2015 Elementary Education Assessment Report: Based on Academic Year (AY)

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1 Component Program Mission Statement Goal 1 Description From your Program Assessment Plan (Statement should articulate the unit/ program mission in support of the institutional mission and include a clearly defined purpose appropriate to collegiate education.) Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc.). Goals should focus on discipline-specific outcomes relevant to program.) (Describes the specific The School of Education continues with our threefold mission: to prepare effective teachers who are reflective practitioners and professionals, to serve the needs of schools in the state of South Carolina, particularly the Upstate, working collaboratively with PreK-Grade12 school personnel, and to advance understanding of how teaching and learning occur effectively. All education programs are designed to provide candidates with the following: 1) A general exposure to and an appreciation of the traditional liberal arts and sciences of both western and non-western traditions; 2) A specific exposure to the most up-to-date pedagogical theories and practices; 3) A set of ethical principles, values, and dispositions; 4) A commitment to the principle of equality of educational opportunity for all students, regardless of race, ethnic background, religious affiliation, or gender; and 5) A commitment to knowledge of both theory and practice and an understanding of how one informs and strengthens the other. As a whole, the School of Education has five goals: I. The candidates of the USC Upstate School of Education value reflective teaching practice. II. The candidates of the USC Upstate School of Education value learner-centered pedagogy. III. The candidates of the USC Upstate School of Education value performance-based assessment. IV. The candidates of the USC Upstate School of Education are committed to and affirm diversity. V. The candidates of the USC Upstate School of Education are committed to professional responsibility. As required by the school s accrediting body, individual departments (programs) must align their discipline-specific goals with these overarching goals. Therefore, this document will outline the Elementary Education program s goals, objectives, and assessments, and, by proxy, those of the School of Education as a whole. The Elementary Education program has a mission to prepare teacher candidates to be effective and reflective practitioners in the field of Elementary Education at elementary levels from 2 nd grade through 6 th grade. The goals of both the School of Education and the Department of Elementary Education are thus well-aligned to the university s mission to prepare its students to participate as responsible citizens in a diverse, global, and knowledge-based society, to pursue excellence in their chosen careers and to continue learning throughout life. Courses in the Elementary Education program focus on the diversity of children and colleagues our teacher candidates will be working with and work hard to prepare them to meet the needs of all children and differentiate instruction. Our courses are rigorous and instructors have high expectations. Students are expected to participate responsibly, ethically, and actively. We strive to teach our students to be life-long learners through activities that are created for long-term memory and skill achievement. Elementary Education teacher candidates will possess thorough and accurate knowledge of the content they teach. This goal aligns with SoE goals I and II. Elementary Education teacher candidates know and apply discipline-specific scientific, pedagogical, and theoretical concepts critical to the development of educated individuals in the elementary classroom setting.

2 Objectives SLO s (student learning outcomes) Assessment Methods Assessment Criteria skills, values and attitudes students should be able to exhibit that reflect the broader goals. Objectives (student learning outcomes) transform the general program goals into specific student performance/behaviors that demonstrate student learning and skill development along these goals (Describes the measure(s) by which the department will know the students are meeting the departmental learning objectives. Includes both direct and indirect assessment. Each SLO should have at least one assessment method.) Level of achievement you are targeting (indicate benchmarks, scores on assessment instruments, etc that would indicate acceptable achievement under your plan Students licensed in elementary education on the state of South Carolina are required to achieve a passing score on a nationally standardized test of content knowledge for elementary teachers. For the academic year graduates took ETS (Educational Testing Services): Test 5019 which assesses content knowledge and yields a single standardized score. Our success criterion specifies that 90% of Elementary Education teacher candidates will pass the PRAXIS II content exam in a given academic year. The pass score for ETS Test 5019 is 160. During the academic year 50 of our students took ETS test 5019 and achieved an average standardized score of 168. As of this moment the pass rate for this cohort was 94%. Assessment Results Actual results and data collected (Make sure to break down data by subgroups (e.g. other campuses or emphases). As

3 appropriate, also include item or category analysis The state has adopted a new standardized test for elementary education that is required for the academic year and recommended for students graduating in the AY. The new test will yield not only a single composite score but also four standardized sub scores in the areas of reading/language arts, mathematics, social studies, and science. Although we feel our current curriculum, which is being revised slightly to support the area of reading skills, is adequate, we will watch closely the results of the newer test. Action Plan What actions or modifications have been or will be made based on this assessment? Content course syllabi and assignments are discussed during program meetings and will continue to be reviewed on an annual basis by the Elementary Program Committee to determine if appropriate content related information is being covered and mastered by students. Due to the fact that we are one academic year behind in accessing PRAXIS II scores, faculty will continue to communicate with ETS the reporting of this data in a more efficient and timely manner.(more rapid reporting of PRAXIS II scores from ets.org is essential to be able to utilize this information for program improvement.) We are offering Praxis Core workshops for our students as well. Implementation/Evaluatio n of Prior Year s Action Plan Goal 2 How was the action plan identified in the previous year s report implemented this year, and what was the impact? Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific Faculty members have made a conscious effort to incorporate Praxis test information into their courses. School of Education orientation sessions along with campus-specific and grade level specific groups of initial school year sessions/meetings have (and will continue) to take place so students will remain cognizant of Praxis content, expectations, and deadlines for completing the testing process and submitting scores for attainment of SC teaching credentials. Students are also notified of Praxis information through course materials and instructors notifications. A template of the essentialities of elementary education syllabi was created and sent to faculty members to ensure that vital content and Praxis information has been included. Syllabi were submitted to the SOE and are monitored each semester. Information related to Praxis testing and preparation has been published in the School of Education monthly newsletter and on the SoE webpage and has been added to the newly published SOE Greenville campus only newsletter. A link was added on the webpage to Praxis information on the SOE website. The new requirement (from ) for the elementary portfolio (students were to have artifacts that meet all seven content areas addressed in ACEI standards) was implemented and strengthened student content knowledge and preparation for the PRAXIS II tests and content assessment. This is evident from Praxis scores. Elementary Education teacher candidates will understand the planning, implementation, and assessment of developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students. This goal aligns with SoE specific goals I, II, and III. I. The candidates of the USC Upstate School of Education value reflective teaching practice. II. The candidates of the USC Upstate School of Education value learner-centered pedagogy. III. The candidates of the USC Upstate School of Education value performance-based assessment.

4 outcomes relevant to program.) Objectives SLO s (student learning outcomes) (Describes the specific skills, values and attitudes students should be able to exhibit that reflect the broader goals. Objectives (student learning outcomes) transform the general program goals into specific student performance/behavio rs that demonstrate student learning and skill development along these goals. 2.1: Elementary Education teacher candidates will demonstrate competence as effective short range and long range instructional planners. 2.2: Elementary Education teacher candidates will demonstrate competence in the areas of student assessment and reflective self-assessment. Assessment Methods Assessment Criteria (Describes the measure(s) by which the department will know the students are meeting the departmental learning objectives. Includes both direct and indirect assessment. Each SLO should have at least one assessment method.) Level of achievement you are targeting (indicate benchmarks, scores on assessment 2.1: Performance on ADEPT Professional Standards (APS) # 1 and (APS) # 2: Instructional Planning *Description of APS evaluations this applies to all instances of the use of APS as assessments (See Appendix V) School of Education candidate performance is assessed using a summative assessment process that aligns with the South Carolina Professional Assistance, Development, and Evaluation of Professional Teaching (ADEPT) System. At the end of the final student teaching experience the clinical supervisor, and cooperating teaching, in conjunction with the student, conduct a summative assessment of each candidate s performance based on the ten APSs. Each APS is judged on a 4 point rubric, (Appendix V) where Exemplary (E) = 4 points, More than Satisfactory (M) = 3 points, Satisfactory (S) = 2 points, and Unsatisfactory (U) = 1 point. The scores on each section are averaged to produce the mean score for each APS. Instructional Planning is assessed through a combination of APS 1 and APS 2 which represent long range and short range instructional planning, respectively. 2.2: Performance on ADEPT Professional Standard (APS) #3: Assessment of Students and Self-assessment Student assessment and reflective practice are assesses through data derived from APS : Elementary Education teacher candidates will score 2.0 or higher on the combination of APS (ADEPT Performance Standards) 1 and : Elementary Education teacher education candidates will score 2.0 or higher of APS 3.

5 instruments, etc that would indicate acceptable achievement under your plan Assessment Results Actual results and data collected (Make sure to break down data by subgroups (e.g. other campuses or emphases). As appropriate, also include item or category analysis Spring 2015 APS 1&2 N=23 Upstate 3.4 N=9 UCG 3.7 N=2 Sumter 3.5 TOT MEAN N= Fall 2014 APS 1&2 N=15 Upstate 3.6 N= UCG N=1 Sumter 2.0 TOT MEAN N=

6 Action Plan What actions or modifications have been or will be made based on this assessment? Faculty will continue to focus on the integration of educational philosophy and practice, correct grammatical style/usage, and teaching candidates how to reflect upon the artifact and how it relates to the APS. Additional information and examples will be posted on Blackboard sites and the SoE webpage. It is important that the instructors aid candidates in choosing the correct artifact for each APS. Training for grading and analysis of APS was provided by the director of the Grenville campus and the former elementary education coordinator on the Spartanburg campus. Continual assistance and mentorship will be offered for new and existing faculty members/course instructors. We are offering APS workshops to students in a coordinated manner. We will also continue offering an inter-rater reliability training session for all elementary faculty/instructors scoring the portfolio APSs. Our general action plan is to keep adjuncts and new instructors of methods courses informed of the requirements of the portfolio APS so they can be consistent in their explanations to students of expectations. The program coordinator will update information forms to be more user-friendly to new course instructors and students. Implementation/Evaluatio n of Prior Year s Action Plan Goal 3 Objectives SLO s (student learning outcomes) How was the action plan identified in the previous year s report implemented this year, and what was the impact? Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to program.) (Describes the specific skills, values and attitudes students should be able to Our biggest obstacle with this assessment is consistency among faculty members teaching our methods courses. Turnover and changes in who teaches the courses make it difficult to keep instruction in this area consistent. We have had several adjuncts and new personnel teaching in the Elementary program, and it has been difficult to be consistent in this manner. EDEL 441 (curriculum course) has been updated and the new instructor is spending more time in the introduction and implementation of the APSs. As we continue to dedicate this kind of effort to APS knowledge and preparation and hopefully have less turnover we believe scores will continue to increase. The new requirement added to the portfolio, for candidates to have artifacts that meet all seven content areas addressed in the ACEI standards continues to be monitored by faculty scoring the portfolio, and assures more and better understanding in specific content areas. This also assists in more appropriate and better understanding of long and short range planning and overall assessment. Elementary Education teacher candidates will be well-prepared to maximize student learning in the classroom through instructional delivery and monitoring of student learning. This goal aligns with SoE specific goals I, II, III, IV 3.1: Elementary Education teacher candidates will establish, clearly communicate, and maintain appropriate expectations for student learning, participation, and responsibility. 3.2: Elementary Education teacher candidates will exhibit effective use of appropriate instructional strategies.

7 Assessment Methods Assessment Criteria Assessment Results exhibit that reflect the broader goals. Objectives (student learning outcomes) transform the general program goals into specific student performance/behavio rs that demonstrate student learning and skill development along these goals. (Describes the measure(s) by which the department will know the students are meeting the departmental learning objectives. Includes both direct and indirect assessment. Each SLO should have at least one assessment method.) Level of achievement you are targeting (indicate benchmarks, scores on assessment instruments, etc that would indicate acceptable achievement under your plan Actual results and data collected (Make sure to break down data by subgroups (e.g. other campuses 3.3: Elementary Education teacher candidates will demonstrate ability to select appropriate content and structure the delivery of the content for maximal learning. 3.4: Elementary Education teacher candidates will be able to effectively monitor student learning and provide meaningful feedback to students. 3.1: Performance on ADEPT Professional Standard (APS) #4: High Expectations for Learners 3.2: Performance on ADEPT Professional Standard (APS) #5: Instructional Strategies 3.3: Performance on ADEPT Professional Standard (APS) #6: Teaching Content to Students 3.4: Performance on ADEPT Professional Standard (APS) #7: Monitoring Student Learning (Domain II) 3.5: ETS PRAXIS II Principles of Learning and Teaching (PLT) test (K-6) : Students will score a 2.0 or higher on APS 4, 5, 6, & 7 (Domain II). 3.2: 90% of students will pass the PRAXIS II PLT exam (#0622) in a given academic year. Passing score is a Data on APSs 4-7 Spring APS3 APS4 APS5 APS6 APS N=23 Upstate N=9 UCG N=2 Sumter TOT MEAN N=

8 or emphases). As appropriate, also include item or category analysis Fall APS3 APS4 APS5 APS6 APS N=15 Upstate N= UCG N=1 Sumter TOT MEAN N= Action Plan Implementation/Evaluatio n of Prior Year s Action Plan What actions or modifications have been or will be made based on this assessment? How was the action plan identified in the previous year s report implemented this year, and what was the impact? 3.5: PRAXIS II PLT test (0622) results: There are no disaggregated data for this category so we do not have elementary program majors results. Of the 67 students who took this assessment in the AY, 97.01% met the state standard for licensure. Faculty will continue to focus on the integration of educational philosophy and practice, grammatical style/usage, and teaching candidates how to reflect upon the artifact and how it relates to the APS. Additional information and examples will be posted on Blackboard sites and the SoE webpage. It is important that the instructors aid candidates in choosing the correct artifact for each APS. A new faculty member (on both the Greenville and Spartanburg campus) has taken over instruction of one of our core courses describing and supporting APS development. This faculty member has been trained in the way we inform and support teacher candidates in preparing a portfolio at or above the 3.0 mark. We will continue to offer assistance in this course to new faculty members/course instructors. We will continue offering an inter-rater reliability training session for all elementary faculty/instructors scoring the portfolio APSs. Our general action plan is to keep adjuncts and new instructors of methods courses informed of the requirements of the portfolio APS so they can be consistent in their explanations to students of expectations. The program coordinator will update information forms to be more user-friendly to new course instructors and students. Our biggest obstacle with this assessment is consistency among faculty members teaching our methods courses. Turnover and changes in who teaches the courses make it difficult to keep instruction in this area consistent. The new instructor last year did implement changes in teaching the requirements for this assessment however she has recently left the SoE. Scores did improve during the spring semester so we believe her implementations were beneficial to the students. Action to improve overall portfolio scores to 3.0 or above was carried out somewhat (through additional resources [hand-outs, power point presentations] and instruction in methods courses), but not as well as we would have hoped. Scores did not improve significantly. We have had several adjuncts and new personnel teaching in the Elementary program, and it has been difficult to be consistent in this manner. EDEL 441 has been updated and the new instructor is spending more time in the introduction and implementation of the APSs. As we continue to dedicate this kind of effort to APS knowledge and preparation and hopefully have less turnover we believe scores will continue to increase. The new requirement added to the portfolio, for candidates to have artifacts that meet all seven content areas addressed in the ACEI standards continues to be monitored by faculty scoring the portfolio, and assures more and better understanding in

9 specific content areas. This also assists in more appropriate and better understanding of long and short range planning and overall assessment. Goal 4 Objectives SLO s (student learning outcomes) Assessment Methods Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to program.) (Describes the specific skills, values and attitudes students should be able to exhibit that reflect the broader goals. Objectives (student learning outcomes) transform the general program goals into specific student performance/behavio rs that demonstrate student learning and skill development along these goals. (Describes the measure(s) by which the department will know the students are meeting the departmental learning objectives. Includes both direct and indirect assessment. Each SLO should have at least one assessment method.) Elementary Education teacher candidates will be able to promote student learning by enhancing classroom environment and managing the classroom effectively. This goal aligns with SoE goals I and IV. 4.1: Elementary Education teacher candidates will demonstrate the ability to maintain a classroom environment that promotes and facilitates learning. 4.2: Elementary Education teacher candidates will be able to demonstrate the ability to manage their classrooms effectively with equity, firmness, and fairness. 4.1: Performance on ADEPT Professional Standard (APS) #8: Maintaining a Classroom Environment that Promotes Learning 4.2: Performance on ADEPT Professional Standard (APS) #9: Classroom Management

10 Assessment Criteria Level of achievement you are targeting (indicate benchmarks, scores on assessment instruments, etc that would indicate acceptable achievement under your plan 4.1: Students will score a 2.0 or higher on APS #8 & 9 Assessment Results Action Plan Actual results and data collected (Make sure to break down data by subgroups (e.g. other campuses or emphases). As appropriate, also include item or category analysis What actions or modifications have been or will be made based on this assessment? Spring APS8 APS N=23 Upstate N=9 UCG N=2 Sumter TOT MEAN N= Fall APS8 APS N=15 Upstate N= UCG N=1 Sumter TOT MEAN N= Faculty will continue to focus on the integration of educational philosophy and practice, grammatical style, and teaching candidates how to reflect upon the artifact and how it relates to the APS. Additional information and examples will be posted on Blackboard sites and the SoE webpage. It is important that the instructors aid candidates in choosing the correct artifact for each APS. The new faculty member has taken over instruction of one of our core courses describing and supporting APS development. This faculty member has been trained in the way we inform and support teacher candidates in preparing a portfolio at or above the 3.0 mark. We will continue to offer assistance in this course by this new faculty member/course instructor. We provided adjunct training sessions. In these training sessions, APS and how to help prepare our students in these areas will be covered. These training sessions will continue to be offered.

11 We will continue offering an inter-rater reliability training session for all elementary faculty/instructors scoring the portfolio APSs. Our general action plan is to keep adjuncts and new instructors of methods courses informed of the requirements of the portfolio APS so they can be consistent in their explanations to students of expectations. The program coordinator will update information forms to be more user-friendly to new course instructors and students. Implementation/Evaluatio n of Prior Year s Action Plan Goal 5 Objectives SLO s (student learning outcomes) How was the action plan identified in the previous year s report implemented this year, and what was the impact? Describe broad learning outcomes and concepts (what you want students to learn) expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to program.) (Describes the specific skills, values and attitudes students should be able to exhibit that reflect the broader goals. Objectives (student learning outcomes) transform the general program goals into specific student performance/behavio rs that demonstrate student learning and skill development along these goals. The new requirement added to the portfolio, for candidates to have artifacts that meet all seven content areas addressed in the ACEI standards continues to be monitored by faculty scoring the portfolio, and assures more and better understanding in specific content areas. This also assists in more appropriate and better understanding of long and short range planning and overall assessment. Elementary Education teacher candidates will demonstrate dispositions essential to becoming effective professionals. This goal aligns with SoE goal V. 5.1: Teacher candidates will exhibit an ability to develop as a teacher both professionally and personally. 5.1: Performance on ADEPT Professional Standard (APS) #10 (Domain IV): Personal and Professional Development 5.2: Performance on Teacher Work Sample (TWS)

12 Assessment Methods Assessment Criteria Assessment Results (Describes the measure(s) by which the department will know the students are meeting the departmental learning objectives. Includes both direct and indirect assessment. Each SLO should have at least one assessment method.) Level of achievement you are targeting (indicate benchmarks, scores on assessment instruments, etc that would indicate acceptable achievement under your plan Actual results and data collected (Make sure to break down data by subgroups (e.g. other campuses or emphases). As appropriate, also include item or category analysis The Teacher Work Sample (TWS) is a comprehensive 200 point assessment composed of seven components (contextual factors 20 pts, learning goals 25pts, assessment plan 25 pts, design for instruction 35 pts, instructional decision-making 25 pts, analysis of student learning 20 pts, and self-assessment/reflection 25 pts) used to measure effects on student learning. These components correlate with the APS Standards. Each of the seven components is graded on a rubric (Appendix VI). Teacher candidates are given a rating based on their total score: Exemplary = More than satisfactory = Satisfactory = (all indicators must be in the satisfactory range) Unsatisfactory = below 146. For students whose work is rated as unsatisfactory, the individual components rated as unsatisfactory must be resubmitted. TWS reports are compiled during teacher candidates final semester while they are completing their student teaching experience. 5.1: Students will score a 2.0 or higher on APS #10 (Domain IV). 5.2: Students will achieve an overall rating of More Than Satisfactory for Teacher Work Samples. Spring APS N=23 Upstate 3.7 N=9 UCG 3.7 N=2 Sumter 4.0 TOT MEAN N= Fall APS N=15 Upstate 3.6 N= UCG N=1 Sumter 3.0 TOT MEAN 3.59

13 N=16 5.2: Teacher Work Sample scores TEACHER WORK SAMPLE Exemplary More than Satisfactory Satisfactory Spring 2015 Exemplar y More than Satisfactor Satisfactor y Unsatisfactor y Overal l Score Overall Rating Spartanbur g N=20 Greenville Sumter N=2 Composite n=20 y Exemplary Exemplary More than Satisfactor y Exemplary More than Satisfactory Satisfactory Fall 2014 Exemplar y More than Satisfactor Satisfactor y Unsatisfactor y Overal l Score Overall Rating Spartanbur g N=15 Greenville Sumter N=5 Composite n=20 y More Than Satisfactory Exemplary More than Satisfactor y

14 Emphasis on clinical experience and professionalism will continue to be an area of focus. As an Elementary Education program we will continue to discuss problem areas to improve upon in the academic year, to increase student learning as well as scores to an average above the 3.0 mark. These areas are 1.) Grammar, 2.) Theory Integration, and 3.) Additional and more appropriate artifacts. Action Plan What actions or modifications have been or will be made based on this assessment? Faculty will continue to focus on the integration of educational philosophy and practice, grammatical style, and teaching candidates how to reflect upon the artifact and how it relates to the APS. Additional information and examples will be posted on Blackboard sites and the SoE webpage. It is important that the instructors aid candidates in choosing the correct artifact for each APS. The new faculty member has taken over instruction of one of our core courses describing and supporting APS development. This faculty member has been trained in the way we inform and support teacher candidates in preparing a portfolio at or above the 3.0 mark. We will continue to offer assistance in this course by this new faculty member/course instructor. We provided adjunct training sessions. In these training sessions, APS and how to help prepare our students in these areas will be covered. These training sessions will continue to be offered. We will continue offering an inter-rater reliability training session for all elementary faculty/instructors scoring the portfolio APSs. Implementation/Evaluatio n of Prior Year s Action Plan How was the action plan identified in the previous year s report implemented this year, and what was the impact? The new requirement added to the portfolio, for candidates to have artifacts that meet all seven content areas addressed in the ACEI standards continues to be monitored by faculty scoring the portfolio, and assures a more thorough understanding in specific content areas. This also assists in appropriate and better understanding of long and short range planning and overall assessment process. Appendix Teacher Work Sample Rubrics To be completed as part of the Requirements during the Directed Teaching Semester Elementary Program The following assignments and rubrics have been developed by the faculty at USC Upstate using the materials developed by representatives of the Renaissance Partnership Institutions for The Renaissance Partnership for Improving Teacher Quality Project Scoring Sheet Teacher Candidate Name:

15 Reviewer Name: Date: Contextual Factors / 20 Learning Goals / 20 / 25 Design for Instruction / 30 Classroom Environment / 25 Instructional Decision Making / 25 Analysis of Student Learning / 20 Reflection and Self-Evaluation / 25 Overall Score / 190 Exemplary (E) More Than Satisfactory (M) (25 points) The purpose of this component is to design an assessment plan to monitor student progress toward learning goals. Multiple assessment modes and approaches that are aligned with learning goals will be used to assess student learning before, during and after instruction. A report will be completed for this assignment and must include: o On overview of the assessment plan. For each learning goal include: assessments used to judge student performance, format of each assessment, and adaptations of the assessments for the individual needs of students based on pre-assessment and contextual factors. You may use a visual organizer such as a table, outline or other means to make your plan clear. o Describe the pre and post assessments that are aligned with your learning goals. Clearly explain how you will evaluate or score the assessments, including criteria used to determine if the students performance meets the learning goals. Include copies of assessments and criteria for judging student performance (scoring rubrics, checklists, answer keys, etc.) o Discuss your plan for formative assessment that will help determine student progress during the lesson or unit. Describe the assessments that you plan to use to check on student progress and predict when you will use them (homework nightly, daily quizzes, etc.) Reports will be graded using the following: Rating Indicator Alignment with Learning Goals and Instruction Rubric 1 3 Indicator Not Met Indicator Partially Met Content and methods of assessment lack Some of the learning goals are assessed through the 5 Indicator Met Each of the learning goals is assessed though the plan; Score

16 Clarity of Criteria and Standards for Performance Multiple Modes and Approaches Technical Soundness Adaptations Based on the Individual Needs of Students congruence with learning goals or lack cognitive complexity The assessments contain no clear criteria for measuring student performance relative to the learning goals The assessment plan included only assessment mode and does not assess students before, during and after instruction Assessment are not valid; scoring procedures are absent or inaccurate; items are poorly written; directions and procedures are confusing to students Teacher does not adapt assessments to meet the individual needs of students or these assessments are inappropriate plan, but many are not congruent with learning goals in content and cognitive complexity Assessment criteria have been developed, but they are not clear or are not explicitly linked to the learning goals The assessment plan includes multiple modes but does not assess student performance throughout the instructional sequence Assessments appear to have some validity. Some scoring procedures are explained; some items are clearly written; some directions are clear to students Teacher makes adaptations to assessments that are appropriate to meet the individual need of some students assessments are congruent with the learning goals in content and cognitive complexity Assessment criteria are clear and are explicitly linked to the learning goals The assessment plan includes multiple modes and assesses student performance throughout the instructional sequence Assessment appear to be valid; scoring procedures are explained; most items are clearly written; directions and procedures are clear to students Teacher makes adaptations to assessments that are appropriate to meet the individual need of most students Design for Instruction (30 points) The purpose of this component is to design instruction for specific learning goals, student characteristics and needs, and learning contexts. You will describe how your unit instruction relates to unit goals, students characteristics and needs and specify learning context. A four page report will be completed for this assignment and must include: o Results of pre-assessment. After administering the pre-assessment, analyze student performance relative to the learning goals. Depict the results of the pre-assessment in a format that allows you to find patterns of student performance relative to each goal. You may use a table, graph, or chart. Describe the pattern you find that will guide your instruction or modification of the learning goals. o Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your unit plan clear. Include the topic or activity you are planning for each day/period. Also indicate the goal or goals (coded from your Learning Goals section) that you are addressing in each activity. Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal. o Activities. Describe at least three unit activities that reflect a variety of instructional strategies/techniques and explain why you are planning those specific activities. In your explanation for each activity include: how the content relates to your instructional goal(s) how the activity stems from your pre-assessment information and contextual factors what materials/technology you will need to implement the activity, and how you plan to assess student learning during and/or following the activity o Technology. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology, provide clear rationale for its omission.

17 Reports will be graded using the following: Design for Instruction Rubric Rating Indicator Alignment with Learning Goals Accurate Representation of Content Lesson and Unit Structure Use of a Variety of Instruction, Activities, Assignments and Resources Use of Contextual Information and Data to Select Appropriate and Relevant Activities, Assignments and Resources Technology 1 Indicator Not Met 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. 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. The lessons within the unit are not logically organized (e.g. sequenced). Little variety of instruction, activities, assignments and resources. Heavy reliance on textbook or single source (worksheets) Instruction has not been designed with reference to contextual factors and pre-assessment data. Activities and assignments do not appear productive and appropriate for each student. Technology is inappropriately used OR teacher does not use technology, and no rationale is provided 3 Indicator Partially Met 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. Teacher s use of content appears to be mostly accurate. Shows some awareness of the big ideas or structure of the discipline. The lessons within the unit have some logical organization and appear to be somewhat useful in moving students toward achieving the learning goals. Some variety in instruction, activities, assignments or resources but limited contribution to learning. Some instruction has been designed with reference to contextual factors and preassessment data. Some activities and assignments appear productive and appropriate for each student. Teacher uses technology but it does not make a significant contribution to teaching and learning OR teacher provides limited rationale for not using technology. 5 Indicator Met 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. Teacher s use of content appears to be accurate. Focus of the content is congruent with the big ideas or structure of the discipline. All lessons within the unit are logically organized and appear to be useful in moving students toward achieving the learning goals. Significant variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning. Most instruction has been designed with reference to contextual factors and preassessment data. Most activities and assignments appear productive and appropriate for each student Teacher integrates appropriate technology that makes a significant contribution to teaching and learning OR teacher provides a strong rationale for not using technology. Score

18 Classroom Environment (25 points) The purpose of this component is to demonstrate an understanding of individual and group motivation and behavior to create a learning environment that encourages and supports student learning. A three to six page report will be completed for this assignment including a classroom arrangement diagram. o Philosophical statement on your beliefs about classroom management: Describe what you believe to be your philosophy and teaching style. Include how you will create and maintain a positive affective climate. Include how you will create and maintain a culture of learning. Reference theorists or theories that support your philosophy and teaching style. o Management of transitions: List examples of transitions that will be used as students move from one activity to another. o Expectations: List clear expectations for behavior during learning activities. Explain how these expectations will be communicated to students, parents and administrators o Monitoring of student behavior: Explain how students are monitored during instruction and how students who behave negatively during instruction are managed. Describe techniques to maximize the effectiveness of classroom management. o Classroom arrangement diagram: Draw a room arrangement map or maps for different types of activities including student seating arrangement, teacher desk, resources, displays, etc. Include a written explanation of your choice of arrangement. Reports will be graded using the following: Classroom Environment Rubric Rating Indicator Indicator Not Met Indicator Partially Met Indicator Met Score Philosophical statement Management of Transitions Expectations Monitoring of Student Behavior Statement does not include description of philosophy or teaching style, no reference to supporting theory is made. No considerations for student to transition from one activity to another, learning environment is not predictable creating a sense of insecurity, development of student responsibility is not considered. Minimal standards of conduct for student behavior, no plan for communicating standards. Plan has little evidence of how students are monitored and managed during instruction, no effective techniques for management are included Statement includes description of philosophy and teaching style but does not reference supporting theory or theorists. There is some evidence the transitions between activities have been considered, learning environment has some predictability, and plan encourages limited development of student responsibility. Standards of conduct establish behavior expectations, but no plan for communicating standards is included. Plan includes some evidence of how students are monitored and managed during instruction and some effective techniques for management are included. Statement includes description of philosophy, teaching style and a clear reference is made to supporting theory or theorists. Plan lists examples of transitions that will be used in unit activities to create a secure and predictable learning and develop student responsibility. Standards of conduct for learning activities are clear with a plan for communication. Plan includes evidence of how students are monitored and managed during instruction and management techniques are effective and maximize student learning.

19 Classroom Arrangement Plan does not include room or student arrangement ideas, does not include a written explanation of arrangement choices. Plan includes room arrangement ideas but explanation of choices is not comprehensive. Instructional Decision Making (25 points) Plan includes several room arrangement ideas and a comprehensive explanation of choices. The purpose of this component is to use on-going analysis of student learning to make instructional decisions and to provide two examples of instructional decisionmaking based on students learning or responses. A three page report will be completed for this assignment and must include: o Think of a time during your unit when a student s learning or response caused you to modify your original design for instruction. Cite specific evidence to support your answers to the following: Describe the student s learning or response that caused you to rethink your plans. The student s learning or response may come from a planned formative assessment or another source (not the pre-assessment) Describe what you did next and explain why you thought this would improve student progress toward the learning goal. o Now, think of one more time during your unit when another student s learning or response caused you to modify a different portion of your original design for instruction. Cite specific evidence to support your answers to the following: Describe the student s learning or response that caused you to rethink your plans. The student s learning or response may come from a planned formative assessment or another source (not the pre-assessment) Describe what you did next and explain why you thought this would improve student progress toward the learning goal. Reports will be graded using the following: Instructional Decision Making Rubric Rating Indicator 1 Indicator Not Met 3 Indicator Partially Met 5 Indicator Met Score Sound Professional Practice Many instructional decisions are inappropriate and not pedagogically sound. Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound. Most instructional decisions are pedagogically sound (i.e. they are likely to lead to student learning) Modification Based on Analysis of Student Learning Congruence Between Modifications and Learning Goals Implications for Future Teaching Implications for Professional Development Teacher treats class as one plan fits all with no modifications Modifications in instruction lack congruence with learning goals. Provides no ideas or inappropriate ideas for redesigning learning goals, instruction, and assessment. Provides no professional learning goals or goals that are not related to the insights and experiences described in this section 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. Modifications in instruction are somewhat congruent with learning goals. Provides ideas for redesigning learning goals, instruction, and assessment but offers no rationale for why these changes would improve student learning. Provides professional learning goals that are not strongly related to the insights and experiences described in this 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. Modifications in instruction are congruent with learning goals. Provides ideas for redesigning learning goals, instruction, and assessment and explains why these modifications would improve student learning. Presents a small number of professional learning goals that clearly emerge from the insights and experiences described in this

20 section and/or provides a vague plan for meeting the goals. Analysis of Student Learning (20 points) section. Describes specific steps to meet these goals. The purpose of this component is for the candidate to use assessment data to profile student learning and communicate information about student progress and achievement. Analyze your assessment data, including pre/post assessments and formative assessments to determine students progress related to the unit learning goals. Use visual representation and narrative to communicate the performance of the whole class, subgroups, and two individual students. Conclusion drawn from this analysis will be provided in the next assignment. A four page report will be completed for this assignment and must include: o Whole class. To analyze the progress of your whole class, create a table that shows pre and post assessment data on every student on every learning goal. Then, create a graphic summary that shows the extent to which your students made progress (from pre to post) toward the learning criterion that you identified for each learning goals. Summarize what the graph tells you about your students learning in this unit. o Subgroups. Select a group characteristic (e.g. gender, performance level, socio-economic status, language proficiency) to analyze in terms of one learning goal. Provide a rationale for your selection of this characteristic to form subgroups (girls vs. boys; high vs. middle vs. low performers). Create a graphic representation that compares pre and post assessment results for the subgroups on this learning goal. Summarize what these data show about student learning. o Individuals. Select two students that demonstrated different levels of performance. Explain why it is important to understand the learning of these particular students. Use pre, formative, and post assessment data with examples of the students work to draw conclusions about the extent to which these students attained the two learning goals. Graphic representations are not necessary for this subsection. o Student work examples Reports will be graded using the following: Rating Indicator Clarity and Accuracy of Presentation Alignment with Learning Goals Interpretation of Data Evidence of Impact on Student Learning Analysis of Student Learning Rubric 1 3 Indicator Not Met Indicator Partially Met Presentation is not clear and accurate; it does not accurately reflect the data. Analysis of student learning is not aligned with learning goals. Interpretation is inaccurate, and conclusions are missing or unsupported by data. 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. Presentation is understandable and contains few errors. Analysis of student learning is partially aligned with learning goals and/or fails to provide comprehensive profile of student learning relative to the goals for the whole class, subgroups, and two individuals. Interpretation is technically accurate, but conclusions are missing or not fully supported by data. 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. 5 Indicator Met Presentation is easy to understand and contains no errors of representation. Analysis is fully aligned with learning goals and provides a comprehensive profile of student learning for the whole class, subgroups, and two individuals. Interpretation is meaningful and appropriate conclusions are drawn from the data. 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 learning goal. Score