS, INTASC,
and ADEPT Standards.
A rationale is not included
for most of the artifacts.
Presents a rationale for
some artifacts that partially
relates to national or state
standards.
The candidate’s
knowledge of subject
matter is beginning to
develop.
The candidate has some
understanding of the
subject matter.
Long- and Short-range
Planning Related to the South
Carolina Curriculum
Standards (EP)
Most planning is not
related to the SC
Curriculum Standards.
Most long- and short-range
planning is related to the
SC Curriculum Standards.
Most of the activities do
not follow an organized
sequence or support the
objective(s).
Most of the activities
follow an organized
sequence, but do not
always support the
objective(s).
The candidate designed
well-organized activities
that clearly support the
objective(s) of each lesson.
Many of the teaching
processes were not
included and/or the quality
is poor.
Most of the lessons do not
include strategies to assess
student progress.
Some of the teaching
processes were not
included and /or the
quality is poor.
Most of the lessons include
some type of assessment.
Artifacts show some use of
technology.
Artifacts show the use of
technology in most
lessons.
The candidate designed a
Unit Work Sample that
includes all seven teaching
processes.
The candidate uses a
variety of appropriate
assessment strategies to
monitor student progress.
Artifacts show sufficient
integration of technology
in lessons.
Most of the activities do
not reflect the use of
children’s prior
knowledge, experiences
and feedback.
Most of the activities show
that children’s prior
knowledge, experiences
and feedback were
considered.
Most of the lessons and
activities do not reflect an
understanding of different
cultures, interests, and
abilities.
Most of the lessons and
activities reflect the
candidate’s understanding
of different cultures,
interests, and abilities.
Selection of Artifacts that
Address the Outcomes
Established by the
Department of Education
(DOE) -- Effective
Performer (EP), Reflective
Decision Maker (RM) and
Humanistic Practitioner
All artifacts are clearly
related to the Outcomes
established by the DOE.
(HP)
NCSS Theme I-X;
NCSS Theme I-X;
INTASC 7;
APSs 1 & 2
Lesson Plans (EP)
NCSS Theme I-X;
INTASC 7;
APS 2
Unit Work Sample (EP)
NCSS Theme I-X;
INTASC 7;
APS 2
Assessment Strategies
(EP)
NCSS Theme I-X;
INTASC 8; APS 3
Use of Technology (EP)
NCSS Theme I-X;
; INTASC 6;
APS 9
Use of Students’ Prior
Knowledge, Experiences,
and Feedback (RM) (HP)
NCSS Theme I-X;;
INTASC 3, 4, 5, 6 & 7;
APSs 7 & 8
Awareness of Culture,
Interests, and Abilities of
9-12 grade students (RM)
(HP)
NCSS Theme I-X;
All artifacts are clearly
related to the NCSS,
INTASC, and ADEPT
Standards.
Presents a strong rationale
for artifacts that clearly
relates to a national or
state standard.
The artifacts clearly
demonstrate that the
candidate has an
understanding of the
subject matter.
Long- and short-range
planning is clearly related
to the SC Curriculum
Standards.
The activities clearly
reflect a strong
relationship between new
content and children’s
prior knowledge,
experiences and feedback.
The lessons and activities
clearly reflect the
candidate’s awareness of
children’s cultural
heritage, interests, and
36
INTASC 7 & 10; APSs 1,
2, 4 & 8
Awareness of Different
Learning Styles (RM) (HP)
NCSS Theme-1, 1b & 4b;
INTASC 2, 3 & 7; APS 1
&3
Developmental
Characteristic of Students
(EP)
NCSS Theme-1 and 2;
INTASC 2; APSs 1, 2 & 5
Involving Families in
Students’ Development
and Learning (RM) (HP)
NCSS Theme I-III, 2b &
2c; INTASC 3, 7 & 10;
APSs 1 & 10
Reflections (RM)
NCSS Theme X; INTASC
9; APS 10
Professional Growth and
Development (RM) NCSS
Theme X; INTASC 9;
APS 10
Well Organized (EP);
NCSS Theme X: INTASC
10; APS 10
Work Samples from
Grade 9-12 Students (EP)
(RM) (HP);NCSS Themes
I-X; INTASC 3, 4, 5, 6 &
7; APSs 5 & 6
abilities.
Most of the artifacts do not
reflect an understanding of
different learning styles.
Most of the artifacts reflect
the consideration of
different learning styles.
Most of the artifacts for
9-12 grade students are
developmentally
inappropriate.
Most of the artifacts for 912 grade students are
developmentally
appropriate.
There is little or no
evidence of the importance
of involving families.
There is some evidence of
the importance of
involving families.
Most reflections do not
illustrate the ability to
effectively critique work
or identify areas for
improvement.
There is little or no
evidence of engaging in
continual learning.
Most of the reflections
illustrate the ability to
effectively critique work
and identify areas for
improvement.
There is some evidence of
the importance of
engaging in continual
learning.
Poorly organized
Some organization, but
artifacts are not easily
found.
More than one type of
artifact
Only one type of artifact
The artifacts clearly
reflect planning and
assessing with
consideration for different
learning styles.
All artifacts designed for
or completed by 9-12
students during Pre-STEP
and student teaching
experiences are
appropriate and reflect a
sound understanding of
developmental
characteristics of young
children.
The artifacts clearly reflect
the candidate’s
understanding of the
importance of involving
families in children’s
development and learning.
All reflections illustrate
the ability to effectively
critique work and identify
areas for improvement.
The artifacts clearly reflect
the candidate’s
understanding of the
importance of engaging in
continual learning and
improvement.
Everything is easily found.
A variety of artifacts are
included.
Total ________
Evaluation Scale:
Competent: 51-57
Developing Competence: 42-50
Needs Improvement: 0-41
3. Summary of Data Findings
During the student teaching process, a cooperating teacher and university supervisor rate each
candidate’s portfolio. A three-level rating criteria is used which consist of “needs
improvement,” “developing competence,” and “competent.” Ratings of “developing
competence” and “competent” are necessary for successful performance.
37
4. The evaluation criteria are aligned with the NCSS Standards. According to the 2007-2008
data, the 1 candidate received a rating of competent which indicates the necessary
knowledge, skills, disposition and the ability to impact 9-12 grade students learning in
diverse settings.
Assessment #7
SOCIAL STUDIES EDUCATION CANDIDATE DISPOSITION SURVEY
Evaluated by: Candidate _______________________ Self _________________
School _______________________
Evaluated by: Advisor: ______________________________________
Evaluated by:
Principal _______________________
Evaluated by: Cooperating Teacher ______________ Evaluated by: University Supervisor
_______ Semester _____ Date ____
DISPOSITION
RDS
DEVELOPING
COMEPETENCE
(1)
NEEDS
IMPROVEMENT
(2)
COMPETEN
(3)
2.3,
7,
1. Committed to presenting accurate
content to students in the following
areas: reading, writing, oral, science,
mathematics, social studies, art,
health, and physical education.
Presents content that contains few
errors and addresses some content
standards.
Makes numerous errors in
content. Presents inaccurate
material that is riot knowledge
or standards based.
Lessons are knowledg
and address all standar
elementary grade leve
matter content is accur
5.2
2. Appreciates and plans for
elementary students that reflect
diverse learning styles and varying
abilities in the following areas:
reading, writing, oral, science,
mathematics, social studies, art,
health, and physical education.
3. Realizes the importance of arid
practices effective communication in
the following areas: reading, writing,
oral, science, mathematics, social
studies, art, health, and physical
education.
4. Assumes the responsibility to stay
abreast of current research and best
practices (including technology) in
order to make a difference in entire
lives of elementary students in the
following areas: reading, writing,
oral, science, mathematics, social
studies, art, health, and physical
Presents lessons that consider
several, but riot all styles of
learning, cognition, and
exceptionalities.
Presents lessons that address
one learning style.
Exceptionalities are not
considered.
Presents lessons that c
the learning styles and
of all elementary stude
Makes some errors in writing and
speaking. Occasionally corrects
students’ grammar.
Makes numerous grammatical
errors in writing and speaking.
Does not correct students’
grammatical errors.
Uses and requires stud
use correct grammar in
arid speaking.
Decisions made demonstrate little
research and best practices.
Technology is used occasionally.
No effort made to used best
practice, research or technology
in making decisions about
elementary level students’
learning.
Decisions made ale ba
research, best practice
effective use of techno
other materials.
3.3
38
2.3,
7,
3, 3.4
nd
3.3
d 5.2
3.3,
.1
and
3.3,
education.
5. Exhibits a professional demeanor
including appearance, punctuality,
and effective problem solving skills
in the following areas: reading,
writing, oral, science, mathematics,
social studies, art, health, and
physical education.
6. Places importance on using
reflection and feedback in making
decisions about elementary student
learning in the following areas:
reading, writing, oral, science,
mathematics, social studies, art,
health, and physical education.
7. Values (use of self-evaluation and
reflection in professional growth in
the following areas: reading, writing,
oral, science, mathematics, social
studies, art, health, and physical
education.
8. Appreciates diverse cultures and
customs of elementary students in the
following areas: reading, writing,
oral, science, mathematics, social
studies, art, health, and physical
education.
9. Committed to fostering positive
interactions among elementary
students and families from diverse
cultures in the following areas:
reading, writing, oral, science,
mathematics, social studies, art,
health, and physical education.
10. Holds belief that foster ethical
practice in the following areas:
reading, writing, oral, science,
mathematics, social studies, art,
health, and physical education.
Exhibits well groomed appearance,
but is riot always professionally
dressed. Occasionally late in
arriving and submitting
assignments. Is sometimes unable
to handle problems professionally.
Is unprofessional in appearance
and grooming. Arrives and
presents assignments late and/or
incomplete. Does not
demonstrate the ability to solve
problems.
Exhibits well groomed
professional appearanc
prompt in arrival and p
assignments, reports, e
timely fashion. Demon
effective problem solv
Uses elementary student data to
plan instruction, but does not
consider the effectiveness of
instruction.
Does not consider student data,
interests, or abilities in planning
instruction. Does not analyze
effectiveness of instruction.
Uses elementary stude
interests, and abilities
decision about content
delivery of instruction
the effectiveness of ins
Progress noted in self-evaluation
and professional growth.
Does not engage in selfevaluation to determine (effect
his/her actions have on others.
Shows no progress in
professional growth.
Sometimes considers backgrounds
and interests of the elementary
student in lessons.
Shows some concern about
fostering positive interactions
among elementary students and
families from diverse cultures.
Materials presented do not
consider the elementary
students’ backgrounds and
interests. Shows no interest in
customs cultures of other
people.
Indifferent toward fostering
positive interactions among
elementary students and
families from diverse cultures.
Demonstrates continuo
analysis of self evalua
examination of the eff
actions on others, whic
in improvements of de
making skills and grow
professional.
Always incorporates th
elementary student bac
arid interests to enhanc
Models respect and ac
students’ customs and
Occasionally makes decisions,
which go against the acceptable
sense of right and wrong and a
professional code of ethics.
Displays difficulty in discerning
right and wrong. Has no
knowledge of a professional
code of ethics.
Fosters a courteous an
cooperative relationsh
elementary students an
from diverse cultures.
Makes decisions based
acceptable sense right
wrong. Abides by a pr
code of ethics.
Needs Improvement _____________________
Developing Competence _________________
Competence ___________________________
Directions: Please check each item which describes the candidate’s level of performance.
This survey is administered three times to the teacher education candidate and lire candidate uses this survey for self-evaluation
1. Self-Evaluation in Introduction ED: 199
2. Upon admittance to teacher Education Program
Signature
__________________________
3. Upon completion of Student Teaching
39
ASSESSMENT 8
Assessment #8: Follow-Up Survey (Alumni)
1. Description of Assessment
Assessment eight (8) has been specifically developed to respond to all Social Studies Standards.
This assessment is conducted during follow-up. A survey of recent graduates of the College of
Humanities, Education and Social Sciences was conducted in the summer of 2006. The program
completes this survey every three years. The survey was mailed to alumni who had graduated
within the past 3 years. The return rate for the survey was moderate at 45%.
2. NCSS Standards Addressed Assessment Aligned to Standards
SOUTH CAROLINA STATE UNIVERSITY COLLEGE OF EDUCATION
HUMANITIES AND SOCIAL SCIENCES
FOLLOW-UP SURVEY ASSESSMENT #8
N=37
A. Please circle the appropriate response:
Gender
African-American
35(95%)
2007
4(11%)
Female
33(89%)
Caucasian
2(5%)
Hispanic
Male
4(11%)
Native American
Year Complete Bachelor’s Degree
2006
2005
12(32%)
16(43%)
Are You Employed?
Other
2004
5(14%)
Yes
No
37 (100%)
B. How well did the Counselor Education Program prepare you to perform the following activities?
Competent
Developing Competence
Needs Improvement
3
2
1
1. Relate students’ development to planning and organizing educational activities.
33(89%)
4(11%)*
2. Use diagnostic test, observation, and student records to assess student learning.
30(81%)
7(19%)
3. Identify causes of school or classroom misbehavior and employ techniques for correction.
25(68%)
12(32%)
4. Use effective oral and written communication skills.
29(78%)
8(22%)
40
5. Exhibit knowledge of the subject matter.
33(89%)
3(8%)
6. Demonstrate flexibility in adjusting plans to deal with unplanned events in the classroom.
30(81%)
7(19%)
7. Hold high but reasonable expectation for students.
34(92%)
3(8%)
8. Manage the school, classroom, and maximize instructional time.
24(65%)
13(35%)
9. Use critical thinking and problem solving skills.
31(84%)
6(16%)
10. Express ideas in a logical and clear manner.
32(86%)
5(14%)
11. Value the commonalities and differences of students.
34(92%)
3(8%)
12. Provide content that promotes respect and acceptance of all cultures.
34(92%)
3(8%)
13. Stimulate students’ interests and value their ideas.
32(86%)
5(14%)
14. Work effectively with exceptional and diverse students.
29(78%)
8(22%)
15. Develop and maintain good relations with parents of students.
32(86%)
4(11%)
16. Develop and maintain good relations with the school and district staff.
29(78%)
8(22%)
17. Use technology in the delivery of instruction.
26(70%)
10(27%)
18. Participate as an active member of professional organizations.
32(86%)
5(14%)
19. Keep abreast of best practices.
36(97%)
1(2%)
20. Make decisions based on reflection and best practice.
36(97%)
1(2%)
**Note: % of error is + 1%.
Open ended responses:
I enjoyed and was given all the tools necessary in becoming competent in my area of study. Best
wishes to the Department.
“After one year reflecting on the past year to improve the next year, I truly can say that SCSU
prepared me to be an effective teacher and a humanistic practitioner in my area of concentration.
My overall experience at SCSU was great. I learned many things that will help me to become an
effective teacher.
I am a second year teacher and I am thankful for the opportunities that were given to me as a
collegian. The Education Dept. did a great job in preparing my fellow teachers and myself for the
future as teachers.
I believe SCSU fully prepared me for my career in education; however I think that more
classroom experience with students and teachers would truly benefit the candidates. (Prior to the
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student teaching experience) candidates should be encouraged to begin taking the required
assessment within their freshman year. Again I am pleased with the training I received and
encourage future educators to attend SCSU and gain future employment with Calhoun county
public schools.
3. Summary of Data Findings
When asked to indicate their level of agreement with a statement regarding how well the
program helped them reach the Subject Matter Knowledge standard 100% of the graduates
indicated “exceptionally or very well that the program helped them develop understanding of the
central concepts and processes of inquiry of the subject matter they teach (NCSS Themes I-X).
In terms of critical thinking and problem solving skills the alumni rated the program as “
exceptional or very good” (100%) in terms of their understanding of the central concepts and
processes of inquiry of the subject matter taught. A total of 100% of the graduates agreed that the
program helped them reach the Assessment and Technology standard and helped them develop
the knowledge and skills to use technology in the planning, delivery, and assessment of learning
and instruction.
4.How data provides evidence of Meeting Standards
The follow-up survey encompasses all SPAs, NCATE, STATE ADEPT, ISTE, NBPTS and
Impact on Student Learning and Conceptual Framework Standards. Since the main emphasis is
on application of subject matter knowledge content knowledge, planning, delivery, and
assessment of learning and instruction, pedagogical and professional knowledge, skills and
dispositions and value added to student learning, during employment, the Data Table above
provides convincing evidence of alumni’s perception related to the NCSS Themes I-X.
.
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