coordinating resources, time, and space. 1 2 3 4 NA COMMENTS D. Collaborates with learners to evaluate and adjust the learning environment. E. Demonstrates respect for the cultural backgrounds and perspectives of learners. F. Applies effective interpersonal communication skills to learners’ capacity to collaborate. Points earned for this standard Average for this standard (divide total by 6) 4. CONTENT KNOWLEDGE (InTASC 4) The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects accessible and meaningful for learners to ensure content mastery. 1 2 3 4 NA COMMENTS A. Uses multiple representations and explanations of content. B. Encourages learners to understand, question, and analyze from multiple perspectives. C. Guides learners to apply methods of inquiry, standards of evidence, and academic language unique to each content area. D. Stimulates learner reflection on prior content knowledge, links new concepts to familiar concepts, and makes connections to learners’ experiences. E. Recognizes and corrects learner misconceptions in a discipline. F. Evaluates and modifies instructional resources and curricular materials for comprehensiveness, accuracy, and appropriateness. G. Uses supplemental resources and technology to ensure content accessibility, accuracy, and relevance to learners. Points earned for this standard Average for this standard (divide total 6) 5. CONTENT APPLICATION (InTASC 5) (ISTE NETS-T 1) The candidate understands how to connect concepts and use different perspectives and digital resources to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. 1 2 3 4 NA COMMENTS A. Applies content knowledge to real world problems through interdisciplinary projects. B. Facilitates learners’ use of current technology tools and resources. C. Engages learners in questioning and challenging assumptions to foster learner innovation, problem solving, generation and evaluation of new ideas, and development of original work. D. Develops learners’ communication skills for varied audiences and purposes. E. Supports development of diverse social and cultural perspectives. F. Develops and supports learner literacy across content areas. Points earned for this standard Average for this standard (divide total by 6)
George Mason University--Elementary Education FALL/SPRING the substitute teaching time as either .5 day or 1.0 day. Less than four hours on a given day should be counted as ½ day of substitute teaching. More than four hours on a given day should be counted as 1 full day. You do not need to count each hour separately. Date Grade/Teacher Days of Substitute Teaching Date Grade/Teacher Days of Substitute Teaching Total Hours Total Hours
Candidate Name and G#:___________________________ Course with Section:___________________ Assessor:_______________________ Date Assessed:__________________ CEHD Assessment of Dispositions Dispositions reflect one’s attitudes and deeply held beliefs. They can be positive (e.g., committed) or negative (e.g., apathetic). Dispositions are not directly “visible,” but are inferred from one’s actions. Throughout a candidate’s program of study at George Mason, s/he should demonstrate behaviors that reflect positive dispositions befitting a professional. For each of the following dimensions, please rate the degree to which you observe the candidate behaving in a fashion consistent with each disposition, 4 being the highest as “Consistently Evident,” 1 being the lowest as “Not Evident.” Openness to Feedback Examples include: Is receptive to constructive criticism/growth-producing feedback Self-regulates and modifies professional behavior based on feedback Seeks opportunities for professional growth to improve practice Acts on feedback toward improvement Consistently Frequently Sometimes Seldom Not Evident Evident Evident Evident Applicable 4 3 2 1 Collaboration and Teamwork Examples include: Exhibits teamwork for school/organizational improvement Collaborates well with others Is caring, empathetic and respectful to others 4 3 2 1 Cultural Responsiveness Examples include: Treats individuals in an unbiased manner Embraces differences Views diversity as an asset 4 3 2 1 Continuous Improvement/ Change Orientation Examples include: Takes initiative appropriately Seeks opportunities for continual improvement and change Seeks evidence for use in decision making Is willing to take appropriate risks/try new things 4 3 2 1
Collaborative Learning Team Assessment TEMPLATE You will submit the following and attachments to demonstrate meeting the objectives for this assessment task. Task Documentation Part 1: Documentation of collaborations with teacher colleagues regarding individual student or group learning progress. Documentation of collaborations List artifacts attached to this template: Part 2. Documentation of initial assessment results and responsive instructional decisions. Assessment results Corresponding instructional decisions Part 3. Documentation of lesson or revisions, instructional delivery methods or classroom management strategies. Attach lesson plan to this template. Briefly describe the content of the lesson and specific strategies and management techniques used for this lesson. Part 4. Teaching action plan that includes a description of instructional activities and assessments. Teaching action plan Objectives Instructional Activities Assessment (list and state alignment)
Scoring Rubric EDCI 790 Performance Based Assessment/ CEHD Common Assessment Collaborative Learning Team Task Rubric Criteria Does Not Meet Standard 1 Approaches Standard 2 Meets Standard 3 Exceeds Standard 4 Part 1. Collaboration The candidate with school professionals to plan and facilitate learning to meet diverse needs of learners. InTASC 10(b) ACEI 5.2 CAEP 5b The candidate does not provide evidence of effectively collaboration with school professionals to plan and/or jointly facilitate learning to meet diverse needs of learners. The candidate provides evidence that he/she collaborates only occasionally or less than effectively with school professionals to plan and jointly facilitate learning to meet diverse needs of learners. The candidate provides evidence that he/she collaborates with school professionals to effectively plan and jointly facilitate learning to meet diverse needs of learners but did not take advantage of all opportunities. The candidate provides evidence that he/she collaborates regularly and effectively with a variety of school professionals to plan and jointly facilitate learning to meet diverse needs of learners. The candidate engages in professional learning, contributes to the knowledge and skill of others, and works collaboratively to advance professional practice. InTASC 10(f) ACEI 5.2 CAEP 5b The candidate does not provide evidence of collaboration with school professionals to engage in professional learning that advances practice. The candidate provides evidence that he/she only occasionally or less than effectively collaborates with school professionals to engage in professional learning that advances practice. The candidate provides evidence that he/she effectively collaborates with school professionals to effectively and jointly engage in professional learning that advances practice. The candidate provides evidence that he/she collaborates regularly and effectively with a variety of school professionals to effectively and jointly engage in professional learning that advances practice. Part 2. Assessments and Instruction Independently and in collaboration with colleagues, the candidate uses data (e.g., systematic observation, information about learners, research) to evaluate outcomes of teaching and learning to adapt planning and practice. The candidate does not show evidence of collaboration with colleagues in the use of data to evaluate outcomes of teaching and learning or to planning and practice. The candidate independently or in collaboration with colleagues uses data to evaluate outcomes of teaching and learning but inaccurately or ineffectively adapts planning and practice. The candidate independently and in collaboration with colleagues uses data to effectively evaluate outcomes of teaching and learning and adapts planning and practice. The candidate independently and in collaboration with colleagues uses a variety of data to accurately evaluate outcomes of teaching and learning and effectively adapts planning and practice for all learners.