Scholarship Problem Solving: Arrive at data-informed decisions by systematically examining a variety of factors and resources. 2 6 9 12 Unit Plan Clinical Experience Evaluation Survey Scholarly Inquiry Problem Solving: Actively engage in scholarship by learning from and contributing to the knowledge base in education. 2 3 5 6 7 9 11 12 Unit Plan Clinical Experience Evaluation Survey Reflective Journal Parent Contact Report E-folio Leadership Ethical Values: professional ethics in all educational contexts. 1 2 3 4 5 6 7 8 9 10 11 12 Clinical Experience Evaluation Survey Parent Contact Report Reflective Journal Initiative: Lead positive change in education. 1 3 5 6 9 10 11 12 Parent Contact Report Clinical Experience Evaluation Survey
Week Assignment Due 1 Attend Seminar Visit your placement school to meet your mentor teacher and the school’s principal. 2 3 1 Journal Observations: Classroom Management (3); Instructional Strategies (3) 2 Journal Observations: Assessment Practices (3); CM + IS (3) Lesson Plans: Starters/Closers (3) 3 Journal Observations: IS + AP (3); CM + IS + AP (3) Lesson Plans: Main Activity (3) 4 Journal Lesson Plans: Full Lesson (3) 5: Journal Lesson Plans: Full Responsibility Mid-point reflection Conference Clinical Experience Evaluation Survey 6, 7, 8, and 9 Journal Lesson Plans: Full Responsibility Assessment Analysis Technology Infusion Lesson Unit Plan Parent Contact Report 10: Final Journal Lesson Partial Responsibility Reflection Final Conference Clinical Experience Evaluation Survey (CEES) E-Folio (Assignment uploads and Overall Reflection) 11: Post supervision Complete all assignments and evaluations Complete uploads to
spreadsheet processes and functions. impossible to do without technology. The use of technology empowers students to be self-directed learners. Assistive technologies Little to no attention to the identification of or use of assistive technologies. Identifies assistive technologies and identifies students’ needs, but does not match ATs to specific needs. Identifies appropriate assistive technologies to enhance learning of students with specific exceptionalities. Identifies creative uses of readily available technologies to enhance the learning opportunities of students with exceptionalities, correctly matching the solution to the learning challenge and learning objective. Creativity and Higher Level Thinking Technology use does not encourage or allow for thinking or creativity. Technology use allows for creativity and higher -level thinking, although in a limited way. Technology use allows for creativity and higher -level thinking. Technology use encourages creativity and higher-level thinking. Reflection Reflection discusses student learning. Reflection discusses student learning; may identify connections between technology and learning. Reflection discusses students learning; identifies ways in which technology affects learning. Reflection focuses on student learning; clearly and insightfully identifies the ways in technology interacts, enhances, or restricts learning. Unit Plan Rubric Unsatisfactory غير مقبول Needs Improvement يحتاج الى تحسين Satisfactory مقبول Target مستهدف Objectives Few objectives are aligned with Qatar National Curriculum Standards or written clearly in measurable terms, or few are appropriate for each lesson and for students. Some objectives are aligned with Qatar National Curriculum Standards and written clearly in measurable terms, and appropriate for each lesson and for students. Most objectives are aligned with Qatar National Curriculum Standards and written clearly in measurable terms, and appropriate for each lesson and for students. All objectives are aligned with Qatar National Curriculum Standards and written clearly in measurable terms, and appropriate for each lesson and for students. Content Many content errors and shows little understanding of the major Some content knowledge errors; some understanding of the major Most content knowledge is accurate presented and reflects the All content knowledge is accurate and clearly presented;
ideas of the discipline. ideas of the discipline. important of the discipline. knowledge reflects the major ideas of the discipline. Support for Literacy Limited use of reading and writing Includes reading reading/writing Includes reading reading/writing tasks that support both the content area and literacy Includes reading from multiple sources and multiple reading/writing tasks that clearly support both the content area and literacy Alignment of Instruction and Objectives Few lessons, activities, and assignments are linked to objectives. Some lessons, activities, and assignments are linked to objectives. Most lessons, activities, and assignments are linked to objectives. All lessons, activities, and assignments are linked to objectives. Technology Available technology is not used or is used inappropriately. Available technology is used but does little to support the objectives and to engage learners. Available technology is used appropriately, somewhat supports the objectives, and engages learners. Available technology is used appropriately, supports the objectives, and engages learners. Instructional Strategies and Assignments Employs no variety of instructional strategies and assignments. Instruction is almost no opportunity for active learning or creative thought. Employs little variety of instructional strategies and assignments. Most activities are Little opportunity for creative thought. Employs some variety of instructional strategies and assignments to meet stated objectives. Most activities are and active learning and thinking are encouraged in some activities, but not consistently. Employs a variety of instructional strategies and assignments to meet stated objectives. All learning activities are and most employ active learning. Many activities require higher level thinking skills and provide opportunities for creativity. Differentiation of Instruction Differentiation is not used. Differentiation is used across few lessons to meet the needs of students. Differentiation is used across some lessons to meet the needs of students. Differentiation is used across all lessons to meet the needs of students.
Assessment Lessons do not contain an assessment, or no assessments are aligned with the objectives. Few lessons contain an assessment that is aligned with objective(s), or lessons include an assessment that is not aligned with the objectives. Most lessons contain an assessment that is aligned with objectives. All lessons contain at least assessments that are aligned with objectives. Lesson and unit coherence Lessons are minimally organized. Unit does not reflect knowledge about the development, learning, and motivation of children. Lessons are somewhat organized and move students somewhat toward achieving objectives. Limited reflection of knowledge the development, learning, and motivation of children. Lessons are organized and move students toward achieving objectives. Some lessons reflect an understanding of the development, learning, and motivation of children, but not consistently demonstrated. Lessons are sequentially organized and move students toward achieving objectives. Set of lessons reflects an understanding of the development, learning, and motivation of children. Spelling, grammar, punctuation Errors in grammar, punctuation, or spelling require major editing and revising. Errors in grammar, punctuation, or spelling require major editing and revising. Errors in grammar, punctuation, or spelling require minor editing and revising. Unit contains almost no errors in grammar, punctuation, or spelling. Assessment Analysis Rubric Unsatisfactory غير Improvement يحتاج الى تحسين Satisfactory مقبول Target مستهدف Data collection Data is collected but show no clear representation of student performance. Data represents student performance, but may not be Data validly and reliably represents student performance Data validly and reliably are extremely helpful, representing student performance clearly and meaningfully. Data display Data is recorded and displayed, but analysis and interpretation are difficult or impossible. Data is recorded and displayed, and minimally facilitates analysis or interpretations. Data is appropriately and adequately recorded and/or displayed to facilitate analysis and interpretation. Data is recorded and displayed in such a way that analysis and interpretation are logical, and obvious. Data analysis Minimal processes are applied to the data, and analysis is Processes are applied to the data, but they Appropriate and accurate processes Data is thoroughly analyzed using the