Assessment 3: Collection of Lesson Plans and Unit Plans 1. Description and Use The ability to plan systematic and coherent instruction on both a daily and long-range basis is critical to the success of elementary teachers. In Language Arts I (ED 521), candidates construct a Directed Reading Thinking Activity (DRTA) lesson. The DRTA demonstrates candidate proficiency in utilizing developmental characteristics and accurate LA content to design and assess lessons that are appropriate to all children’s needs. In SCED 575 (Science Methods), candidates design a reflective science inquiry project based on the five E’s of inquiry. Candidates present inquiry lessons and then revise and reflect on their practice in light of feedback provided by professor and/peers. In ED 570 (Math Methods), elementary teacher candidates learn about interdisciplinary teaching using children’s literature to teach measurement concepts in mathematics. In ED 552 (Implementing the Elementary Curriculum/ Specialized Topics in Elementary Curriculum), teacher candidates work in collaborative teams to design a developmentally appropriate health and physical education unit, including a puppet show, for pre-kindergarten through grade 3. For social studies methods (ED 593), candidates create a five-lesson, standards-based unit. Special attention is given to the importance of collaboration as a form of reflective practice and a means to develop professional dispositions toward colleagues. During student teaching (ED 599), elementary education candidates are again required to design and implement a standards-based unit plan where they must also investigate relevant school district factors that may affect the teaching-learning process. Also in ED 599, student teachers plan two technology lessons that support their continuous experimentation with a variety of software and web-based activities. 2. Alignment with ACEI Standards ED 521 – DRTA Lesson: ACEI – 1.0, 2.1, 3.2, 4.0 SCED 575 – Reflective Science Inquiry Project: ACEI –2.2, 3.2, 3.3, 3.4, 3.5, 4.0, 5.1 ED 570 – Math and Children’s Literature Lesson: ACEI 1.0, 2.3, 3.1, 3.3, 3.4, 5.1 ED 552 – Community Outreach Presentations: ACEI 1.0, 2.5, 2.6, 2.7, 3.1, 5.1, 5.2 ED 593 – Social Studies Unit Plan: ACEI 2.4, 3.1, 3.3, 3.4, 3.5, 4.0, 5.2 ED 599 – Student Teaching Unit Plan: ACEI (2.1, 2.2, 2.3, or 2.4), 3.1, 4.0, 5.2 ED 599 – Technology Lessons: ACEI 3.1, 3.2, 3.3, 4.0, 5.1 3. Analysis of Data Findings Fall 2007 (PB = Post-Baccalaureate) DRTA: 88.88% of PB candidates achieved proficient and above on the holistic rubric for this assignment. One of nine PB candidates achieved a “1-insufficient” on this assignment. Reflective Science Inquiry Project: At least 87.5% PB candidates reached proficiency or above in all areas except reflection (75%). NEW! Math and Children’s Literature Lesson: This signature assignment was developed in response to our faculty’s focus on the importance of integrated teaching. The spring 2008 semester will be the first time that this signature assignment is used with PB candidates in all sections if math methods. Therefore, no data is available to date. Community Outreach Project: At the PB level, 100% teacher candidates reached proficient and distinguished levels for all learning objectives. Social Studies Unit Plan: For PB candidates, all learning objectives were distinguished or advanced for 75% of students.

NEW! Student Teaching Unit Plan: In the past, student teachers in the elementary education program were required to develop and implement a thematic unit plan. According to supervisors and the Director of the Office of Field Experience and Certification, this requirement is no longer appropriate given the very stringent curricular requirements that have been mandated for some of our local school districts as they become more and more disciplinary in their focus. As a result, the thematic approach has been relegated to the signature assignment required in math methods (see above) and the student teaching unit is now focused on one of the four major curricular areas taught in elementary classrooms. Since this is a new assignment, no data has been collected to date but is currently a spring 2008 requirement. Technology Lessons: 100% of the PB teacher candidates reached proficiency or above on all learning objectives for this assignment. 4. Interpretation of How Data Provides Evidence for Meeting Standards 5. Signature Assignment

ACEIACEIACEIACEIACEIACEIACEIACEIACEIACEIACEIACEIACEIACEIACEIACEI 1.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7 3.1 3.2 3.3 3.4 3.5 4.0 5.1 5.2

DRTA Reflective Science Inquiry Project Math & Children’s Literature Lesson Community Outreach lesson Social Studies Unit Plan Student Teaching Unit Plan

*

*

*

*

Technology Lessons

*One discipline is selected for the focus of the student teaching unit plan

As demonstrated by the table, teacher candidates in the PB programs have various opportunities to plan classroom based instruction. It appears that the majority of students in both populations are meeting ACEI standards. However, there are areas that need to be adjusted to ensure that all students have the opportunity to reach proficiency. Policies are being considered by the Certification Committee (a standing committee in the Center for Education focused on all issues related to initial certification programs) that require all students to re-submit signature assignments that do not meet ACEI standards. At present, this is an option in many classes but all students do not take advantage of it. Aggregate data from the various signature assignments associated with candidates’ planning performance suggest that, while the majority of our students are reaching proficiency and above, there are several areas that need to be discussed by the Certification Committee including a more concerted effort to relate theoretic ideas to best practice (the relationship of Constructivism to selected teaching strategies), the role of reflection in lifelong learning and continuous self-improvement, and the fair use of rubrics across courses and instructors. In addition to the ongoing Certification Committee discussions, faculty worked collaboratively to rewrite the rubrics for all of these assignments to align more specifically with ACEI standards using the suggestions made by our ACEI consultant. These new rubrics are included in each of the attachments (3A-3G).

Assessment 3: Collection of Lesson Plans and Unit Plans A. B. C. D. E. F.

Reflective Science Inquiry Project Math & Children’s Literature Lesson Community Outreach lesson Social Studies Unit Plan Student Teaching Unit Plan Technology Lessons

4nterpretation of How Data Provides Evidence for Meeting Standards Signature ACEIACEIACEIACEIACEIACEIACEIACEIACEIACEIACEIACEIACEIACEIACEIACEI Assignment 1.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7 3.1 3.2 3.3 3.4 3.5 4.0 5.1 5.2 DRTA Reflective Science Inquiry Project Math & Children’s Literature Lesson Community Outreach lesson Social Studies Unit Plan Student * * * * Teaching Unit Plan Technology Lessons *One discipline is selected for the focus of the student teaching unit plan As demonstrated by the table, teacher candidates in the PB programs have various opportunities to plan classroom-based instruction. It appears that the majority of students are meeting ACEI standards. However, there are areas that need to be adjusted to ensure that all students have the opportunity to reach proficiency. Policies are being considered by the Certification Committee (a standing committee in the Center for Education focused on all issues related to initial certification programs) that require all students to re-submit signature assignments that do not meet ACEI standards. At present, this is an option in many classes but all students do not take advantage of it. Aggregate data from the various signature assignments associated with candidates’ planning performance suggest that, while the majority of our students are reaching proficiency and above, there are several areas that need to be discussed by the Certification Committee including a more concerted effort to relate theoretic ideas to best practice (the relationship of Constructivism to selected teaching

strategies), the role of reflection in lifelong learning and continuous self-improvement, and the fair use of rubrics across courses and instructors. In addition to the ongoing Certification Committee discussions, faculty worked collaboratively to rewrite the rubrics for all of these assignments to align more specifically with ACEI standards using the suggestions made by our ACEI consultant. These new rubrics are included in each of the attachments (3A-3G).

ASSESSMENT 3A DRTA Lesson Plan ED 521: Reading/Language Arts Methods I Candidates submit the DRTA as a signature assignment for these methods courses. ACEI – 1, 2.1, 3.2, 4.0 • ACEI 1.0 Development • ACEI 2.1 Language Arts Content • ACEI 3.2 Adaptation • ACEI 4.0 Assessment INTASC – 1, 2, 3, 7, 8 WU Center for Education’s Conceptual Framework: Academic Excellence (AE), and Diversity (D). •

Description of the Assessment Tool:

The purpose of this assessment tool is to measure the candidates’ ability to construct a Directed Reading Thinking Activity (DRTA) lesson. The DRTA should demonstrate the candidate’s ability to plan, instruct and assess student learning in a way that considers and accommodates the students’ development, acquisition of knowledge, and motivation (ACEI 1.0). The lesson should also demonstrate the candidate’s ability to effectively teach children to read within a balanced instructional program which includes a combination of reading, writing, speaking, viewing and listening (ACEI 2.1). Candidates create and implement learning experiences that are meaningful to elementary students based upon principles of effective teaching that activate students’ prior knowledge and builds new skills. Instructional plans and activities must be appropriate to the needs of students who are culturally diverse and those with exceptional learning needs in elementary school (ACEI 3.2). The DRTA lesson should demonstrate knowledge of assessment and the ability to align assessment with instructional practice (ACEI 4.0). • Candidate Instructions: ____ Select a book that is appropriate for early primary instruction (i.e., 1st, 2nd or 3rd grade) ____ Construct a DRTA lesson in a before, during and after framework that promotes effective teaching within a balanced language arts program ____ Begin the lesson by activating students’ prior knowledge through modeling and guiding practice

____ ____ ____ ____

Introduce a comprehension strategy and/or skill that is relevant to the text Select vocabulary that is pertinent to the students’ understanding of the text Include activities that keep the students actively engaged and motivated throughout the lesson; be attentive to the needs of diverse learners (i.e., ELL, Special Education, Gifted) Include at least two response activities that can be used as assessment; these assessments should clearly aligned with the instructional provided in the lesson

Standards ACEI 1, 2.1, 3.2, 4.0 INTASC 1, 7 WU AE, D

Inadequate The lesson plan does not follow the required format. It contains few essential instructional components for before, during, and after the students’ engagement with the language arts task. Tasks generally lack developmental appropriateness for the students for whom they are designed.

Emergent The lesson plan inconsistently follows the required format. It contains some essential instructional components for before, during, and after the students’ engagement with the language arts task. The tasks are somewhat developmentally appropriate for the students for whom they are designed.

Proficient The lesson plan consistently follows the required format. It contains essential instructional components for before, during, and after the students’ engagement with the language arts task. The tasks are developmentally appropriate for the elementary students for whom they are designed and provide an opportunity for students to apply the taught skill and/or strategy germane to the lesson during the instructional timeframe.

Distinguished The lesson plan consistently follows the required format. It clearly contains essential instructional components for before, during, and after the students’ engagement with the language arts task. The tasks are developmentally appropriate for the elementary students for whom they are designed and provide at least two opportunities for students to apply the taught skill and/or strategy germane to the lesson during the instructional timeframe.

Evidence of Candidate Proficiency in ED 521 DRTA Lesson Fall 2007 (n=9) Did not Submit 0% (0/9)

Insufficient %

Emergent %

Proficient %

Distinguished %

11.1 % (1/9)

0% (0/9)

11.1 % (1/9)

77.78 % (7/9)

After initial review of rubrics by an ACEI consultant, changes were made to align them specifically to ACEI standards. The new rubric below will be used in the spring 2008 semester. Standard Development ACEI 1.0 INTASC 2 WU (AE)

Insufficient Candidate does not demonstrate an ability to plan curriculum that is achievable but also challenging for primary grade students.

Emergent Candidate draws on developmental knowledge to plan curriculum that is achievable, meaningful, and motivating for primary grade students.

Proficient Candidate draws on developmental knowledge to plan curriculum that is achievable, meaningful, challenging and motivating for primary grade students.

Language Arts Content ACEI 2.1 INTASC 1; 7 WU (AE)

Candidate constructs a DRTA which is ineffective in developing the language arts and which shows no evidence of a strategy focus.

Candidate constructs a DRTA which shows limited effectiveness in developing the language arts. Only one instructional strategy is evident in the lesson.

Candidate constructs a DRTA which effectively develops language arts through multiple instructional strategies.

Adaptation ACEI 3.2 INTASC 3 WU (D)

Candidate designs a DRTA that is inappropriate for primary grade students’ levels of development, learning styles and needs.

Candidate designs a DRTA appropriate for primary grade students’ levels of development but which does not address either learning styles or needs.

Candidate successfully designs a DRTA appropriate for primary grade students’ levels of development, learning styles and needs.

Assessment ACEI 4.0 INTASC 8 WU (AE)

Candidate fails to administer assessment or the assessment does not align with the lesson.

Candidate integrates assessment and instruction on a limited basis. One assessment that aligns with instruction of the strategy and/or skill is provided.

Candidate integrates assessment and instruction as integral parts of the lesson. Two quality assessments that align with instruction of the strategy and/or skill are provided.

Distinguished Candidate draws on developmental knowledge to plan curriculum that is achievable, meaningful, challenging and motivating for primary grade students at various developmental levels. Candidate constructs a DRTA which is highly effective in developing the language arts. Multiple instructional strategies emphasizing critical thinking are included in the lesson. Candidate successfully designs an appropriate DRTA that is highly effective for primary grade students’ levels of development, addressing learning styles and needs. Candidate integrates assessment and instruction as integral parts of the lesson which provide an in-depth assessment of student learning of the strategy and/or skill. Two quality assessments that align with instruction of the strategy and/or skill are provided.

. ASSESSMENT 3B Reflective Science Inquiry Project SCED 575: Science Methods Candidates submit the reflective science inquiry project as the signature assignment for these methods classes.

ACEI – 2.2, 3.2, 3.3, 3.4, 3.5, 4.0, 5.1 • ACEI 2.2 Science Content • ACEI 3.2 Adaptation • ACEI 3.3 Critical Thinking and Problem Solving • ACEI 3.4 Active Engagement • ACEI 3.5 Communication • ACEI 4.0 Assessment • ACEI 5.1 Professionalism - Reflection INTASC –1, 3, 4, 5, 6, 7, 8, 9 WU Center for Education’s Conceptual Framework: Academic Excellence (AE), Diversity (D), Collaboration (C), and Lifelong Learning (LL) •

Description of the Assessment Tool:

The purpose of this assessment tool is to gather data regarding candidate proficiency in developing inquiry-based science activities that demonstrate knowledge of fundamental concepts and processes drawn from Pennsylvania’s Science and Technology and Environment and Ecology (STEE) standards (ACEI 2.2). Teacher candidates use the instructions and rubric below to develop an inquiry-based project that teaches a specific scientific concept/process either to children in the field or to their peers. In designing this project, candidates focus on adaptations for individuals in terms of development, learning styles, and multiple/diverse experiences of students (ACEI 3.2). This assessment tool’s focus on the five E’s of inquiry (Engage, Explore, Explain, Expand, Evaluate) is a natural place for candidates to build critical thinking and problem solving skills in learning communities where students take responsibility for themselves and one another (ACEI 3.3 and 3.4). Inquiry allows children an opportunity for discourse, putting ideas and experiences into words. Engaging in hands-on experiences is not enough; students have to think about what the experience with materials tells them. This discourse expands from hands-on to minds-on activity (ACEI 3.5). Since “Evaluate” is an integral part of the Five E’s, assessment is built into the process, allowing candidates to utilize different types of assessment (ACEI 4.0). Candidates are aware of and reflect on their practice in light of feedback provided by professor and/or peers and are asked to adjust their inquiry project accordingly (ACEI 5.1) •

Candidate Instructions:

In SCED 575, you will design a science inquiry project based on the five E’s of inquiry: Engage, Explore, Explain, Expand, and Evaluate. The five E’s of inquiry, based in science education’s best practices literature, include the following steps: Engage The instructor assesses the learners’ prior knowledge and helps them become engaged in a new concept by reading a vignette, posing questions, presenting a discrepant event, showing a video clip, or conducting some other short activity that promotes curiosity and elicits prior knowledge. Explore

Learners work in collaborative teams to complete lab activities that help them use prior knowledge to generate ideas, explore questions and possibilities, and design and conduct a preliminary inquiry. Explain To explain their understanding of the concept, learners may make presentations, share ideas with one another, review current scientific explanations and compare these to their own understanding, and/or listen to an explanation from the teacher that guides the learners toward a more in-depth understanding. Elaborate Learners elaborate their understanding of the concept by conducting additional lab activities. They may revisit an earlier lab and build on it or conduct an activity that requires an application of the concept. Evaluate The evaluation phase helps both learners and instructors assess how well the learners understand the concept and whether or not they have met the learning outcomes. In order to meet proficiency using the rubric below, please follow these instructions: ___Read the chapter in your text that is associated with the assigned PDE academic standard. ___Select the eligible content from the chapter and conduct research on this content so that you have sufficient background knowledge for designing the inquiry project. Develop a concept map that clearly and articulately describes the content in sufficient detail and demonstrates your thorough understanding and ability to apply this concept in the inquiry-based teaching process. ___The inquiry project must be scripted and include the following - Concept, Objective, Related Standards, Materials/Resources/Technology, Procedures (write the five E’s within the structure of Introduction, Development, and Closure), Assessment (Feedback Mechanism/ Rubric/Rating Scale), Accommodations for Individual Differences, and Selfevaluations/Reflections. ___Parts of this project will be demonstrated along with an oral description of the complete series of five E’s activities. After demonstration and oral description, the project will be evaluated by the professor and peers. ___You will make revisions to your original plan based on this feedback and reflect on the process of revision. ___Please submit your original ideas and revised inquiry project and reflection along with feedback from professor and peers. Scoring rubric Learning Objective 1. The teacher candidate understands and applies science concepts and

Insufficient

Emergent

Proficient

Distinguished

descriptions are not accurate or detailed within the appropriate disciplines of science/ technology

most descriptions are accurate but lack the detail or accuracy necessary to demonstrate

all descriptions throughout project are accurate with a few minor misinterpretations within the

all descriptions throughout project are accurate and detailed within the appropriate disciplines of

Learning Objective processes and their derivation from standards and theoretic bases. ACEI 2.2 INTASC 1 WU AE 2. The teacher candidate creates a learning environment based on cooperation and active learning that maximizes every student’s potential. ACEI 3.2, 3.3, 3.4 INTASC 3 WU C, D 3. The teacher candidate understands and applies a variety of teaching techniques. ACEI 2.2, 3.3, 3.4 INTASC 4 WU D 4. The teacher candidate demonstrates articulate and accurate oral, written, and electronic communication skills. ACEI 3.5 INTASC 6 WU AE 5. The teacher

Insufficient

Emergent

Proficient

Distinguished

or environment/ecology

competence within the appropriate disciplines of science/technology or environment/ ecology

appropriate disciplines of science/technology or environment/ecology

science/technology or environment/ecology

lessons do not represent the interns’ competence in designing inquirybased, active learning environments

few activities represent a learning environment in which inquiry is the focus of all activities AND learners are active participants

most activities represent a learning environment in which inquiry is the focus of all activities AND learners are active participants

all activities represent learning environments in which inquiry is the focus of all activities AND learners are active participants

Teaching strategies are more teacher directed; very little attention is paid to learner centered strategies or inquiry

Teaching strategies are at times learner centered with some misinterpretations of the concepts inherent in constructivism and inquiry

Teaching strategies are learner centered and grounded in constructivism; some attention is paid to inquiry

Teaching strategies are learner centered and grounded in constructivism; inquiry is the main focus

many major errors in spelling, grammar and/or meaning; References are not included or are not cited accurately

many minor errors in spelling, grammar and/or meaning; limited attempts are made to provide references to appropriate sources

several minor errors in spelling, grammar and/or meaning; some references are made to appropriate sources

very few, minor errors in spelling, grammar and/or meaning; sufficient references are made to appropriate sources

assessment tasks are

most assessment

assessment tasks are

all assessment tasks

Learning Objective candidate implements ongoing assessment techniques that can be used for a variety of specific purposes and audiences. ACEI 4.0 INTASC 8 WU D 6. The teacher candidate critically analyzes the strengths and limitations of various approaches to teaching and considers methods of improving effectiveness. ACEI 5.1 INTASC 9 WU LL

Insufficient

Emergent

Proficient

Distinguished

not linked to the learning objectives.

tasks are linked to the learning objective but the connection between the two needs to be strengthened.

directly linked to the learning objective but some are from a more traditional perspective.

are directly linked to the learning objective and represent alternative assessment

reflections are inadequate, inaccurate, and/or incomplete.

describes rather than analyzes teaching; needs guidance from the instructor

analyzes teaching in a reflective manner designed to improve teaching and learning; analysis needs more supporting detail

analyzes teaching in a critically reflective manner designed to improve both teaching and learning; provide convincing support for this interpretation.

Evidence of Candidate Proficiency on Science Inquiry Project Fall 2007 (n = 8)

1. The teacher candidate understands and applies science concepts and processes and their derivation from standards and theoretic bases. ACEI 2.2; INTASC 1; WU AE 2. The teacher candidate creates a learning environment based on cooperation and active learning that maximizes every student’s potential. ACEI 3.2, 3.3, 3.4; INTASC 3; WU C, D 3. The teacher candidate understands and applies a variety of teaching techniques. ACEI 2.2, 3.3, 3.4; INTASC 4; WU D 4. The teacher candidate demonstrates articulate and accurate oral, written, and electronic communication skills.

Not Submitted 0/8

Insufficien t 0/8

Emergent

Proficient

0/8

25 % 2/8

Distinguis hed 75 % 6/8

0/8

0/8

0/8

25 % 2/8

75 % 6/8

0/8

0/8

0/8

25 % 2/8

75 % 6/8

0/8

0/8

12.5 % 1/8

0/8

87.5 % 7/8

ACEI 3.5; INTASC 6; WU AE 5. The teacher candidate implements ongoing assessment techniques that can be used for a variety of specific purposes and audiences. ACEI 4.0; INTASC 8; WU D 6. The teacher candidate critically analyzes the strengths and limitations of various approaches to teaching and considers methods of improving effectiveness. ACEI 5.1; INTASC 9; WU LL

Not Submitted

Insufficien t

Emergent

Proficient

Distinguis hed

0/8

0/8

12.5 % 1/8

12.5 % 1/8

75 % 6/8

0/8

25 % 2/8

0/8

0/8

75 % 6/8

After initial review of rubrics by an ACEI consultant, changes were made to align them specifically to ACEI standards. The new rubric below will be used in the spring 2008 semester. Insufficient Candidate’s descriptions of science content: • Contain major misinterpretations • Show no direct link to the STEE standards

Emergent Candidate’s descriptions of science content: • Contain some minor misinterpretations • Are derived from the STEE standards; and • Are organized so that elementary students recognize the science content

Adaptations ACEI 3.2 INTASC 3 WU D

Candidate does not address the issue of individual differences

Candidate shows a limited attempt to attend to students’ individual experiences, talents, and prior learning

Critical Thinking ACEI 3.3 INTASC 4 WU AE

Candidate does not use the five E’s of inquiry

Active Engagement ACEI 3.4

Candidate does not use student interaction of any kind as a means to

Candidate designs activities that are consistent with 3 of the five E’s of inquiry which promote critical thinking and problem solving Candidate uses group work to foster active engagement in learning;

Science Content ACEI 2.2 INTASC 1, 7 WU AE

Proficient Candidate’s descriptions of science content: • Are accurate; • Are derived from the STEE standards; and • Are organized so that elementary students can understand the content

Distinguished Candidate’s descriptions of science content: • Demonstrate a broad understanding of the fundamental concepts being taught; • Are derived from the STEE standards; and • Are organized so that elementary students can build understanding for personal applications Candidate attends to Candidate attends to students’ individual students’ individual experiences, talents, and experiences, talents, and prior learning as prior learning as evidenced in the evidenced in the questions posed questions posed throughout activities or throughout activities in suggested and in suggested accommodations accommodations Candidate designs Candidate designs activities that are activities that are consistent with the 4-5 consistent with the five of the five E’s of inquiry E’s of inquiry which which promote critical promote critical thinking and problem thinking and problem solving solving Candidate uses Candidate uses cooperative learning cooperative learning groups to foster active groups to foster active

Active Engagement ACEI 3.4 INTASC 5 WU C

Candidate does not use student interaction of any kind as a means to facilitate learning

Candidate uses group work to foster active engagement in learning; the purpose of the group and the roles of its members need clarification

Candidate uses cooperative learning groups to foster active engagement

Communication ACEI 3.5 INTASC 6 WU AE

Candidate communication strategies are either inappropriate or unclear

Candidate focuses on the use of oral or written communication only to develop and extend students’ understanding of science; Needs to work on other

Candidate uses a limited repertoire of communication strategies in conveying information and in asking questions to develop and extend elementary students’ understanding of science

Assessment ACEI 4.0 INTASC 8 WU D

There is no clear linkage between assessment tasks and learning objectives, materials, and teaching techniques

Candidate uses assessment data to monitor individual student progress or improve teaching

Professionalism Reflection ACEI 5.1 INTASC 9 WU LL

Candidate is unable to identify problems associated with inquirybased teaching activities

Candidate links assessment tasks to the learning objective(s), materials, or teaching techniques; candidate uses data to monitor individual student progress and improve teaching Candidate identifies Candidate describes disciplinary and disciplinary and pedagogical problems pedagogical problems associated with inquiry- associated with inquirybased teaching based teaching activities activities; no viable through careful analysis revisions are made of the project and is able to make some revisions accordingly; analysis needs more supporting ASSESSMENT 3Cdetail

Candidate uses cooperative learning groups to foster active engagement, to help students make decisions both collaboratively and independently, and to foster positive social interaction Candidate uses multiple forms of communication (oral, written, audio-visual aids, computer-based technologies) in conveying information and in asking questions to develop and extend elementary students’ understanding of science Candidate links assessment tasks to the learning objective(s), materials, and teaching techniques; candidate uses data to monitor individual student progress and improve teaching Candidate describes disciplinary and pedagogical problems associated with inquirybased teaching activities through careful analysis of the project and is able to make revisions accordingly

NEW! Math and Children’s Literature Lesson ED 570: Math Methods Candidates submit the Math and Children’s Literature Lesson as a signature assignment for these methods classes. ACEI – 1.0, 2.3, 3.1, 3.3, 3.4, 5.1

• ACEI 1.0 Development • ACEI 2.3 Mathematics Content • ACEI 3.1 Integration • ACEI 3.3 Development of Critical Thinking and Problem Solving • ACEI 3.4 Active Engagement • ACEI 5.1 Professionalism - Reflection INTASC – 1, 2, 4, 5, 7, 9 WU Center for Education’s Conceptual Framework: Academic Excellence (AE), Collaboration (C), Diversity (D), and Lifelong Learning (LL) •

Description of Assessment Tool:

The purpose of this assessment tool is to gather data regarding candidate proficiency in developing a mathematics lesson which connects mathematics content to children’s literature. Using children’s literature in mathematics lessons helps to provide a meaningful context for mathematics and promotes the development of critical thinking and problem solving (ACEI 3.3). Teacher candidates use the instructions and rubric below to develop a mathematics lesson plan that is age-appropriate and provides learning opportunities that support individual students’ development and acquisition of knowledge (ACEI 1.0). Specifically candidates help students understand and use measurement systems (ACEI 2.3) through the use of children’s literature. Candidates plan and implement a lesson based on knowledge of students, learning theory, and curricular goals (ACEI 3.1). Also candidates demonstrate the use of effective classroom management and use a range of strategies that foster active engagement in learning (ACEI 3.4). Reflecting on practice in light of resources available for professional learning and evaluating the effects of professional decisions and actions on students (ACEI 5.1) is an important part of this assessment tool. Candidates receive feedback on their lesson plans from peers and from the instructor, use this feedback to revise their lesson plans, and then complete a reflection after presenting their lessons. •

Candidate Instructions:

In order to meet proficiency using the rubric below, please follow these instructions: ____ Read the section in your textbook that discusses connecting children’s literature to mathematics and the chapter on teaching measurement. Consult the “Book Nook for Children” section of the measurement chapter. ____You will partner with another student for this assignment. Select an appropriate children’s literature book that relates to the topic of measurement and is appropriate for the age level of the children at your field placement. Your textbook has suggestions of appropriate children’s books, some of which are available in the Curriculum section of Widener University’s Wolfgram Library. Additional resources are available in the Math Center (ACN 273). ____ Prepare a lesson plan using the Center for Education lesson plan template that has been modified for teaching mathematics lessons which includes: Topic/Title Goals/Objectives/Learner Outcomes/ Related Standards (PA, NCTM, and NCTM Focal Points)

Materials/Resources/Technology Procedures Introduction/Motivation Developmental Activities Review and Closure Evaluation/Assessment Assignments Self-Evaluation/Reflection) ____Three weeks prior to the presentation of your lesson at your field experience site you will share your lesson plan with another pair of students. Each pair of students will give written feedback for the lesson plan read. This feedback should be used to revise your lesson plan. Please write an answer for the following items for your feedback: Read the lesson plan carefully and note any grammatical errors in red. Circle any part of the lesson plan writing that is unclear to you and note what is unclear. Consult the rubric for this assignment and write a comment for each element in the rubric. ____Two weeks prior to presentation of your lesson at your field experience site you will submit a copy of your lesson plan to your instructor along with the written feedback you received during the above mentioned class activity. ____After you teach your lesson you need to submit copies of all of your lesson plans that have been revised and the final copy you used for teaching the lesson. You must also submit the lesson plan self-evaluation/reflection form which should include the following: topic of lesson, goals/objectives, description of what happened and a critique which must address the elements of the rubric used for evaluating this lesson plan (mathematics content, development, integration, critical thinking and problem solving, active engagement, and professionalism/reflection). Insufficient Mathematics Content ACEI 2.3 INTASC 1 WU AE

Candidate’s descriptions of mathematics content: • Contain major misinterpretations • Show no direct link to the PDE or NCTM standards • Does not identify NCTM Focal Points

Emergent Candidate’s descriptions of mathematics content: • Contain some minor misinterpretations • Are derived from the PDE or NCTM standards • Identify the NCTM Focal Points • Are organized so that elementary students recognize the mathematics content

Proficient Candidate’s descriptions of mathematics content: • Are accurate; • Are derived from the PDE or NCTM standards • Identify the NCTM Focal Points • Are organized so that elementary students can understand the mathematics content

Distinguished Candidate’s descriptions of mathematics content: • Demonstrate a broad understanding of the fundamental concepts being taught • Are derived from the PDE or NCTM standards • Identify the NCTM Focal Points • Are organized so that elementary students can build understanding for personal applications

Development ACEI 1.0 INTASC 2 WU D

Candidate’s lesson plan includes activities that are developmentally inappropriate

Integration ACEI 3.1 INTASC 7 WU AE

Candidates do not demonstrate an awareness of learning theory or curricular goals and use a limited range of instructional strategies

Critical Thinking ACEI 3.3 INTASC 4 WU AE

Candidates do not use instructional resources There is no evidence of candidate understanding or promotion of critical thinking and problem solving skills within mathematics lessons

Active Engagement ACEI 3.4 INTASC 5 WU C

Candidate does not use student interaction of any kind as a means to facilitate learning

Professionalism Reflection ACEI 5.1 INTASC 9 WU LL

Candidate does not reflect on and modify practice in light of research on teaching, available resources, and feedback from others

Candidate’s lesson plan includes activities that are written either slightly above or below the cognitive characteristics of the learners; some attention is given to the interests of learners Candidate demonstrates a limited awareness of learning theory and curricular goals and uses a limited range of instructional strategies

Candidate’s lesson plan includes activities that are developmentally appropriate and linked to the cognitive characteristics or interests of the learners

Candidate’s lesson plan includes activities that are developmentally appropriate and linked to the cognitive characteristics and interests of the learners

Candidate demonstrates Candidate integrates and an awareness of learning applies knowledge of theory and curricular learning theory and goals and uses a range curricular goals and uses of instructional a wide range of strategies instructional strategies

Candidates use a limited range of instructional resources Candidate demonstrates limited understanding of the development of critical thinking and problem solving skills within mathematics lessons Candidate uses group work to foster active engagement in learning; the purpose of the group and the roles of its members need clarification

Candidates use a range of instructional resources Candidate uses instructional strategies which promote some critical thinking and problem solving

Candidates use a wide range of instructional resources Candidate creates and teaches lessons which explicitly promote critical thinking and problem solving

Candidate uses cooperative learning groups to foster active engagement

Candidate makes some reflection and modifications on practice in light of research on teaching, available resources, or feedback from others, but no viable revisions are made

Candidate reflects on and modifies practice in light of research on teaching, available resources, and feedback from others; is able to make some revisions, but analysis needs more supporting detail

Candidate uses cooperative learning groups to foster active engagement, to help students make decisions both collaboratively and independently, and to foster positive social interaction Candidate reflects on and modifies practice in light of research on teaching, available resources, and feedback from others; analysis is done with supporting details

Data from this signature assignment will be collected in the spring 2008 semester. This signature assignment was re-designed in response to several issues associated with the elementary education programs. The need to understand and apply interdisciplinary teaching techniques is viewed by our faculty as best practice. The thematic unit was originally one of the signature assignment associated with student teaching. Due to logistical issues with the implementation of a thematic unit during student teaching, this thematic unit was revised and now focuses on a single elementary discipline. The interdisciplinary connection was then relegated to the signature assignment in math methods. (See Attachment 3F – ED 599 Unit Plan) Development ACEI 1.0; INTASC 2; WU D Integration ACEI 3.1; INTASC 7; WU AE Critical Thinking ACEI 3.3; INTASC 4; WU AE Active Engagement ACEI 3.4; INTASC 5; WU C Assessment ACEI 4.0; INTASC 8; WU AE Professionalism Collaboration ACEI 5.2; INTASC 10; WU C

Proposed Template for Assessment #3 Data Table ED 570 Math and Children’s Literature Lesson - Spring 2008 Insufficient Mathematics Content ACEI 2.3; INTASC 1; WU AE Development ACEI 1.0; INTASC 2; WU D Integration ACEI 3.1; INTASC 7; WU AE Critical Thinking ACEI 3.3; INTASC 4; WU AE Active Engagement ACEI 3.4; INTASC 5; WU C

Emergent

Proficient

Distinguished

Assessment ACEI 4.0; INTASC 8; WU AE Professionalism Collaboration ACEI 5.2; INTASC 10; WU C

ASSESSMENT 3D Community Outreach Health and Physical Education Project ED 552: Specialized Topics in the Elementary Curriculum Candidates submit the Health/PE Project as a signature assignment for these methods classes. ACEI 1.0, 2.5, 2.6, 2.7, 3.1, 3.4, 5.1, 5.2 • ACEI 1.0 Development • ACEI 2.5 Art Content • ACEI 2.6 Health Content • ACEI 2.7 Physical Content • ACEI 3.1 Integration • ACEI 3.4 Active Engagement • ACEI 5.1 Professionalism - Reflection • ACEI 5.2 Professionalism - Collaboration INTASC – 1, 2, 7, 9, 10 WU Center for Education’s Conceptual Framework: Academic Excellence (AE), Diversity (D), Collaboration (C), and Lifelong Learning (LL) •

Description of the Assessment Tool:

Teacher candidates participate in a Community Outreach Project at the Widener University Child Development Center Laboratory School or another field site in community. Teacher candidates work in collaborative teams to design a developmentally appropriate health and physical education unit for pre-kindergarten through grade 3 and present these projects during the required 15 hours of field experience (ACEI 1.0). Collaborative teams plan and implement instruction based on knowledge of students, learning theory, connection across the curriculum, curricular goals and community (ACEI 3.1). They consider ways to actively engage students in learning through supportive learning environments (ACEI 3.4). Candidates use Pennsylvania’s physical education and health standards to design lessons which focus on the use of human movement and physical activities as central elements leading to quality of life. In this unit, teacher candidate teams also focus on manipulative skills, fine and large motor skills, rhythmic movement skills, and gymnastic/sports skills (ACEI 2.7) and health lessons that address the foundations of good health and healthy lifestyle choices including: social and emotional health, family, development, nutrition, personal health, alcohol, tobacco, other drugs, communicable and chronic diseases, consumer/community health, and injury prevention and safety (ACEI 2.6 Health). The health and PE activities also enhance the performing arts through dance, music, theater and art

(ACEI 2.5). Candidate teams will design and implement a health and PE puppet show as part of this unit. At the conclusion of their teaching, individual candidates must submit a written reflection of their health and PE lessons and puppet show which should include an evaluation of the effects of their decisions and actions on students (ACEI 5.1). In addition to their focus on the students, candidates must demonstrate an awareness of the importance of establishing collaborative relationships with families (ACEI 5.2) Candidate Instructions: Health and Physical Education Unit with Puppet Show As a member of a collaborative team, you must plan, develop, and implement a series of health and physical education activities which includes a puppet show for children in Prekindergarten through grade 3 drawn from the Pennsylvania Department of Education Health and Physical Education Standards. When developing these health and physical education lessons, attention must be paid to knowledge of students, learning theory and connections across the curriculum, curricular goals and knowledge of the community. Using the Center for Education’s lesson plan format in Task Stream, write your lesson plans with your teammates. All of the collaborative team members must be listed on the lesson plan in Task Stream. The Lesson plans must include: • Vital Information - Subject, Topic, Grade level, Start and End Time • Implementation Information - Concept, Objective, Related Standards • Materials and Resources - Instructional Materials • Procedures - Introduction, Developmental Activities, Closure • Assessment Information - Assessment/Rubric Assessments, Accommodations for Individual Differences, and Self-Evaluation and Reflections. You will present your developmentally appropriate health and physical education lessons to children in Pre-Kindergarten through Grade 3. After teaching, reflect upon the planning and implementation of the lessons presented. Include your individual reflection in Task Stream by answering the following questions: • Did you make accommodations for individual needs? • Were your learning objectives met? Learning Objective 1. Candidates understand and apply concepts and processes central to health and physical education and the derivation of these concepts and processes from standards and appropriate theoretic bases ACEI 2.5, 2.6, 2.7, 3.1 INTASC 1, 7 WU AE

Insufficient Activities lack accurate depiction of the content; conveys subject matter as static; lacks enthusiasm

Emergent Activities contain some minor misinterpretations of content and/or alignment with PDE standards

Proficient Teacher candidate uses accurate content that is aligned with selected PDE standards; the learning center is lacking the necessary detail to demonstrate its ability to engage, motivate and provide meaning

Distinguished Teacher candidate uses accurate content that is aligned with selected PDE standards; content is engaging, motivating, and meaningful

Learning Objective 2. Candidates understand developmental characteristics of the elementary child and the learning differences that exist within these developmental patterns ACEI 1.0 INTASC 2 WU D 3. Candidates understand principles of classroom management and can use a range of strategies to promote intrinsic motivation, individual/group work, and a positive classroom climate ACEI 1.0, 3.4 INTASC 2 WU D & C 4. Candidates reflect on the strengths and limitations of various approaches to teaching and consider methods of improvement by consulting students, parents, and other professionals ACEI 5.1 INTASC 9 WU C, LL

Insufficient Activities lack evidence of sensitivity to intellectual, social, and emotional needs of students

Emergent Activities are developmentally appropriate but there is no evidence of accommodation

Proficient Activities are developmentally appropriate with some evidence of sensitivity to diverse learning styles

Distinguished Activities are developmentally appropriate and accommodate a variety of learning styles

Activities lack a focus on the importance of organization

Activities suggest the importance of organization but strategies suggested are not viable

Activities attend to the use of time and space to engage students; more detail is necessary

Activities maximize the use of time and space to engage all students in productive tasks

Teacher candidate’s reflections are superficial or inaccurate

Teacher candidate analyzes the classroom practices in terms of strengths/limitations with limited focus on suggestions to improve effectiveness

Teacher candidate clearly analyzes the classroom practices in terms of strengths/limitations; some suggestions are made to improve effectiveness AND some suggestions are made to improve effectiveness

5. Candidates understand schools as organizations within a larger community with services that can support students’ education and well-being ACEI 5.2 INTASC 10 WU C, LL

Teacher candidates shows little or no evidence of student needs or problems outside of the classroom

Teacher candidates reflects on how this outreach fits into the needs of the larger community in which he/she is working; there are some misinterpretations of this context

Teacher candidates reflects on how this outreach fits into the needs of the larger community in which he/she is working; needs more supporting details

Teacher candidate clearly analyzes classroom practices in terms of strengths/limitations; viable suggestions gleaned from students, parents, and other professionals are made to improve effectiveness Teacher candidate clearly and accurately reflects on how this outreach fits into the needs of the larger community in which he/she is working

Evidence of Candidate Proficiency in ED 552 Community Outreach Health & PE Project Fall 2007 (n = 2)

1. Candidates understand and apply concepts and processes central to health and physical education and the derivation of these concepts and processes from standards and appropriate theoretic bases ACEI 2.5, 2.6, 2.7, 3.1; INTASC 1; WU AE 2. Candidates understand developmental characteristics of the elementary child and the learning differences that exist within these developmental patterns ACEI 1.0; INTASC 2; WU D 3. Candidates understand principles of classroom management and can use a range of strategies to promote intrinsic motivation, individual/group work, and a positive classroom climate ACEI 1.0 and 3.4; INTASC 5; WU D, C 4. Candidates reflect on the strengths and limitations of various approaches to teaching and consider methods of improvement by consulting students, parents, and other professionals ACEI 5.1; INTASC 8; WU C, LL 5. Candidates understand schools as organizations within a larger community with services that can support students’ education and well-being ACEI 5.2; INTASC 10; WU C, LL

Not Submitted 0/2

Insufficient

Emergent

Proficient

Distinguished

0/2

0/2

0/2

100 % 2/2

0/2

0/2

0/2

0/2

100 % 2/2

0/2

0/2

0/2

0/2

100 % 2/2

0/2

0/2

0/2

100 % 2/2

0/2

0/2

0/2

0/2

0/2

100 % 2/2

After initial review of rubrics by an ACEI consultant, changes were made to align them specifically to ACEI standards. The new rubric below will be used in the spring 2008 semester. Development ACEI 1.0 INTASC 2 WU D, C

Insufficient Candidate team lacks understanding of concepts, principles, theory, and research related to development; no consideration is given to the developmental appropriateness in designing the health/PE activities

Emergent Candidate team knows and understands some factual principles or research related to development of children and adolescents; however, some of the health/PE activities are developmentally inappropriate

Proficient Candidate team understands major concepts, principles, theories and research related to development of children and adolescents and constructs health/PE activities; however, activities lack support for individual students’ development, acquisition of knowledge, and motivation.

Distinguished Candidate team understands and uses the major concepts, principles, theories and research related to development of children and adolescents to construct physical education and health lessons that support individual students’ development, acquisition of knowledge, and motivation.

Art Content ACEI 2.5 INTASC 1 WU AE, C

Candidate team lacks understanding of content of the performing arts and provides no engagement in these media in the health/PE lessons and puppet show.

Candidate team knows content and functions of the performing arts and provides very limited exposure to these media in presenting health/PE lessons and puppet show.

Health Content ACEI 2.6 INTASC 1 WU AE, C

Candidate team lacks the necessary understanding of the foundations of good health to impart information on health-related issues.

Candidate team knows and understands the foundations of good health and the information in the health lessons/puppet show is dealt with sensitively but with some misconceptions.

Physical Education Content ACEI 2.7 INTASC 1 WU AE, C

Candidate team lacks understanding of basic concepts of physical development and movement/motor skills.

Candidate team demonstrates a minimal understanding of basic concepts of physical development and movement/motor skills on PE activities.

Integration 3.1 INTASC 7 WU AE, C

Candidate team is unable to integrate knowledge of students, learning theory, several content areas, curricular goals, or community into the health/PE activities

Professionalis m - Reflection ACEI 5.1 INTASC WU LL, C

Team and individual candidates are unable to reflect on their professional decisions and actions.

Candidate team plans instruction that integrates knowledge of students, learning theory, several content areas, curricular goals, and/or community; linkages are not clear in the actual implementation of the health/PE activities. Team and individual candidates reflect on their practice and evaluate the effects of their professional decisions and actions on students, families and/or other professionals in the learning community.

Candidate team knows, understands and uses content and functions of the performing arts in presenting health/PE lessons as supplementary media for presenting health/PE lessons and puppet show. Candidate team knows, understands, and uses some major health issues to create engaging opportunities for students; activities help student recognize the benefits of healthy lifestyle or the risks associated with potentially dangerous choices in the health lessons/puppet show. Candidate team knows and understands basic concepts of physical development and movement/motor skills to develop PE activities that recognize physical inactivity as a major health risk. Candidate team plans and implements instruction that integrates knowledge of students, learning theory, several content areas, curricular goals, and/or community in health/PE activities. Team and individual candidates reflect on their practice in light of course content and evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community; some attention is paid to the development of improvement plans.

Candidate team knows, understands and effectively uses content and functions of the performing and visual arts as primary media for presenting health/PE lessons and puppet show. Candidate team knows, understands and uses major health issues to create effective, engaging opportunities for students; activities help students recognize the benefits of a healthy lifestyle as well as potentially dangerous choices in the health lessons/puppet show. Candidate team knows, understands, and uses the central concepts of physical development and movement/motor skills to develop PE activities that model the critical importance of physically active lifestyles. Candidate team successfully plans and implements instruction that effectively integrates knowledge of students, learning theory, several content areas, curricular goals, and community. Team and individual candidates reflect on their practice in light of course content and research on teaching; they continually evaluate the effects of their professional decisions and actions on students, families, and other professionals in the learning community and develop improvement plans based on these reflections.

ASSESSMENT 3E Social Studies Unit Plan ED 593: Social Studies Methods Candidates submit the Social Studies Unit Plan as a signature assignment for these methods classes. ACEI 2.4, 3.1, 3.3, 3.4, 3.5, 4.0, 5.2 • ACEI 2.4 Social Studies Content • ACEI 3.1 Integration • ACEI 3.3 Critical Thinking and Problem Solving • ACEI 3.4 Active Engagement • ACEI 3.5 Communication • ACEI 4.0 Assessment • ACEI 5.2 Professionalism – Collaboration INTASC 1, 3, 4, 5, 6, 7, 8, 10 WU Center for Education’s Conceptual Framework: Academic Excellence (AE), Diversity (D), and Collaboration (C) •

Description of the Assessment Tool:

Candidates create a five-lesson unit based upon a designated social studies concept drawn from the field placement’s curriculum, the National Council for the Social Studies (NCSS) curricular themes, and the PDE standards for Economics, Geography, History, or Government and Politics (ACEI 2.4). To ensure sufficient background knowledge related to the major concepts and modes of inquiry from the social studies, candidates write a research paper or research summary on their unit topic (ACEI 2.4). After becoming familiar with the subject matter and after several observations of their field experience classroom, candidates design a unit plan that: outlines learning objectives associated standards and includes a concept map representative of the content (ACEI 2.4); includes lesson plans, unit resources, and handouts for all learning activities/assessment tasks that are based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community (ACEI 3.1); uses formal and informal assessment strategies to plan, evaluate, and strengthen instruction (ACEI 4.0); engages students in the development of critical thinking and application skills, specifically those identified by the NCSS performance expectations (ACEI 3.3). A minimum of one of the five lessons must include the use of technology (ACEI 3.5). In addition, all lessons must be considerate of appropriate classroom management principles (ACEI 3.4). Special attention is given to the importance of collaboration as a form of reflective practice and a means to develop professional dispositions toward colleagues (ACEI 5.2). •

Candidate Instructions:

Requirements for the unit are explained. During the first several weeks of the semester, candidates review the NCSS, PDE, and appropriate curricular standards, after which they are

asked to identify a theme for their unit. Coursework also emphasizes the major components of the lesson plan, including writing learning objectives, inclusion of NCSS and PDE standards, procedures and instructional strategies, skills development, cross-curricular approaches, assessment, and accommodations. The following checklist is given to candidates and reviewed in class. 1. ____ In what ways are good work habits and positive attitudes being fostered throughout the unit? 2. ____ Are the following required components included in the unit introduction? Unit title Grade level Length of unit List of NCSS themes (a minimum of five) and PDE standards being addressed List of specific skills being developed Concept map Brief rationale and summary of background from research paper 3. ____ Does the unit integrate learning experiences from a variety of the social sciences? Are both Social Studies content and important skills addressed? 4. ____ Does each lesson address at least one NCSS theme? Is a variety of NCSS themes addressed? Are a minimum of five NCSS themes incorporated into the lessons? 5. ____ Is there variety in the organization of the unit lessons? Is at least one of the lessons an appropriate cooperative learning activity? 6. ____ Do the lesson plans flow in logical sequence? Is the first lesson an appropriate introduction to the unit? Is the last lesson an appropriate culmination to the unit? 7. ____ Do the lesson introductions pique the students’ curiosity? 8. ____ Is there variety in the activities and teaching strategies used? Are lessons active, interactive, engaging, creative, hands-on? 9. ____ Do lessons encourage creative, critical, and/or other forms of higher-level thought? 10. ___ Do the lesson closures serve to review or emphasize important lesson content? 11. ___ Do the objectives in each lesson support the overall goals of the unit? 12. ___ Is there variety in the approaches to assessment? Are assessment tools comprehensive and clear in their purpose? 13. ___ Do the assessment strategies match the goals and objectives? 14. ___ Are the assessment strategies appropriate for the grade level? 15. ___ Are accommodations identified for each lesson? 16. ___ Did you reflect on what concerns you have or possible problems you might encounter with each lesson and/or how you might modify the lesson in the future? 17. ___ Did you include an appropriate reference list of all resources used (including books, music, websites, and primary documents) in APA style?

Learning Objective 1. Candidates understand and apply major social studies concepts and processes

Insufficient Lessons do not reflect PDE standard(s) and LO. Detail and

Emergent Lessons are not connected to PDE standard(s) and/or LO. The lessons are

Proficient Lessons reflect accurate information. The PDE standard(s) and LO have been

Distinguished All lessons are complete and have accurate and detailed information. Lessons

Learning Objective and their derivation from standards and theoretic bases ACEI 2.4 INTASC 1 WU AE

Insufficient content is haphazard and inaccurate

Emergent confused or do not present a logical flow of material as connected to the concept. The lessons are superficial and do not reflect the appropriate grade level information

Proficient touched upon. The content may be less well developed than possible. Specific content details lack clarity or depth. Lessons are appropriate to the grade level

2. Candidates understand and apply a variety of teaching techniques ACEI 3.1, 3.3, 3.4 INTASC 3, 4, 5 WU D

Selected techniques demonstrate limited or superficial understanding of how to provide appropriate learning experiences for diverse learners; very little attention is given to higher order thinking; lessons are not learnercentered Writing has two or three spelling or syntax errors. Presentation of ideas is unclear. There are few or no references or inaccurate citations; no use of technology

The application of a variety of teaching, learning, and assessment techniques to diverse learners is minimal; activities rely primarily on the use of knowledge and comprehension; focus needs to shift to engaging the learner

Lessons include some variety of teaching, learning, and assessment techniques for diverse learners and some classroom management principles are used; some activities are focused on higher order thinking skills and are active/engaging

Writing is free of spelling and syntactical errors. There is a clear expression of ideas. References may be incorrectly cited; use of technology is superficial or not well integrated

There is little or no attention paid to assessing student achievement of either lesson objectives or

Formative and/or summative assessment tasks are included but relationship to LO/ PDE standard(s) is inaccurate or rubric

In addition to being clearly written and free from common errors, writing utilizes professional vocabulary from the course content. There is a significant depth of research. References are accurate; use of technology is effective Most lessons include an assessment task/rubric that is directly related to the lesson objective. The summative assessment task accurately and

3. Candidates apply higher order cognitive skills in written, oral, and electronic communication ACEI 3.5 INTASC 6 WU AE

4. Candidates understand and apply both formal and informal assessment strategies ACEI 4.0 INTASC 8

Distinguished reflect a solid content knowledge of the concept that they are teaching. All lessons are accurately linked to the appropriate PDE standard(s) and LO. Candidates demonstrate a depth of understanding for students in this content area Lessons include a variety of teaching, learning, and assessment techniques for diverse learners and are considerate of appropriate classroom management principles; activities are both independent and collaborative and focused on the development of higher order thinking skills; lessons are active/engaging In addition to all of the criteria found for proficient form, writing is of publishable quality and shows unique insights. References are accurate and substantial; use of technology is effective and appropriate to the content Each lesson includes an assessment task/rubric that is directly related to the lesson objective. The summative assessment

Learning Objective WU AE

Insufficient overall unit objective/PDE standard(s)

Emergent needs revision

Proficient appropriately measures learner achievement of the overall unit objective and PDE standard(s)

Distinguished task accurately and appropriately measures learner achievement of the overall unit objective and PDE standard(s)

5. Candidates reflect on the strengths and limitations of various approaches to teaching and consider methods of improvement ACEI 5.2 INTASC 10 WU C

Teacher candidate’s reflections and descriptions of the relationship between theory and practice are superficial or inaccurate

Teacher candidate analyzes the classroom practices in terms of strengths/limitations with limited focus on viable revisions

Teacher candidate clearly analyzes the classroom practices in terms of strengths/limitations; some suggestions are made to improve effectiveness BUT effects on implementation are not clearly detailed

Teacher candidate clearly analyzes the classroom practices in terms of strengths/limitations; viable revisions are implemented AND descriptions of resulting effectiveness is accurate and appropriate

Evidence of Candidate Proficiency in ED 593 Social Studies Unit Plan Fall 2007 Fall 2007 (n = 8) Insufficient

Emergent

Proficient

Distinguished

0/8

2/8 25%

1/8 12.5

5/8 62%

0/8

0/8

1/8 12.5

4/8 50%

3/8 37%

3. Candidates apply higher order cognitive skills in written, oral, and electronic communication ACEI 3.5; INTASC 6; WU AE

0/8

0/8

0/8

5/8 62%

3/8 37%

4. Candidates understand and apply both formal and informal assessment strategies ACEI 4.0; INTASC 8; WU AE 5. Candidates reflect on the strengths and limitations of various approaches to teaching and consider methods of improvement ACEI 5.2; INTASC 10; WU C

0/8

0/8

3/8 37%

3/8 37%

2/8 25%

0/8

0/8

2/8 25%

4/8 50%

2/8 25%

1. Candidates understand and apply major social studies concepts and processes and their derivation from standards and theoretic bases ACEI 2.4; INTASC 1; WU AE 2. Candidates understand and apply a variety of teaching techniques ACEI 3.1, 3.3, 3.4; INTASC 3, 4, 5; WU D

Not Submitted 0/8

After initial review of rubrics by an ACEI consultant, changes were made to align them specifically to ACEI standards. The new rubric below will be used in the spring 2008 semester. SS = Social Studies

Learning Objective Social Studies Content ACEI 2.4 INTASC 1 WU AE

Integration ACEI 3.1 INTASC 7 WU AE

Critical Thinking and Problem Solving ACEI 3.3 INTASC 4 WU AE Active Engagement ACEI 3.4

Insufficient

Emergent

Proficient

Distinguished

SS lessons may be incomplete and fail to include accurate and/or sufficiently detailed information. Lessons reflect superficial or inaccurate content knowledge of the concept candidates are teaching and no understanding of the integrated nature of the social studies disciplines. Lessons consistently fail to accurately and appropriately address the various NCSS themes, PDE standard(s) and/or curricular goals. Lesson plans are narrow in scope, provide for no crosscurricular learning, and are not conceptually based. Lessons do not reflect a concern for integration and “connectedness” of learning. (neither across the NCSS themes nor of a cross-curricular nature)

SS lessons are mostly complete, but sometimes fail to include accurate and/or sufficiently detailed information. Lessons reflect limited or superficial content knowledge of the concept candidates are teaching and may not consistently demonstrate the integrated nature of the social studies disciplines. Lessons may be inaccurately linked to the NCSS themes, PDE standard(s) and curricular goals and may be narrow in terms of the various standards addressed. Lesson plans contain limited cross-curricular approaches and most are not conceptually based.

All SS lessons are complete and have generally accurate information. Lessons reflect sufficient content knowledge of the concept they are teaching and an understanding of the integrated nature of the social studies disciplines. Most lessons are accurately linked to several appropriate NCSS themes, PDE standard(s) and curricular goals. Lesson plans are sometimes crosscurricular and are generally conceptually based, thus demonstrating an adequate understanding in the content area.

All SS lessons are complete and have accurate and detailed information. Lessons reflect a solid content knowledge of the concept that they are teaching and a strong grasp of the integrated nature of the social studies disciplines. All lessons are accurately linked to a variety of appropriate NCSS themes, PDE standard(s) and curricular goals. Lesson plans are often cross-curricular and conceptually based, thus demonstrating a depth of understanding in the content area.

Lessons are minimally integrated across NCSS themes and/or crosscurricular areas.

Lessons are often integrated, but sometimes in a manner that is contrived or unnatural.

No attention is given to higher order thinking or purposeful skills development.

Activities rely primarily on the use of knowledge and comprehension as opposed to higher order thinking or skills development.

Several activities are focused on higher order thinking and/or purposeful skills development.

Lessons are integrated in a way that promotes meaningful, constructivist learning, across both a variety of NCSS themes and in cross-curricular areas as appropriate. Lessons are purposefully focused on the development of higher order thinking and important, identified SS skills.

Lessons are entirely teacher-centered. No effort is made to pique the

Lessons are primarily teacher-centered. Minimal effort is made to

Lessons are more childcentered than teachercentered. Efforts at

Lessons are highly integrated, active, engaging, creative, and

Active Engagement ACEI 3.4 INTASC 5 WU C

Lessons are entirely teacher-centered. No effort is made to pique the students’ curiosity or to engage them through the use of meaningful, indepth, interactive, and/or creative strategies.

Lessons are primarily teacher-centered. Minimal effort is made to pique the students’ curiosity or to engage them through the use of meaningful, in-depth, interactive, and/or creative strategies.

Lessons are more childcentered than teachercentered. Efforts at engaging the students are demonstrated through the use of several integrated, active, engaging, and/or creative approaches.

Communication ACEI 3.5 INTASC 6 WU C

Neither technology nor active inquiry is used. Collaboration is rarely present or not present at all.

Technology is limited and The use of technology superficial in its and/or active inquiry is application. Active evident in some lessons. inquiry is rarely, if at all, Collaborative approaches used. Use of collaboration are used, but may fail to is minimal and superficial consistently promote (i.e. group work, not ASSESSMENT 3Fpositive interdependence cooperative learning). or supportive interaction.

Lessons are highly integrated, active, engaging, creative, and thus, child-centered. From introduction to closure, the lessons serve to pique the students’ curiosity and promote their interest in the further study and exploration of SS. Technology and active inquiry are effectively used. Collaboration is used consistently and appropriately, encouraging interdependence and supportive interaction.

NEW! Student Teaching Unit Plan (ED 599) Candidates submit the Student Teaching Unit Plan as a signature assignment for student teaching. ACEI (2.1, 2.2, 2.3, or 2.4), 3.1, 4.0, 5.2 • ACEI 2.1, 2.2, 2.3, 2.4 Language Arts Content, Science Content, Mathematics Content, or Social Studies Content • ACEI 3.1 Integration • ACEI 4.0 Assessment • ACEI 5.2 Professionalism - Collaboration INTASC 1, 7, 8, 10 WU Center for Education’s Conceptual Framework: Academic Excellence (AE) and Collaboration (C) •

Description of the Assessment Tool:

During student teaching, elementary education candidates are required to design and implement a unit plan drawn from Pennsylvania Department of Education’s (PDE) academic standards and their placement school’s curriculum in one of the major disciplines – language arts, math, science, or social studies: • Candidates must demonstrate their adeptness at teaching the fundamentals of the English language (reading, writing, speaking, listening, viewing, and thinking), in many different situations (ACEI 2.1) • Candidates must know, understand, and use fundamental concepts of physical, life, and earth/space sciences to design age-appropriate inquiry lessons to teach science and build student understanding for personal and social applications (ACEI 2.2). • Candidates must know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and

probability, and must engage problem solving, reasoning and proof, communication, connections, and representation (ACEI 2.3). • Candidates must know, understand, and use the major concepts and modes of inquiry from the social studies to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse, democratic society and interdependent world (ACEI 2.4). Regardless of content area selected, teacher candidates must be able to document student progress through compilation (recordkeeping) and analysis of data that will strengthen instruction and promote continuous intellectual, social, emotional, and/or physical development of every student (ACEI 4.0). Teacher candidates are urged to use assessment data from this unit plan to meet the requirements of another signature assignment (pre-post assessment project - see attachment 5B). Prior to developing this unit, teacher candidates must investigate relevant contextual factors and how they may affect the teaching-learning process. These factors are addressed in a three page introduction to the unit. The introduction must include information related to curricular goals, community factors, classroom factors, and student characteristics (ACEI 3.1). Candidates also describe meaningful ways of involving families, colleagues and community agencies as partners to promote the intellectual, social, emotional and physical growth and well-being of children (ACEI 5.2). •

Candidate Instructions:

In ED 599, you will design a unit plan in consultation with your cooperating teacher and university supervisor focused on language arts, math, science, OR social studies. The unit must reflect PDE academic standards for the particular grade level of students with whom you are working. In order to earn a rating of proficiency, be certain to include the following items in your thematic unit submission: ____ Contextual factors* must be addressed in a three-page introduction that demonstrates your understanding of the following information. You can begin to compile this information by interviewing your cooperating teacher and researching your district on www.schoolmatters.com • Community, district and school factors - Address geographic location, community and school population, socio-economic profile and race/ethnicity. You might also address such things as stability of community, political climate, community support for education, and other environmental factors. • Classroom factors - Address physical features, availability of technology equipment and resources and the extent of parental involvement. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling and classroom arrangement. • Student characteristics - Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language,

interests, learning styles/modalities or students’ skill levels. In your narrative, make sure you address student’s skills and prior learning (prior learning evidence may be an examination of school’s curriculum, informal conversation with a previous grade level teacher cooperating teacher) that may influence the development of your learning goals, instruction and assessment. (For any student who leaves the classroom, indicate the purpose) ____ Clearly stated and achievable learning objectives drawn from placement curriculum and associated PDE standards; ____ A determination of approximate unit length; ____ Lesson plans for all learning activities and assessment tasks (using the Widener University lesson plan format); ____ Unit resources, assessment instruments, and handouts that you and your students will be using; ____ A record keeping system used to document both formative and summative assessment data; This record keeping system should include a variety of traditional and nontraditional assessment techniques to evaluate students’ progress and performances and to modify the appropriateness of your own teaching and learning strategies. Candidates should use the results of these assessments to plan future instruction. ____ A family involvement plan* which must include at least two items from the following list of possibilities: • Family & community resources - Describe three family and/or community resources you could use to support student learning during your unit (for example, guest speakers, the public library, field trips, etc.) • Family communication - Give three examples of how you will communicate with your students’ families before and throughout this unit (for example, a family letter, newsletters, class website, personal notes, etc.) At least one example must be a reciprocal, two-way communication strategy. • Family involvement – School-based - Tell one way you can involve families during your unit in a school-based activity (for example, parent volunteers during an activity, Open House, parent chaperones during a field trip, etc.) • Family involvement - Home activity - Tell one home activity you could suggest for families to do that would support student learning during your unit. • Family letter - Create a letter that you could send at the beginning of your unit. This letter should describe your unit and give a rationale for doing it, tell the goals of your unit and list your suggested home activity. The letter should be reader-friendly with large font and graphics, attractive and free of errors. ____ Write a one-page reflection about your experience with constructing and implementing the unit plan (i.e., what did you learn? Challenges? Surprises?).

Choose one of the following disciplines: language arts, math, science or social studies Insufficient Emergent Proficient Language Arts Content ACEI 2.1 INTASC 1 WU AE

Candidate does not demonstrate competence in the use of English language arts to teach reading, writing, speaking, viewing, listening and thinking skills; no evidence of linkage to PDE academic standards.

Candidate demonstrates partial competence in the use of English language arts to teach reading, writing, speaking, viewing, listening, and/or thinking skills (drawn from PDE academic standards); very little focus is on application of English language arts skills in new or unfamiliar situations.

Candidate demonstrates a high level of competence in the use of English language arts to teach reading, writing, speaking, viewing, listening and/or thinking skills (drawn from PDE academic standards); candidate’s unit helps elementary students apply their developing skills to a few different situations, materials, or ideas.

Science Content ACEI 2.2 INTASC 1 WU AE

Candidate demonstrates major misconceptions in physical, life, earth and space sciences focused on in the thematic unit; no evidence of linkage to PDE academic standards and no social or personal application of scientific principles is built into unit

Candidate demonstrates a basic understanding of fundamental concepts in one of the disciplines of science: physical, life, earth, and space sciences (drawn from PDE academic standards); candidate builds some personal and social applications of scientific principles into unit

Mathematics Content ACEI 2.3 INTASC 1 WU AE

Candidate demonstrates major misconceptions in mathematical concepts and procedures that define number and operations, algebra, geometry, measurement, data analysis and probability; no evidence of linkage to PDE academic standards and no focus on engaging elementary student in thinking processes that support mathematical understanding.

Candidate demonstrates some minor misinterpretations with regards to fundamental concepts in one of the disciplines of science: physical, life, earth and space sciences (drawn from PDE academic standards); no evidence of social or personal application of scientific principles is built into unit Candidate demonstrates some minor misinterpretations with regards to the major concepts and procedures that define number and operations, algebra, geometry, measurement, data analysis and probability (drawn from PDE academic standards); no evidence of candidate’s focus on engaging elementary students in thinking processes that support mathematical understanding.

Social Studies Content ACEI 2.4 INTASC 1

Candidate demonstrates major misconceptions in the concepts and modes of inquiry from the social studies – the integrated

Candidate demonstrates some minor misinterpretations with regards to the major concepts and modes of

Candidate demonstrates a basic understanding of the major concepts and modes of inquiry from the social studies – the integrated

Candidate demonstrates a basic understanding of the major concepts and procedures that define number and operations, algebra, geometry, measurement, data analysis and probability (drawn from PDE academic standards); candidate sometimes engages elementary students in thinking processes that support mathematical understanding – i.e., problem solving and reasoning.

Distinguished Candidate is able to comprehensively demonstrate the use of concepts from English language arts to teach reading, writing, viewing, listening and/or thinking skills (drawn from PDE academic standards); candidate’s unit helps elementary students successfully apply their developing skills to many different situations, materials, and ideas. Candidate understands the fundamental concepts shared by a variety of scientific disciplines as demonstrated in his/her in-depth treatment of these concepts (drawn from PDE academic standards); candidate builds understanding of personal and social applications of scientific principles into unit Candidate knows, understands, and uses the major concepts and procedures that define number and operations, algebra, geometry, measurement, data analysis and probability as demonstrated in his/her indepth treatment of these concepts (drawn from PDE academic standards); candidate consistently engages elementary students in a variety of thinking processes that support mathematical understanding – i.e., problem-solving and reasoning. Candidate knows, understands, and uses the major concepts and modes of inquiry from the social studies – the integrated

Insufficient

Emergent

Proficient

Distinguished

WU AE

study of history, geography, economics, and civics/ government; no evidence of linkage to PDE academic standards and no focus on elementary students’ decision making capabilities.

inquiry from the social studies – the integrated study of history, geography, economics, and civics/government (drawn from PDE academic standards); very little evidence of candidate’s promotion of elementary students’ abilities to make informed decisions as citizens

study of history, geography, economics, and civics/government (drawn from PDE academic standards); candidate sometimes promotes elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

Integration* ACEI 3.1 INTASC 7 WU C

Candidate’s introduction to the unit does not address relevant contextual factors and these factors are not considered in candidate selection and/or creation of learning experiences.

Candidate’s introduction to the unit addresses some relevant contextual factors; these factors are not clearly linked to candidate selection and/or creation of learning experiences that are suitable to this context.

Candidate’s introduction to the unit addresses relevant contextual factors; these factors are considered in candidate selection and/or creation of learning experiences that are suitable to this context.

Assessment ACEI 4.0 INTASC 8 WU AE

Candidate does not schedule/perform any systematic form assessment in the unit plan.

Candidate selects a variety of traditional and nontraditional assessment strategies capable of measuring student achievement of learning objectives; candidate keeps records of student progress.

Professionalism Collaboration*

Candidate does not articulate any awareness of the importance of working with families.

Candidate tends toward traditional assessment strategies capable of measuring student achievement of learning objectives; more focus on the link between learning objectives and assessment would improve the unit’s effectiveness; candidate keeps some records of student progress. Candidate’s family involvement plan demonstrates an awareness of the importance of communication with student families and attempts to communicate with them.

study of history, geography, economics, and civics/government – as demonstrated in his/her indepth treatment of these concepts (drawn from PDE academic standards); candidate consistently promotes elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world. Candidate’s introduction to the unit addresses relevant contextual factors; these factors are observably considered in candidate selection and/or creation of meaningful and significant learning experiences that are highly suitable to this context. Candidate consistently selects a variety of traditional and nontraditional assessment strategies capable of measuring student achievement of learning objectives; candidate keeps meticulous records of student progress; assessment data can be used to revise instruction. Candidate’s family involvement plan demonstrates the ability to establish and maintain a positive, collaborative relationship with families and sees them as part of the teaching/learning process; candidate knows how to communicate with families about a variety of issues.

ACEI 5.2 INTASC 10 WU C

Candidate’s family involvement plan demonstrates an awareness of the importance of establishing and maintaining a positive, collaborative relationship with families; candidate communicates with families about the unit plan.

*Contextual Factors and Family Involvement Plan are derived from the Teacher Work Sample developed by the College of Education at Southeast Missouri State University

Data for this signature assignment will be collected for the first time in the spring 2008 semester. One of the original signature assignments for student teaching (ED 599) was a thematic unit plan. This thematic unit was difficult to implement in many schools because 1.)

student teachers are forced to comply with strict district curricular requirements and 2.) the director of the Office of Field Experience and Certification, along with practicum supervisors believe that the time frame allotted some of our candidates – some candidates split their 14 week placement and student teach in two different locations- is not amenable to the requirements of a thematic unit. As a result, the unit plan was refocused. Interdisciplinarity, as best practice, was added to the Math Methods signature assessment (See Attachment 3C). The family/community context is an area that can be most easily examined through the everyday, continuous experiences of student teaching. •

Proposed Template for Assessment #3 Data Table ED 599 Student Teaching Unit Plan Spring 2008 (n = ___) Insufficient

Emergent

Proficient

Distinguished

Language Arts Content ACEI 2.1; INTASC 1; WU AE Science Content ACEI 2.2; INTASC 1; WU AE Mathematics Content ACEI 2.3; INTASC 1; WU AE Social Studies Content ACEI 2.4; INTASC 1; WU AE Integration ACEI 3.1; INTASC 7; WU C Assessment ACEI 4.0; INTASC 8; WU AE Professionalism - Collaboration

ACEI 5.2; INTASC 10; WU C

ASSESSMENT 3G Technology Lessons (ED 599) Candidates submit two Technology Lessons as a signature assignment for student teaching. ACEI 3.1, 3.2, 3.3, 4.0, 5.1 • ACEI 3.1 Integration • ACEI 3.2 Adaptation • ACEI 3.3 Critical Thinking and Problem Solving • ACEI 4.0 Assessment • ACEI 5.1 Professionalism – Reflection INTASC 3, 4, 7, 8, 9 WU Center for Education’s Conceptual Framework: Academic Excellence (AE), Diversity (D), Lifelong Learning (LL)

•

Description of the Assessment Tool:

The purpose of this assessment is to document candidates’ proficiency in understanding and using appropriate technology to help students become capable technology users. Do they use technology to communicate how to access information, manage information, analyze and solve problems using information? Do they use technology to collaborate and to be self-directed learners? (ACEI 3.1 and 3.3) Fundamentally, candidates must be able to identify and design instruction appropriate to K-6 students’ levels of development, learning styles, strengths, and needs, using teaching approaches that are sensitive to a diversity of learners (ACEI 3.2). Additionally, candidates must be able integrate a plan for assessing students’ achievement of proposed learning outcomes from this assignment through a method of formal or informal assessment. Candidates will demonstrate their understanding of assessment by having this technology-based assignment establish at least one of the following: a beginning point of instruction, learning objects, or the need to re-teach or adapt prior instruction (ACEI 4.0). The candidate must then explain how he or she used classroom observation, information about students, and/or research, as sources for evaluating the outcomes of teaching and learning with technology as a basis for experimenting with, reflecting on, and revising teaching practice (ACEI 5.1). •

Candidate Instructions:

In ED 599, you must teach at least two lessons that are technology driven. In consultation with your cooperating teacher and university supervisor, identify opportunities in the curriculum where technology can be meaningfully integrated to enhance students’ learning of concepts, promote critical thinking and/or problem solving skills, promote collaborative or self-directed learning, or assist with building students’ knowledge about the contributions made from culturally diverse communities in specific content areas. You are encouraged to utilize the software and hardware resources available in the Center for Education’s Technology Lab, located in 324 Kapelski Hall. You may also use software or hardware legally licensed and available from other sources (e.g., student teaching placement, personal resources). Directions: ____ Consult with your cooperating teacher and supervisor at the start of the term about opportunities in the curriculum where this assignment is best suited. ____ Contact Dr. Bowes or the Technology Lab graduate assistant to make choices of hardware and software resources that will aid the integration of technology for the content area and instructional objectives of your lesson. ____ Finalize the content area and time of your technology-based lesson with the cooperating teacher and university supervisor. The university supervisor must be present at both lessons in order to evaluate the assignment. ____ Develop a lesson plan for both lessons using the Widener University lesson plan format. Students must also provide a detailed rationale for choosing their particular technology software or hardware for this assignment (e.g., versatility, popularity, student engagement, cost effectiveness). (Share with cooperating teacher and submit to university supervisor for grading)

____ Develop an assessment instrument for each lesson plan that evaluates your proficiency using technology – i.e., it provides you with feedback about student learning in at least one of the following areas: writing learning objectives, establishing a beginning point of instruction, or the need to re-teach or adapt prior instruction. (Share with cooperating teacher and submit to university supervisor for evaluation) ____ Write a two-to-three page reflection paper analyzing the assessment data (e.g., students failed to learn concepts, students excelled at problem-solving, etc.) and how this information influences your practice and development as a pre-service teacher. (Submit to university supervisor for evaluation) Due to the fact that this is a performance=based assessment you will need to earn a score of Proficient or Distinguished. If that does not happen on the first submission you may revise your work and turn in both the original and the revised version for re-evaluation. In order to achieve the Proficient Level you must use the rubric below. Learning Objective 1. Candidates select developmentally appropriate activities that address the whole child INTASC 2 ACEI 3.1 WU AE 2. Candidates select teaching techniques that address student diversity ACEI 3.2 INTASC 3, 4 WU D 3. Candidates manage instruction to allow for positive social interaction and active engagement in learning ACEI 3.3 INTASC 5 WU AE 4. Candidates understand and apply both formal and informal assessment strategies ACEI 4.0 INTASC 8 WU AE

Insufficient Technology is not appropriate or necessary to the content or grade level

Emergent Technology is superficially treated and is not embedded in instruction

Proficient Technology selected is appropriate to the grade level

Distinguished Technology selected is a appropriate for students in this content area/grade level

Selected technology demonstrates limited or superficial understanding of how to provide appropriate learning experiences for diverse learners Candidate lacks a focus on the importance of integrating technology into classroom

The selected technology minimally addresses diversity

Technology is Technology is selected selected with diverse based on a the needs of learning styles in diverse learners in mind terms of their ability levels, learning styles, etc.

Candidate needs some direction on how to embed technology into teaching

Candidate uses technology as a means of managing time and space to engage students

Candidate maximizes the use of technology as a means of managing time and space to engage all students

There is little or no attention paid to assessing student use of technology in lesson objectives

Assessment tasks are included but relationship to technology as described in LO is inaccurate or rubric needs revision

One lesson includes an assessment task/rubric that is directly related to technology as described in lesson objective

Each lesson includes an assessment task/rubric that is directly related to technology as described in lesson objective

5. Candidates reflect on the strengths and limitations of various approaches to teaching and consider methods of improvement ACEI 5.1 INTASC 9 WU LL

Teacher candidate’s reflections are superficial or inaccurate

Teacher candidate analyzes the classroom practices in terms of strengths/limitations with limited focus on viable revisions

Teacher candidate clearly analyzes the classroom practices in terms of strengths/limitations; some suggestions are made to improve effectiveness

Teacher candidate clearly analyzes the classroom practices in terms of strengths/limitations; viable revisions are suggested

Assessment #3 Data Table ED 599 Technology Lessons Fall 2007 (n = 4) Learning Objective 1. Candidates select developmentally appropriate activities that address the whole child INTASC 2; ACEI 3.1; WU AE 2. Candidates select teaching techniques that address student diversity ACEI 3.2; INTASC 3, 4; WU D 3. Candidates manage instruction to allow for positive social interaction and active engagement in learning ACEI 3.3; INTASC 5; WU C 4. Candidates understand and apply both formal and informal assessment strategies ACEI 4.0; INTASC 8; WU AE 5. Candidates reflect on the strengths and limitations of various approaches to teaching and consider methods of improvement ACEI 5.1; INTASC 9; WU LL

Not submitted 0/4

Insufficient 0/4

Emergent 0/4

Proficient 0/4

Distinguished 100 % 4/4

0/4

0/4

0/4

25 % 1/4

75 % 3/4

0/4

0/4

0/4

25 % 1/4

75 % 3/4

0/4

0/4

0/4

0/4

100 % 4/4

0/4

0/4

0/4

0/4

100 % 4/4

After initial review of rubrics by an ACEI consultant, changes were made to align them specifically to ACEI standards. The new rubric below will be used in the spring 2008 semester

Insufficient Technology is not appropriate or necessary to the content or grade level.

Emergent Technology is superficially integrated and is not embedded in instruction

Proficient Technology selected is appropriate for the grade level and is instrumental to the learning process (e.g., build motivation & interest).

Adaptation ACEI 3.2 INTASC 3 WU D

Selected technology is not appropriate for K-6 students’ levels of development, learning styles, and needs.

Selected technology is marginally appropriate for K-6 students and superficially enhances instruction, which underscores the candidate’s inability to design instruction appropriate for elementary students’ levels of development, learning styles, and needs.

Instruction includes technology that is appropriate for elementary students’ levels of development, learning styles, strengths and needs. Technology selection(s) meaningfully enhance the teaching and learning experience.

Critical Thinking and Problem Solving ACEI 3.3 INTASC 4 WU D

Candidate is unable to explain how technology encourages K-6 students’ critical thinking, problem solving, and performance skills.

Candidate explains how technology encourages elementary students’ learning, but is unable to address how the principles and techniques, advantages and limitations, and appropriate uses of technology encourage critical thinking, problem solving, and performance skills.

Candidate explains how the principles and techniques, advantages and limitations, and appropriate uses of technology encourage elementary students’ critical thinking, problem solving, and performance skills.

Integration ACEI 3.1 INTASC 7 WU AE

Distinguished Technology selected is pivotal in promoting collaborative learning and/or self-directed learning that minimizes the teacher’s role as the expert. Technology is effectively embedded within instruction and is appropriate for elementary students’ levels of development, learning styles, and needs; likewise, use of technology enables the candidate to incorporate the contributions from diverse cultures to the content studied in the elementary classroom. Candidate explains how the principles and techniques, advantages and limitations, and appropriate uses of technology encourage elementary students’ critical thinking, problem solving, and performance skills; candidate can provide a plausible rationale to support their choice of hardware and software resources—i.e., can explain why their decisions facilitate the integration of

Insufficient

Emergent

Proficient

Distinguished technology for the content area and instructional objectives

Assessment ACEI 4.0 INTASC 8 WU AE

Candidate draws conclusions about student development through assessment data; candidate does not use assessment data to monitor their own teaching strategies.

Candidate administers both formal and informal assessments, which may or may not be aligned to instruction and learning goals; candidate knows the reasons to implement certain assessments based on type, use, advantage, disadvantage, limitations, and content area teaching.

Candidate integrates assessment and instruction as integral parts of designing and aligning instruction and learning goals; candidate uses assessment data to monitor their own teaching strategies.

Professionalism – Reflection ACEI 5.1 INTASC 9 WU LL

Candidate does not demonstrate an ability to reflect on his/her practice using technology in light of classroom observation, information about students, and research on teaching and learning as a basis for experimenting with, reflecting on, and revising practice.

Candidate has difficulty reflecting on his/her practice using technology in light of research on teaching and learning as a basis for experimenting with reflecting on, and revising practice; self-analysis is superficial and vague.

Candidate uses a variety of selfassessment and problem-solving strategies for reflecting on his/her practice using technology, his/her influences on K-6 students’ growth and learning, and the complex interactions between them; candidate is able to analyze his/her classroom observations, information about students, and research as sources

Candidate administers formal and in informal assessments to inform and to make decisions about objectives and selected technology; candidate uses assessment data to monitor their own teaching strategies and provides feedback about student learning in at least one of the following areas: writing learning objectives, establishing a beginning point of instruction, or the need to re-teach or adapt prior instruction. Candidate is able to critically analyze his/her classroom observations, information about students, and research on teaching and learning as a basis for experimenting with, reflecting on, and revising practice using technology; candidate has a systematic process for evaluating the effects of his/her professional decisions and actions related to technology

Insufficient

Emergent

Proficient for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice using technology.

Distinguished on students, parents, and other professionals and develops professional improvement plans based on the evaluation results.