Master in Teaching Program 2010-2012

The Evergreen State College Master in Teaching Program, 2010-2012

Syllabus, Fall 2011

faculty	Tuesday afternoon seminar room
Scott Coleman	SEM 2 E2107
Andrew Gilbert	SEM 2 A2109
Anita Lenges	SEM 2 A3107
Chris Ramsey-Sharp	SEM 2 A3109

Important Dates

 

Student Teaching Dates: When your teacher officially starts the school year (and earlier if possible) through November 10 (Veteran’s Day Holiday is Friday, November 11).

Evaluation Week: November 14-17; Note: we will have an all-program workshop to launch the Master’s Project research on Wednesday, November 16, time to be announced.

Student Teaching Seminars: 4-6 PM on Tuesdays: starting September 13

Positive Impact Project Due: Tuesday November 8

Student Teaching Portfolio Due: Tuesday November 8

 

Requirements and Assignments

 

Neighborhood Walk-About: At the start of your student teaching experience you will be spending approximately half a day in the neighborhood in which your school is located making observations (not judgments). You will then write a 3-5 page description of your school’s neighborhood and community, with an emphasis on how you might use this knowledge in your teaching. This assignment is due September 13 (bring it to seminar). You can find additional details on this assignment later in this syllabus.

 

Student Teaching Portfolio: Professionally organize the following using a folder of your choice:

a) all your lesson and unit plans for the quarter

b) daily reflections for each lesson taught (added to each lesson plan after it is taught – see details below)

c) end-of-the-quarter summative reflection on your student teaching experience, discussing your strengths, key lessons learned and lingering questions

d) proposal for your Masters Project topic (see below)

 

Outlines of Your Teaching Plans: Each week complete an outline of your lesson plans for the lessons you will be teaching during the upcoming week to share with your mentor teacher and to email to your faculty supervisor. Discuss your plans for the coming week with your mentor teacher no later that Friday afternoon and then email them, and your complete Monday lesson plans, to your faculty no later than Sunday evening. For your planning we strongly advise you to use unit-planning structures and strategies that you learned in your first year of the program and which are detailed in the Understanding by Design text.

 

Complete Lesson Plans: You must write complete lesson plans for each lesson you plan and teach. These plans should be kept in chronological sequence in your student teaching portfolio. Plans should be drafted in time for your cooperating teacher to give you feedback before you teach. Your seminar faculty may also ask you to bring your most recently developed lesson plans to seminar each week to the Tuesday seminars.

 

Post-Teaching Reflections: Reflections about each lesson taught must be added to your lesson plan, to include some discussion about the degree to which you reached your student learning targets and what it is you learned or will do differently based on your experience teaching this lesson. These can be hand-written on your original lesson plans or typed. Your daily reflections should be supportive of and lead to changes in your future planning and teaching—that is your reflections and later lesson plans should evidence new insights, the application of those insights, and reflection on how your new applications worked.

 

Preparing for Faculty Observations: For each of your scheduled observations (generally 4 this quarter) you must have a copy of your lesson plan printed and ready for your faculty observer when he or she arrives. Along with the lesson plan, provide a note for your faculty member about what, in particular, you would like them to observe during your lesson.

 

Your faculty may also ask you to email a copy of the lesson plan for the lesson to be observed ahead of time. You may also be asked to have a copy of your seating chart ready for your faculty.

 

Positive Impact Project: The Positive Impact on Student Learning Project is described in a separate section of this syllabus – please read it carefully, including closely reviewing the rubric you and your faculty will use to assess your final product.

 

Videotape of Your Teaching: In preparation for: sharing in seminar, the spring quarter field test of the Teacher Performance Assessment, and to gather video footage for your winter quarter CCAM project, you will need to have yourself videotaped during at least 3 lessons during the quarter. Capture and save for future use footage showing the start of the lessons, the end of the lessons, and other scenes throughout the lessons. Please check your footage to be sure the taping was successful (especially check to see that you captured a reasonably good quality of audio). Please tell your camera person to be sure that the tape includes footage of both you and the students. This activity requires that you verify (and take the initiative to obtain if this is not being done otherwise in your classroom), parent/guardian permission to videotape their children – discuss the process for getting the necessary permission with your cooperating teacher.

 

Video cameras provided by our MiT program staff will be checked out to small groups for fall quarter.

 

Field Seminar Preparation: Your faculty seminar leader will provide specific instructions for what you need to bring to seminar each week. Part of each seminar will be devoted to reviewing and sharing your recent planning and reflections on your teaching –  typically you will be asked to share some of your recent lesson plans and reflections during seminar. Some weeks you may also be asked to share video clips of your teaching for peer feedback.

 

Masters Project Topic Proposal: During student teaching the only requirement regarding your Masters Project is to tentatively identify a topic. The topic must be one that will clearly inform your spring quarter student teaching and first year of teaching experiences. During evaluation week the faculty will approve your topic and on November 16 we will have a program wide workshop to prepare you for the extensive reading and review of research you will conduct before the start of winter quarter.

 

Evaluations: By Monday of Evaluation Week a draft of your self evaluation and your evaluation of faculty are due; you will be meeting individually with your faculty supervisor during Evaluation Week.

 

Details About the Pre-Student Teaching Neighborhood Walk-About

Your student teaching supervisors will be looking for evidence that your curriculum planning is culturally relevant throughout the quarter. This assignment will provide an essential knowledge base for that work. To complete this assignment, you will need to spend a half-day or so in the neighborhood in which your school is located.

 

This walk-about project will support you in meeting the expectation that you know and understand your students’ outside-of-school experiences as well as possible.  This expectation is embedded in the Master in Teaching Program’s Student Teaching Assessment Rubric and Positive Impact Project Rubric as well as in the State’s new Teaching Performance Assessment.

 

Once you arrive at your school, survey the neighborhood on foot or by bike or by car. As you do so, remember your own cultural encapsulation. This will help you to be a better observer, and it will support you in being respectfully curious.

 

Find and make observational (not interpretive) notes on the following:

 

1. Places of worship
2. Bulletin boards (read them)
3. Types of stores/ businesses
4. Food stores (including mini-marts/gas stations, note quality and type of food available)
5. Number of payday loan shops or banks
6. Housing (homes, apartments, trailer parks)
7. Playgrounds/parks
8. Presence/absence of sidewalks
9. Laundromats
10. ‘Unoccupied’ green space
11. Taverns/restaurants
12. Bus stops and route (try to ride the bus)
13. Social services
14. The nearest hospital or clinic
15. Police presence/services
16. Public places

 

Some of these features may be absent.  Their absence is information for you to consider as well.

 

Write-up, due Tuesday, September 13

Using your observation notes, in 3 to 5 typed pages, describe the neighborhood, community and population. Also articulate five to ten specific ways you might make connections between your curriculum and your students’ neighborhood lives (as you imagine those lives).  Possibilities include considering projects that might support your students and their neighborhood and specific readings of particular relevance to your students. The online Rethinking Schools archive and your Rethinking Globalization book are great resources for more ideas.

 

Your completed write-up will be a useful resource when you complete the learning context narrative for the Positive Impact Project that you will be writing later this quarter.

Fall Student Teaching Placements

 

Last Name	First Name	School	District	Faculty Supervisor	Mentor Teacher
Ackman	Rose	McKenny Elementary	Olympia	Anita	Wendy Sutich
Baugh	Leah	First Creek Middle School	Tacoma	Scott	Brenda Buck
Berg	Trygve	Clover Park High School	Clover Park	Scott	Frank Casey
Boyer	Joseph	Tenino Middle School	Tenino	Andy	Lisa Clark
Brinson	Kellia	Komachin Middle School	North Thurston	Scott	Marci Waugh
Brunink	Hannah	Pioneer Intermediate	Pioneer	Anita	Jeanine Hill
Cacchione	Tony	Centralia High School	Centralia	Andy	Karen Rains
Cutler	Robin	Hudtloff Middle School	Clover Park	Scott	Kevin Krench
Dearborn	Jason	Southside Middle School	Southside	Anita	Robbie Spaulding
Dunbar	Nikki	Lakes High School	Clover Park	Scott	Ted Cohn
Gordon	Betsy	Foss High School	Tacoma	Scott	AJ Edwards
Gush	Amy	Evergreen Elementary	Shelton	Anita	Jeanne Kovar
Hinchcliffe	Justin	Tenino Middle School	Tenino	Andy	Michele DePuy
Hoy	Andrew	Chief Leschi Schools	Chief Leschi Schools	Chris	Wendy Jordon
Hundley	Anne	McKenny Elementary	Olympia	Andy	Tim Brewer
Johnson	Lisa	McKenny Elementary	Olympia	Anita	Sarah Howe
Jutte	Kyle	Shelton High School	Shelton	Chris	Joshua Parker
Kameen	Bridget	McKenny Elementary	Olympia	Andy	Laura Johnson
Kirklin	Amanda	Downing Elementary	Tacoma	Chris	Kristie Impala
Lee	Benjamin	Giaudrone Middle School	Tacoma	Andy	Deanne Crichton
Lehman	Kayla	First Creek Middle School	Tacoma	Scott	Regina Rainbolt
Lester	Matt	Wilson High School	Tacoma	Chris	Mark Aardal
MacMillian	Cara	Lincoln Elementary	Olympia	Anita	Maribeth Wheeler
Pasternak	Jennifer	Garfield  Elementary	Olympia	Chris	Jane Al-Tamimi
Poland	Justin	River Ridge High School	North Thurston	Andy	Leslie Van Leishout
Pugh-Goodwin	Ingrid	Bush Middle School	Tumwater	Chris	Tammy Baker
Reeds	Krystle	Larchmont Elementary	Tacoma	Chris	Evonne Howard
Smythe	Starr	Evergreen Elementary	Shelton	Anita	Rachel Robbins
Starmer	Kasinda	Komachin Middle School	North Thurston	Scott	Kim Matthews
Statler	Emily	Evergreen Elementary	Shelton	Anita	Sue Harris
Stern	Katrina	McKenny Elementary	Olympia	Anita	JoAnn Ayre
Stolz	Matt	McKenny Elementary	Olympia	Andy	Linda Nelson
Tahja	Jody	North Thurston High	North Thurston	Scott	Brynn Gomez
Tuckett	Robin	Yelm High School	Yelm	Scott	Anna Garrison
Warren	Sandra	McKenny Elementary	Olympia	Andy	Marsha Stead
Watts	Rebecca	Oakland High School	Tacoma	Andy	Bailey Edgely
Whitaker	Chelsea	Lochburn Middle School	Clover Park	Chris	Joyce Judie
Wilson	Kobi	Pleasant Glade Elementary	North Thurston	Chris	Courtney Maasjo
Winkley	Kate	Pioneer Elementary	Pioneer	Anita	Cheri Didenhover

Positive Impact on Student Learning Project

Updated August 2011

Contents

• Introduction to the Positive Impact Project
• Detailed Instructions for Completing Each of the 8 Parts of This Project
• Rubric and Self-Assessment Guide
• Submission Instructions

 

Introduction

This project asks student teacher candidates to explicitly describe their intended student learning for a sequence of lessons (a unit) and then to document the degree of student learning that occurs as a consequence of teaching the unit. This project is designed to develop and support the learning of knowledge and skills assessed by the Master in Teaching Program’s Student Teaching Rubric and prepare for the spring quarter Washington State Teacher Performance Assessment.

 

The planning and teaching associated with the Positive Impact on Student Learning Project is typically done during the solo student teaching experience or during the phase of co-teaching when the candidate is acting as lead teacher. However, this project can be done anytime during the student teaching experience when the student teacher is primarily responsible for teaching a series of approximately 5-10 lessons that support a common set of learning targets (a unit of instruction).

 

The teacher candidate will use pre, formative, and post assessments to systematically document the academic progress of her/his students. The teacher candidate plans and reflects on the unit using her/his knowledge of relevant classroom, school, community, and student contexts; knowledge of culturally appropriate, multi-cultural, anti-bias teaching; knowledge of student characteristics; knowledge of state learning goals; and knowledge of content, pedagogy and assessment to develop, implement, assess, and adjust learning experiences for students. In addition to documenting the progress of the entire class, the teacher candidate selects 3 students of various ability levels to more closely assess and from whom to elicit metacognitive reflections (using the students’ own voices) about their own learning. This project is informed by the Master in Teaching Program’s Student Teaching Rubric, the Washington State Teacher Performance Assessment (TPA) and the book Understanding by Design by Wiggins and McTighe.

Part 1 – Contextual Factors

Write a planning commentary for the series of lessons (unit) you will be planning for this project – this commentary should be approximately 4-6 pages and include each of the following six elements. Be sure to number your pages (on this part and all parts) for ease of reference.

 

A. Community, District, and School Factors

Describe the geographic location, community and school population, socio-economic profile and race/ethnicity. Subjective factors such as stability of community, political climate, community support for education, and other environmental factors should be included in this section.

 

B. Classroom Factors

Describe physical features of the classroom, 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.

 

C. Student Characteristics

Summarize characteristics for the students in the class. Include factors such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, and interests, learning styles/modalities or students’ skill levels. Include discussion of student’s skills and prior learning that may influence the development of your learning goals, instruction, and assessment.

 

D. Individual Student Profiles

After selecting three “case study students”, whose learning you will track and analyze in detail, describe for each: culture/ethnicity, SES, gender, personality, academic patterns (strength/weaknesses), personal interests and the grade they have so far in the class.  Use pseudo names – including blanking out the names on papers and replacing with the pseudo names or numbers.

 

E. Instructional Implications

Respond to the question: How will the contextual characteristics of the community, classroom, and students (A, B, and C above) impact my instructional planning? Include general instructional implications for the whole class and specific implications for your case study students. Be sure to indicate that you intend to respond in your planning (learning targets, assessments, and learning activities) to the cultures and developmentally levels of all the students in your classroom.

 

F. Family Involvement Plan

In one or two well-developed paragraphs, describe a plan for collaboration with the families of your students to support students learning. Your plan must include the use of personal contact (e.g., telephone, home visit, written correspondence) to involve families in the instructional process. (Consult with your cooperating teacher about the degree to which you can put this plan into action during this student teaching experience).

 

See Also:

MIT Student Teaching Rubric 1b: Demonstrating Knowledge of Students

MIT Student Teaching Rubric 1d: Demonstrating Knowledge of Resources

Part 2 – Learning Targets

 

Provide the following information about your series of lessons (unit) – you are invited to organize this information in tables where appropriate and/or to use concise prose: 

 

A. List the learning targets (not the activities) that will guide the planning, delivery, and assessment of your unit.

 

B. Show that these learning targets are aligned with state standards by matching each learning target to one or more of the Washington Grade Level Expectations, Performance Expectations, or Frameworks

 

C. Indicate the types and levels of your learning targets by using Bloom’s taxonomy to identify the type(s) of thinking each learning target will ask the students to engage in.

 

D. Share your essential question(s) for this series of lessons. Then briefly describe how these questions relate to the learning targets for the unit.

 

E. Describe 3-5 ways in which your learning targets respond to the contextual factors you discussed in section 1 of this project. Please refer back to your response to item 1e.

 

See Also:

MIT Student Teaching Rubric 1c:  Selecting instructional goals in the context of key concepts

 

Part 3 – Assessment Planning

 

Respond to each of the following prompts to provide a comprehensive picture of your assessment plans for your series of lessons:

 

A. Create a visual organizer such as a table, outline or diagram to give a brief and easy-to-follow overview of how you will assess your learning targets. The task here is to list all of your learning targets and all of your assessments in a way that will show how they are connected. Devise a brief but descriptive name for each of your assessments (feel free to be creative in naming the assessments)

 

B. Using a table or well organized prose, provide these details about each of your assessments:

1. name of the assessment (this may be more descriptive than the name you used in part A)

2. within the sequence of you unit, when will this assessment be used? In your response also indicate whether this is a pre-assessment, formative assessment, or summative assessment.

3. in one clear sentence, summarize what learning you are attempting to assess with this assessment

4. In a sentence or two describe the structure and format of this assessment – including such information as whether it is formal or informal, quantitative or qualitative, written or oral, to be given to all students or some, how long you expect it will take students to complete, and other central features

 

C. In approximately one page, describe your plans for assessing (during your teaching):

1. individual student understanding of the learning targets,

2. student success in self-assessing their own progress towards the learning targets,

3. student success in formulating strategies for making continuing progress towards the learning targets.

In your response, consider how will you take into account students’ cultural, language, physical, or cognitive differences.

 

Important Note: You must also include copies of the assessments, including student directions and criteria/rubrics, and answer keys in an appendix.

 

See Also:

MIT Student Teaching Rubric 1f: Assessing Student Learning

 

 

 

Part 4 –  Instructional Planning

 

Respond to each of the following prompts to provide a comprehensive picture of your lesson planning.

 

A. Create a visual organizer such as a table, outline or diagram to give an easy to follow overview of how your learning activities and learning targets are related. The task here is to list all your lessons (such as “day 1 lesson”), learning tasks (be brief yet descriptive in naming these), and learning targets and show how they are all related – especially showing which learning target(s) each learning activity will support.

 

B. Using a table or well organized prose, provide these details about each of your learning activities:

1. a sentence summarizing how this activity is related to one or more learning targets

2. a sentence summarizing the methodology you will be using

3. a list of the materials/technology you will need to implement the activity

4. a statement about how this activity is supported by any of the pre-assessment or contextual information you gathered, including data about special needs, language diversity, cultural diversity

5. a summary of how you plan to assess student learning during and/or following the activity (i.e., list the assessment(s) from part 3 associated with this learning activity).

 

C. Referring to all of your activities as a whole, write a brief paragraph responding to each of the following:

1. how do the learning activities incorporate multicultural perspectives?

2. how do the learning activities incorporate problem solving and critical thinking for students?

3. how do the learning activities create an inclusive and supportive community for all students.?

4. how do you use technology in your planning and/or instruction during the unit? If you do not plan to use any form of technology, provide your clear rationale for its omission.

5. Overall, what is the research base or principles of effective practice that provide a professional rationale for using the learning experiences you have selected?

 

 

Important Note: You must also include copies of the complete lesson plans in an appendix.

 

See Also:

MIT Student Teaching Rubric 1e: Designing coherent instruction

Part 5 – Assessment Data

For this part you will organize, in a variety of ways, the assessment data you gathered about student learning

 

A. Create a table (use multiple tables if necessary) that lists all the quantitative assessment data you collected from  the class – listing each student (identified by number or pseudonym) along the vertical axis and  shorthand names of each of the assessments along the horizontal axis. Organize this table so as to most clearly show pre-and post-assessment scores for the same learning target(s) – that is, place assessments that assessed the same learning targets, whether pre or post, next to each other in your table.

 

B. Calculate a mean for each assessment listed in Table A and add this information to the bottom of the table.

 

C. Create a table or outline that summarizes any non-numeric (qualitative) data you collected from the class as a whole.

D. Create a table to show student learning related to a specific characteristic of your choice (for example, gender, performance level, socio-economic status, level of language proficiency) for one of your learning targets.  For this table you will list all students (as in Table A) but organized in groups using your chosen characteristic, and showing their pre and post assessment results for only one set of pre and one post assessment scores (select assessments connected to a learning target of particular interest to you). Then calculate means for each subgroup of students (pre and post) and include that information in or below the table.

 

Preface the table with a brief rationale for your selection of the specific characteristic and learning target you chose.

 

E. Create a table that includes all the quantitative assessment data  for your three case study students –  so as to clearly identify the progress of each of these students made throughout the unit on each of the learning targets.

 

F. In prose or using a table, share the information you gathered from your case study students about their metacognition (that is, their understanding of the learning targets, of their progress towards those targets, and about how they should proceed, etc.) using their own words (student voice) where possible. Here you are simply describing some of the data you collected (not analyzing or summarizing – you will do that in part 7)

 

Important Note: Related to Table F, you must also include samples of the case study students’ own writing or your transcription of what they said concerning their metacognition about their own learning process in  Appendix C.

 

See Also:

MIT Student Teaching Rubric 4a: Reflecting on Teaching

 

 

Part 6  – Instructional Decision-Making

 

In this part you will reflect on how you used your assessment results to adjust your instruction as the unit progressed.

 

A. Looking just at your pre and formative assessment results and reflecting on the decisions you made while designing and teaching your unit, write approximately one page in which you  describe instances in which you used assessment data to make instructional decisions for the class as a whole (for example, how did your data help you decide what to teach in this unit or how to adjust what to teach next). Be specific – and make references to the pre-assessment and formative assessment data you shared in table 5A.

 

B. Again considering just your pre and formative assessment results, write a paragraph describing several ways in which you used to formal or informal assessment data from your three case study students to make instructional decisions for those students or for the class as a whole – such as how to differentiate your teaching for particular students.

 

 

See Also:

MIT Student Teaching Rubric 4a: Reflecting on Teaching

 

 

Part 7 – Analysis of Positive Impact on Student Learning

 

In this part you will describe in words the quantitative results you shared in tables 5C, D, E –  looking carefully at your evidence for student learning;  also, in this part you will summarize the data you collected from your case study students that you described in table 5F.

 

A. After carefully reviewing tables 5C, D, and E, write approximately one page describing the extent to which your assessment  results show that your teaching had a positive impact on student learning. Support your claims by comparing and analyzing your assessment results –  being sure to compare pre and post results for the same learning targets. Make specific reference the data you presented in Part 5 and conclude with a specific claim about the number of students who achieved significant learning as a result of your teaching.

 

B. Summarize the data you collected (and which you shared in part 5F) from your case study students on their understanding of the learning targets, their own progress, etc.  Then write a paragraph or two discussing what this data tells you about the metacognition of these students concerning their own learning during your unit.

 

See Also:

MIT Student Teaching Rubric 4a: Reflecting on Teaching

 

 

Part 8 – Final Reflections

 

In this final part you will draw some conclusions about your experience in teaching this unit and consider what you have learned that will inform your future planning and teaching.

 

A. Select the learning target that your data supports as being the one your students made the most progress towards.  Briefly explain your choice, then provide data to support your conclusion and two or more possible reasons for this success. Consider as reasons your instruction, your formative assessment,  student characteristics and contextual factors.

 

B. Select the learning target that your data supports as being the one your students made the least progress towards.  Briefly explain your choice, then provide data and two or more possible reasons for this. Consider as reasons your instruction, your formative assessment,  student characteristics and contextual factors. Also discuss what you might do differently or better in the future to improve your students’ performance.

 

C. Referring back to item 1F, describe the ways in which you were able to implement your family involvement plan – that is, how you garnered input from families and communities to inform your instruction.  Then analyze the ways in which this interaction may have had a positive impact on student learning. Also briefly discuss your goals for the future regarding involving family and community to support your work in the classroom.

 

D. Describe ways in which students used technology in this unit and how that use of technology may have supported student learning related to your learning targets for this unit. Also, briefly discuss what you could do differently or better in the future to integrate student technology use into your teaching.

 

E. Describe two professional learning goals that emerged from your insights and experiences with planning and teaching this unit and with the reflection you have done for this project. Then, for each goal, identify two specific steps you will take to improve your knowledge or skills to help you make progress towards your identified goal.

 

See Also:

MIT Student Teaching Rubric 4a: Reflecting on Teaching

 

Eight Part Rubric and Self-Assessment Guide: for each row of each rubric, circle the most accurate description of your work on that element of this project and list the page or pages where evidence supporting your choice can be found

 

Rubric 1. Contextual Factors Rubric

Rating Þ Indicator ß	1 Indicator not met	2 partially met	3 Indicator Met	page(s) where Evidence for this rating can be found
Knowledge of

Cultures,

Community, School & Classroom

Factors

 

Teacher displays minimal, irrelevant, or biased

knowledge of the

characteristics of the community, cultural groups, school, and

classroom.  Family Involvement plan little more than letters or phone calls home.

 Teacher displays some knowledge of the characteristics of the community, cultural groups, school, and

classroom that may affect

learning. Family Involvement plan actively seeks input from families.Teacher displays a

comprehensive understanding

of characteristics of the community, cultural groups, school, and

classroom that may affect

learning. Family Involvement plan actively seeks input from families, and has families contribute to classroom learning.  Knowledge of

Characteristics of

Students

 

Teacher displays minimal,

stereotypical, or irrelevant knowledge of

differences (e.g. development,

interests, culture,

abilities/disabilities).Teacher displays general

knowledge of differences (e.g.,

development, interests,

culture, abilities/disabilities)

that affect learning.Teacher displays general and

specific understanding of

differences (e.g., development, interests, culture, abilities/disabilities)

that affect learning. Knowledge of

Students’ Varied

Approaches to

Learning

 

 Teacher displays minimal, irrelevant

or stereotypical, knowledge about different approaches to learning such as learning styles, modalities, different “intelligences” and disabilitiesTeacher displays general knowledge about knowledge about different approaches to learning such as learning styles, modalities, different “intelligences” and disabilitiesTeacher displays general and

specific understanding of

different approaches to learning – learning styles, modalities,

different “intelligences” and disabilities Knowledge of

Students’ Skills and Prior Learning

 Teacher displays little or irrelevant knowledge of

students’ skills and prior learning and does not indicate such knowledge is valuable.Teacher displays general knowledge of students’ skills

and prior learning that may affect learning but only for the class as a whole.Teacher displays general and

specific understanding of

students’ skills and prior learning that may affect

learning. 

Implications for

Instructional

Planning and

Assessment

 

Teacher does not provide implications for instruction & assessment based on individual differences and community, school, and classroom characteristics OR

 

offers inappropriate

implications.Teacher provides general

implications for instruction& assessment based on individual differences and community, school, and

classroom characteristics.Teacher provides specific

implications for instruction & assessment based on individual differences

and community, school, and

classroom characteristics. 

Rubric 2. Learning Targets Rubric

Rating Þ Indicator ß

1 Indicator not met

2 partially met

3 Indicator Met

page(s) where Evidence for this rating can be found

Significance,

Challenge, and

Variety

 

 

Learning targets reflect only one type

or level of learning and one discipline or strand.

 

Learning targets reflect several types or

levels of learning but lack

significance or challenge and/or make no effort at coordination or integration.

Learning targets reflect several types

or levels of learning and are

significant and challenging. They offer opportunities for integration of more than one discipline or strand.

 

 

Clarity

 

 

 

 

 

Key concepts and learning targets are not stated clearly or are activities rather than learning outcomes. Learning targets do not permit viable methods of assessment.

 

Some learning targets and key concepts clearly stated as learning outcomes OR are moderately clear.  May contain a combination of goals and activities. Some   do not permit viable assessment.Most of the learning targets and key concepts are clearly stated as learning outcomes and most permit viable methods of assessment.

 

  

Appropriateness

For Students

 

 

 

Learning targets are not appropriate for the development, prerequisite

knowledge, skills, experiences; or other student needs.

Some learning targets are appropriate for the development, prerequisite knowledge, skills, experiences; and other student needs.Most learning targets are appropriate

for the development; prerequisite

knowledge, skills,

experiences; and other student needs.

 

 

Alignment with

State, National, or Local  Standards

 

 

Learning targets are not aligned with

national, state or local

standards. Not reflective of school district’s application of EALRs, GLEs, PEs, or Frameworks.

 

Some learning targets are aligned with

national, state or local standards and meet school district’s application of EALRs, GLEs, PEs, or Frameworks.

 

Most of the learning targets are

explicitly aligned with state,

national, or local

standards and are appropriate for meeting school district’s application of EALRs, GLEs, PEs, or Frameworks.

 

Rubric 3. Assessment Planning Rubric

Rating Þ Indicator ß	1 Indicator not met	2 partially met	3 Indicator Met	page(s) where Evidence for this rating can be found
Alignment with Learning Goals andInstruction	Content and methods of assessment lack congruence with learning targets and concepts or lack cognitive complexity.	Some of the learning goals are assessed through the plan, but many are not congruent with learning targets in content and cognitive complexity.	Each of the learning goals is assessed through the plan; assessments are congruent with the learning targets in content andcognitive complexity.
Clarity of Criteria andStandards for Performance	The assessments contain no clear criteria for measuring student performance relative to the learning targets.	Assessment criteria have been developed, but they are not clear, are not explicitly linked to the learning targets, or have not been clearly communicated to students.	Assessment criteria are clear, are explicitly linked to the learning targets, and have been clearly communicated to students.
Multiple Modes and Approaches	The assessment plan includes only one assessment mode and does not assess students before, during, and after instruction.	The assessment plan includesmultiple modes but all are either pencil/paper based (i.e. they are not performance assessments) and/or do not require the integration of knowledge, skills and reasoning ability.	The assessment plan includesmultiple assessment modes (including performance assessments, lab reports, research projects, etc.) and assesses student performance throughout the instructional sequence.
Technical Soundness	Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written;directions and procedures are confusing to students.	Assessments appear to havesome validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students.	Assessments appear to be valid; scoring procedures areexplained; most items or prompts are clearly written; directions and procedures are clear to students.
Adaptations Based on the Individual Needs of Students	Teacher does not adapt assessments to meet the individual needs of students or these assessments areinappropriate.	Teacher makes adaptations toAssessments appropriate to meet the individual needs of some students.	Teacher makes adaptations toAssessments appropriate to meet the individual needs of most students.

Rubric 4. Instructional Planning Rubric

Rating Þ Indicator ß	1 Indicator not met	2 partially met	3 Indicator Met	page(s) where Evidence for this rating can be found
Alignment with Learning Targets	Few lessons are explicitly linked to learning targets. Few learning activities, assignments and resources are aligned with learning targets.	Most lessons are explicitly linked to learning targets. Most learning activities are aligned with learning targets.	All lessons are explicitly linked to learning targets. All learning activities are aligned with learning targets.
Accurate Representation of Content	Teacher’s use of content contains inaccuracies. Content viewed more as isolated skills and facts rather than as part of a larger conceptual structure.	Teacher’s use of content appears to be mostly accurate.Shows some awareness of the concepts or structure of the discipline.	Teacher’s use of content appears to be accurate. Focus of the content is congruent with the concepts or structure of the discipline.
Lesson and Unit Structure	The lessons within the unit are not logically organized (e.g., sequenced).	The lessons within the unit have some logical organization.	All lessons within the unit are logically organized.
Variety of Instruction, Activities, Assignments and Resources	Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (e.g., work sheets).	Some variety in instruction,activities, assignments, or resources but with limited contribution to learning.	Significant variety across instruction, activities,assignments, and/or resources. Variety clearly contributes to learning.
Contextual Info and Data to Select Appropriate & Relevant Activities, Assignments & Resources	Instruction has not been designed with reference to contextual factors and pre-assessment data. Activities and assignments do not appear appropriate for each student.	Some instruction has been designed with reference to contextual factors and pre-assessment data. Some activities and assignments appear appropriate for each student.	Most instruction has been designed with reference to contextual factors and pre-assessment data. Most activities and assignments appear  appropriate for each student.
Use of Technology	Technology is inappropriately used OR teacher does not use technology, and no (or inappropriate) rationale is provided.	Teacher uses technology but itdoes not make a significant contribution to teaching and learning OR teacher provides limited rationale for not using technology.	Teacher integrates appropriatetechnology that makes a significant contribution to teaching and learning OR provides a strong rationale for not using technology.

 

 

Rubric 5. Assessment Data

Rating Þ Indicator ß	1 Indicator not met	2 partially met	3 Indicator Met	page(s) where Evidence for this rating can be found
Clarity and Accuracy	Information is not presented clearly and appears to  be inaccurate.	Information is understandably presented and appears to contain few if any errors.	Presentation is easy to understand and contains no errors of representation.
Completeness	Many of the types of data asked for are missing	A few of the types of data asked for are missing	Data complete: pre, formative, post assessment data for whole class, subgroups, and case study students

Rubric 6. Instructional Decision-Making Rubric

Rating Þ Indicator ß	1 Indicator not met	2 partially met	3 Indicator Met	page(s) where Evidence for this rating can be found
Sound Professional Practice	Many of the  instructional decisions discussed appear to be inappropriate or not pedagogically sound.	A few of the  instructional decisions discussed appear to be inappropriate or not pedagogically sound.	Most or all of the  instructional decisions discussed appear to be appropriate and pedagogically sound (i.e., they are likely to lead to student learning).
Modifications Based on Analysis of Student Learning	Instructional decisions to make modifications seem to indicate that teacher treats class as “oneplan fits all” with no modifications.	Some modifications of the instructional plan are made to address individual student needs, but these are not based on the analysis of pre-assessment data, student learning, best practice, orcontextual factors.	Appropriate modifications ofthe instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance data, best practice, or contextual factors. Include explanation of why the modifications would improve student progress.
Congruence Between Modifications and Learning Targets	Modifications in instruction lack congruence with learning targets.	Modifications in instruction are somewhat congruent withlearning targets.	Modifications in instruction are congruent with learning targets.

 

 

Rubric 7. Analysis of Impact on Student Learning

Rating Þ Indicator ß	1 Indicator not met	2 partially met	3 Indicator Met	page(s) where Evidence for this rating can be found
Support by Data	Analysis of student learning is not supported by the data; Interpretation is inaccurate or conclusions are missing.	Analysis of student learning is partially supported by the data collected; Interpretation is technicallyaccurate, but conclusions are missing.	Analysis is fully supported by the data collected; Interpretation is meaningful, and appropriate conclusions are drawn.
Evidence of Impact on Student Learning	Analysis  provides weak or no evidence of a positive impact on the learning of most students towards the learning targets for this unit.	Analysis  provides some but unconvincing incomplete evidence of a positive impact on the learning of most students towards the learning targets for this unit.	Analysis  provides convincing  evidence of a positive impact on the learning of most students towards the learning targets for this unit.
Evidence of Student Metacognition	Weak or no evidence that students were aware of learning targets, their progress or what to do next.	Some evidence that students were aware of learning targets, their progress or what to do next.	Significant evidence that students were aware of learning targets, their progress or what to do next.

 

 

Rubric 8. Final Reflections

Rating Þ Indicator ß	1 Indicator not met	2 partially met	3 Indicator Met	page(s) where Evidence for this rating can be found
Interpretation and Insights on Student Learning	No data-based evidence or reasons provided to supportconclusions about student learning	Little or no data-based evidence or reasons or simplistic, superficial reasons or hypotheses provided to supportconclusions about student learning	Uses data-based evidence to support conclusions about student learning and exploresmultiple hypotheses  why students did and did not meet learning targets.
Implications for Future Teaching	Provides no ideas or inappropriate ideas about how this unit might be taught differently	Provides ideas for redesigninglearning targets, instruction, or assessments but offers no rationale for why these changes would improve student learning.	Provides ideas for redesigning learning targets, instruction,or assessment and explains why these modifications would improve student learning.
Implications for Family Involvement	Provides no ideas or inappropriate ideas about the success of the family involvement plan and how it might be redesigned.	Provides some ideas  about the success of the family involvement plan; provides isome ideas forredesigning family involvement plan but offers no rationale for why these changes would improve student learning.	Provides several ideas  about the success of the family involvement plan; provides ideas for redesigning family involvement plan and explains why these modifications would improve studentlearning.
Implications for Use of Technology	Provides no ideas or inappropriate ideas for how technology supported student learning or how it might be used to better support student learning.	Provides one or two ideas  for how technology supported student learning or how technology might be used to better support student learning.	Provides several ideas  ideas for how technology supported student learning and how technology might be used to better support student learning.
Implications for Professional Growth	No professional goals listed or no steps for achieving them described.	1 or 2 professional goals and 1 or 2 steps listed for each, but these are not clearly connected with the teaching done for this project.	2 professional goals and  2 steps listed for each, and these are  clearly connected with the teaching done for this project.

 

Project Submission Guidelines

 

General Information

1. Due Date: A hard copy of your completed project, that includes student work samples, is due on Tuesday November 8 at 4:00 PM – to be turned in to your faculty supervisor at the start of seminar. Also submit an electronic version by November 8 that includes the same information except for the appendices.
2. Cover Page: Complete a cover page that includes (a) your name, (b) date submitted, (c) grade level and subject of the unit you taught for this project, (d) title and number of lessons for the unit.
3. Table of Contents: Provide a Table of Contents that lists the 8 main sections and 4 appendices with the page numbers where each can be found (see below).
4. Student Work: Include some representative samples of student work as well as all written metacognitive reflections from your 3 case study students.
5. Self-Assessment: Complete a copy of the rubric for this project and submit it as Appendix IV.
6. References and Credits. If you referred to another person’s ideas or material in your writing, you should cite these in a separate section at the end of your narrative under References  using the American Psychological Association (APA) style for this section and your in-text citations.
7. Anonymity. In order to insure the anonymity of students in your class, do not include any student names or identification in any part of your project.

 

Elements of the Completed Project (to be listed in your table of contents)

1. Contextual Factors
2. Learning Targets
3. Assessment Planning
4. Instructional Planning
5. Assessment Data (including charts and graphs)
6. Instructional Decision Making Reflections
7. Analysis of Positive Impact on Student Learning
8. Final Reflections

Appendices

– Lesson Plans

– Assessments

– Student Work

– Self-Assessment (Completed Rubric)