College of Coastal Georgia Department of Education and Teacher Preparation Overview of Assessment System The following table indicates the assessments used to measure departmental goals for teacher candidates across programs. CAPS EDA Impact on Student Learning Rubric Intern KEYS GACE Teacher candidates will demonstrate acceptable levels of content knowledge expertise. X Domain 1 X X Teacher candidates will respond to diversity as it relates to student learning and the decision-making process for effective teaching. X Domain 4 X X X Teacher candidates will apply relevant research/theory and developmentally appropriate practice for planning, instruction, and assessment of P-12 learners. X Domains 3 X X X Teacher candidates will employ evidence-based practices with increasing levels of proficiency. X Domain 2 X X Teacher candidates will invest in opportunities to develop individual beliefs and values that will positively impact P-12 student learning. X X X Teacher candidates will analyze their own teaching practices to monitor their professional growth. X Domain 5 X X X X
Disposition Associated Indicators 3. Demonstrates professionalism Danielson: 4f; InTASC: 9(o) Needs Improvement 0 Developing 1 Meets Expectations 2 Does not respond to communications and does not submit all assignments Fails to exhibit punctuality and/or attendance Crosses major boundaries of ethical standards of practice Divulges inappropriate personal life issues at the classroom/workplace as evidenced by uncomfortable responses from others Functions as a group member with no participation Delayed response to communications and late submission of assignments Not consistently punctual and/or has absences Crosses minor boundaries of ethical standards of practice Occasionally divulges inappropriate personal life issues into the classroom/workplace, but this is kept to a minimum Functions as a collaborative group member as evidenced by minimal levels of participation towards productive outcomes or monopolizes conversation Responds promptly to communications and submits all assignments Consistently exhibits punctuality and attendance Maintains professional boundaries of ethical standards of practice Keeps inappropriate personal life issues out of classroom/workplace Functions as a collaborative group member as evidenced by high levels of participation towards productive outcomes Disposition Associated Indicators 4. Demonstrates a positive and enthusiastic attitude Marzano: 29 Improvement 0 Developing 1 Meets Expectations 2 Often complains when encountering problems and rarely offers solutions Resists change and appears offended when suggestions are made to try new ideas/activities Seeks solutions to problems with prompting May tentatively try new ideas/activities that are suggested yet is often unsure of how to proceed Actively seeks solutions to problems without prompting or complaining new ideas/activities that are suggested
embracement of all diversities Is challenged to create a safe classroom as evidenced by ignoring negative behaviors by students Strives to build a safe classroom with zero tolerance of negative behaviors towards others but needs further development in accomplishing this task activities and behaviors with of transcendence Creates a safe classroom with zero tolerance of negativity to others as evidenced by correcting negative student behaviors Disposition Associated Indicators 7. Collaborates effectively with stakeholders Danielson: 4c, 4d; Marzano: 55, 56; InTASC: 1(k), 3(n), 3(q), 7(o) Needs Improvement 0 Developing 1 Meets Expectations 2 Is inflexible, as evidenced by inability to work well with others and does not accept majority consensus Tone exhibits a general lack of respect for others as evidenced by interruptions and talking over others Rarely collaborates or shares strategies and ideas even when prompted Demonstrates some flexibility Maintains a respectful tone in most circumstances but is not consistent Shares teaching strategies as evidenced by some effort towards collaboration Demonstrates flexibility as evidenced by providing considered responses and accepts majority consensus Maintains a respectful tone at all times, even during dissent as evidenced by not interrupting or talking over others Proactively shares teaching strategies as evidenced by productive collaboration Disposition Associated Indicators 8. Demonstrates learner behaviors/takes initiative Danielson: 4e; Marzano: 57; InTASC: 9(l), 9(n), 10(r), 10(t) Needs Improvement 0 Developing 1 Meets Expectations 2 Is unable to own weaknesses as evidenced by not asking for support or Is beginning to recognize own weaknesses and asks for support making some effort to become involved in professional growth Recognizes own weaknesses as evidenced by seeking solutions before asking for support
overuse of requests for support Does not conduct appropriate research to guide the implementation of effective teaching as evidenced by a lack of citations in work of research needs further development to acquire fully and integrate resources leading to implementing different and effective teaching styles Researches and implements most effective teaching styles as evidenced by citing works submitted Disposition Associated Indicators 9. Exhibits the social and emotional intelligence to promote personal and educational Marzano: 37, 38 Needs Improvement 0 Developing 1 Meets Expectations 2 Demonstrates immaturity and lack of as evidenced by overreacting to sensitive issues Does not demonstrate perseverance and resilience (grit) as evidenced by giving easily Demonstrates of maturity to self–regulate after initial response is one of overreaction to sensitive issues Demonstrates perseverance and resilience (grit) most of the time Demonstrates appropriate maturity and self-regulation as evidenced by remaining calm when discussing sensitive issues Demonstrates perseverance and resilience (grit) as evidenced by tenacious and determined ability to
Demonstrates insensitivity to feelings of others as evidenced by a lack of compassion and empathetic social awareness Demonstrates sensitivity to feelings of others most of the time persist through tough situations Demonstrates sensitivity to feelings of others as evidenced by compassionate and empathetic social awareness AVERAGE COMPOSITE SCORE ACROSS NINE DISPOSITIONS: COMMENTS:
Fails to identify changes in practice to improve student learning Fails to reflect on strengths and areas to improve in reference to teaching document impact on student learning across groups, subgroups, and/or individuals ways (i.e., correlation), to document impact on student learning across groups, subgroups, and individuals Reflective Practice Discusses implications of data analysis but only as related to the class Fails to identify changes in practice to improve student learning Fails to reflect on strengths and areas to improve in reference to teaching Discusses the implications of data analysis for whole class and subgroups or individuals at varied levels of performance Identifies changes in practice that would improve student learning based on analysis of data Reflects on strengths and areas to improve in reference to teaching Discusses the implications of data analysis, in meaningful ways (i.e., correlation), for whole class, subgroups, and individuals at varied levels of performance Explains how adjustments to teaching would improve student learning based on data analysis Self-evaluates teaching by identifying strengths and areas to improve with reference to strategies to be used for professional growth
include learning supports that address the needs of the class respond to the social emotional of the learner high standards of learning provide academic language support Category Two: Instructional Practice: How do candidates implement research-based practices? Emerging Developing Practicing Leading E-1 E-2 D-1 D-2 P-1 P-2 L-1 L-2 The emerging candidate provides evidence of implementation demonstrating: Standard American English in written and spoken communication rapport with students and respect for students ability to manage whole and small group tasks In addition to meeting emerging expectations, the developing candidate provides evidence of implementation demonstrating: a positive low-risk learning environment explicit modeling of skills (i.e., analyze, summarize) and thought processes necessary for student learning ability to connect new content to prior academic learning active engagement of students throughout the entirety of the lesson ability to elicit and on student responses to support content and process development of learners skill in providing feedback to support student learning In addition to meeting developing expectations, the practicing candidate provides consistent evidence of implementation demonstrating: student support to practice, and apply skills in an authentic context varied levels of student participation and engagement as appropriate to the learner ability to link new content to personal, cultural, and community assets a challenging learning environment that provides opportunities to express varied perspectives and promotes mutual respect among students incorporation of active and visible learning strategies responsive teaching with adjustments made “just in time” in response to student dialogue or evidence of learning seamless incorporation of varied resources including technology ability to provide useable feedback that addresses both In addition to meeting practicing expectations, the leading candidate provides evidence of implementation demonstrating: student-led inquiry based learning opportunities involvement of students in progress and setting learning
strengths and needs of individual students Category Three: Professional Responsibility: How does the candidate invest in opportunities to grow as a professional? Emerging Developing Practicing Leading E-1 E-2 D-1 D-2 P-1 P-2 L-1 L-2 The emerging candidate provides evidence of: meeting established deadlines and following relevant policies/procedures reflective practice with incorporation of mentor teacher, instructor, and supervisor feedback reflective practice through identification of at least 3 strengths in teaching reflective practice through identification of at 3 areas to improve in teaching a strategic plan with observable actions to support continuous growth adherence to federal/state laws, established state/local school board policies, regulations, and practices, and the GaPSC Code of Ethics In addition to meeting emerging expectations, the developing candidate provides evidence of: reflective practice with incorporation of peer feedback reflection on assessment data for future instructional planning participation in professional organizations and/or community involvement opportunities collaboration with colleagues and other stakeholders to reach educational decisions that enhance and promote student learning uses of communication that are appropriate for a given situation In addition to meeting developing expectations, the practicing candidate provides evidence of: reflective practice with incorporation of scholarly literature reflection on assessment data for future instructional planning substantiated by research and theory engagement in activities outside the classroom intended for school/student enhancement at the practicum site and/or professional growth listens and responds with cultural awareness, empathy, and understanding to the voice and opinions of diverse students and stakeholders In addition to meeting practicing expectations, the leading candidate provides evidence of: leadership at the state, or national level in a professional capacity
Domain 5: Performance Standard 9 Professionalism The teacher candidate exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession. Domain 5: Performance Standard 10 Communication The teacher candidate communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning. Practicum I/II Power Domains: Domain 1: Planning Domain 2: Instructional Delivery Domain 1: Performance Standard 1 Professional Knowledge The teacher candidate demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. Domain 1: Performance Standard 2 Instructional Planning The teacher candidate plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all the students. Domain 2: Performance Standard 3 Instructional Strategies The teacher candidate systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents. Domain 2: Performance Standard 4 Differentiated Instruction The teacher candidate challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences. Practicum I/II/III In order to successfully complete practicum III, candidates must score at a Level II – Needs Development in all domains. Domains: Domain 3: Assessment of and for Learning Domain 3: Performance Standard 5 Assessment Strategies The teacher candidate systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population. Domain 3: Performance Standard 6 The teacher candidate systematically gathers, analyzes, and uses relevant data to measure student progress, to
College of Coastal Georgia Department of Education and Teacher Preparation Departmental Alert Form Teacher Candidate: Date: CCGA ID: Course Prefix/Number (as applicable): Participants: Why is a departmental alert being initiated? Attendance Punctuality Preparedness Participation Collegiality Disposition Written Communication Oral Communication Professional Dress Ethical Conduct Subject Matter Knowledge Other ____________________ Conference Summary – Attach relevant documentation, as applicable. The summary will describe the area for improvement and any plans for follow-up. Faculty Signature/Date Candidate Signature/Date College of Coastal Georgia Department of Education and Teacher Preparation Professional Improvement Plan (PIP)