•Arranging classroom •Pacing and structuring the lesson Course CI 501 Course CI 503 Course EDF 502 Course CI 672 Technology Course II.Instruction and Assessment (~33%) Instructional Strategies 1.Major cognitive processes associated with student learning •Critical thinking •Creative thinking •Higher-order thinking •Inductive and deductive thinking •Problem-structuring and problem-solving •Invention •Memorization and recall •Social reasoning •Representation of ideas X X X 2.Major categories, advantages, and appropriate uses of instructional strategies •Cooperative learning •Direct instruction •Discovery learning discussion •Independent •Interdisciplinary instruction •Concept mapping •Inquiry method •Questioning •Play •Learning centers •Small group work •Revisiting •Reflection •Project approach X X X X Course CI 501 Course CI 503 Course EDF 502 Course CI 672 Technology Course
1.Types of resources available for professional development and learning •Professional literature •Colleagues •Professional associations •Professional development activities X X X X X 2.Ability to read and understand articles and books about current research, views, ideas, and debates regarding best teaching practices X X X X X 3.Ongoing personal reflection on teaching and learning practices as a basis for making professional decisions •Code of Ethics •Advocacy for learners X The Larger Community 1.Role of the school as a resource to the larger community •Teachers as a resource X 2.Factors in the students’ environment outside of school (family circumstances, community environments, health and economic conditions) that may influence students’ life and learning X 3.Develop and utilize active partnerships among teachers, parents/guardians, and leaders in the community to support the educational process •Shared ownership •Shared decision-making •Respectful/reciprocal communication X 4.Major laws related to students’ rights and teacher responsibilities •Equal education •Appropriate education for handicapped students •Confidentiality and privacy •Appropriate treatment of students •Reporting in situations related to possible child abuse
Faculty Qualifications Chart (2012-2013) Faculty Member Name Highest Degree Field, & University Assignment: Indicate the role of the faculty member Faculty Rank Tenure Track (Yes/ No) Scholarship, Leadership in Professional Associations, and Service: List up to 3 contributions in the past 3 years Teaching or Other Professional Experience in P-12 Schools Ronald B. Childress & Instruction. University of Tennessee Professor in the Elementary and Secondary Education Department. Professor Yes “Science Education in Rural Schools; Factors Effecting Students Success.” (with A. Knapp). Paper presented at the National Social Science and Technology Conference, Las Vegas, Nevada, March 28-30, 2010. “Middle Childhood Education: Policy Implications and Best Practices.” Policy paper prepared for The Education Alliance, Charleston, WV, Winter, 2008 Consultant for P-12 Schools Coordinator of Science/Environmental Education Lisa A. Heaton Technology. University of Virginia Program Director and Professor in the Elementary and Secondary Education Department Professor Yes Heaton, L. A., Cunningham, M., & Watts, L. (2010, August 5). Bringing Creative Minds Together with Skype. Session presented at the WV Statewide Technology Conference. Charleston, WV. Middle School Teacher
Divide: Successes and Challenges in the Implementation of 21st Century Skills. Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. Chesapeake, VA: AACE. Elizabeth Brucker & Instruction. Marshall University Adjunct faculty Adjunct instructor No Brucker, E. (2013). Implementation and Perceived Effectiveness of Professional Learning Communities in the Kanawha County School District in West Virginia. ProQuest Digital Dissertation. Middle School Teacher Brenda Tuckwiller & Instruction. Marshall University Adjunct faculty Adjunct instructor No Tuckwiller, B. (2012). Teacher Perspectives on Student Assessment in Career and Technical Education in West Virginia Public Schools. Proquest Digital Dissertation. High School teacher for 3 Raymond Singleton & Instruction. Marshall University Adjunct faculty Adjunct instructor No Singleton, R. (2010). The National Board Certification Process: A Comparison of the Perceptions of National Board Certified Teachers and National Board Candidates in West Virginia. Proquest Digital Dissertation. Certified Language Arts teacher in Grades 5 – 9 Based
of the candidate ratings were identified at the exemplary and meets expectation levels for all areas of middle level development. EDF 502 Final Exam Score Year 2012-2013 (n=13) Exceptional (90-100%) Meet Expectation (80-89%) Need Improvement (70-79%) (Below 70%) Exam Score 105/125 Points Avg. (84%) 4 (31%) 6 (47%) 2 (15%) 1 (7%) Total Matching Score 43/60 Points Avg. (71%) 1 (7%) 4 (31%) 4 (31%) 4 (31%) Total Essay Score 61/66 Points Avg. (93%) 11 (86%) 1 (7%) 0 (0%) 1 (7%) Essay Score Rubric Category Essay Score Rubric Category Exceptional Meet Expectation Need Improvement Physical Development (AMLE 5) 11 (84%) 1 (8%) 1 (8%) 0 Emotional Development (AMLE 5) 11 (84%) 1 (8%) 1 (8%) 0 Social Development (AMLE 5) 11 (84%) 1 (8%) 1 (8%) 0 Intellectual Development (AMLE 5) 11 (84%) 1 (8%) 1 (8%) 0 Style, Spelling, and Grammar 12 (92%) 0 1 (8%) 0 4. Interpretation of how these data provide evidence for meeting standards; and
6. _____Faces sexual behavior without full emotional or social maturity 7. _____Highly idealistic in nature 8. _____Attention span is shorter than previous periods 9. _____Chemical and hormonal imbalances trigger emotions 10. _____Often disturbed by body changes 11. _____Basically egocentric in how they view the 12. _____May be aggressive, boisterous and daring within a group 13. _____Tend to exaggerate simple occurrences 14. _____Searching for identity and purpose 15. _____Refers to peers as sources for standards PART II: ESSAY - 65 Points (AMLE Standard 5) Describe at least one curricular and two instructional implications for each of the four areas of development: Physical, Emotional, Social and Intellectual. Compose and save your answers MS Word. Submit your work to the Instructor as an attachment in Vista "Mail." Essay Rubric (Used in Year 2012-2013) 65 points total Criteria Exceptional (13 points) Meet Expectations (10 points) Need Improvement (7 points) Unsatisfactory (0 points) Physical Development Demonstrated thorough knowledge of middle school students’ physical development and middle level instruction by identifying two instructional implications that Demonstrated knowledge of middle school students’ physical development and middle level instruction by identifying two instructional implications that would influence Demonstrated some knowledge of middle school students’ physical development and middle level instruction by identifying at least one instructional implications that Did not demonstrate knowledge of middle school students’ physical development and middle instruction with regards to students’ physical
would influence student success in the public school classroom. student success in the public school classroom. would influence student success in the public school classroom. development and their success in the public school classroom. Emotional Development Demonstrated thorough knowledge of middle school students’ emotional development and middle level instruction by identifying two instructional implications that would influence student success in the public school classroom. Demonstrated knowledge of middle school students’ emotional development and middle level instruction by identifying two instructional implications that would influence student success in the public school classroom. Demonstrated some knowledge of middle school students’ emotional development and middle level instruction by identifying at least one instructional implication that would influence student success in the public school classroom. Did not demonstrate knowledge of middle school students’ emotional development and middle level instruction with regards to students’ physical development and their success in the public school classroom. Social Development Demonstrated thorough knowledge of middle school students’ social development and middle level instruction by identifying two instructional implications that would influence student success in the public school classroom. Demonstrated knowledge of middle school students’ social development and middle level instruction by identifying two instructional implications that would influence student success in the public school classroom. Demonstrated some knowledge of middle school students’ social development and middle level instruction by identifying at least one instructional implications that would influence student success in the public school classroom. Did not demonstrate knowledge of middle school students’ social development and middle level instruction with regards to students’ physical development and their success in the public school classroom. Intellectual Development Demonstrated thorough knowledge of middle school students’ intellectual development and middle instruction by identifying two Demonstrated knowledge of middle school students’ intellectual development and middle level instruction by identifying two instructional Demonstrated some knowledge of middle school students’ intellectual development and middle level instruction by identifying at least one Did not demonstrate knowledge of middle school students’ intellectual development and middle level instruction with regards to
instructional implications that would influence student success in the public school classroom. implications that would influence student success in the public school classroom. instructional implications that would influence student success in the public school classroom. students’ physical development and their success in the public school classroom. Style, Spelling, and Grammar Writing exhibited a superior command of language skills. Exhibited exceptional word usage, exhibited writing that was fluent and easy to read, and displayed a strong sense of audience. Writing exhibited a command of language skills. Exhibited above average word usage, exhibited writing that was fluent and easy to read, and displayed a sense of audience. Writing exhibited several spelling and grammar errors. Exhibited adequate word usage, exhibited writing that was readable, and displayed some sense of audience. Writing did not demonstrate a command of language skills. Exhibited minimal word usage, exhibited writing that was difficult to read, and displayed little sense of audience. Assessment #3 Interdisciplinary Instruction Unit 1. Brief description of the assessment and its use in the program Candidates are required in CI 503, Methods and Materials in the Middle Childhood Grades, to develop and collaborate with other candidates to create an interdisciplinary unit that emphasizes the four main content areas: social studies, language arts, science, and math. The Unit Planning Teams create units incorporating the main content areas as well as art, music, and technology. Activities include learning centers, multilevel activities, West Virginia CSO’s, clearly stated objectives, an introductory activity, directions, multimedia resources/handouts, and a unit assessment. 2. Description of how this assessment specifically aligns with the standards it is cited for in Section III. AMLE Standard Description of AMLE Standard How Interdisciplinary Unit Components aligns with Standard Middle Level Curriculum and Assessment 3. Middle Level Curriculum and Assessment. Middle level masters candidates understand and analyze the major concepts, principles, theories, and research Rationale, Goals, and Student Objectives: Identified and included appropriate Rationale, Goals, and student objectives that were described and
Language Arts: Social Studies: Science and Math: General Activities: Department of Education: Developed by Dr. Amy E. Cottle Last updated January 2012 Objective/Criteria Performance Indicators Exceptional Meet Expectations Need Improvement Unsatisfactory Rationale, Goals, and Student Objectives (AMLE 3) (18 points) Identified and included appropriate Rationale, Goals, and student objectives that were comprehensibly described and included all three types (Cognitive, Affective, & Creative). Objectives clearly (14 points) Identified and included appropriate Rationale, Goals, and student objectives that were described and included all three types (Cognitive, Affective, & Creative). Objectives clearly used KUD's approach. (10 points) Identified and included appropriate Rationale, Goals, and student objectives, but may be missing descriptive details and may or may not include all three types (Cognitive, Affective, & (0 points) Did not identify Rationale, Goals, and/or student objectives for unit.
used KUD's approach. Creative). Objectives may or may not have used KUD's approach. WV CSO’s (AMLE 3) (3 points) Correctly identified all appropriate WV CSO’s and provided CSO number and complete description. CSO’s were chosen using one central theme. (2 points) Correctly identified the majority of appropriate WV CSO’s and provided CSO number and complete description. CSO’s were chosen using one central theme. (1 points) Correctly identified the majority of appropriate WV CSO’s, but may have not identified several and/or may have not provided CSO number and complete description. CSO’s were chosen using one central theme. (0 points) Did not correctly identify appropriate WV CSO's for unit. Essential Question(s) (AMLE 4) (3 points) Identified and included appropriate Essential Question(s) that was comprehensibly described. (2 points) Identified and included appropriate Essential Question(s). (1 points) Identified and included appropriate Essential Question(s), but it may be missing descriptive details or not be appropriate "big picture" question for unit. (0 points) Did not identify appropriate Essential Question(s). Instructional Activities (AMLE 5) (25 points) Comprehensively described Lesson Introduction, Lesson Development, (20 points) Comprehensively described Lesson Introduction, Lesson Development, (15 points) Described Teacher Explanation, Guided Activity, and/or (0 points) Did not describe Teacher Explanation, Guided Activity, and/or
Lesson Closure, Lesson Contingency, and Homework for four 90 minute lessons. Activities were engaging and clearly met for all student objectives. Students were challenged to use higher order thinking skills. Activities were developed around one central theme. Lesson Closure, Lesson Contingency, and Homework for four 90 minute lessons. Activities were engaging and clearly met for all student objectives. Students were challenged to use higher order thinking skills. Activities were developed around one central theme. Independent Activity for four 90 minute lessons. Activities met for all student objectives. Students may or may have been challenged to use higher order thinking skills. Activities were developed around one central theme. Independent Activity for four 90 minute lessons. Cooperative Learning Activity (AMLE 5) (5 points) Comprehensively described at least one cooperative learning activity using cooperative learning characteristics defined by the text and/or module 4. (4 points) Described at least one cooperative learning activity using cooperative learning characteristics defined by the text and/or module 4. (3 points) Described at least one cooperative learning activity, which may or may not have used cooperative learning characteristics defined by the text and/or module 4. (0 points) Did not include cooperative learning activity. Technology Integration (AMLE 4) (5 points) Integrated technology into the unit to enhance instruction and/or student learning. (4 points) Integrated technology into the unit to enhance instruction or student learning. (3 points) Integrated technology into the unit. (0 points) Did not integrate technology. Assessment (AMLE 5) (17 points) Comprehensively described a formative and summative assessment (13 points) Described a formative and summative assessment procedure for (9 points) Described a formative and/or summative assessment (0 points) Did not describe assessment.
procedure for lessons. Assessments were designed to inform instructor of the learner’s understanding of content. lessons. Assessments were designed to inform instructor of the learner’s understanding of content. procedure for lessons. Assessments may or may not have been designed to inform instructor of the learner’s understanding of content. Materials and/or Resources (AMLE 4) (5 points) Core and supplemental resources needed to teach the unit listed. (4 points) Core and/or supplemental resources needed to the unit listed. (3 points) Core and/or supplemental resources needed to teach the unit listed, but may lack one or two. (0 points) Resources not provided. Diverse Learner Modifications (AMLE 5) (3 points) Comprehensively described appropriate modifications for diverse learners in each lesson. (2 points) Described appropriate modifications for diverse learners in each lesson. (1 points) Described modifications for diverse learners in a few of the lessons or modifications were not appropriate. (0 points) Modifications for diverse learners not provided. out of 84 Assessment #4 Practicum Evaluation 1. Brief description of the assessment and its use in the program
students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and does not seek such understanding. students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for the class as a whole. backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge for groups of students. cultures, skills, language proficiency, interests, and special needs from a variety of sources, and attains this knowledge for individual students. 1c: Setting Instructional Outcomes Instructional outcomes are unsuitable for students, represent trivial or low-level learning, or are stated only as activities. They do not permit viable methods of assessment. Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of activities and goals, some of which permit viable methods of assessment. They reflect more than one type of learning, but the teacher makes no attempt at coordination or integration. Instructional outcomes are stated as goals reflecting learning and curriculum standards. They are suitable for most students in the class, represent different types of learning and can be assessed. The outcomes reflect opportunities for coordination. Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and curriculum standards. They represent different types of content, offer opportunities for both coordination and integration, and take account of the needs of individual students. UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 1d: Demonstrating Knowledge of Resources The teacher demonstrates little or no familiarity with resources to enhance own knowledge, to use in teaching, or for students The teacher demonstrates some familiarity with resources available through the school or district to enhance own knowledge, to use in teaching, or for The teacher is fully aware of the resources available through the school or district to enhance own knowledge, to use in teaching, or for The teacher seeks out resources in and beyond the school or district in professional organizations, on the Internet, and in the community to enhance own
who need them. The teacher does not seek such knowledge. students who need them. The teacher does not seek to extend such knowledge. students who need them. knowledge, to use in teaching, and for students who need them. 1e: Designing Coherent Instruction The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The experiences are suitable for only some students. The series of learning experiences demonstrates partial alignment with instructional outcomes, and some of the experiences are likely to engage students in significant learning. The lesson or unit has a recognizable structure and reflects partial knowledge of students and resources. The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes and suitable for groups of students. The less or unit has a clear structure and is likely to engage students in significant learning. The teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable to all students and likely to engage them in significant learning. The lesson or unit structure is clear and allows for different pathways according to student needs. 1f: Designing Student Assessments The teacher’s plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional outcomes, or is inappropriate for many students. The results of assessment have minimal impact on the design of future instruction. The teacher’s plan for student assessment is partially aligned with the instructional outcomes, without criteria, and inappropriate for at least some students. The teacher intends to use assessment results to plan for future instruction for the class as a whole. The teacher’s plan for student assessment is aligned with the instructional outcomes, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for groups of students. The teacher’s plan for student assessment is fully aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies may have been adapted for individuals, and the teacher intends to use assessment results to plan
future instruction for individual students. Domain 2: The Classroom Environment (AMLE 1) BASIC PROFICIENT DISTINGUISHED 2a: Creating an Environment of Respect and Rapport Classroom interactions, both between the teacher and students, and students, are negative, inappropriate or insensitive to students’ cultural backgrounds and are characterized by sarcasm, or conflict. Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict, but may be characterized by occasional displays of insensitivity of responsiveness to cultural or developmental differences among students. Classroom interactions between the teacher and students and among students are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. Classroom interactions between the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development. Students themselves ensure high levels of civility members of the class. 2b: Establishing a Culture for Learning The classroom environment conveys a negative culture for learning, characterized by low teacher commitment to the subject, low expectations for student achievement, and little or no student in work. The teacher’s attempt to create a culture for learning is partially successful, with little teacher commitment to the subject, modest expectations for student achievement, and little student pride in work. Both the teacher and students appear to be only “going The classroom culture is characterized by high expectations for most students and genuine commitment to the subject by both teacher and students, with students demonstrating pride in their work. High levels of student energy and teacher passion for the subject create a culture for learning in everyone shares a belief in the importance of the subject and all students hold themselves to high standards of performance—for example, by initiating improvements to their work.
through the motions”. 2c: Managing Classroom Procedures Much instructional time is lost because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties. Some instructional time is lost because classroom routines and procedure for transitions, handling of supplies, and performance of non-instructional Duties are only partially effective. Little instructional time is lost because of classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties, which occur smoothly. Students contribute to the seamless operation of classroom routines and procedures for transitions, handling of supplies, and performance of duties. 2d: Managing Student Behavior There is no evidence that standards of conduct have been established and little or no teacher monitoring of student behavior. Response to student misbehavior is repressive or disrespectful of student dignity. It appears that the teacher has made an effort to establish standards of conduct for students. The teacher with uneven results, to monitor student behavior and respond to student misbehavior. Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards. The teacher’s response to student misbehavior is appropriate and respects the students’ dignity. Standards of conduct are clear, with evidence of student participation in setting them. The teacher's monitoring of student behavior is subtle and preventive, and the teacher's response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior. 2e: Organizing Physical The physical environment is unsafe, or some students don’t have access to learning. Alignment between the The classroom is safe, and essential learning is accessible to most students; the teacher’s use of physical resources, The classroom is safe, and learning is accessible to all students; the teacher ensures that the physical arrangement is The classroom is safe, and the physical environment ensures the learning of all students, including those with special needs.
instructional program. cultures of those families. culturally appropriate manner. program, as appropriate. 4d: Participating in a Professional Community The teacher avoids participating in a professional community or in school and district events and projects; relationships with colleagues are negative or The teacher becomes involved in the professional community and in school and district events and projects when specifically asked; relationships with colleagues are cordial. The teacher participates actively in the professional community and in school and district events and projects, and maintains positive and productive relationships with colleagues. The teacher makes a substantial contribution to the professional community and to school and district events and projects, and assumes a leadership role among the faculty. UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 4e: Growing and Developing Professionally The teacher does not participate in professional development activities and no effort to share knowledge with colleagues. The teacher is resistant to feedback from supervisors or colleagues. The teacher participates in professional development activities that are convenient or are required, and makes limited contributions to the profession. The teacher accepts, with some reluctance, feedback from supervisors and colleagues. The teacher seeks out opportunities for professional development based on an individual assessment of need and actively shares expertise with others. The teacher welcomes feedback from supervisors and colleagues. The teacher actively pursues professional development opportunities and initiates activities to contribute to the profession. In addition, the teacher seeks feedback from supervisors and colleagues. 4f: Showing Professionalism The teacher has little sense of ethics and professionalism and contributes to practices that are self-serving or harmful to students. The teacher fails to The teacher is honest and well intentioned in serving students and contributing to decisions in the school, but the teacher’s attempts to serve students are The teacher displays a high level of ethics and professionalism in dealings with both students and colleagues and complies fully and voluntarily with school and The teacher is proactive and assumes a leadership role in making sure that school practices and procedures ensure that all students, particularly those
AMLE Standard Description of AMLE Standard How Reflective Journal aligns with Standard 1. Young Adolescent Development 1. Young Adolescent Development. 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. Domain 2: The Classroom Environment- Journal requires candidates to reflect on their understanding of young adolescent development. Candidates reflect on: creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behavior, and organizing physical space, which will impact learning. 3. Middle Curriculum and Assessment 3. Middle Level Curriculum and Assessment. Middle level masters candidates understand and analyze the major concepts, principles, theories, and research related to middle level curriculum and assessment, and they apply that knowledge in the practice. Domain 1: Planning and Preparation- Journal requires candidates to reflect on middle level assessment. Candidates reflect on demonstrating knowledge of students, selecting instructional goals, knowledge of resources, designing coherent instruction, and assessing student learning, which will impact student learning. 4. Middle Level Teaching Fields 4. Middle Level Teaching Fields. Middle level masters candidates understand and analyze the major concepts, principles, theories, standards, and research related to their teaching field(s), and they apply that knowledge in their practice. Domain 1: Planning and Preparation- Journal requires candidates to reflect on knowledge of content and pedagogy, will impact student learning. Conduct pre and post testing with students and summarize and analyze their results to determine candidates’ impact on student learning. 5. Middle Instruction and Assessment 5. Middle Level Instruction and Assessment. Middle level masters candidates understand and analyze the major concepts, principles, theories, and research related to effective middle level instruction and assessment, and Domain 3: Instruction- Journal requires candidates to reflect on understanding of major concepts, principles, theories, and research of effective instruction and
they apply a variety of effective strategies to meet the varying abilities, interests, and learning styles of all young adolescents. assessment and employing a variety of appropriate middle level strategies by communicating clearly and accurately, using questioning and discussion techniques, engaging students in learning, providing feedback to students, and demonstrating flexibility and responsiveness. These areas will impact student learning. 6. Family and Community Involvement 6. Family and Community Involvement. Middle level masters candidates understand and analyze the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they provide leadership in helping all stakeholders offer high quality learning opportunities for all young adolescents. Domain 4: Professional Responsibilities- Journal requires candidates to reflect on their communication with families contributions to school and district, which will impact student learning. 7. Middle Level Professional Roles 7. Middle Professional Roles. Middle level masters candidates understand and analyze the major concepts, principles, theories, and research related to their professional roles in middle level education, and they apply that knowledge in their practice. Domain 4: Professional Responsibilities- Journal requires candidates to identify professional responsibilities such as showing professionalism and growing and developing professionally, which will impact student learning. 3. Candidate data derived from the assessment (minimum 2 implementations) and analysis of the data findings; Findings indicate all candidates were 100% successful in demonstrating their ability to reflect on planning and preparation, classroom environment, instruction, professional responsibilities, and student learning during their practicum experience completed in CI 672. Assessment 5 - Reflective Journal Rubric Analysis (n=2) Domain Meets Expectation Need Improvement Unsatisfactory Planning and Preparation (AMLE 3) 2 The Classroom Environment (AMLE 1) 2
Student Learning (AMLE 4) Used appropriate graphs to display the results of student pre and posttests. Summarized and analyzed results to determine why they occurred. Used appropriate graphs to display the results of student pre and posttests. Graphs may be unclear or difficult to interpret. Summarized and analyzed results to determine why they occurred, but reasons may or may not be plausible. May or may not have used appropriate graphs to display the results of student pre and posttests. May or may not have summarized and analyzed results to determine why they occurred. Middle Childhood Education Performance Assessment Instrument
Professionalism Comments: Danielson’s (2007) Framework for Teaching Domain 1: Planning and Preparation (AMLE 3) UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 1a: Demonstrating Knowledge of Content and Pedagogy The teacher’s plans and practice display little knowledge of the content, prerequisite relationships between different aspects of the content, or the instructional practices specific to that discipline. The teacher’s plans and practice reflect some awareness of the important concepts in the discipline, prerequisite relationships between them, and the instructional practices specific to that discipline. The teacher’s plans and practice reflect solid knowledge of the content, prerequisite relationships between important concepts, and the instructional practices specific to that discipline. The teacher’s plans and practice reflect extensive knowledge of the content and the structure of the discipline. The teacher actively builds on knowledge of prerequisites and misconceptions when describing instruction or seeking causes for student misunderstanding. 1b: Demonstrating Knowledge of Students The teacher demonstrates little or no knowledge of students’ backgrounds, cultures, skills, language proficiency, The teacher indicates the importance of understanding students’ backgrounds, cultures, skills, language proficiency, The teacher actively knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and The teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs from a
interests, and special needs, and does not seek such understanding. interests, and special and attains this knowledge for the class as a whole. special needs, and attains this knowledge for groups of students. variety of sources, and attains this knowledge for individual students. 1c: Setting Instructional Outcomes Instructional outcomes are unsuitable for students, represent trivial or low-level learning, or are stated only as activities. They do not permit viable methods of assessment. Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of activities and goals, some of which permit viable methods of assessment. They reflect more than one type of learning, but the teacher makes no attempt at coordination or integration. Instructional outcomes are stated as goals reflecting learning and curriculum standards. They are suitable for most students in the class, represent different types of learning and can be assessed. The outcomes reflect opportunities for coordination. Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and curriculum standards. They represent different types of content, offer opportunities for both coordination and integration, and take account of the needs of individual students. UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 1d: Demonstrating Knowledge of Resources The teacher demonstrates little or no familiarity with resources to enhance own knowledge, to use in teaching, or for students who need them. The teacher does not seek such knowledge. The teacher demonstrates some familiarity with resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. The teacher does not seek to extend such knowledge. The teacher is fully aware of the resources available through the school or district to enhance own knowledge, to use in teaching, or for students who need them. The teacher seeks out resources in and beyond the school or district in professional organizations, on the Internet, and in the community to enhance own knowledge, to use in teaching, and for students who need them.
1e: Designing Coherent Instruction The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The experiences are suitable for only some students. The series of learning experiences demonstrates partial alignment with instructional outcomes, and some of the experiences are likely to engage students in significant learning. The lesson or unit has a recognizable structure and reflects partial knowledge of students and resources. The teacher coordinates knowledge of content, of students, and of resources to design a series of learning experiences aligned to instructional outcomes and suitable for groups of students. The less or unit has a clear structure and is likely to engage students in significant learning. The teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable to all students and likely to engage them in significant learning. The lesson or unit structure is clear and allows for different pathways according to student needs. 1f: Designing Student Assessments The teacher’s plan for assessing student learning contains no criteria or standards, is poorly aligned with the instructional outcomes, or is inappropriate for many students. The results of assessment have minimal impact on the design of future instruction. The teacher’s plan for student assessment is partially aligned with the instructional outcomes, without clear criteria, and inappropriate for at least some students. The teacher intends to use assessment results to plan for future instruction for the class as a whole. The teacher’s plan for student assessment is aligned with the instructional outcomes, uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to plan for future instruction for groups of students. The teacher’s plan for student assessment is aligned with the instructional outcomes, with clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies may have been adapted for individuals, and the teacher intends to use assessment results to plan future instruction for individual students. Domain 2: The Classroom Environment (AMLE 1)
BASIC PROFICIENT DISTINGUISHED 2a: Creating an Environment of Respect and Rapport Classroom interactions, both between the teacher and students, and among students, are negative, inappropriate or insensitive to students’ cultural backgrounds and are characterized by sarcasm, or conflict. Classroom interactions, both between the teacher and students and students, are generally appropriate and free from conflict, but may be characterized by occasional displays of insensitivity of responsiveness to cultural or developmental differences among students. Classroom interactions between the teacher and students and among students are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. Classroom interactions between the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development. Students themselves ensure high levels of civility members of the class. 2b: Establishing a Culture for Learning The classroom environment conveys a negative culture for learning, characterized by low teacher commitment to the subject, low expectations for student achievement, and little or no student pride in work. The teacher’s attempt to create a culture for learning is partially successful, with little teacher commitment to the subject, modest expectations for student achievement, and little student pride in work. Both the teacher and students appear to be only “going through the motions”. The classroom culture is characterized by high expectations for most students and genuine commitment to the subject by both teacher and students, with students demonstrating pride in their work. High levels of student energy and teacher passion for the subject create a culture for learning in which everyone shares a belief in the importance of the subject and all students hold themselves to high standards of performance—for example, by initiating improvements to their work. 2c: Much instructional time is lost Some instructional time is lost Little instructional time is lost Students contribute to the seamless operation of
Managing Classroom Procedures because of inefficient classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties. because classroom routines and procedure for transitions, handling of supplies, and performance of non-instructional Duties are only partially effective. because of classroom routines and procedures for transitions, handling of supplies, and performance of non-instructional duties, which occur smoothly. classroom routines and procedures for transitions, handling of supplies, and performance of duties. 2d: Managing Student Behavior There is no evidence that standards of conduct have been established and little or no teacher monitoring of student behavior. Response to student misbehavior is repressive or disrespectful of student dignity. It appears that the teacher has made an effort to establish standards of conduct for students. The teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards. The teacher’s response to student misbehavior is appropriate and respects the students’ dignity. Standards of conduct are clear, with evidence of student participation in setting them. The teacher's monitoring of student behavior is subtle and preventive, and the teacher's response to student misbehavior is sensitive to individual student needs. Students take an active role in monitoring the standards of behavior. 2e: Organizing Physical Space The physical environment is unsafe, or some students don’t have access to learning. Alignment between the physical arrangement and the lesson activities is poor. The classroom is safe, and essential learning is accessible to most students; the teacher’s use of physical resources, including computer technology, is moderately effective. The The classroom is safe, and learning is accessible to all students; the teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of The classroom is safe, and the physical environment ensures the learning of all students, including with special needs. Students contribute to the use or adaptation of the physical environment to
teacher may attempt to modify the physical arrangement to suit learning activities, with partial success. physical resources, including computer technology. advance learning. Technology is used skillfully, as appropriate to the lesson. Domain 3: Instruction (AMLE 5) BASIC PROFICIENT DISTINGUISHED 3a: Communicating with Students Expectations for learning, directions and procedures, and explanations of content are unclear or confusing to students. The teacher’s use of language contains errors or is inappropriate for students’ cultures or levels of development. Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; the teacher's use of language is correct but may not be completely appropriate for students’ cultures or levels of development. Expectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate for students’ cultures and levels of development. Expectations for learning, directions and procedures, and explanations of content are to students. The teacher’s oral and written communication is clear and expressive, appropriate for students’ cultures and levels of development, and anticipates possible student misconceptions. BASIC PROFICIENT DISTINGUISHED 3b: Using Questioning and Discussion Techniques The teacher’s questions are low-level or inappropriate, eliciting limited student participation and recitation rather than discussion. Some of the teacher’s questions elicit a thoughtful response, but most are posed in rapid succession. The teacher’s attempts to engage all students in the discussion are only partially successful. Most of the teacher’s questions elicit a thoughtful response, and the teacher allows sufficient time for students to answer. All students participate in the discussion, with the teacher stepping aside Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the questions and ensure that all voices are heard.
when appropriate. 3c: Engaging Students in Learning Activities and assignments, materials, and groupings of students are inappropriate for the instructional outcomes or students’ cultures or levels of understanding, resulting in little intellectual engagement. The lesson has no structure or is poorly paced. Activities and assignments, materials, and groupings of students are partially appropriate to the instructional outcomes or students’ cultures or levels of understanding, resulting in moderate intellectual engagement. The lesson has a recognizable structure, but that structure is not maintained. Activities and assignments, materials, and groupings of students are fully appropriate for the instructional outcomes and students’ cultures and levels of understanding. All students are engaged in work of a high level of rigor. The lesson’s structure is coherent, with appropriate pace. Students, throughout the lesson, are highly intellectually engaged in significant learning, and make material contributions to the activities, student groupings, and materials. The lesson is adapted as necessary to the needs of individuals, and the structure and pacing allow for student reflection and closure. 3e: Demonstrating Flexibility and Responsiveness The teacher adheres to the instruction plan, even when a change would improve the lesson or address students’ lack of interest. The teacher brushes aside student questions; when students experience difficulty, the teacher blames the students or their home environment. The teacher attempts to modify the lesson when needed and to respond to student questions, with moderate success. The teacher accepts responsibility for student success, but has only a limited repertoire of strategies to draw on. The teacher promotes the successful learning of all students, making adjustments as needed to instruction plans and accommodating student questions, needs, and interests. The teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests. The teacher ensures the success of all students, suing an extensive repertoire of instructional strategies. Domain 4: Professional Responsibilities (AMLE 7)
UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 4a: Reflecting on Teaching The teacher does not accurately assess the effectiveness of the lesson and has no ideas about how the lesson could be improved. The teacher provides a partially accurate and objective description of the lesson but does not cite specific evidence. The teacher only general suggestions as to how the lesson might be improved. The teacher provides an accurate and objective description of the lesson, citing specific evidence. The teacher makes some specific suggestions as to how the lesson might be improved. The teacher’s reflection on the lesson is thoughtful and accurate, citing specific evidence. The teacher draws on an extensive repertoire to suggest alternative strategies and predicts the likely success of each. 4b: Maintaining Accurate Records The teacher’s systems for maintaining both instructional and non-instructional records are either non-existent or in disarray, resulting in errors and confusion. The teacher’s systems for maintaining both instruction and non-instructional records are rudimentary and only partially effective. The teacher’s systems for maintaining both instructional and non-instructional records are accurate, efficient, and effective. The teacher’s systems for maintaining both instructional and non-instructional records are accurate, efficient, and effective, and students contribute to its maintenance. 4c: Communicating with Families The teacher’s communication with families about the instructional program or about individual students is sporadic or culturally inappropriate. The teacher makes no attempt to engage families in the instructional program. The teacher adheres to school procedure for communicating with families and makes modest attempts to engage families in the instructional program. But communications are not always appropriate to the cultures of those families. The teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner. The teacher’s communication with families is frequent and sensitive to cultural traditions; students participate in the communication. The teacher successfully engages families in the instructional program, as appropriate. 4d: The teacher avoids participating in a The teacher becomes involved The teacher participates The teacher makes a substantial
Participating in a Professional Community professional community or in school and district events and projects; relationships with colleagues are negative or in the professional community and in school and district events and projects when specifically relationships with colleagues are cordial. actively in the professional community and in school and district events and projects, and maintains positive and productive relationships with colleagues. contribution to the professional community and to school and district events and projects, and assumes a leadership role among the faculty. UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED 4e: Growing and Developing Professionally The teacher does not participate in professional development activities and makes no effort to share knowledge with colleagues. The teacher is resistant to feedback from supervisors or colleagues. The teacher participates in professional development activities that are convenient or are required, and makes limited contributions to the profession. The teacher accepts, with some reluctance, feedback from supervisors and colleagues. The teacher seeks out opportunities for professional development based on an individual assessment of need and actively shares expertise with others. The teacher welcomes feedback from supervisors and colleagues. The teacher actively pursues professional development opportunities and initiates activities to contribute to the profession. In addition, the teacher feedback from supervisors and colleagues. 4f: Showing Professionalism The teacher has little sense of ethics and professionalism and contributes to practices that are self-serving or harmful to students. The teacher fails to comply with school and district regulations and timelines. The teacher is honest and well intentioned in serving students and contributing to decisions in the school, but the teacher’s attempts to serve students are limited. The teacher complies minimally with school and district regulations, doing The teacher displays a high of ethics and professionalism in dealings with both students and colleagues and complies fully and voluntarily with school and district regulations. The teacher is proactive and assumes a leadership role in making sure that school practices and procedures ensure that all students, particularly those traditionally underserved, are honored in the school. The teacher displays
Meet Expectations Unsatisfactory Integration of other subject material (AMLE 3) (9 points) Described what the interviewee(s) said about how he/she integrated other subject material into the curriculum. (0 points) Did not describe what the interviewee(s) said how he/she integrated other subject material into the curriculum. Benefits and drawbacks to Integrated Curriculum (AMLE AMLE 3) (9 points) Described what the interviewee(s) said about benefits and drawbacks to an integrated curriculum. (0 points) Did not describe what the interviewee(s) said about benefits and drawbacks to an integrated curriculum. Factors for successful implementation (AMLE 3) (9 points) Described what the interviewee(s) said about factors for successful implementation. (0 points) Did not describe what the interviewee(s) said factors for successful implementation. Student and parent responses to Integrated Curriculum (AMLE 6) (9 points) Described what the interviewee(s) said student and parent responses to an integrated curriculum. (0 points) Did not describe what the interviewee(s) said about student and parent responses to an integrated curriculum. Your Choice Question (AMLE 3) (9 points) Developed a question the use of an integrated curriculum and described the response of the interviewee(s). (0 points) Did not develop a question about the use of an integrated curriculum and described the response of the interviewee(s). Interviewee Information (AMLE 6) (5 points) Include the name of the person(s) interviewed, email address of at least one interviewee, date and time of interview, and the name of the middle school. (0 points) Did not include the name of the person(s) interviewed, email address of at least one interviewee, date and time of interview, and the name of the middle school. Developed by Dr. Amy E. Cottle Last Updated April 23, 2012 Integrated Curriculum Discussion Rubric (50 Points) Objective/Criteria Performance Indicators