Name of Assessment Type or Form of Assessment When the Assessment Is Administered 1 [Licensure assessment, or other content-based assessment] Praxis II Middle Level Content Knowledge Praxis II Principles of Learning and Teaching State Licensure Tests Praxis II Middle Level Content Knowledge (0146) – Before graduation or provisional licensure Praxis II Principles of Learning and Teaching (0523) – Before Graduation 2 [Assessment of content knowledge in middle level education] Philosophy of Education Essays MCED 7313 Middle Level Reflective Teaching 3 [Assessment of candidate ability to plan instruction] Planning for the Classroom Curriculum Unit Project MCED 7315 Curriculum and Pedagogy 4 [Assessment of student teaching] Pathwise Plus Observations Field Observations MCED 7319 Internship 5 [Assessment of candidate effect on student learning] Pre/Post Student Learning Assessment Teacher Work Sample MCED 7319 Internship 6 Additional assessment that addresses AMLE standards (required) ] PowerPoint Project Presentation MCED 7314 Teaching the Middle Level Exceptional Child in the Inclusive Classroom 7 Additional assessment that addresses AMLE standards (optional) ] Case Study Essays MCED 7312 Young Adolescent Development 8 Additional assessment that addresses AMLE standards (optional) SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS AMLE STANDARD APPLICABLE ASSESSMENTS FROM SECTION II Programmatic Standards 1. Middle Level Courses and Experiences. Institutions preparing middle level teachers have courses and field experiences that specifically and directly address middle level education. Information is provided in Section I, Context. 2. Qualified Middle Faculty. Institutions preparing middle level teachers employ faculty members who have middle level experience and expertise. Information is provided in Section I, Context.
Praxis II: Content Knowledge (5142, 5143, 5144, 5145) Praxis II: Principles of Learning and Teaching (0623)* N Mean Score SD Range N Mean Score SD Range 2013 5 23.8 NA 9 13.64 NA Praxis II: Principles of Learning and Teaching (0623)* N Mean Score SD 11 172.33 20 Praxis II: Content Knowledge (0146) Praxis II: Principles of Learning and Teaching (0523) N Mean SD Range N Mean Score SD Range 2012 14 161.93 46 2 168.5 5 2011 17 158.47 11.25 33 17 174.12 5.09 15 2013 Completers Praxis II Principles of Learning and Teaching (0623)* N Mean Range Students as learners: Development, diverse learners, motivation, environment 10 16 13-20 Instruction Process 9 17 5 Assessment 9 10.67 8 Professional Development 9 11.44 13 Analysis of Instructional Scenarios 9 13.11 5 Praxis II Content Knowledge (5141) Literature 5 24.6 8 Mathematics 5 22.4 13 History/Social studies 5 22.6 6 Science 5 25.6 5 2013 Completers Praxis II Content Knowledge English (5142) Language Study 2 8 1 Literature and Informational Text 2 19.5 1 Composition and Rhetroic Praxis II Content Knowledge Math (5143) Geometry, Measurement, and Data 1 13 NA Numbers, Operations, and Algebra 1 10 NA
Praxis II Content Knowledge Social Studies (5144) World History 2 6.5 1 Government, Civics, and Political Science 2 8.5 1 Economics 2 7 2 US History 2 11.8 1 Geography 2 8 2 Praxis II Content Knowledge Science (5145) Science Inquiry and Methods 2 10.5 4 Physical Science 2 7 0 Life Science 2 11 2 Earth Science 2 9 2 2012 Completers Praxis II Principles of Learning and Teaching (0623)* N Mean Range Students as learners: Development, diverse learners, motivation, environment 11 16.09 8 Instruction Process 11 15.73 7 Assessment 11 11.82 3 Professional Development 11 9.55 3 Analysis of Instructional Scenarios 11 10.73 8 Praxis II Content Knowledge Literature 13 20.31 13 Mathematics 13 21.08 16 History/Social studies 13 17.23 10 Science 13 19.08 14 2012 Completers Praxis II Principles of Learning and Teaching (523) N Mean Students as learners: Development, diverse learners, motivation, environment 2 6.5 1 Instruction and assessment: Instructional/assessment strategies, planning 2 7.0 0 Teacher professionalism: Reflective practitioner, larger community 2 6.5 1
Students as learners: Case histories/short-answer questions 2 11 2 Instruction and assessment: Case histories/short-answer questions 2 6 0 Communication techniques: Case histories/short-answer questions 2 4 4 Teacher professionalism: Case questions 2 6 4 2011 Completers Praxis II Principles of Learning and Teaching N Mean Range Students as learners: Development, diverse learners, motivation, environment 15 6.2 4 Instruction and assessment: Instructional/assessment strategies, planning 15 6.0 4 Teacher professionalism: Reflective practitioner, larger community 15 6.27 4 Students as learners: Case histories/short-answer questions 15 11.60 4 Instruction and assessment: Case histories/short-answer questions 15 10 6 Communication techniques: Case histories/short-answer questions 15 5.33 4 Teacher professionalism: Case histories/short-answer questions 15 5.87 6 Praxis II Content Knowledge Literature 15 20.20 11 Mathematics 15 20.06 9 History/Social studies 15 16.20 13 Science 15 19.67 10 2010 Completers Praxis II Principles of Learning and Teaching N Mean Range Students as learners: Development, diverse learners, motivation, environment 18 5.94 3-8 Instruction and assessment: Instructional/assessment strategies, planning 18 5.83 3-8 Teacher professionalism: Reflective practitioner, larger community 18 6.22 4-8
Standard 7: Middle Professional Roles V 9 2.7 0 33 77 .47 Standard 7: Middle Professional Roles VI 9 2.9 0 11 89 .31 Standard 7: Middle Professional Roles VII 9 2.9 0 11 89 .31 1= Unacceptable, 2=Acceptable, 3=Target Philosophy of Education 2012 Percent Scoring at Each Performance Level N Mean 1 2 3 SD Standard 1: Young Adolescent Development I 14 2.5 0 50 50 .5 Standard 1: Young Adolescent Development II 14 2.7 0 29 71 .45 Standard 1: Adolescent Development III 14 2.7 0 29 71 .45 Standard 2: Middle Level Philosophy and School Organization I 14 2.3 7 57 36 .59 Standard 2: Middle Level Philosophy and School Organization II 14 2.4 7 50 43 .61 Standard 2: Middle Philosophy and School Organization III 14 2.4 0 64 36 .48 Standard 6: Family and Community Involvement I 14 2.3 7 57 36 .59 Standard 6: Family and Community Involvement II 14 2.2 14 50 36 .67 Standard 6: Family and Community Involvement III 14 2.3 7 50 43 .61 Standard 7: Middle Level Professional Roles I 14 2.7 0 29 71 .45 Standard 7: Middle Level Professional Roles II 14 2.4 0 64 36 .48 Standard 7: Middle Level Professional Roles III 14 2.4 14 36 50 .72 Standard 7: Middle Level Professional Roles IV 14 2.2 7 64 29 .56
Standard 7: Middle Level Professional Roles V 14 2.3 7 64 29 .59 Standard 7: Middle Level Professional Roles VI 14 2.7 0 29 71 .45 Standard 7: Middle Level Professional Roles VII 14 2.6 0 36 64 .48 1= Unacceptable, 2=Acceptable, 3=Target 2011 Percent Scoring at Each Performance N Mean 1 2 3 SD Standard 1: Young Adolescent Development I 32 2.5 0 50 50 .5 Standard 1: Young Adolescent Development II 32 2.9 0 13 87 .3 Standard 1: Young Adolescent Development III 32 2.8 0 22 78 .4 Standard 2: Middle Level Philosophy and School Organization I 32 2.4 6 44 50 .6 Standard 2: Middle Philosophy and School Organization II 32 2.4 6 50 44 .6 Standard 2: Middle Level Philosophy and School Organization III 32 2.7 0 31 69 .5 Standard 6: Family and Community Involvement I 32 2.4 3 56 41 .5 Standard 6: Family and Community Involvement II 32 2.5 3 44 53 .6 Standard 6: Family and Community Involvement III 32 2.7 0 31 69 .5 Standard 7: Middle Level Professional Roles I 32 2.7 0 31 69 .5 Standard 7: Middle Professional Roles II 32 2.3 3 59 38 .5 Standard 7: Middle Level Professional Roles III 32 2.4 3 50 47 .6 Standard 7: Middle Level Professional Roles IV 32 2.4 3 53 44 .6 Standard 7: Middle Level Professional Roles V 32 2.6 3 38 59 .6 Standard 7: Middle Professional Roles VI 32 2.8 0 16 84 .4
Standard 5: Middle Level Instruction and Assessment I 9 3 0 0 100 0 Standard 5: Middle Level Instruction and Assessment II 9 3 0 0 100 0 Standard 5: Middle Level Instruction and Assessment III 9 3 0 0 100 0 Standard 6: Family and Community Involvement I 9 3 0 0 100 0 Standard 7: Middle Level Professional Roles I 9 2.85 0 11 89 .33 Standard 7: Middle Level Professional Roles II 9 3 0 0 0 1= Unacceptable, 2=Acceptable, 3=Target Pathwise Plus 2012 Percent Scoring at Each Performance Level N Mean 1 2 3 SD Standard 3: Middle Level Curriculum and Assessment I 14 3.0 0 0 100 0 Standard 3: Middle Curriculum and Assessment II 14 3.0 0 0 100 0 Standard 4: Middle Level Teaching Fields II 14 2.7 0 29 71 .45 Standard 4: Middle Level Teaching Fields III 14 2.9 0 14 86 .35 Standard 4: Middle Level Teaching Fields IV 14 2.9 0 7 93 .26 Standard 4: Middle Level Teaching Fields V 14 2.6 0 36 64 48 Standard 5: Middle Level Instruction and Assessment I 14 2.7 0 29 71 .45 Standard 5: Middle Level Instruction and Assessment II 14 2.9 0 7 93 .26 Standard 5: Middle Level Instruction and Assessment III 14 3.0 0 0 100 0
Assessment 6: PowerPoint Project MCED candidates create a PowerPoint presentation on a specific exceptionality. The presentation must address the definition/classification, characteristics, causation/prevention, and educational interventions of their assigned exceptionality. The presentation must also include a reference list of where the reader can get additional information and of resources available in the community. Standards addressed through the PowerPoint are standards 1 (Young Adolescent Development), 4 (Middle Level Teaching Fields, and 6 (Family and Community Involvement). This assessment effectively measures candidates’ ability to articulate and apply their understanding and advocacy of middle level students with exceptionalities as they relate to the classroom, curriculum, and family/community involvement. Data revealed that candidates who completed the program scored at proficient or better. PowerPoint Special Needs 2013 Percent Scoring at Each Performance Level N Mean 1 2 3 SD Standard 1: Young Adolescent Development I 9 2.7 11 11 78 .67 Standard 1: Young Adolescent Development II 9 2.8 0 22 78 .41 Standard 3: Middle Level Curriculum and Assessment I 9 2.7 11 11 78 .67 Standard 4: Middle Teaching Fields I 9 2.9 0 11 89 .31 Standard 4: Middle Level Teaching Fields II 9 2.9 0 11 89 .31 Standard 6: Family and Community Involvement I 9 2.6 10 20 70 .68 Standard 6: Family and Community Involvement II 9 2.5 11 33 56 .68 Standard 6: Family and Community Involvement III 10 2.6 11 22 67 .68 1= Unacceptable, 2=Acceptable, 3=Target PowerPoint Special 2012 Percent Scoring at Each Performance Level N Mean 1 2 3 SD Standard 1: Young Adolescent Development I 14 2.9 0 7 93 .26 Standard 1: Young Adolescent Development II 14 3.0 0 0 100 0
Standard 3: Middle Level Curriculum and Assessment I 14 2.5 0 50 50 .5 Standard 4: Middle Teaching Fields I 14 2.9 0 7 93 .26 Standard 4: Middle Level Teaching Fields II 14 3.0 0 0 100 0 Standard 6: Family and Community Involvement I 14 2.2 7 64 29 .56 Standard 6: Family and Community Involvement II 14 2.5 0 50 50 .5 Standard 6: Family and Community Involvement III 14 2.5 0 50 50 .5 1= Unacceptable, 2=Acceptable, 3=Target 2011 Percent Scoring at Each Performance Level N Mean 1 2 3 SD Standard 1: Young Adolescent Development I 22 2.7 5 23 72 .6 Standard 1: Young Adolescent Development II 22 2.9 0 14 86 .3 Standard 3: Middle Level Curriculum and Assessment I 22 2.8 5 14 81 .5 Standard 4: Middle Level Teaching Fields I 22 2.5 5 45 50 .6 Standard 4: Middle Level Teaching Fields II 22 2.8 5 14 81 .5 Standard 6: Family and Community Involvement I 22 2.4 9 41 50 .7 Standard 6: Family and Community Involvement II 22 2.4 9 41 50 .7 Standard 6: Family and Community Involvement III 22 2.6 5 32 63 .6 1= Unacceptable, 2=Acceptable, 3=Target The data showed that candidates who completed the program were able to use technology effectively and that they understand the exceptionalities they will encounter in the classroom. Additionally, they were able to prepare themselves to facilitate the learning of middle level students with exceptionalities and locate resources to aid this facilitation. The data show that candidates are scoring at proficient levels. This assessment demonstrates candidates’ knowledge of concepts, principles, theories and research about young adolescent development that they respond positively to diversity in the planning of instruction (Standard 1)
ATTACHMENT B Faculty Information Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Faculty Member Name Highest Degree, Field, & University Assignment: Indicate the role of the faculty member Faculty Rank Tenure (Yes/ No) Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years Teaching or other professional experience in P-12 schools Betty Wood PhD, Educational Psychology w/ Gifted Education emphasis, Purdue University Full-time MCED Faculty & MCED graduate coordinator Associate Professor Yes Sedivy-Benton, A.L., Hunt, A.L., Hunt, T.L., Fetterly, J.M., & Wood, B.K. (2013). Emergence of Successful Online Courses: Faculty and Student Shift. In S. Mukerji & P. Tripathi (Eds.), Handbook of Research on Transnational Higher Education Management. Hershey, PA: IGI Global. Wood. B., & Wood, L. (November, 2012). Creating a collage. A presentation at the National Association for Gifted Children (NAGC) 59th Annual Conference. Denver, CO. Wood, B., & Fetterly, J. (Arkansas Department of Education). (2013). Understanding Fractions. iTunes U Arkansas. A collection of videos Secondary Mathematics teacher in Benton, Knobel, Piggot, Brinkley, Scott, Little Rock public schools for 12 years. Mathematics, social studies, business education, science, and 3-4 grade for 4 years.
designed to help students gain a understanding of fractions. UALR’s Graduate Council Andy Hunt Ph.D., University of Arkansas, Fayetteville Department Chair Faculty Associate Professor Yes Book Chapter (refereed): Warrick, P. L., & Hunt, A. L. (2004). Anywhere, anytime: Handy, enhanced handheld technology. In S. M. Powers & K. Janz (Eds.), Ubiquitous and Pervasive Computing in Higher Education (pp. 5-18). Indiana: Curriculum Research and Development Center. Articles (refereed): Hunt, A. L. & Grable, C. R. (2007). Digital field experience in teacher preparation: Virtually possible. Society for Information Technology and Teacher Education, 2007 (1), 358-359. Hunt, A. L., Wood, B. K., Terell, M. K., & Isom, J. D. (2005). Digital portfolios: Software selection for student manipulation. Annual Editions’ Special Issue of Computers in Education, 23(1/2), 139-147. Shiloh Christian School grades 7 – 9 & 12, faculty, social studies Pulaski Academy grades 7-9, 11 & 12, faculty social studies Rita Chappell MSE University of Arkansas Adjunct Supervisor NA Amy PhD Research Methodology, Full-time MCED/SCED Faculty & MCED Associate Professor Y Sedivy-Benton, A. (2013) The Impact of K-20 policies on Teachers, from Effectiveness to Attrition. In C.V. N/A
creativity with secondary pre-service teachers. Paper presented at the Second International Conference on Education Research. New Orleans, Louisiana. Sherilyn Bennett, August EdD Curriculum and Instruction Cognate: Literacy State University Juris University of Coordinator of Master of Education in Reading Program Graduate Faculty Assistant Professor Yes IRA NE Children’s Choice Committee Team Member 2009-2010; Co-Chair IRA Children’s Choice Committee 2010-2013; IRA Children’s Choice Publications 2010;2011;2012 · IRA SPA Reviewer · LRA · ASCD High School Language Arts Teacher Grades 9, 10,12 St. Louis, MO Middle School Reading Specialist – St. Louis, MO Literacy – St. Louis MO Licenses: MO Language Arts Reading K-12
#2 Goal is clear, appropriate, and meaningful Goal present and relates to the unit concept OR to the lesson concept Goal is appropriate, and meaningful #1 #3 #4 #5 Objective Objective present but does not include all parts;; meaningless. Objective has all 3 clear, concise, appropriate, and meaningful. Essential Questions Weak or inappropriate Appropriate #4 Related Subject Connections: Curriculum Connections made that are not really in the lesson or Connections in the lesson that are not listed Appropriate connections are made #5 Related Subject Connections: Relation to previous and future learning Connections made that are not appropriate for the lesson Relevant and appropriate connections made to previous and future learning #1 #5 Modifications: Gifted (2) Modifications included; group not identified or parts of lesson not identified or explanation not included Modifications included and identified and parts of lesson identified and explanation included #1 #5 Modifications: Special Needs (2) Modifications included; group not identified or parts of lesson not identified or explanation not included Modifications included and group identified and parts of lesson identified and explanation included #3 #5 Assessment Does not adequately measure mastery; identifies teacher behaviors or procedures, or “look fors” Measures mastery of objective; identifies teacher behaviors and procedures and “look fors” Materials and Equipment Needed Most necessary supplies listed; sources not cited All necessary supplies listed; sources
#4 #5 Groupings Grouping indicated are carried out in the unit but not all of the groupings used were indicated Groupings indicated are carried out in the unit and all groupings used were indicated #3 #5 Set Set is somewhat appropriate for the lesson; incomplete Set is appropriate for the lesson; enough information included; correct #3 #5 INDIVIDUAL RESPONSIBILITIES Making the Content Comprehensible C2 is somewhat appropriate for the lesson; incomplete C2 is appropriate for the lesson; enough information included; correct #3 #5 Guided Activity Appropriate activities but insufficient number; adequate description; meaningful; related to objective; not a guided activity Appropriate activities; sufficient number; adequate description; meaningful; related to objective; correct #3 #5 Independent Activity Appropriate activities but insufficient number; adequate description; meaningful; related to objective; not an independent activity Appropriate activities; sufficient number; adequate description; meaningful; related to objective; correct #3 #5 Closure Closure is somewhat appropriate for the lesson; incomplete Closure is appropriate for the lesson; complete; correct #3 #5 Extension Activities Lesson extension was somewhat appropriate Lesson extension was appropriate
What to Do at Home Some prompts for thoughtful discovery and exploration but mostly homework Prompts were thoughtful discovery and exploration, NOT homework Reference Page using APA style All there and mostly correct All references were correctly done #3 #5 Rubric Good rubric but missing a few necessary details measures objective(s) well YES PROFICIENT #1 #2 #3 #4 #5 INDIDIVDUAL RESPONSIBILITIES Reflection and revision Space given for reflection and revision #3 #4 #5 Involved all learning styles (auditory, visual, kinesthetic) All styles used at least once #3 #5 Variety of assessment strategies Adequate amount used #1 #3 #4 #5 Valuable and appropriate activities using higher level thinking skills Adequate amount used Attachment J Assessment 3: Revised Curriculum Unit Rubric in Electronic Portfolio UNACCEPTABLE ACCEPTABLE TARGET Standard 1: Adolescent Development I - Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student Middle level candidates fail to show acceptable levels of knowledge of the concepts, principles, theories and research about young adolescent development. They fail to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous. Middle candidates demonstrate a knowledge of the concepts, principles, theories and research about young adolescent development. They use this knowledge to provide all young adolescents with learning opportunities that are developmentally responsive, socially Middle level candidates demonstrate a comprehensive knowledge of the concepts, principles, theories and research about young adolescent development. They use this knowledge to provide all young adolescents with learning opportunities that are developmentally responsive, socially
development and learning. equitable, and academically rigorous. equitable, and academically rigorous. Standard 1: Young Adolescent Development II - Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. Middle level candidates fail to create and maintain supportive learning environments that promote the healthy development of all young adolescents. They lack enthusiasm and a desire to respond positively to the diversity found in young adolescents. They fail to use young adolescent diversity in planning and implementing curriculum and instruction. Middle candidates create and maintain supportive learning environments that promote the healthy development of all young adolescents. They respond positively to the diversity found in young adolescents and use that diversity in planning and implementing curriculum and instruction. Middle candidates create and maintain supportive learning environments that promote the healthy development of all young adolescents. They respond positively to the diversity found in young adolescents and use that diversity in planning and implementing curriculum and instruction. Standard 1: Young Adolescent Development III - Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. Middle candidates fail to create and involve young adolescents in a range of activities oriented toward the development of personal and societal responsibilities. Middle level candidates produce positive and relevant activities and experiences that involve young adolescents in a range of personal, community, and societal responsibilities. Middle level candidates engage young adolescents in activities related to their interpersonal, community, and societal responsibilities.
Standard 2: Middle Level Philosophy and School Organization I - Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components. Middle level candidates do not possess the foundational knowledge to articulate and implement developmentally responsive practices, such as, teaming, advisory, and service learning. They do not understand the reasons these practices foster adolescent development academically, socially, emotionally, and physically and fail to make instructional decisions based on these reasons. Middle level candidates articulate and implement developmentally responsive practices, such as, teaming, advisory, and service learning. They understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on these reasons. Middle level candidates effectively articulate and implement developmentally responsive practices, such as, teaming, advisory, extra-curricular, and service learning. They understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on these reasons. Standard 2: Middle Level Philosophy and School Organization II - Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components. Middle level candidates evidence a lack of dedication to developmentally responsive organizational structures that foster socially equitable educational practices. They fail to promote organizational components that reflect the philosophical foundations of middle level education and that maximize student learning. Middle level candidates are committed to developmentally responsive organizational structures that foster socially equitable educational practices. Candidates implement developmentally responsive practice and components that reflect the philosophical foundations of middle level education. As they work within teams and utilize flexible instructional time, candidates understand the significance of their actions on student learning. Middle level candidates are committed to developmentally responsive organizational structures that foster socially equitable educational practices. They enthusiastically promote organizational components that maximize student learning. As they work successfully within teams and utilize flexible instructional time, candidates understand the significance of their actions on student learning.
Standard 3: Middle Level Curriculum and Assessment I - Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice. Middle level candidates do not demonstrate acceptable levels of knowledge of local, state, and national curriculum standards. They design curriculum and use materials that are narrowly focused, shallow, and uninteresting to young adolescents. Middle level candidates possess and employ their knowledge of local, state, and national curriculum standards. They design curriculum and select materials that are integrative, challenging, and grounded in the ideas, interests, and experiences of all young adolescents. Middle level candidates analyze local, state, and national curriculum standards based on their knowledge of content and early adolescent development. They consistently design curriculum and select materials that are integrative, challenging, and grounded in the ideas, interests, and experiences of all young adolescents. Standard 3: Middle Level Curriculum and Assessment II - Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice. Middle level candidates fail to employ appropriate student achievement strategies that recognize the key concepts found within the critical knowledge base. Middle level candidates assess student achievement using strategies that focus on the key concepts found within the critical knowledge base. Middle level candidates assess student achievement using multiple strategies that focus on the key concepts found within the critical knowledge base, and they are able to articulate their criteria for strategy selection. Standard 4: Middle Level Teaching Fields I - Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. Middle level candidates have not achieved a depth and breadth of knowledge in two content areas that are broad and multidisciplinary and do not demonstrate the ability to make interdisciplinary connections. Middle level candidates demonstrate a depth and breadth of knowledge in two content areas that are broad and multidisciplinary and demonstrate the ability to make interdisciplinary connections. Middle candidates demonstrate a comprehensive depth and breadth of knowledge in two content areas that are broad and multidisciplinary and regularly demonstrate the ability to make interdisciplinary connections.
Standard 4: Middle Teaching Fields II - Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. Middle level candidates do not possess or exhibit the ability to use specific content teaching and assessment strategies and do not integrate state-of-the-art technologies and literacy skills in their teaching fields. Middle level candidates demonstrate the ability to use specific content teaching and assessment strategies and integrate technologies and literacy skills in their teaching fields. Middle level candidates frequently demonstrate the ability to use specific content teaching and assessment strategies and integrate state-of-the-art technologies and literacy skills in their teaching fields. Standard 4: Middle Teaching Fields III - Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. Middle level candidates fail to provide instruction that is engaging and increases student learning and supports academic excellence. Middle candidates teach in engaging ways that maximize student learning. Middle candidates frequently teach in engaging ways that maximize student learning. Standard 4: Middle Level Teaching Fields IV - Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. Middle level candidates do not integrate their content knowledge with the ideas, interests, and experiences of students, and as a consequence, do not help them helping them understand the integrated nature of knowledge. Middle level candidates incorporate their content knowledge with the ideas, interests, and experiences of students, helping them to understand the integrated nature of knowledge. Middle level candidates frequently incorporate their content knowledge with the ideas, interests, and experiences of students, helping them to understand the integrated nature of knowledge.
Standard 5: Middle Level Instruction and Assessment III - Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. Middle level candidates are uninterested in and do not participate in collaboration with colleagues. Middle level candidates collaborate with others to plan instruction and assessment. Candidates initiate and collaboration with others to improve instruction and assessment.
During your internship experience(s) in the young adolescent classroom setting, you need to do multiple pre/post student learning assessments. Choose one of these assessments to be submitted on Chalk and Wire. Document each step you take in the process. Pretest your young adolescent students, adjust your lessons plans according to the outcome of the pretest (formal assessment) and formative evaluations (usually informal assessments), and then posttest (formal assessment). You need to use the same assessment for the posttest as you used for the pretest. The following artifacts go into Chalk and Wire: A table listing each objective and standard met Pre/post assessment (this should be the same document) Original lesson plan Revised lesson plan Graphical representation of the class results on the pre/post assessment (aggregated data) Reflection on the type of assessment the results how you adjusted lesson plans because of the results why you the strategy that you chose discuss the type of informal assessments you used and how you adjusted instruction because of these formative evaluations how you created an equitable, caring, and productive learning environment
Attachment O Assessment 5: Pre/Post Student Learning Assessment Rubric in Electronic Portfolio UNACCEPTABLE ACCEPTABLE TARGET Standard 3: Middle Level Curriculum and Assessment I - Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice. Middle level candidates fail to employ appropriate student achievement strategies that recognize the key concepts found within the critical knowledge base. Middle level candidates assess student achievement using strategies that focus on the key concepts found within the critical knowledge base. Middle level candidates assess student achievement using multiple strategies that focus on the key concepts found within the critical knowledge base, and they are able to articulate their criteria for strategy selection. Standard 5: Middle Level Instruction and Assessment I - Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents. Middle level candidates demonstrate weak and ineffective classroom management techniques that result in an environment characterized by unfairness and disrespect. Assessment is disconnected from instruction, and therefore unable to inform future instruction. Middle level candidates employ classroom management techniques designed to create positive learning environments. They link formal and informal assessments to instruction, and they use this information to adjust future lesson plans. Middle level candidates create equitable, caring, and productive learning environments. They link an array of formal and informal assessments to instruction, and they consistently use this information to adjust future lesson plans.
Be sure to develop your presentation to meet the following AMLE Standards. Middle level candidates Use knowledge of concepts, principles, theories and research about young adolescent development to provide learning opportunities that are developmentally responsive, socially equitable, and academically rigorous Respond positively to the diversity found in young adolescents and use that diversity in planning curriculum and instruction Consistently articulate the curriculum and assessment design to various stakeholders Integrate state-of-the-art technologies into their teaching fields Teach in engaging ways that maximize student learning Understand concepts, principles, theories and research related to working collaboratively with family and community members Comprehend challenges that families may encounter in contemporary society and subsequently use available support services and other resources Value and appreciate all young adolescents regardless of family circumstances, community environment, health, and/or economic conditions Attachment Q Assessment 6: Classroom Scoring Rubric for PPT Project SKILL/LEVEL EMERGING BASIC PROFICIENT DISTINGUISHED Adherence to time limits Much too long or too short adequate amount of time on the presentation amount of time spent on presentation seemed to be exactly right Title slide sloppy; too small; unrelated to topic; more than 2 typos somewhat neat; too much information for one slide; 1 - 2 typos neat; right amount of information for one slide; no typos Bullet sloppy; too small; unrelated to topic; more than 2 typos somewhat neat; too much information for one slide; 1 - 2 typos neat; right amount of information for one slide; no typos slides sloppy; too small; unrelated to topic; more than 2 typos somewhat neat; too much information for one slide; 1 - 2 typos neat; right amount of information for one slide; no typos Font style only one style 2 styles 3 or more styles Font size 1 size 2 sizes 3 or more Font color 1 color 2 colors 3 or more colors Transitions Only one or two slides had transitions about half of the slides had transitions all of the slides had transitions Object animation no show Object animation on 1 slides Object animation on at 2 slides Graphics no show One graphic; didn't relate to the subject at one graphic; related to the subject Hyperlink no show present; somewhat related; smooth present; related to link; smooth Research showed very little evident but insufficient adequate amount more than sufficient
Main structure and tenants of the theory very little presented presented several presented adequate amount presented more than sufficient amount Underlying theories very little presented presented several presented adequate amount presented more than sufficient amount Procedures very little presented presented several presented adequate amount presented more than sufficient amount Consequences very little presented presented several presented adequate amount presented more than sufficient amount Application very little presented presented several presented adequate amount presented more than sufficient amount Professional Presentation Showed very little time or effort in preparation or presentation Some effort shown in presentation but little shown in preparation Some effort shown in both preparation and presentation Much effort shown in preparation and presentation TOTAL SCORE Attachment S Assessment 6: PPT Project Rubric in Electronic Portfolio UNACCEPTABLE ACCEPTABLE TARGET Standard 1Young Adolescent Development I - Middle teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. Middle level candidates fail to show acceptable levels of knowledge of the concepts, principles, theories and research about young adolescent development. They fail to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous. Middle level candidates demonstrate knowledge of the concepts, principles, theories and research about young adolescent development. They use this knowledge to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous. Middle level candidates demonstrate a comprehensive knowledge of the concepts, principles, theories and research about young adolescent development. They use this knowledge to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous. Standard 1. Young Adolescent Development II - Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning. Middle level candidates lack enthusiasm and a desire to respond positively to the diversity found in young adolescents. They fail to use young adolescent diversity in planning curriculum and instruction. Middle level candidates respond positively to the diversity found in young adolescents and use that diversity in planning curriculum and instruction. Middle level candidates respond positively to the diversity found in young adolescents and use that diversity in planning curriculum and instruction.
Standard 3. Middle Level Curriculum and Assessment I - Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice. Middle candidates focus on their content area to the exclusion of other aspects of the total school curriculum. They do not articulate an appropriate curriculum and assessment design to various stakeholders. Middle level candidates demonstrate an understanding of the total school curriculum; for example: the importance of advisory, co-curricular activities, exploratory courses, and other programs. They articulate this curriculum and assessment design to various stakeholders. Middle candidates understand and advocate for the total school curriculum. They consistently articulate this curriculum and assessment design to various stakeholders Standard 4: Middle Level Teaching Fields I - Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. Middle level candidates do not possess or exhibit the ability to use specific content teaching and assessment strategies and do not integrate technologies and literacy skills in their teaching fields. Middle candidates demonstrate the ability to use specific content teaching and assessment strategies and integrate state-of-the-art technologies and literacy skills in their teaching fields. Middle candidates frequently demonstrate the ability to use specific content teaching and assessment strategies and integrate state-of-the-art technologies and literacy skills in their teaching fields. Standard :. Middle Level Teaching Fields II - Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills. Middle level candidates fail to provide instruction that is engaging and increases student learning and supports academic excellence. Middle level candidates teach in engaging ways that maximize student learning. Middle level candidates frequently teach in engaging ways that maximize student learning.
Standard 6: Family and Community Involvement I - Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents. Middle level candidates lack an understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members. They fail to maximize the learning of all young adolescents. Middle level candidates demonstrate an understanding of the major concepts , principles, theories, and research related to working collaboratively with family and community members. They use this knowledge to ensure the maximum learning of all young adolescents. Middle level candidates demonstrate a comprehensive understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members. They effectively use this knowledge to maximize the learning of all young adolescents. Standard 6: Family and Community Involvement II - Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents. Middle level candidates are ignorant of how diverse family structures and family and cultural backgrounds influence and enrich learning. They are unable to work successfully with parents and community members to improve the education of all young adolescents. Middle level candidates understand and value how both diverse family structures and family and cultural backgrounds influence and enrich learning. They work successfully with parents and community members to improve the education of all young adolescents. Middle level candidates understand the relationships between schools and community organizations and communicate effectively with all stakeholders. They comprehend the challenges that families may encounter in contemporary society and subsequently use available support services and other resources. Standard 6: Family and Community Involvement III - Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents. Middle level candidate knowledge about support services and other resources in schools and communities that support students and teachers is unacceptable. They neither demonstrate respect for all young adolescents and their families and neither value nor employ the variety of resources available in communities. Middle level candidates are knowledgeable about support services and other resources in schools and communities that support students and teachers. They respect all young adolescents and their families and value the variety of resources available in communities. Middle level candidates value and appreciate all young adolescents regardless of family circumstances, community environment, health, and/or economic conditions.
APA Style Not done in APA style or 15 or more mistakes in APA style More than 10 but less than 15 mistakes and errors in APA style More than 4 but less than 10 obvious mistakes in APA style Less than 4 mistakes in APA style APA style perfect
Attachment V Assessment 7: Case Study Rubric Used in Electronic Portfolio UNACCEPTABLE ACCEPTABLE TARGET Young Adolescent Development I - Middle level masters candidates understand and analyze the major concepts, principles, theories, and research related to young adolescent development, and they apply that knowledge in their practice. Middle level masters candidates lack adequate understanding of the concepts, principles, theories, and research underlying the characteristics of adolescent development. Middle masters candidates demonstrate comprehensive understanding of the concepts, principles, theories, and research underlying the characteristics of adolescent development. Middle masters candidates consistently and comprehensively demonstrate an understanding of the research that underpins adolescent development. Based on scholarly literature, they discriminate among the best practices that promote the positive development of early adolescence. Young Adolescent Development II - Middle level masters candidates understand and analyze the major concepts, principles, theories, and research related to young adolescent development, and they apply that knowledge in their practice. Middle level masters candidates fail to demonstrate developmentally responsive practices that support the development of all young adolescents. They fail to understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on these reasons. Middle level masters candidates effectively articulate and implement developmentally responsive practices that support the development of all young adolescents. They understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on these reasons. Middle level masters candidates are committed to developmentally responsive organizational structures that foster socially equitable educational practices.
Attachment W Assessment 8: Guidelines for Philosophy of Education (Revised) The assessment of knowledge, skills, and dispositions acquired is your philosophy of education. Guidelines are as follows: Create a visual representation of your philosophy of and toward middle level concepts, learners, & parental involvement. It can be 2 or 3 dimensional. Use your imagination and creativity. A small, non-developed representation of a piece of my philosophy is below as an example as well as examples from years past. A separate, typed philosophy paper will also be included paper which must be submitted to chalk & wire. It should be in APA style and at least 2-3 pages in length. Be sure to include a reference page. Develop your philosophy to meet the MNSA Standards. Include evidence showing that you, the middle level candidate, demonstrate a comprehensive knowledge of the concepts, principles, theories and research about young adolescent development develop close, mutually respectful relationships with all young adolescents that support their intellectual, ethical, and social growth respond positively to diversity found in young adolescents and use that diversity in planning and implementing curriculum and instruction demonstrate comprehensive understanding of the concepts, principles, theories, and research underlying the philosophical and historical foundations of developmentally responsive middle level programs and schools. effectively articulate developmentally responsive practices, such as, teaming, advisory, extra-curricular, and service learning and understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on the reasons are committed to developmentally responsive organizational structures that foster socially equitable educational practices demonstrate a comprehensive understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members and effectively use this knowledge to maximize the learning of all young adolescents understand the relationships between schools and community organizations and communicate effectively with all stakeholders and comprehend the challenges that families may encounter in contemporary society and subsequently use available support services and other resources and appreciate all young adolescents regardless of family circumstances, community environment, health, and/or economic conditions demonstrate a comprehensive understanding of your evolving role as a middle education professional, the importance of your influence on all young adolescents, and your responsibility for upholding high professional standards and modeling appropriate behaviors demonstrate a comprehensive understanding of teaming/collaborative theories and processes, the interrelationships and interdependencies various professionals that serve young adolescents, and work as a successful member of an interdisciplinary team.
these organizational components. Standard 6: Family and Community Involvement I - Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community member, and they use that knowledge to maximize the learning of all young adolescents. Middle level candidates lack an understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members. They fail to maximize the learning of all young adolescents. Middle candidates demonstrate an understanding of the major concepts , principles, theories, and research related to working collaboratively with family and community members. They use this knowledge to ensure the maximum learning of all young adolescents. Middle level candidates demonstrate a comprehensive understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members. They effectively use this knowledge to maximize the learning of all young adolescents. Standard 6: Family and Community Involvement II - Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community member, and they use that knowledge to maximize the learning of all young adolescents. Middle candidates are ignorant of how diverse family structures and family and cultural backgrounds influence and enrich learning. They are unable to work successfully with parents and community members to improve the education of all young adolescents. Middle candidates understand and value how both diverse family structures and family and cultural backgrounds influence and enrich learning. They work successfully with parents and community members to improve the education of all young adolescents. Middle level candidates understand the relationships between schools and community organizations and communicate effectively with all stakeholders. They comprehend the challenges that families may encounter in contemporary society and subsequently use available support services and other resources.
competence as professionals. Standard 7: Middle Level Professional Roles VII - Middle level teacher candidates understand the complexity of teaching young adolescents, and they engage in practices and behaviors that develop their competence as professionals. Middle candidates do not value life-long learning and are not committed to refining classroom and school practices that address the needs of all young adolescents based on research, successful practice, and experience. Middle level candidates hold expectations for their own life-long learning and are committed to refining classroom and school practices that address the needs of all young adolescents based on research, successful practice, and experience. Middle level candidates model life-long learning and take a leadership role in refining classroom and school practices that address the needs of all young adolescents based on research, successful practice, and experience.