CHICAGO
LOYOLA LOYOLA
UNIVERSITY UNIVERSITY CHICAGO STUDENT TEACHING/PRACTICUM HANDBOOK
SPECIAL EDUCATION LEARNING BEHAVIOR SPECIALST (LBSI)
1
LOYOLA UNIVERSITY OF CHICAGO OFFICE OF ACADEMIC SERVICES Water Tower Campus 820 North Michigan Ave. Chicago, IL 60611
SCHOOL OF EDUCATION OFFICE OF STUDENT ACADEMIC SERVICES Water Tower Campus 312/915-6800 The office of Student Academic Services assists undergraduate and graduate students in the teacher preparation by providing the following services: Academic Advising Program Information Student Teaching Site Placement Teacher Certification Add/Drops Graduation
PERSONNEL
Dr. Janet Pierce-Ritter, Associate Dean for Student Academic Services WTC: Room 1126 Robbie Jones, Academic Advisor for Student Academic Services WTC: Room 1157
Dr. Susan Hill, Director of Clinical Services- WTC room 1153
2
LOYOLA
UNIVERSITY CHICAGO
School of Education Loyola University Chicago
School of Education Mission
The School of Education at Loyola University Chicago, a Jesuit and Catholic urban university, supports the Jesuit ideal of knowledge in the service of humanity. We endeavor to advance professional education in the service of social justice, engaged with Chicago, the nation, and the world. To achieve this vision, the School of Education participates in the discovery, development, demonstration, and dissemination of professional knowledge and practice within a context of ethics, service to others, and social justice. We fulfill this mission by preparing professionals to serve as teachers, administrators, psychologists, and researchers; by conducting research on issues of professional practice and social justice; and by partnering with schools and community agencies to enhance life-long learning in the Chicago area.
3
Who are we as a School of Education?
Collectively we are students, faculty, and staff. Our lives are diverse and complex, but we share our Loyola experience together. This is a special time and place for each of us to participate in the community that is Loyolas School of Education. Our Loyola community focuses its energies on building teachers and other professionals who will go on to build socially just careers. Many of the more advanced students and the faculty are engaged in the generation of theory to better understand the role of education in a just society. Our students are both participants in our Loyola community and products of that community. We believe that students choose to join because of the values that distinguish us from other universities programs. Our value base arises from Jesuit heritage. The first characteristic of Jesuit teaching is the sense of being persons for others, a profound caring for every person and compassion that guides ones acts. We seek to prepare students whose careers will be guided by such caring, who have reflected on their actions with being persons for others in mind, and who consider what is just as they make life choices. The expression of caring for others cannot be only
It is a denial of justice not to stretch out a helping hand to the fallen; that is the common right of humanity. Seneca
for our friends and families, but must truly be for all of humankind and most especially for those who are poor or suffering. A valuing of human diversity and a profound respect for the beliefs of others underlie a life lived for others. We believe a fundamental element of being just includes bringing not just competence, but excellence, to ones work. In order to care for others and to live for others, one must continuously strive to be as good at ones work as one can possibly be. Thus, we expect our students to aim for excellence and for lifelong intellectual growth. Students should expect excellence in the instruction they receive in our community and should model excellence in the teaching or treatment of the persons they serve. The just society we strive to achieve offers each child and each client the finest possible teaching or service.
4
These complimentary ideas link to form the School of Educations conceptual framework: Professionalism in Service of Social Justice. This framework, in turn, links each of the programs of the School of Education together in fundamental ways. However varied these programs may be, the conceptual framework holds all of them together and moves them forward with a shared purpose. Students in any of our School of Education programs should experience that shared purpose in four particular dimensions: Service: Our programs emphasize service to others. We expect students to reflect on this notion throughout their academic careers. It is not enough to assume that teaching or counseling is a service to others. Indeed, if poorly done or done with the wrong motivations, neither may be a service to others at all. A commitment to service implies a Make service your first priority, not lifetime commitment of reflection in each possible decision: success, and success will follow. how does my action serve others?
Author Unknown
Skills: Professionalism implies pride in the quality of ones work. Professionalism implies practice in the use of relevant skills to the point of having expertise. Professionalism implies having varied skills and being able to choose what skills to use based on students or clients needs. In that sense, a professional can never have enough skills and Only those who have the patience to do strives to be lifelong learner. It is clear that the skills of simple things perfectly ever acquire the any profession must include competence with rapidly skill to do difficult things easily. changing technologies as well as the competencies of the Author Unknown profession. Knowledge: Just as professionals must have skills, they must also have knowledge. They must be able to benefit from all of the research and practice that has gone before them and use that knowledge to make reasoned decisions about their actions. Ones depth of knowledge must far exceed the minimum for competent functioning. For example, a teacher must know his or her subjects in such great depth as to be able to answer a range of student questions. A counselor must know which treatment approaches are likely to be successful for clients with diverse needs. Scholars and researchers must use their expertise in the Those that know, do. Those that service of others.
understand, teach. Aristotle
Ethics: No amount of knowledge or skills alone can make one into a professional who is a person for others. Both knowledge and skill must be tempered with a capacity to make reasoned decisions about what is just. Development of a professional The probability that we may fail in ethical sense is essential to Loyolas learning community. the struggle ought not to deter us We expect all members of our community to be lifelong from the support of a cause we learners about the complex issues of what is right. believe to be just.
Abraham Lincoln
5
Some things you may wish to read that will help you to understand more about Loyolas conceptual framework are the following:
Berliner, D.C. (1999). Developing a commitment to social justice in teacher education. In R.J. Stevens, Teaching in American Schools. Upper Saddle River, NJ: Merrill, 41-55. This article discusses the relevance of social justice in the preparation of teachers. Kolvenbach, P.H. (2000). The Service of Faith and the Promotion of Justice in America Jesuit Higher Education. In Proceeding of the Bannan Institute National Justice Conference. Accessed on August 13, 2001 at: http://www.scu.edu/news/releases/1000/kolvenbach_speech.html). This article explains how the Jesuit universities came to develop a focus on social justice. Kozol, J. (1991). Savage Inequalities. New York: Harper. This book explains the particular issues within the field of education that create a sense of urgency toward social justice in the field of education.
6
Special Education Student Teaching:
Student teaching is the culminating experience of the Loyola University Teacher Education Program. This capstone course engages the student in the actual activity of teaching all day, everyday, during the semester. Student teaching gives the prospective teacher the opportunity to meld theory with practice in the actual activity of teaching. Those engaged in student teaching are closely monitored by an experienced cooperating teacher at the school site and supervised by university faculty who have had extensive classroom experience. Goals: To experience the demands and challenges of teaching everyday; To prepare lessons and assess student learning using INTASC Standards, supported by NCATE (National Council for Accreditation of Teacher Education), LBSI (Learning Behavior Specialist I) (Illinois State Board of Education); and the Council for Exceptional Childrens (CEC) proposed standards; To become sensitive to the needs and feelings of students; To enable and empower students to believe in their ability to succeed in learning; To reflect, in thoughtful analysis, on the actions, decisions and results in the classroom; To share student teaching experiences, teaching strategies and classroom management techniques, and topic presentations at the weekly seminars; To apply academic, behavior, and social, assessments and interventions in real world settings by: o Developing a Case Study/Support Plan for Particular Student (e.g., Positive Behavior Supports, Problem Solving, Transition Plan) o Developing and implementing Instruction Plans (e.g., Differential Instructional Plan, Universal Learning Design, Unit Development) o Participating in Parent Conferences/teacher consultation (e.g., group action plans) o Participating in Group Projects o Utilizing Assessment instruments (e.g., curriculum-based measurement, functional behavior assessments, alternative assessments) o Thematic unit plan o Developing Lesson Plans/ and Individualized Education Plans (IEP) o Completing the Supervision/Evaluation Form To develop a culminating showcase portfolio
7
Responsibilities for Student Teaching WEEK 1
Sit in lessons to observe the way the cooperating teach teaches and the way the students respond Review IEPs and goals for all of your students See how lessons are developed Build rapport/relationships with students and other teachers Meet general education teachers and support staff Learn classroom management system WEEK 5 Be responsible for planning and teaching at least one subject. This can include modifications and accommodations to existing general education plans. Increased responsibility for social and behavior support
WEEK 2
Begin providing individual supports to students Participate in the development of instruction Assist with social and behavior support Begin extra-curricular activities
WEEK 4 Talk to teacher about Be responsible for field trip planning and teaching at least one subject. Identify a unit (to adapt This can include or develop) and modifications and population accommodations to Participate in instruction existing general education plans. (e.g., assist with
components, or responsible for a whole lesson) Begin participating with general education teachers in instruction
WEEK 3
Increased responsibility for social and behavior support
WEEK 6 Increased responsibility for planning and teaching (responsible for half the days activities). This can include modifications and accommodations to existing general education plans. Final stages of unit plan Formatting your portfolio
WEEK 7 Full responsibility for planning and teaching. This can include modifications and accommodations to existing general education plans. Complete unit plans, portfolio, and documentation. Implement the field trip (if possible) Begin closure with students Start planning end of the semester celebration
8
Special Education Practicum:
Practicum is the culminating experience of the Loyola University Teacher Education Program for candidates who hold a valid teaching certificate in regular education. This capstone course engages the student in the actual activity of teaching all day, everyday, during the semester. Practicum gives the prospective teacher the opportunity to meld theory with practice in the actual activity of teaching. Those engaged in practicum are closely monitored by an experienced cooperating teacher at the school site and supervised by university faculty who have had extensive classroom experience. Goals: To experience the demands and challenges of teaching everyday; To prepare lessons and assess student learning using INTASC Standards, supported by NCATE (National Council for Accreditation of Teacher Education), LBSI (Learning Behavior Specialist I) (Illinois State Board of Education); and the Council for Exceptional Childrens (CEC) proposed standards; To become sensitive to the needs and feelings of students; To enable and empower students to believe in their ability to succeed in learning; To reflect, in thoughtful analysis, on the actions, decisions and results in the classroom; To share student teaching experiences, teaching strategies and classroom management techniques, and topic presentations at the weekly seminars; To apply academic, behavior, and social, assessments and interventions in real world settings by: o Developing a Case Study/Support Plan for Particular Student (e.g., Positive Behavior Supports, Problem Solving, Transition Plan) o Developing and implementing Instruction Plans (e.g., Differential Instructional Plan, Universal Learning Design, Unit Development) o Participating in Parent Conferences/teacher consultation (e.g., group action plans) o Participating in Group Projects o Utilizing Assessment instruments (e.g., curriculum-based measurement, functional behavior assessments, alternative assessments) o Thematic unit plan o Developing Lesson Plans/ and Individualized Education Plans (IEP) o Completing the Supervision/Evaluation Form To develop a culminating showcase portfolio
9
Responsibilities for Practicum Candidates decide on activities in which they will focus. They decide this with the university supervisor and their program director. In general, here are the activities in which they should focus.
WEEK 1 Sit in lessons to observe the way the cooperating teach teaches and the way the students respond Review IEPs and goals for all of your students See how lessons are developed Build rapport/relationships with students and other teachers Meet general education teachers and support staff Learn classroom management system(s)
WEEK 2 Begin providing individual supports to students (conduct CBMs if necessary or find current data) Participate in the development of instruction
WEEK 3 Talk to teacher about field trip Identify a unit (to adapt or develop) and population
Participate in instruction (e.g., assist with components, or Ask if you an responsible for a participate in an IEP whole lesson). Track meeting. progress with CBM if Assist with social and possible. Look for students who need behavior support this to track their IEP (conduct an initial interview/observation( goals s). Identify target Behavior, if behaviors for one necessary/possible, student and develop scatter plot data sheet, complete interviews begin taking baseline. and observations. Develop hypothesis about behaviors. Identify a setting where you can direct Begin participating teach an expectation to a group of students. with general education teachers in Track their target instruction behavior with scatter plot data for baseline Begin extra-curricular activities
WEEK 4 Be responsible for planning and teaching at least one subject. This can include modifications and accommodations to existing general education plans. Remember to utilize your differentiated instruction, universal learning design, and CBM. Increased responsibility for social and behavior support. Identify one simple intervention that can be implemented for your student. Look for something that would bring results quickly. Track data with scatter plot. Directly teach and expectation to a group of students and implement acknowledgement system if possible. Track with scatter plot.
10
WEEK 5 Be responsible for planning and teaching at least one subject. This can include modifications and accommodations to existing general education plans. Track progress with CBM when possible Increased responsibility for social and behavior support. Continue with test interventions if possible and track with scatter plot data. Continue with group level support and tracking with scatter plot. Attend IEP meeting or develop a hypothetical IEP for a student, have your cooperating teacher review.
WEEK 6 Be responsible for planning and teaching at least two-four subjects. This can include modifications and accommodations to existing general education plans. Track progress with CBM when possible Increased responsibility for social and behavior support. Develop interventions if possible and track with scatter plot data. Continue with group level support and tracking with scatter plot. Continue to work on other items of program plan
Week 7 Full responsibility for planning and teaching (responsible for half the days activities). This can include modifications and accommodations to existing general education plans. Track progress with CBM when possible. Leave a written plan for individual and group level supports. Ask the students and teachers what they liked about your interventions, and what they would like to see improved upon. Final stages of unit plan Implement the field trip (if possible) Formatting your portfolio
11
PURPOSE OF STUDENT TEACHING Student teaching is a culminating experience of the Loyola University program. The capstone of the teacher preparation is guided practice in the actual activity of teaching. Student teaching gives the prospective teacher the opportunity to join the worlds of theory and practice and to develop an individual teaching style. Those engaged in student teaching are closely monitored by a cooperating teacher at the school site and supervised by university faculty. Knowing that open and clear communication is imperative to the student teachers success, Loyola University has developed a Student Teaching Triad Model. The Student Teacher, University Supervisor and the Cooperating Teacher are the integral members of this triad. The University Supervisor and Cooperating Teacher, collectively, bring to the Student Teacher years of experience. Using this experience, these two triad members have a professional responsibility to aid in developing the professional identity of the Student Teacher. This is only possible through continual formal and informal dialogue, both written and verbal, by all members of the triad. The Student Teacher has a responsibility to listen carefully to the feedback given and to be reflective about their own practice with the goal of improved instruction and professional development.
Student Teacher
The Student Teaching Triad
University Supervisor Supervisor
Cooperating Teacher
12
OBJECTIVES OF STUDENT TEACHING The Loyola University program is designed to have student teachers perform in a competent and professional manner and to demonstrate specific skills and abilities. The student teacher will: Develop a philosophy of education appropriate for learning in a democratic society; Create a classroom environment conducive to learning; Adjust the teaching-learning process to the students needs, abilities and backgrounds; Plan lessons with measurable objectives and accompanying procedures for meeting the needs of large groups, small groups and individuals; Vary instructional techniques and select appropriate materials to achieve instructional objectives; Demonstrate a thorough command of the subject matter taught; Use both informal and formal evaluation techniques to measure pupil growth in relationship to stated objectives; Develop acceptable classroom management skills and maintain a constructive climate for learning; Establish effective relationships with pupils, staff, parents, and citizens of the community; Identify strengths and weaknesses in facilitating the teaching-learning process; Perform all duties required of professional teachers in the school district of placement.
13
RESPONSIBILITES OF THE UNIVERSITY SUPERVISOR To the Student Teacher:
Become acquainted with the Student Teacher s/he is supervising. Observe and visit the Student Teacher a minimum of five times, one of which is an introductory visit and four formal visits, during the student teaching experience Supervise the Student Teacher for at least one entire instructional lesson per formal observation date and time to be prearranged with the Student Teacher Provide the Student Teacher with concrete pedagogical recommendations through post-observation conferences and written evaluations for each observation Summatively evaluate the Student Teacher through a non-binding mid-term evaluation and a final evaluation upon which the students grade is assessed Conduct seminars that will involve or reflect student experiences, broaden their knowledge base, and enhance their growth as future teachers with an emphasis on the conceptual framework Professionalism in Service of Social Justice
To the Cooperating Teacher:
Inform the Cooperating Teacher about the University requirements for the student teaching experience Communicate frequently with the Cooperating Teacher to support and enhance the experience of the Student Teacher Collaborate with the Cooperating Teacher to formatively and summatively evaluate the Student Teacher, including meetings with the Student Teacher present, a non-binding mid-term evaluation of the Student Teacher and a final evaluation upon which the students grade is assessed
To the Student Teaching Program:
Meet the principal and the cooperating teacher in order to become knowledgeable about the school program prior to the first student teacher observation Maintain student teaching records and transmit them and the final grade to the Director of Student Teaching Immediately communicate with the Director of Student Teaching any complications or problems involving a student teacher and make sure that there is written documentation for any verbal conversations that take place. Communicate regularly with the Director of the Student Teaching and assist in the evaluation and revision of the student teaching program.
14
RESPONSIBILITIES OF THE COOPERATING TEACHER To the Student Teacher:
Give the Student Teacher an opportunity to become familiar with the classroom, the facilities, the staff, and the policies of the school which includes but is not limited to: Tour of building, introduction to principal, parking procedures, meal options, library resources, print resources, technology resources, instructional materials availability, parent handbook, student tardy and attendance policy, school grading procedures, school calendar Model and provide a number of strategies for effective instruction and classroom management Provide for the smooth transition of the Student Teacher to full-time teaching later in the student teaching experience by encouraging the student to engage in: One-to-one tutoring, small group instruction, short classroom discussion, team teaching with the cooperating teacher, supervision off pupils work during independent study time, teacher administrative tasks, assistance in the organization and preparation of instructional materials, development of bulletin boards and instructional displays, correction and grading of student work, recording grades. Observe the Student Teacher frequently, arranging to see all subjects/periods for which the student teacher is responsible, offering both verbal and written feedback after each observation Encourage the Student Teacher to try their own ideas not to be a carbon copy of the cooperating teacher Communicate daily with the student teacher, providing feedback on lesson plans, teaching, and classroom management Schedule weekly, more formal, conferences with the Student teacher, assuring on-going communication regarding the students strengths and weakness Enhance the developing professionalism of the Student Teacher by including them in non-teaching functions such as staffings, parent conferences, in-service activities, etc. Schedule feedback conferences as soon as possible after an observation is completed. The conference should include the free flow of ideas which fosters an objective analysis of the development and improvement of the Student Teaching competencies Complete two formal evaluations, one at mid-term and the other at the conclusion of student teaching
To the University Supervisors:
Communicate frequently with the University Supervisor to support and evaluate the Student Teachers performance Immediately communicate any concerns or problems about the student teacher to the University Supervisor
Responsibility for the Classroom: The Cooperating Teacher is licensed teacher and has full responsibility for his or her students. The Student Teacher assumes responsibility for the classroom only under the supervision of the Cooperating Teacher. THE STUDENT TEACHER IS NOT TO BE UTILIZED AS A SUBSTITUTE TEACHER DURING THE STUDENT TEACHING ASSIGNMENT.
15
RESPONSIBILITIES OF THE TEACHER: STUDENT Professionalism and Ethics: Students are expected to maintain a professional attitude in regard to all activities undertaken during the field experience including appropriate dress, speech, and personal habits. Particular care should be taken with the rights of privacy of children and parents. When a student is unsure of the procedure to be followed in a given situation, the student should consult first with the cooperating teacher. If the cooperating teacher is unavailable, the student should consult with appropriate administrative personnel. Except in the case of life-threatening emergency, a student should not contact an outside agency (police, social service, etc) without the prior permission from school authorities. University Assignments: Students must complete all assignments on time in order to complete the practicum sequence. Since most assignments require the students presence in a classroom, incomplete work is nearly impossible to make up and should be avoided. Additional site requirements may be added at the discretion of the cooperating teacher, i.e., lesson plan books, and when required should be regarded as university assignments. University Attendance Policy: Student teaching is a full-time experience. The student teacher is expected to maintain, at a minimum, the working hours specified by the local school district or agency for the Cooperating Teacher to which he or she ahs been assigned. This includes following the local school district or agency calendar during the entire assignment. If due to an illness or emergency situation a Student Teacher cannot be present, the Student Teacher must contact the Cooperating teacher and University Supervisor before the beginning of the school work day, preferably no later than the evening before. If an illness or emergency results in more than a two day absence, the University Supervisor, Cooperating teacher, and the Director determine if additional student teaching days are required. Student Teaching Seminars: Student teachers are required to attend all seminars at Loyola. A student who fails to attend a seminar, whether the absence is excused or unexcused, is responsible for all announcements made and information given. It is not the responsibility of the University faculty to see that the student who misses seminar is informed about what took place. Failure to attend a seminar does not excuse a student from any deadlines. Assignment due dates are firm. Student Teaching Placements: Student teaching placements are made by the Director of Student Teaching. Under no circumstance are student teachers to call schools to make their own placements. Once a student teaching placement has been confirmed by a school, students may not retract their placement unless they are willing to defer their student teaching until the following fall/spring term. All students seeking certification teach for the entire semester, all day, everyday. Student teaching may be discontinued at any time by the School of Education for the following reason(s): Irresponsibility and lack of dependability by the student teacher Failure to successfully implement reasonable recommendations from the cooperating teacher and university supervisor. Emotional instability/physical illness which interferes with planning and teaching duties. Criminal behavior. Immoral/unethical conduct
The student teaching assignment may be changed by the Director if personality conflicts develop which impede the students progress in learning to teach. A student who is removed from student teaching may be given another placement in a subsequent semester if the education faculty feel that s/he will perform her/his duties in a serious and professional manner. A student who is removed from a second placement for ANY reason will not be given another placement by the School of Education. Grooming and Attire: Student teachers are expected to exercise good judgment in their grooming and personal appearance. They are expected to dress in a professional manner which conforms to the established dress code of the school/district in which they are placed. The cooperating teacher should be consulted during the pre-student teaching visit to determine school/district policies regulating dress.
16
Teacher Education Portfolio
Each student seeking teacher certification through the School of Education at Loyola University Chicago must complete a professional teaching portfolio that demonstrates expertise in content areas and pedagogy as well as reflection on clinical and classroom experiences. The purpose of the portfolio throughout all of these stages is to demonstrate evidence of professional competence in both education and/or the content area as well as to meet national and state professional teacher preparation standards. Requirements for the portfolio content: 1) Table of contents 2) Resume 3) Personal Educational Philosophy Questions to consider: What is the purpose of education? What is your role as an educator? How will you reach the diverse children in your classroom> How do you define your community of learners? What are your beliefs about how children learn? How will your beliefs affect your teaching? (Classroom management, instructional strategies, curriculum design, assessment, etc.) How do you balance the needs of the individual learner with the needs of the classroom community? What are your goals for students? How will you bring a global awareness into your classroom? What will be your relationship with the community, parents, teaching colleagues, administration?
Your educational philosophy should be a reflective statement which includes aspects of the Loyola University Chicagos School of Educations conceptual framework addressing areas of knowledge, skills, ethics, and service in the candidates personal understanding and acquisition of teacher education. Be sure to share anecdotes from your clinical experiences/student teaching where you witnessed, firsthand, challenges to your previously held beliefs regarding issues of social justice.
17
4) Impact on Student Learning Project You will receive details about this project at the portfolio seminar.
5) Reflection on Collaborative Relationships This reflection will demonstrate your understanding of the role of the community in education and your development of collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being. Describe activities that you were engaged in during your time in the School of Education where you experienced the impact, both positive and negative, of collaborative relationships on student learning and well-being. These experiences might include, but are not limited to, service learning projects, after-school tutoring, committee membership, working with parents, extra-curricular duties, etc.
Members of the Teacher Education Faculty will evaluate the portfolio in order to approve the candidate for certification.
18
Loyola University Chicago Impact on Student Learning Project Candidate Name Program Faculty Assessor Date
Target Project Clarity and Conventions
Candidates project is well-written and of collegiate level. There is a clear beginning, middle, and end. The essay flows nicely from one idea to the next. The candidates project is free from grammar and spelling errors.
Acceptable
Candidates project is adequately written and of a collegiate level. There is a beginning, middle, and end. The essay is unclear or choppy in some parts. The candidates project has a few grammar and spelling errors.
Unacceptable
The candidates project is below collegiate level. It is unstructured and unclear.
Not Present
Grammar and Spelling
The candidates project is riddled with grammar and spelling errors.
Contextual Factors
Candidate displays general & specific understanding of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning. Candidate displays general & specific understanding of the different ways students learn (e.g., learning styles, learning modalities) that may affect learning. Candidate displays general knowledge of student differences (e.g., development, interests, culture, abilities/disabilities) that may affect learning. Candidate displays minimal, stereotypical, or irrelevant knowledge of student differences (e.g. development, interests, culture, abilities/disabilities)
Knowledge of Student Characteristics IPTS 2 , 3
Knowledge Of Students Varied Approaches to Learning IPTS 2, 3
Candidate displays general knowledge about the different ways students learn (e.g., learning styles, learning modalities).
Candidate displays minimal, stereotypical, or irrelevant knowledge about the different ways students learn (e.g., learning styles, learning modalities).
19
Knowledge of Students Skills and Prior Learning IPTS 4
Candidate displays general & specific understanding of students skills and prior learning that may affect learning. Candidate displays a comprehensive understanding of the characteristics of the community, school, and classroom that may affect learning. Candidate provides specific implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.
Candidate displays general knowledge of students skills and prior learning that may affect learning. Candidate displays some knowledge of the characteristics of the community, school, and classroom that may affect learning. Candidate provides general implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics.
Candidate displays little or irrelevant knowledge of students skills and prior learning. Candidate displays minimal, irrelevant, or biased knowledge of the characteristics of the community, school, and classroom. Candidate does not provide implications for instruction and assessment based on student individual differences and community, school, and classroom characteristics OR provides inappropriate implications.
Knowledge of Community, School, and Classroom Factors IPTS 3, 4 Implications for Instructional Planning and Assessment IPTS 3, 4, 5
Unit Learning Objectives
Target
Acceptable
Unacceptable
Not Present
Significance, Challenge, and Variety IPTS 1, 3, 4, 6, 7
Objective(s) reflect several types and/or levels of learning and are significant and challenging.
Objective(s) reflect several types and/or levels of learning but lack significance or challenge.
Objective(s) reflect only one type or level of learning.
Clarity IPTS 4
Objective(s) are clearly stated as learning outcomes.
Most of the objective(s) are clearly stated as learning outcomes.
Objective(s) are not stated clearly and are activities rather than learning outcomes.
20
Appropriateness For Students IPTS 2, 4 Alignment with National, State, or Local Standards IPTS 4
Objective(s) are appropriate for the development, prerequisite knowledge, skills, experiences; and other student needs. Objective(s) are explicitly aligned with national, state or local standards.
Most objective(s) re appropriate for the development; prerequisite knowledge, skills, experiences; and other student needs Most objective(s) are aligned with national, state or local standards.
Objectives are not appropriate for the development; prerequisite knowledge, skills, experiences; or other student needs. Objective(s) are not aligned with national, state or local standards.
Assessment Plan
Target
Each of the learning objective(s) is assessed through the assessment plan; assessments are congruent with the learning objectives in content and cognitive complexity. Assessment criteria are clear and are explicitly linked to the learning objective(s).
Acceptable
Most of the learning objective(s) are assessed through the assessment plan, but many are not congruent with learning objectives in content and cognitive complexity. Assessment criteria have been developed, but they are somewhat unclear or are not explicitly linked to the learning objective(s). Assessment is ongoing but lacks multiple assessment modes. Copies for most assessments and their corresponding rubrics are included in the Appendix.
Unacceptable
Content and methods of assessment lack congruence with learning objectives or lack cognitive complexity.
Not Present
Alignment with Learning Objective(s) and Instruction IPTS 4, 8
Clarity of Criteria and Standards for Performance IPTS 4, 8
The assessments contain no clear criteria for measuring student performance relative to the learning objectives. Teacher fails to conduct on-going assessment, both formal and informal. Copies for each assessment and their corresponding rubrics are missing from the Appendix
Multiple Modes and Approaches IPTS 8 Assessment Copies
Assessment is ongoing and includes multiple assessment modes, both formal and informal. Copies for each assessment and their corresponding rubrics are included in the Appendix.
21
Assessment and Analysis of Learning Results Analysis
Target
Acceptable
Unacceptable
Clear and thorough analysis has been done on two levels: whole group and individuals.
Analysis has been done on two levels: whole group and individuals.
Analysis is missing or is inadequate on one or more levels: whole group and individuals.
Pre and Post Test Data
Clarity and Accuracy of Presentation
Provides an accurate and clear summary of student performance on pre- and postassessments. Statistical techniques, charts, and other representations have been adequately described. Presentation is easy to understand and contains no errors of representation. Interpretation is meaningful, and appropriate conclusions are drawn from the data. Analysis of student learning includes evidence of the impact on student learning in terms of number of students who achieved and made progress toward each learning goal.
Provides a summary of student performance on preand postassessments. Statistical techniques, charts, and other representations have been described. Presentation is understandable and contains few errors.
Fails to provide a summary of student performance on preand postassessments. Statistical techniques, charts, and other representations are missing and/or unclear. Presentation is not clear and accurate; it does not accurately reflect the data. Interpretation is inaccurate, and conclusions are missing or unsupported by data. Analysis of student learning fails to include evidence of impact on student learning in terms of numbers of students who achieved and made progress toward learning goals.
Interpretation of Data
Interpretation is technically accurate, but conclusions are missing or not fully supported by data. Analysis of student learning includes incomplete evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward learning goals.
Evidence of Impact on Student Learning
22
Reflection on Teaching and Learning Insights on Effective Instruction and Assessment IPTS 10
Target
Acceptable
Unacceptable
Not Present
Identifies successfu...