Science + Agriculture Student Teaching Assessment

Transcription

1 Science + Agriculture Student Teaching Assessment Intention of this Formative Assessment This is intended to be a formative assessment of the student teacher's current skills and abilities. This form should be used as a reference for Ithaca College's expectations of an emerging educator in each content area. This formative assessment is only one measure upon which the student teacher's grade is based (i.e. "meets expectations" on every indicator does not equal an "A" in student teaching). Please base the assessment on your observations of the student teacher's performance and behaviors. * Your Role Student Teacher Cooperating/Mentor Teacher * Student Teacher's Name * Cooperating Teacher's Name * College Supervisor's Name * School * Dates of Student Teaching Assignment From To * Grade Level/s of Assignment Check all that apply K

2 11 12 RUBRIC SCALE Meets Expectations means that the student teacher can readily and consistently demonstrate the skills associated with this Developing means that the student teacher is beginning to demonstrate the skills associated with the indicator, but Unsatisfactory means that the student teacher does not yet demonstrate skills associated with the indicator or Not Observed means that the student teacher did not yet have the opportunity to demonstrate this This should be used rarely (e.g. for the mid-point assessment), as we expect all student teachers to demonstrate all indicators at some time during their placement. Knowledge, Skills, and Abilities Necessary for All Educators These indicators are not content specific. You will find the knowledge, skills, and abilities specific to this content area further in the assessment. InTASC Standard 1: Learner Development The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. * Assesses student learning in order to design and modify instruction Meets Expectations: Regularly assesses student performance in order to design and modify instruction to meet learners needs and scaffolds the next level of development. Developing: Attempts to assess student performance in order to design and modify instruction to meet learners needs and attempts to scaffold the next level of development. Unsatisfactory: Attempts to assess student performance but does not modify instruction to meet learners needs or scaffold the next level of development. * Creates developmentally appropriate instruction Meets Expectations: Creates developmentally appropriate instruction that takes into account individual learners strengths, interests, and needs in all situations. Developing: Creates developmentally appropriate instruction but does not take into account individual learners strengths, interests, and needs in all situations. Unsatisfactory: Does not create developmentally appropriate instruction and does not take into account individual learners strengths, interests, and needs.

3 InTASC Standard 2: Learning Differences The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. * Engages in inclusive practices Meets Expectations: Demonstrates an understanding of the diversity of cultures and communities within the school population by engaging in inclusive practices. Developing: Demonstrates knowledge of the diverse cultures and communities within the school population, but does not readily engage in inclusive practices. Unsatisfactory: Does not demonstrate an understanding of the diversity of cultures and communities within the school population and/or does not engage in inclusive practices. * Addresses individual student learning needs Meets Expectations: Makes appropriate provisions (e.g., adjusts pacing for individual rates of growth; differentiates task demands, communication, assessment, and/or response modes; etc.) for individual students with particular learning differences or needs. Developing: Makes appropriate provisions but not for all individual students with particular learning differences or needs. Unsatisfactory: Does not make or makes inappropriate provisions for individual students with particular learning differences or needs. * Uses resources to support individual student learning needs Meets Expectations: Uses resources, supports, and specialized assistance and services to meet particular learning differences or needs. Developing: Accesses resources, supports, and specialized assistance and services but does not implement them in all situations. Unsatisfactory: Does not access resources, supports, and specialized assistance and services to meet particular learning differences or needs. InTASC Standard 3: Learning Environments The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

4 * Collaborates with others to build a positive learning environment Meets Expectations: Collaborates with all stakeholders (learners, families, and colleagues) to build a safe, positive learning climate of openness, mutual respect, support, and inquiry. Developing: Attempts to establish positive climate that engages all learners but does not readily collaborate with all stakeholders. Unsatisfactory: Unsuccessful at establishing positive learning climate that engages all learners. * Manages the classroom environment to support student learning Meets Expectations: Manages the learning environment to actively and equitably engage learners by organizing, allocating, and coordinating the resources of time, space, and learners attention. Developing: Does not yet independently engage learners by organizing, allocating, and coordinating the resources of time, space, and learners attention. Unsatisfactory: Does not manage the learning environment. InTASC Standard 4: Content Knowledge The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. * Knows the content necessary to teach this group of students Meets Expectations: Teaches content accurately. Developing: Attempts to teach content accurately recognizing gaps in content knowledge and takes steps to improve. Unsatisfactory: Exhibits misunderstanding or gaps in knowledge of content and does not take steps to improve. * Varies teaching strategies and methods to further student learning Meets Expectations: Effectively uses various representations and explanations that capture key ideas to promote achievement of content standards. Developing: Uses limited representations and explanations that capture key ideas to promote achievement of content standards.

5 Unsatisfactory: Uses representations and explanations incorrectly, perpetuating misconceptions and misunderstandings. * Makes connections to prior learning Meets Expectations: Stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners experiences. Developing: Stimulates learner connections to prior content knowledge, or familiar concepts, or to learners experiences. Unsatisfactory: Presents new content without making any connections to prior content knowledge, or familiar concepts, or to learners experiences. InTASC Standard 5: Application of Content The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. * Engages learners in critical thinking and collaborative problem solving Meets Expectations: Engages learners in critical thinking, creativity, and collaborative problem solving in addition to teacher-based instruction. Developing: Engages learners in collaborative problem solving in addition to teacherbased instruction but does not engage learners in critical thinking and creativity. Unsatisfactory: Relies only on teacher-based instruction to present content. * Uses technology to maximize learning Meets Expectations: Uses current resources including technology and facilitates learners use of current resources including technology as available to maximize content learning. Developing: Uses current resources to aid in delivery of instruction, and attempts to facilitate learner s use of resources including technology. Unsatisfactory: Does not take advantage of available tools and resources for instruction or for learners use.

6 InTASC Standard 6: Assessment The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher s and learner s decision making. * Uses assessment data to document and support student learning Meets Expectations: Balances the use of formative and summative assessment as appropriate to support, verify, and document learning. Developing: Uses appropriate formative and summative assessment, but has difficulty interpreting the data and implementing the information to support verify, and document learning. Unsatisfactory: Uses assessments that do not provide appropriate data to support verify, or document learning. * Provides effective feedback to further students' learning Meets Expectations: Engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work. Developing: Provides feedback to students but does not engage students in understanding and identifying quality work. Unsatisfactory: Feedback is too general to guide student progress and work. * Uses multiple types of assessment to support individual student learning needs Meets Expectations: Effectively uses multiple and appropriate types of assessment data to identify each student s learning needs and to develop differentiated learning experiences. Developing: Uses multiple assessments but only one or two appropriately identify learning needs; attempts to develop differentiated learning experiences. Unsatisfactory: Does not use assessment data or uses invalid assessment data to support students learning. InTASC Standard 7: Planning for Instruction The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

7 * Creates appropriate learning experiences Meets Expectations: Individually and collaboratively selects and creates learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners. Developing: Individually and collaboratively selects and creates learning experiences that are focused on curriculum goals and content standards, but are not relevant to learners. Unsatisfactory: Selects and creates learning experiences that are not aligned to curriculum goals or content standards and are not relevant to learners. * Sequences learning and provides multiple ways for students to demonstrate knowledge and skills Meets Expectations: Develops appropriate sequencing of learning experiences and provides multiple ways to demonstrate knowledge and skills. Developing: Attempts to develop appropriate sequencing of learning experiences and provides at least one additional way to demonstrate knowledge and skills. Unsatisfactory: Learning experiences are not appropriate or sequential and other ways to demonstrate knowledge and skills are not provided. InTASC Standard 8: Instructional Strategies The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. * Monitors student learning Meets Expectations: Continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs. Developing: Monitors student learning but does not engage learners in assessing their progress, or instruction is not adjusted appropriately to student learning needs. Unsatisfactory: Student learning is not monitored, students are not engaged in the assessment process and instruction is not adjusted.

8 * Uses questions effectively to further student learning Meets Expectations: Asks questions to stimulate discussion that serves different purposes (e.g., probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question). Developing: Attempts to ask questions to stimulate discussion, but questions are not phrased in an open- ended fashion resulting in yes or no answers. Unsatisfactory: Questioning techniques are not effectively used or are not used. InTASC Standard 9: Professional Learning and Ethical Practice The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. * Uses feedback to refine teaching practices Meets Expectations: Uses feedback provided to refine practice. Developing: Acknowledges feedback provided but does not yet effectively implement suggestions. Unsatisfactory: Has difficulty accepting and implementing feedback. * Engages in professional development Meets Expectations: Seeks and engages in meaningful and appropriate professional learning experiences aligned with their own needs and the needs of the learners. Developing: Engages in available local professional learning experiences aligned with their needs. Unsatisfactory: Does not take advantage of available professional learning experiences. InTASC Standard 10: Leadership and Collaboration The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

9 * Collaborates with school professionals to support students Meets Expectations: Collaborates with other school professionals, including mentor teacher, to jointly facilitate learning. Developing: Collaborates with mentor teacher to jointly facilitate learning. Unsatisfactory: Has difficulty collaborating productively with mentor teacher or other school professionals. Knowledge, Skills, and Abilities Necessary for Science Educators * Examines and seeks to deepen understandings of own frames of reference (including, but not limited to, race culture, gender, language, class, ability, ways of knowing) in order to uncover and address potential biases in these frames. H&S Standard 1 Meets Expectations: Readily and consistently demonstrates the skills associated with the Unsatisfactory: Does not yet demonstrate skills associated with the indicator or * Demonstrates high expectations that are appropriate for each learner and persists in helping learners reach their potential. H&S Standard 2 Meets Expectations: Readily and consistently demonstrates the skills associated with the Unsatisfactory: Does not yet demonstrate skills associated with the indicator or * Design activities in a P-12 classroom that demonstrate the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used within their subject area science instruction. NSTA (4a)

10 Meets Expectations: Readily and consistently demonstrates the skills associated with the Unsatisfactory: Does not yet demonstrate skills associated with the indicator or * Design and demonstrate activities in a P-12 classroom that demonstrate an ability to implement emergency procedures and the maintenance of safety equipment, policies and procedures that comply with established state and/or national guidelines. Candidates ensure safe science activities appropriate for the abilities of all students. NSTA (4b) Meets Expectations: Readily and consistently demonstrates the skills associated with the Unsatisfactory: Does not yet demonstrate skills associated with the indicator or * Design and demonstrate activities in a P-12 classroom that demonstrate ethical decision-making with respect to the treatment of all living organisms in and out of the classroom. They emphasize safe, humane, and ethical treatment of animals and comply with the legal restrictions on the collection, keeping, and use of living organisms. NSTA (4c) Meets Expectations: Readily and consistently demonstrates the skills associated with the Unsatisfactory: Does not yet demonstrate skills associated with the indicator or * Overall score for NSTA Standard 4 - Safety NSTA Standard 4 Meets Expectations: Readily and consistently demonstrates the skills associated with the

11 Unsatisfactory: Does not yet demonstrate skills associated with the indicator or NSTA Standard 4 * Would you recommend this student teacher for certification in this discipline? yes no