1 Student Name: EDU 030 Observed Lesson Artifact Marian University School of Education Department of Education Program: EC EM MS PK-12 Evaluator: Date: Evaluation of Artifact Portfolio Introduction Included and appropriate Not included or inappropriate Teaching Context (InTASC Standards 3,7,9) Lesson Plan Planning for Instruction & Assessment (edtpa Task 1) Analysis of Focus Students (InTASC Standards 1,2,3,6,8,9) Instructing & Engaging Students (edtpa Task 2) Reflection on Teaching and Learning (InTASC Standards 9,10) Appendix Complete Not Complete
2 Candidates in EDU 030 must demonstrate an overall rating of 2 in each area. Ratings of less than 2 indicate areas that must be revised and re-submitted. Scores of 3 are awarded only when there is consistent evidence of greater depth of understanding and work that exceeds the scope of what is required. No Score of 4 will be awarded. Teaching and Learning Context Paper Criteria Community, School, and District: Combines facts and observations of the community, district, and school that is comprehensive and significant (InTASC Standards 3,7) Analysis of the physical classroom layout and demographics is presented in a thorough description (InTASC Standards 3,7) Class environment and climate analysis description is thorough and complete (InTASC Standards 3,7,9) Writing Criteria: Polished and professional format and structure. Clear organization. Precise/accurate word choice Lesson Plan Criteria Essential Question(s) / Objective(s) Identifies big idea suitable for objective(s) and standards. Objective for student learning is appropriate to the grade level and subject area.
3 Academic Standards: The objective is aligned with appropriate CCSS or Wisconsin Model Academic Standard(s) Academic Language: Specific academic language to the subject/content is listed and described and indicated where taught/reviewed in lesson Vocabulary: Vocabulary specific to the lesson is listed and defined Lesson Rationale: Explanation for lesson is suitably explained and connected with lesson Student Prior Knowledge & Misconceptions: Identifies what students already know on topic and possible misconceptions Background Knowledge: Explains the specific information the teacher must know to help students learn the objective is outlined. Instructional Materials: Identifies and explains use ppropriate materials, including technology if applicable Classroom Management: Identifies management issues that may arise during the lesson and plans to address issues Learning Tasks/Procedures: Each part of the procedures are included and described in sufficient detail. Engagement Development of lesson Closure of the lesson Questions: Presents questions throughout the lesson that are suitable for each part of the learning tasks Assessment: Appropriate assessments are identified and described for each of the learning tasks. Pre-assessment, formative, and summative assessment Accommodations: Identifies student needs and how they will be addressed in the lesson Collaboration : Documents collaboration with cooperating teacher and university supervisor Copies of instructional materials and assessments included Included and appropriate Not included or inappropriate
4 Planning for Instruction and Assessment edtpa Task 1 Rubric 1: Plans for instruction support learning of the essential literacy strategy for comprehending or composing text with clear connections to related skills that support the strategy (elementary literacy) OR for subjectspecific facts, concepts, interpretation and analysis (non-literacy) Rubric 2: Planned supports are tied to learning objectives and the central focus with attention to the characteristics of the class as a whole. AND Candidate attends to requirements in IEPs and 504 plans. Rubric 3: Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students prior academic learning OR examples of personal/cultural/ community assets Candidate makes basic connections to research and/or theory. Rubric 4: Candidate identifies general language supports to address use of two or more language demands (vocabulary, function, syntax, discourse) associated with a literacy or subject-specific learning task Rubric 5: The assessments provide evidence to monitor students use of the essential strategy AND related skills (literacy) OR subject-specific facts, concepts, interpretations and analysis during the learning segment. Assessment is adapted as required by IEP or 504 plans. Analysis of Focus Students (InTASC Standards 1,2,3,6,8,9)
5 Candidate describes how each student accomplished the objective(s) of the lesson Candidate describes the challenges and successes each student had with the lesson Candidate explains how he/she supported each student to accomplish the objective(s) Copies of focus student work samples included Included and appropriate Not included and/nor appropriate Instructing and Engaging Students (Video Analysis) edtpa Task 2 Rubric 6: The candidate demonstrates rapport with and respect for students AND candidate provides a positive, lowrisk learning environment that reveals mutual respect among students. Rubric 7: In the video clip(s), students are engaged in learning tasks that address their understanding of the essential literacy strategy and related skills OR subject-specific concepts, requisite skills (reasoning, problem solving), and/or procedures. AND candidate links prior academic learning to new learning. Rubric 8: Candidate elicits student responses to support use of the essential literacy strategy or related skills (literacy) OR subject-specific concepts, procedures, or reasoning skills. Rubric 9: Candidate models the essential literacy strategy OR subject-specific pedagogy with limited student opportunities for practice. Rubric 10: Candidate proposes changes that address students collective learning needs related to the central focus. Candidate makes some connections to research and/or theory.
6 Reflection on Teaching and Student Learning Paper (InTASC Standards1-10) 1. The final reflection paper explains the candidate goals and provides a clear description of how these goals were achieved. 2. The reflection includes how the knowledge of the teaching context was used to develop lessons and teach the students in the classroom 3. The reflection describes what went well during the teaching of the lesson related to teaching and classroom management. 4. The reflection discusses Academic Language: described how developed in the lesson and how students made use of language. 5. The reflection includes a review on the qualities of student work or observations of student learning for the class as a whole in relation to the lesson objective(s). 6. The reflection describes what was learned about working with students of differing abilities. 7. The reflection reviews what might be done differently if the lesson were taught again, and knowledge and skills needed to improve teaching 8. The reflection describes how the cooperating teacher and supervisor supported the development of the teaching lesson 9. The reflection examines what the candidate learned about himself/herself as a teacher 10. The reflection paper is clearly written and presented in the required format; introduction and conclusion appropriate. Sound mechanical structure. Proficiencie s Appendix Criteria Wisconsin Standard Goals for Field Experience Placement Complete Not Complete
7 Midterm Evaluation of Field Experience Goals Cooperating Feedback from Observed Lesson Teaching Skills Observation Record from University Supervisor Field Experience Weekly Reflection Journal Field Experience Classroom Attendance Hours Comments: