Assessment 7 Rubric for Internship Portfolio: Field Supervisor Ratings, Academic/Behavioral Case Study, and Inservice Delivery Data
|
|
- Sheena Fisher
- 6 years ago
- Views:
Transcription
1 Assessment 7 Rubric for Internship Portfolio: Field Supervisor Ratings, Academic/Behavioral Case Study, and Inservice Delivery Data [Note to KSDE Reviewers: The Internship Portfolio consists of parts of which three contribute to Assessment 7. The rubrics for those three parts appear below] Field Supervisor Rating Rubric Emporia State University School Psychology Supervised Practicum/Internship Evaluation Internship Candidate District/Coop Self-evaluation Field Supervisor Evaluation Date Field Supervisor Ratings provided on this form are intended to guide the candidate and the program in evaluating the candidate s readiness for provisional certification as a school psychologist. Please use the following rating scale in evaluating the candidate on the listed characteristics: N/A or N/O Not observed or not applicable. Candidate was not observed practicing this skill, or it may not be appropriate for practice in this setting.. Unsatisfactory Performance. Not displayed to the degree necessary to perform even under supervision.. Emergent. Adequately knowledgeable to perform under supervision.. Competent. Experience in applying knowledge and skills independent of supervision.. Exemplary. Consistent in initiating, modeling and influencing others use of knowledge and skills. Directions: For each item, put a check in the column that best represents your evaluation of the candidate s skill. If an item is not applicable, write in the Not Observed or Not Applicable (NO) column. If functioning varies significantly, place checks in several columns indicating the range.
2 Not Observe d (NO) or Not Applicab le (NO) Unsatisfa ctory Emergent Compete nt Exemplar y Data Based Decision Making Standard. The candidate uses varied models and methods of assessment as part of a systematic process to collect data and other information, translate assessment results into empirically-based decisions about service delivery, and evaluate the outcomes of services. P. The school psychologist systematically collects information to identify strengths and needs and uses the information to make decisions, plan services, evaluate the outcomes of services, and facilitate accountability for decisions that have been made. P. The school psychologist collects data on individual students, families (as appropriate), educational and health programs, classroom environments, and other aspects of schools and other agencies to evaluate problems and needs, to assess current status, and to evaluate the effectiveness of the decision-making process. P. The school psychologist collects data about school and home environments and cognitive, social, and behavioral factors that have a significant impact on children's school achievement and personal competence. P. The school psychologist evaluates the components of environments that facilitate or impede learning or behavioral changes for infants and children and identifies how environmental factors and children's characteristics interact to affect academics and social/behavioral outcomes (i.e. functional behavior assessment). P.8 The school psychologist administers, scores, and interprets individual tests of cognition, achievement, and social or emotional development. P.9 The school psychologist translates assessment results to clear, concise psycho-educational reports. P.0 The school psychologist maintains confidential records of evaluations and assessments. Consultation and Collaboration Standard : The school psychologist has knowledge of behavioral, mental health, collaborative, and/or other consultation models and methods and of the application to particular situations. The school psychologist collaborates and consults effectively with others in planning and decision-making processes at the individual, group, and system levels. P. The school psychologist has positive interpersonal skills and listens, adapts, addresses ambiguity, and is patient in difficult situations. P. The school psychologist establishes and maintains rapport throughout the problem-solving process.
3 Not Observe d (NO) or Not Applicab le (NO) Unsatisfa ctory Emergent Compete nt Exemplar y P. The school psychologist clearly presents and disseminates information to diverse audiences. P.6 The school psychologist facilitates team meetings effectively. Effective Instruction and Development of Cognitive/Academic Skills Standard #: The school psychologist, in collaboration with others, develops appropriate cognitive and academic goals for students with different abilities, disabilities, strengths, and needs, implements intervention to achieve those goals, and evaluates the effectiveness of intervention. P. The school psychologist assists children with developing behaviors to support effective learning, such as study skills, self-monitoring, planning/ organization, and time management skills. P.7 The school psychologist links assessment information to the development of instructional strategies to meet the individual learning needs of children. P.8 The school psychologist uses appropriate assessment techniques, including treatment integrity, to assess progress toward academic goals and assist in revising instructional methodology as necessary. P.9 The school psychologist applies techniques to evaluate the extent to which the instructional or intervention strategy contributed to the outcome and identifies factors that constitute a successful outcome. Socialization and Development of Life Skills Standard #: The school psychologist, in collaboration with others, develops appropriate behavioral, affective, adaptive, and social goals for students of varying abilities, disabilities, strengths, and needs, implements interventions to achieve those goals, and evaluates the effectiveness of intervention. P.9 The school psychologist links assessment information to the development of strategies to address individual behavioral, affective, adaptive, and social goals for infants and children. P.0 The school psychologist uses appropriate assessment techniques, including treatment integrity, to assess progress toward goals and assist in revising instructional or intervention strategies as necessary. P. The school psychologist applies techniques to evaluate the extent to which the instructional or intervention strategy contributed to the outcome and identifies the factors that constitute a successful outcome. Student Diversity in Development and Learning Standard #: The school psychologist demonstrates the sensitivity and skills needed to work with individuals of diverse
4 Not Observe d (NO) or Not Applicab le (NO) Unsatisfa ctory Emergent Compete nt Exemplar y characteristics and to implement strategies selected based on indivi dual characteristics, strengths, and needs. P. The school psychologist incorporates knowledge of diversity when designing and implementing academic and social/behavioral interventions to achieve learning and social/behavioral outcomes. P. The school psychologist assists schools in identifying what is needed for students with diverse characteristics to succeed and what instructional or other modifications are required to address children's difficulties. P. The school psychologist promotes practices that help infants, children and families of all backgrounds feel welcome and appreciated in the school and community. School and Systems Organization, Policy Development, and Climate Standard #6: The school psychologist has knowledge of general education, special education, and other educational and related services and understands schools and other settings as systems. The school psychologist works with individuals and groups to facilitate policies and practices that create and maintain safe, supportive, and effective learning environments for children and others. K6. The school psychologist has knowledge of resources and services in general and special education. Prevention, Intervention, and Mental Health Standard #7: The school psychologist provides or contributes to prevention and intervention programs that promote the mental health and physical well-being of students. P7. The school psychologist collaborates with school personnel, parents, and the community in the aftermath of crises (e.g., suicide, death, natural disaster, murder, bombs or bomb threats, extraordinary violence, sexual harassment, etc.). P7.6 The school psychologist routinely accesses resources to address behavioral, learning, mental, and physical problems, including diverse health issues (e.g., diet, eating disorders, teenage pregnancy, AIDS prevention, and stress management). Home/School/Community Collaboration Standard #8: The school psychologist works effectively with families, educators, and others in the community to promote and provide comprehensive services to children and families. P8. The school psychologist provides support and assistance for parents and helps them become comfortable, active, effective participants in school functions or activities (e.g., provides support for parents when participating on special education and IFSP/IEP teams and encourages parent involvement in school
5 Not Observe d (NO) or Not Applicab le (NO) Unsatisfa ctory Emergent Compete nt Exemplar y wide committees and improvement teams). P8. The school psychologist facilitates collaboration between schools and parents in designing school curriculum and interventions for students. P8. The school psychologist educates schools and communities regarding the influence of family involvement on children s development and achievement and advocates for parent involvement in planning for their children and school governance whenever feasible. P8.6 The school psychologist understands the relationship between infants, their families and community agencies and assists in coordinating services when programming for infants. Research and Program Evaluation STANDARD #9 The school psychologist evaluates research, translates research into practice, and understands research design and statistics in sufficient depth to plan and conduct investigations and program evaluations for improvement of services. P9.6 The school psychologist provides information about relevant research findings to school personnel, parents, and the public. School Psychology Practice and Development Standard #0: The school psychologist has knowledge of the history and foundations of the profession, of various service models and methods, of public policy development applicable to services to infants, children and families, and of ethical, professional, and legal standards. The school psychologist practices in ways that are consistent with applicable standards, is involved in the profession, and has the knowledge and skills needed to acquire career-long professional development. P0. The school psychologist applies methods from psychology, education, special education, health care, and related fields, in work with infants, children, parents, and professionals in school and other agencies. P0. The school psychologist adheres to appropriate ethical, professional, and legal standards to enhance the quality of services and to protect the rights of all parties. P0. The school psychologist promotes due process guidelines in all decisions affecting students. P0. The school psychologist maintains accepted standards in assessment, consultation, intervention, and general professional practice. P0. The school psychologist fulfills all legal requirements. P0.6 The school psychologist advocates for the rights and welfare of infants, children and families and promotes new public policies and practices in schools and other
6 Not Observe d (NO) or Not Applicab le (NO) Unsatisfa ctory Emergent Compete nt Exemplar y settings. P0.7 The school psychologist evaluates personal knowledge, professional competencies, and outcomes of services to determine specific needs for continuing professional development. P0.8 The school psychologist recognizes personal limitations, biases, and areas of expertise. P0.9 The school psychologist plans and implements systematic and effective techniques to enhance professional development. Information Technology Standard # The school psychologist accesses, evaluates, and utilizes information sources and technology in ways that safeguard or enhance the quality of services. P. The school psychologist uses word processing, spread sheets, test scoring software and other computer resources to function more effectively and efficiently. P. The school psychologist uses information resources and technology (e.g., CD ROM, the World Wide Web, , interactive television, distance learning technology) to acquire information, current research findings, and continuing professional development. P. The school psychologist uses technology when designing, implementing, and evaluating instructional programs or interventions for infants, children and youth. Professional Behaviors. Presents a professional appearance (e.g., appropriate dress and language). Is punctual for appointments and meetings. Demonstrates fundamental organizational skills (e.g., attention to detail, time management, setting priorities). Demonstrates good judgement and common sense. Manages time realistically and efficiently.6 Maintains visibility and accessibility within school.7 Considers all alternatives and implications before making recommendations.8 Completes written reports and forms in a neat, thorough, and accurate manner and with punctuality Interpersonal Skills. Communicates and listens effectively
7 Not Observe d (NO) or Not Applicab le (NO) Unsatisfa ctory Emergent Compete nt Exemplar y. Is tolerant of others' values and viewpoints. Is assertive in problem solving when needed. Meets difficult situations with self control. Establishes comfortable and productive working relationships with other school staff.6 Relates well to students and parents.7 Is sensitive and empathetic.8 Shows concern, respect, and sensitivity for the needs of students.9 Achieves comfortable interactions with diverse students and parents Participation in Supervision. Displays initiative and resourcefulness. Utilizes constructive criticism. Shows evidence of continued self-assessment. Keeps supervisor informed of unusual events and activities. Demonstrates an awareness of competency level, and doesn't accept responsibilities that exceed this level. Consistently follows through when additional action is needed Given these ratings of the candidate s current professional skills, list the three most important goals for his/her continued professional development:. Most important goal:..
8 Letter Grade Recommended for the Reporting Period: Practicum Supervisor Practicum Candidate University Supervisor Date Date Date *Candidate s signature indicates only that the evaluation has been discussed with the student. Field Supervisors Instructions All items will be assigned a Likert-type score, from (unsatisfactory) to (exemplary). Items given an N/O or N/A rating will be excluded without it impacting overall results by assigning those means the average rating for that candidate for that standard. However, if more than 0% of items within a section are given an N/O or N/A rating, it suggests that the roles assigned at the practicum site may not be well aligned to the program s standards. The total proportion will be reported for each section. Within any given standards section, the sum total of the scores will be obtained. The average mean across all items for that standard will be obtained as well. For ratings to be considered acceptable at practicum completion, the candidate must have all ratings within each standard equal to or higher than. If an item is rated below a, the university supervisor may assign a remedial product which if completed satisfactorily will satisfy the criteria for that item.
9 Academic/Behavioral Intervention Case Study Rubric A. Quality Indices. Behavioral definition Definition is (a) objective- refers to observable and measurable characteristics of behavior; (b) clearso unambiguous that it could be read, repeated, and paraphrased by observers; and (c) completedelineates both examples and non examples of the behavior Definition meets only two of the three criteria (i.e., objective, clear, complete). Definition meets only one of the three criteria (i.e., objective, clear, complete). Problem behavior is stated in general terms (e.g., reading comprehension, aggressive behavior, etc). Behavioral definition is not written.. Baseline data Data collected on the behavior prior to implementing the intervention consisting of repeated measures of the target behavior over several (at least three) sessions, days, or even weeks until a stable range of behavior has been identified. Data collected on the behavior prior to implementing the intervention; however, only two data points are reported. Data collected on the behavior prior to implementing the intervention; however, only one data point is reported. Data collected on the behavior prior to implementing the intervention; however, the dimension(s) addressed are not the most appropriate for the selected target behavior. Baseline data not gathered prior to implementing the intervention.. Problem validation The magnitude of the discrepancy is quantified, based on a comparison between student=s performance and the local educational setting demands. The magnitude of the discrepancy is quantified, based on a comparison between the student=s performance and standards outside the local educational setting. The magnitude of the discrepancy is quantified, but is based on an opinion. The magnitude of the discrepancy is described qualitatively. Problem is not validated; magnitude of the discrepancy is not described.
10 B. Problem Analysis Stage. Problem Analysis Examined relevant and alterable factors from curriculum, instruction, environment, and student domains using variety of procedures (RIOT: review, interview, observe, test) to collect data from a variety of relevant sources and settings. Used this information to develop a specific intervention to change the behavior. Examined relevant and alterable factors from two to three domains only using two to three procedures to gather information. Used this information to develop a specific intervention to change the behavior. Examined relevant and alterable factors from only the student domains using a variety of procedures (RIOT) to collect data from a variety of relevant sources and settings. Used this information to develop a specific intervention to change the behavior. Examined relevant and alterable factors from the domains only using a variety of procedures to gather information from a variety of sources. However, there is no indication this information was used to develop a specific intervention to change the behavior. Problem analysis is not conducted. C. Plan Implementation Stage. Goal Setting Goal stated narratively and represented graphically on performance chart specifying time frame, condition, behavior, and criterion, which is based on a comparison between the student=s baseline data and the expectations. Goal represented graphically on performance chart specifying time frame, behavior, criterion, and condition - not stated narratively. Goal stated narratively specifying time frame, behavior, criterion, and condition - not represented graphically. Goal stated narratively and/or represented graphically on performance chart but does not specify all four components (time frame, condition, behavior, criterion). Goal is not measurable or is not set. 6. Intervention plan Plan stated (a) procedures/ strategies, (b) material, (c) when, Plan stated procedures/ strategies. But one of the following Plan stated procedures/strategie s. But two of the following Generic description of intervention strategy (e.g., behavior Intervention plan not written. Or generic descriptions of intervention (e.g.,
11 (d) where, and (e) persons responsible components is missing: materials, when, where, or persons responsible. components is missing: materials, when, where or persons responsible. management) is stated. Materials, when, where, and persons responsible may be present. behavior management) only. 7. Measurement strategy A measurement strategy is developed answering how? what? where? who? and when? A measurement strategy is developed but only answers four of the five questions: how? what? where? who? and when? A measurement strategy is developed but only answers three of the five questions: how? what? where? who? and when? A measurement strategy is developed but only answers two of the five questions: how? what? where? who? and when? Measurement strategy is not developed. Or the measurement strategy only answers one of the five questions. 8. Decision - Making plan The decisionmaking plan indicates (a) how frequently data will be collected, (b) the strategies to be used to summarize the data for evaluation, (c) how many data points or how much time will occur before the data will be analyzed, and (d) what actions will be taken based on the intervention data. The decisionmaking plan indicated three of the four components. The decisionmaking plan indicates two of the four components. The decisionmaking plan indicates only one of the four components. The decisionmaking plan is not documented. D. Plan Evaluation Stage 9. Progress Monitoring Data are collected and charted/graphed two to three times per week. Appropriate graphing/ charting conventions were used (e.g., descriptive title, Data collected and charted/graphed one a week. Appropriate graphing/charting conventions were used. Data collected and charted/graphed irregularly and infrequently (less than once a week, but more than pre and post). Appropriate graphing/ charting Data collected but not charted or graphed. Or only pre-information and post-information was collected and/or charted/graphed. Progress monitoring data not collected.
12 meaningful scale captions, appropriate scale units, intervention phases labeled). conventions may or may not be used. 0. Formative evaluation There is evidence the decision rule was followed and visual analysis was conducted. These data were used to modify or change the intervention as necessary. There is evidence the decision rule followed and visual analysis was conducted, but the data were not used to modify or change the intervention as necessary. Modifications or changes were made to the intervention based on subjective data. Modifications or changes were made to the intervention, but no indication as to what data were used to make these changes. No formative evaluation was conducted.. Treatment integrity Degree of treatment integrity measured and monitored. Plan is implemented as designed, including decisionmaking rules. Intervention changed/ modified as necessary on the basis of objective data. Degree of treatment integrity addressed. Plan was implemented as designed and modified as necessary on the basis of subjective opinions. Degree of treatment integrity addressed. Plan was implemented with variations from the original design with no basis for change stated. Treatment integrity addresses, but intervention was not implemented as planned. Treatment integrity not considered.. Summative evaluation: Outcome decisions are based on the progress of monitoring data. Outcome decisions are based on minimal data (i.e., pre and post test). Outcome decisions are based on subjective data. Outcome decision stated but no indication of what data were used to make the conclusion No summative evaluation took place.
13 Inservice Delivery Scoring Rubric Part I Introduction Identifies intended audience for the inservice Identifies goals that will be accomplished during the inservice Establishes compelling statement of the topic or problem and why it is relevant to the audience: passes the so what? test. Important terms used are identified Scholarship Shows alignment to and/or utilizes Best Practices Literature Identifies/summarizes key people and ideas in area selected Emphasizes relevant literature in which the populations utilized align with populations relevant to the inservice audience Draws conclusions substantiated by evidence in literature presented Conclusions integrate previous literature and major alternative points of view Describes implications relevant to the audience Statistics are explained as appropriate for the audience Effective Instruction Logically organized Stays focused on content related to identified goals in introduction Inservice clearly utilizes constructivist and/or interactive elements (i.e., not strictly expository) Utilizes appropriate media Engages audience, e.g., with expectation that they will share their experiences or perceptions Gives opportunities to ask questions Provides physical copy of handout or tool which outlines topic and/or provides additional resources Provides contact information and affilitation(s) for the presenter. Advocacy Is aligned to NASP professional principles regarding promotion of effective, data-based decision-making Promotes the profession of school psychology Appropriately defines the role of the school psychologist in general and/or the speaker in particular Overall Topic and delivery was well targeted to stated audience Topic hit the mark: practicing educators, parents, or other intended audience members find the content of practical relevance and importance. The topic is significant, i.e., contributed practical knowledge which impacts children, home, and/or schools
14 Part II Efficacy Study: Measurement of Goal Achievement Requires audience to generate a product which measures the extent to which they met goals stated in introduction Items/questions utilized with the product show content validity Scaling of items will allow adequate variance in results Results of the statistical analysis presented in a clear and understandable form Tables used to summarize data Presenter Study: Measurement of Presenter/Trainer Characteristics Items address extent to which participant believes that new knowledge or attitudes/beliefs were learned Items address extent to which presenter showed characteristics of effective instruction such as being prepared, demonstrating confidence, appearing credible, or otherwise identified as effective; shows content validity Items address extent to which participant perceived quality in the training, i.e., whether they would recommend that others attend the presentation or whether they desire that a follow-up training would occur; shows content validity Items also reflect other stated professional development goals of the candidate Scaling will allow adequate variance in results Results of the statistical analysis presented in a clear and understandable form Tables used to summarize data Reflection Clarity: The language is clear and expressive. Abstract concepts are explained accurately. Relevance: The inservice experience being reflected upon is relevant and meaningful to candidate and professional learning goals. Analysis: The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to understanding of self, others, and/or relevant school psychological concepts. Interconnections: The reflection demonstrates connections between the experience and material from other courses; past experience; and/or personal goals. Self-criticism: The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and define new modes of thinking as a result.
15 Inservice Data Summary Candidate: Rater:. Introduction Scholarship Effective Instruction Advocacy Overall Efficacy Study Presenter Study Reflection
16 0 = Clear and consistent evidence that section meets standards = Adequate or somewhat inconsistent evidence that section meets standards 0 = Inconsistent or absent evidence that section meets standards
SPECIALIST PERFORMANCE AND EVALUATION SYSTEM
SPECIALIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Specialist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher Evaluation and Observations
More informationNumber of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)
Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference
More informationPEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)
PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding
More informationAssessment. the international training and education center on hiv. Continued on page 4
the international training and education center on hiv I-TECH Approach to Curriculum Development: The ADDIE Framework Assessment I-TECH utilizes the ADDIE model of instructional design as the guiding framework
More informationUniversity of Oregon College of Education School Psychology Program Internship Handbook
University of Oregon College of Education School Psychology Program Internship Handbook 2017-2018 School Psychology Program Website https://education.uoregon.edu/spsy TABLE OF CONTENTS Introduction...
More informationPSYC 620, Section 001: Traineeship in School Psychology Fall 2016
PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 Instructor: Gary Alderman Office Location: Kinard 110B Office Hours: Mon: 11:45-3:30; Tues: 10:30-12:30 Email: aldermang@winthrop.edu Phone:
More informationSTANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION
Arizona Department of Education Tom Horne, Superintendent of Public Instruction STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 5 REVISED EDITION Arizona Department of Education School Effectiveness Division
More informationProgram Alignment CARF Child and Youth Services Standards. Nonviolent Crisis Intervention Training Program
Program Alignment 2009 CARF Child and Youth Services Standards Manual: Section 2.G Nonviolent Practices & The goal is to eliminate the use of seclusion and restraint in child and youth services, as the
More informationDelaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of
More informationTentative School Practicum/Internship Guide Subject to Change
04/2017 1 Tentative School Practicum/Internship Guide Subject to Change Practicum and Internship Packet For Students, Interns, and Site Supervisors COUN 6290 School Counseling Practicum And COUN 6291 School
More informationMidterm Evaluation of Student Teachers
Midterm Evaluation of Student Teachers Please complete and return form to the EKU student teaching supervisor on or before midterm week Student Teacher EKU ID # Subject/ Grade(s) Cooperating Teacher s
More informationSTEPS TO EFFECTIVE ADVOCACY
Poverty, Conservation and Biodiversity Godber Tumushabe Executive Director/Policy Analyst Advocates Coalition for Development and Environment STEPS TO EFFECTIVE ADVOCACY UPCLG Advocacy Capacity Building
More informationA Guide to Student Portfolios
A Guide to Student Portfolios School Counseling Program Department of Counseling & School Psychology Southern Connecticut State University Revised 2/28/12 Contents Portfolios The Basics... 3 A Portfolio
More informationMSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION
MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION Overview of the Policy, Planning, and Administration Concentration Policy, Planning, and Administration Concentration Goals and Objectives Policy,
More informationEvaluation Off Off On On
CALIPSO Clinical Performance Evaluation Criteria Updated 8/2017 Below are the minimum areas anticipated to be evaluated by supervisors and students for each type of registration/practicum activity. If
More informationTHE FIELD LEARNING PLAN
THE FIELD LEARNING PLAN School of Social Work - University of Pittsburgh FOUNDATION FIELD PLACEMENT Term: Fall Year: 2009 Student's Name: THE STUDENT Field Liaison: Name of Agency/Organization: Agency/Organization
More informationASSESSMENT REPORT FOR GENERAL EDUCATION CATEGORY 1C: WRITING INTENSIVE
ASSESSMENT REPORT FOR GENERAL EDUCATION CATEGORY 1C: WRITING INTENSIVE March 28, 2002 Prepared by the Writing Intensive General Education Category Course Instructor Group Table of Contents Section Page
More informationACADEMIC AFFAIRS GUIDELINES
ACADEMIC AFFAIRS GUIDELINES Section 8: General Education Title: General Education Assessment Guidelines Number (Current Format) Number (Prior Format) Date Last Revised 8.7 XIV 09/2017 Reference: BOR Policy
More informationRubric for Scoring English 1 Unit 1, Rhetorical Analysis
FYE Program at Marquette University Rubric for Scoring English 1 Unit 1, Rhetorical Analysis Writing Conventions INTEGRATING SOURCE MATERIAL 3 Proficient Outcome Effectively expresses purpose in the introduction
More informationFinal Teach For America Interim Certification Program
Teach For America Interim Certification Program Program Rubric Overview The Teach For America (TFA) Interim Certification Program Rubric was designed to provide formative and summative feedback to TFA
More informationMPA Internship Handbook AY
MPA Internship Handbook AY 2017-2018 Introduction The primary purpose of the MPA internship is to provide students with a meaningful experience in which they can apply what they have learned in the classroom
More informationeportfolio Guide Missouri State University
Social Studies eportfolio Guide Missouri State University Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More informationUniversity of Toronto Mississauga Degree Level Expectations. Preamble
University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of
More informationQueen's Clinical Investigator Program: In- Training Evaluation Form
Queen's Clinical Investigator Program: In- Training Evaluation Form Name of trainee: Date of meeting: Thesis/Project title: Can the project be completed within the recommended timelines 2 years MSc - 4/5
More informationDelaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August
More informationCORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS / BENCHMARKS. 1 of 16
SUBJECT: Career and Technical Education GRADE LEVEL: 9, 10, 11, 12 COURSE TITLE: COURSE CODE: 8909010 Introduction to the Teaching Profession CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS
More informationSecond Step Suite and the Whole School, Whole Community, Whole Child (WSCC) Model
Second Step Suite and the Whole School, Whole Community, Whole Child (WSCC) Model suite The Second Step Suite and the WSCC model share the common goals of supporting the safety, well-being, and success
More informationInstructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT
Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Defining Date Guiding Question: Why is it important for everyone to have a common understanding of data and how they are used? Importance
More informationCommon Performance Task Data
Common Performance Task Data 2012-201 Standard.1-Visionary Leadership Common Performance Task: Written articulation of candidate s vision of an effective school, including a) The beliefs and values upon
More informationACCT 3400, BUSN 3400-H01, ECON 3400, FINN COURSE SYLLABUS Internship for Academic Credit Fall 2017
ACCT 3400, BUSN 3400-H01, ECON 3400, FINN 3400 - COURSE SYLLABUS Internship for Academic Credit Fall 2017 Instructor Email Telephone Office Office Hours Sarah Haley, M.Ed. smitch47@uncc.edu 704.687.7568
More informationCONTRACT TENURED FACULTY
APPENDIX D FORM A2 ADMINISTRATOR AND PEER EVALUATION FORM FOR CONTRACT TENURED FACULTY (The purposes of evaluation are described in Article 12 of the VCCCD Agreement) DATE OF VISIT: ARRIVAL TIME: DEPARTURE
More informationCalifornia Professional Standards for Education Leaders (CPSELs)
Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element
More informationSSIS SEL Edition Overview Fall 2017
Image by Photographer s Name (Credit in black type) or Image by Photographer s Name (Credit in white type) Use of the new SSIS-SEL Edition for Screening, Assessing, Intervention Planning, and Progress
More informationGeorge Mason University Graduate School of Education Program: Special Education
George Mason University Graduate School of Education Program: Special Education 1 EDSE 590: Research Methods in Special Education Instructor: Margo A. Mastropieri, Ph.D. Assistant: Judy Ericksen Section
More informationWhat is PDE? Research Report. Paul Nichols
What is PDE? Research Report Paul Nichols December 2013 WHAT IS PDE? 1 About Pearson Everything we do at Pearson grows out of a clear mission: to help people make progress in their lives through personalized
More informationA Framework for Safe and Successful Schools
A Framework for Safe and Successful Schools Kelly M. Vaillancourt, Ph.D, NCSP Sally A. Baas, Ed.D Click to edit subtitle style Click to edit subtitle style Click to edit subtitle style Click to edit subtitle
More informationDeveloping an Assessment Plan to Learn About Student Learning
Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that
More informationKelso School District and Kelso Education Association Teacher Evaluation Process (TPEP)
Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) TABLE
More informationKENTUCKY FRAMEWORK FOR TEACHING
KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists
More informationAssessment System for M.S. in Health Professions Education (rev. 4/2011)
Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions
More informationBENCHMARK TREND COMPARISON REPORT:
National Survey of Student Engagement (NSSE) BENCHMARK TREND COMPARISON REPORT: CARNEGIE PEER INSTITUTIONS, 2003-2011 PREPARED BY: ANGEL A. SANCHEZ, DIRECTOR KELLI PAYNE, ADMINISTRATIVE ANALYST/ SPECIALIST
More informationDISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES
SCHOOL DISTRICT NO. 20 (KOOTENAY-COLUMBIA) DISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES The purpose of the District Assessment, Evaluation & Reporting Guidelines and Procedures
More informationGUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION
GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in
More informationSafe & Civil Schools Series Overview
Safe & Civil Schools Series Overview The Safe & Civil School series is a collection of practical materials designed to help school staff improve safety and civility across all school settings. By so doing,
More informationLincoln School Kathmandu, Nepal
ISS Administrative Searches is pleased to announce Lincoln School Kathmandu, Nepal Seeks Elementary Principal Application Deadline: October 30, 2017 Visit the ISS Administrative Searches webpage to view
More information- COURSE DESCRIPTIONS - (*From Online Graduate Catalog )
DEPARTMENT OF COUNSELOR EDUCATION AND FAMILY STUDIES PH.D. COUNSELOR EDUCATION & SUPERVISION - COURSE DESCRIPTIONS - (*From Online Graduate Catalog 2015-2016) 2015-2016 Page 1 of 5 PH.D. COUNSELOR EDUCATION
More informationAssessment and Evaluation
Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation
More informationCoping with Crisis Helping Children With Special Needs
Traumatic Loss Coalitions for Youth Phone: 732-235-2810 Fax: 732-235-9861 http://ubhc.rutgers.edu/tlc Coping with Crisis Helping Children With Special Needs Tips for School Personnel and Parents * National
More information$0/5&/5 '"$*-*5"503 %"5" "/"-:45 */4536$5*0/"- 5&$)/0-0(: 41&$*"-*45 EVALUATION INSTRUMENT. &valuation *nstrument adopted +VOF
$0/5&/5 '"$*-*5"503 %"5" "/"-:45 */4536$5*0/"- 5&$)/0-0(: 41&$*"-*45 EVALUATION INSTRUMENT &valuation *nstrument adopted +VOF ROCKWOOD SCHOOL DISTRICT CONTENT FACILITATOR, DATA ANALYST, AND INSTRUCTIONAL
More informationPAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))
Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other
More informationI. PREREQUISITE For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Note: Course content may be changed, term to term, without notice. The information below is provided as a guide for course selection and is not binding in any form, and should not be used to purchase course
More informationWest Georgia RESA 99 Brown School Drive Grantville, GA
Georgia Teacher Academy for Preparation and Pedagogy Pathways to Certification West Georgia RESA 99 Brown School Drive Grantville, GA 20220 770-583-2528 www.westgaresa.org 1 Georgia s Teacher Academy Preparation
More informationBSW Student Performance Review Process
BSW Student Performance Review Process Students are continuously evaluated in the classroom, the university setting, and field placements to determine their suitability for the social work profession.
More informationACCREDITATION STANDARDS
ACCREDITATION STANDARDS Description of the Profession Interpretation is the art and science of receiving a message from one language and rendering it into another. It involves the appropriate transfer
More informationProviding Feedback to Learners. A useful aide memoire for mentors
Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and
More informationInstructions and Guidelines for Promotion and Tenure Review of IUB Librarians
Instructions and Guidelines for Promotion and Tenure Review of IUB Librarians Approved by the IUB Library Faculty June 2012. Future amendment by vote of Bloomington Library Faculty Council. Amended August
More informationBe aware there will be a makeup date for missed class time on the Thanksgiving holiday. This will be discussed in class. Course Description
HDCN 6303-METHODS: GROUP COUNSELING Department of Counseling and Dispute Resolution Southern Methodist University Thursday 6pm 10:15pm Jan Term 2013-14 Be aware there will be a makeup date for missed class
More informationSTUDENT ASSESSMENT AND EVALUATION POLICY
STUDENT ASSESSMENT AND EVALUATION POLICY Contents: 1.0 GENERAL PRINCIPLES 2.0 FRAMEWORK FOR ASSESSMENT AND EVALUATION 3.0 IMPACT ON PARTNERS IN EDUCATION 4.0 FAIR ASSESSMENT AND EVALUATION PRACTICES 5.0
More informationLearning Lesson Study Course
Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in
More informationMaintaining Resilience in Teaching: Navigating Common Core and More Site-based Participant Syllabus
Course Description This course is designed to help K-12 teachers navigate the ever-growing complexities of the education profession while simultaneously helping them to balance their lives and careers.
More informationDEPARTMENT OF KINESIOLOGY AND SPORT MANAGEMENT
DEPARTMENT OF KINESIOLOGY AND SPORT MANAGEMENT Undergraduate Sport Management Internship Guide SPMT 4076 (Version 2017.1) Box 43011 Lubbock, TX 79409-3011 Phone: (806) 834-2905 Email: Diane.nichols@ttu.edu
More informationUniversity of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014
University of Arkansas at Little Rock Graduate Social Work Program Course Outline Spring 2014 Number and Title: Semester Credits: 3 Prerequisite: SOWK 8390, Advanced Direct Practice III: Social Work Practice
More informationStrategic Planning for Retaining Women in Undergraduate Computing
for Retaining Women Workbook An NCWIT Extension Services for Undergraduate Programs Resource Go to /work.extension.html or contact us at es@ncwit.org for more information. 303.735.6671 info@ncwit.org Strategic
More informationSystematic reviews in theory and practice for library and information studies
Systematic reviews in theory and practice for library and information studies Sue F. Phelps, Nicole Campbell Abstract This article is about the use of systematic reviews as a research methodology in library
More informationPersonal Tutoring at Staffordshire University
Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4
More informationTRAITS OF GOOD WRITING
TRAITS OF GOOD WRITING Each paper was scored on a scale of - on the following traits of good writing: Ideas and Content: Organization: Voice: Word Choice: Sentence Fluency: Conventions: The ideas are clear,
More informationKentucky s Standards for Teaching and Learning. Kentucky s Learning Goals and Academic Expectations
Kentucky s Standards for Teaching and Learning Included in this section are the: Kentucky s Learning Goals and Academic Expectations Kentucky New Teacher Standards (Note: For your reference, the KDE website
More informationSchool of Education and Health Sciences
102 School of Education and Health Sciences School of Education and Health Sciences Kevin R. Kelly, Dean C. Jayne Brahler, Interim Associate Dean for Graduate Health Programs Barbara M. De Luca, Associate
More informationSection 3.4. Logframe Module. This module will help you understand and use the logical framework in project design and proposal writing.
Section 3.4 Logframe Module This module will help you understand and use the logical framework in project design and proposal writing. THIS MODULE INCLUDES: Contents (Direct links clickable belo[abstract]w)
More informationBIOH : Principles of Medical Physiology
University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi Spring 2--207 BIOH 462.0: Principles of Medical Physiology Laurie A. Minns University of Montana - Missoula, laurie.minns@umontana.edu
More informationStandards for Professional Practice
Standards for Professional Practice 1.0. Teaching and Assessment 1.1. Systematically individualize instructional variables to maximize the learning outcomes of individuals with exceptionalities. 1.2. Identify
More informationArkansas Tech University Secondary Education Exit Portfolio
Arkansas Tech University Secondary Education Exit Portfolio Guidelines, Rubrics, and Requirements 2 THE EXIT PORTFOLIO A s-based Presentation of Evidence for the Licensure of Beginning Teachers Purpose:
More informationCollege of Social Sciences. Bachelor of Science in Human Services Version 5 Handbook
College of Social Sciences Bachelor of Science in Human Services Version 5 Handbook 1 Table of Contents Section I....4 Introduction.4 General Information...4 Overview of the BSHS Program....4 Online Resources.......7
More informationUnit 3. Design Activity. Overview. Purpose. Profile
Unit 3 Design Activity Overview Purpose The purpose of the Design Activity unit is to provide students with experience designing a communications product. Students will develop capability with the design
More informationOccupational Therapist (Temporary Position)
Edmonton Catholic Schools is now accepting applications for the position of Occupational Therapist (Temporary Position) Edmonton Catholic Schools is a large urban school district whose mission is to provide
More informationIndicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students.
Domain 1- The Learner and Learning 1a: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across
More informationSeventh Grade Course Catalog
2017-2018 Seventh Grade Course Catalog Any information parents want to give the school which would be helpful for the student s educational placement needs to be addressed to the grade level counselor.
More informationCommon Core Postsecondary Collaborative
Common Core Postsecondary Collaborative Year One Learning Lab April 25, 2013 Sheraton Wild Horse Pass Chandler, Arizona At this Learning Lab, we will share and discuss An Overview of Common Core Postsecondary
More informationGeorge Mason University Graduate School of Education
George Mason University Graduate School of Education Course Syllabus, Spring 2011 Syllabus for EDSE 702: Managing Resources for Special Education Programs (3 credits) Spring, 2010 Section 6E5 Professor:
More informationStandards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS
Standards and Criteria for Demonstrating Excellence in BACCALAUREATE/GRADUATE DEGREE PROGRAMS World Headquarters 11520 West 119th Street Overland Park, KS 66213 USA USA Belgium Perú acbsp.org info@acbsp.org
More informationHigher Education / Student Affairs Internship Manual
ELMP 8981 & ELMP 8982 Administrative Internship Higher Education / Student Affairs Internship Manual College of Education & Human Services Department of Education Leadership, Management & Policy Table
More informationSTUDENT LEARNING ASSESSMENT REPORT
STUDENT LEARNING ASSESSMENT REPORT PROGRAM: Sociology SUBMITTED BY: Janine DeWitt DATE: August 2016 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: The
More informationSCHOOL PSYCHOLOGY PH.D. STUDENT HANDBOOK
SCHOOL PSYCHOLOGY PH.D. STUDENT HANDBOOK 2013-2014 Academic Year Revision School Psychology Program 5208 University of Oregon Eugene, Oregon 97403-5208 https://education.uoregon.edu/spsy Core Program Faculty:
More informationWORK OF LEADERS GROUP REPORT
WORK OF LEADERS GROUP REPORT ASSESSMENT TO ACTION. Sample Report (9 People) Thursday, February 0, 016 This report is provided by: Your Company 13 Main Street Smithtown, MN 531 www.yourcompany.com INTRODUCTION
More informationOklahoma State University Policy and Procedures
Oklahoma State University Policy and Procedures GUIDELINES TO GOVERN WORKLOAD ASSIGNMENTS OF FACULTY MEMBERS 2-0110 ACADEMIC AFFAIRS August 2014 INTRODUCTION 1.01 Oklahoma State University, as a comprehensive
More informationParaprofessional Evaluation: School Year:
Paraprofessional Evaluation: School Year: 2014-2015 Name Evaluator Contributing Evaluator Program Grade Site Observat ion Date: Observation Date Post-Conference Date Additional Observation Date-As Needed
More informationDocument number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering
Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering
More informationSpanish IV Textbook Correlation Matrices Level IV Standards of Learning Publisher: Pearson Prentice Hall
Person-to-Person Communication SIV.1 The student will exchange a wide variety of information orally and in writing in Spanish on various topics related to contemporary and historical events and issues.
More informationEDUC-E328 Science in the Elementary Schools
1 INDIANA UNIVERSITY NORTHWEST School of Education EDUC-E328 Science in the Elementary Schools Time: Monday 9 a.m. to 3:45 Place: Instructor: Matthew Benus, Ph.D. Office: Hawthorn Hall 337 E-mail: mbenus@iun.edu
More informationTeachers Guide Chair Study
Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln
More informationPromoting the Social Emotional Competence of Young Children. Facilitator s Guide. Administration for Children & Families
Promoting the Social Emotional Competence of Young Children Facilitator s Guide The Center on the Social and Emotional Foundations for Early Learning Administration for Children & Families Child Care Bureau
More informationGraduate Program in Education
SPECIAL EDUCATION THESIS/PROJECT AND SEMINAR (EDME 531-01) SPRING / 2015 Professor: Janet DeRosa, D.Ed. Course Dates: January 11 to May 9, 2015 Phone: 717-258-5389 (home) Office hours: Tuesday evenings
More informationGRADUATE COLLEGE Dual-Listed Courses
GRADUATE COLLEGE Dual-Listed Courses Departments must request permission to offer courses at the graduate level in conjunction with 300-400 level undergraduate courses. The request is made to the Graduate
More informationIndiana Collaborative for Project Based Learning. PBL Certification Process
Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702
More informationMaster of Social Work Field Education University of New Hampshire. Policy and Procedure Manual
Master of Social Work Field Education University of New Hampshire Policy and Procedure Manual 2012-2013 University of New Hampshire College of Health and Human Services Department of Social Work 55 College
More informationFIGURE IT OUT! MIDDLE SCHOOL TASKS. Texas Performance Standards Project
FIGURE IT OUT! MIDDLE SCHOOL TASKS π 3 cot(πx) a + b = c sinθ MATHEMATICS 8 GRADE 8 This guide links the Figure It Out! unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Figure
More informationWhat does Quality Look Like?
What does Quality Look Like? Directions: Review the new teacher evaluation standards on the left side of the table and brainstorm ideas with your team about what quality would look like in the classroom.
More informationGuidelines for the Use of the Continuing Education Unit (CEU)
Guidelines for the Use of the Continuing Education Unit (CEU) The UNC Policy Manual The essential educational mission of the University is augmented through a broad range of activities generally categorized
More informationSecondary English-Language Arts
Secondary English-Language Arts Assessment Handbook January 2013 edtpa_secela_01 edtpa stems from a twenty-five-year history of developing performance-based assessments of teaching quality and effectiveness.
More information