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Assignment Tasks for 30 Hour CPDU Option for the Initial to

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					                                               Developing Accomplished Teaching Practices

                              Assignment Tasks for 30 Hour CPDU Option for the Initial to Standard Certificate


                                                                                                                             Maximum Total of Eight Pages
Written Commentary—Read the Reflective Rubric for Instruction as a guide to writing the written commentary.

1. Submit a written lesson plan and a fifteen-minute videotape of that lesson that shows evidence of how you meet the NBPTS standards in your certificate.
(No more than 2 double-spaced pages) The lesson should include the following:
       o Learning goals aligned to the Illinois Learning Standards
       o Instructional Strategies
       o Grouping Strategies
       o Instructional Resources
       o Student Assessment Strategies
       o Provisions for Diversity

2. Analyze the videotape and describe how what you did or said shows evidence of the following standards (No more than 2 pages double-spaced):
      o Aligned Instructional Design
      o Ways to Engage Students
      o Higher Order Thinking Skills
      o Questioning Techniques

        Use specific examples of interaction between students and you as evidence.


3.   Evaluate what students did and did not learn as evidenced in the videotape (No more than 2 pages double-spaced).

4. Reflect on next steps for particular students and the whole class. Link specific examples of strengths and gaps in student learning on the videotape to
   justify your decisions (No more than 1 page double-spaced).

5. Reflect on future professional development experiences that will help you to support students to improve learning (No more than 1 page double-spaced)

Peer Review

1. Meet with at least one other teacher to collaboratively analyze your videotaped instruction sequence for evidence of the reflective rubric.
2. Meet with at one other teacher to collaboratively analyze that teacher’s videotaped instruction sequence for evidence of the reflective
   rubric.
3. Complete the Peer Review Documentation Form.
                                          Peer Review Documentation Form

Name:__________________________________                      Email: _______________________________________


School: _________________________________                    School District_________________________________


ROE: __________________________________

Peer Review Sessions—Complete the following information for the time you reviewed your videotape and the time you

reviewed your partner teacher’s videotape. You may review and analyze both videotapes during one or more sessions but

the combined length of time should equal 2 hours.



                                   Analysis of Your Videotape           Analysis of Partner Teacher’s Videotape

Date:
Time:
Length of Time:
Location:
Your Name:
Partner Teacher’s Name:
                                                                                                  Reflective Rubric for Instruction

                                                 1                                                  2                                                  3                                                    4
                           The plan does not provide a variety of            The plan                                          The plan allows for a small range of                  The plan allows for flexibility for a wide range
Knowledge of




                           learning opportunities that address the            may address one or two levels of                 developmental levels, but it is not clear             of studen developmental levels.
  Students




                           diversity of students’ levels of development      development, but it is not clear how it will      how it will provide learning opportunities for
                                                                             provide learning opportunities for students’      students’ many developmental levels
                                                                             many developmental levels



                           Goals are either not clear and/or are stated      Goals are only somewhat clear and/or include      Most goals are clear but may include a few            All the goals are clear, written in the form of
                           as student activities.                            a combination of goals and activities.            activities.                                           student learning.
Goals
Goals and Students




                           Goals are not suitable for the students in        Some of the goals are suitable for some           Most of the goals are suitable for most students in   All the goals are suitable for the students in the
                           this grade. Goals do not take into account        students in the class. Goals take into account    the class. Goals take into account the varying        class. Goals take into account the varying
                           the learning needs of some students or            the learning needs of some students or groups.    needs of most individual students or groups.          learning needs of individual students or
                           groups.                                                                                                                                                   groups.




                           Most of the components of the plan are not        The plan refers o the goals. Only some of the     Most of the components of the plan refer to the       All components of the plan align to the goals.
                           related to the goals. Learning activities,        goals are suitable. Materials and resources       instructional goals. Most of the materials and        All materials and resources support the
Instruction
Goals and




                           materials and resources are not suitable and      support the instructional goals. Instructional    resources support the instructional goals.            instructional goals. Instructional groups are
                           do not support the instructional goals.           groups are inconsistent to the instructional      Instructional groups are varied, and consistent       varied, as appropriate to the different
                           Instructional groups are not congruent with       goals and offer minimal variety.                  with the instructional goals.                         instructional goals. There is evidence of
                           the instructional goals and offer no variety.                                                                                                             student choice in selecting different patterns of
                                                                                                                                                                                     instructional groups.


                           It is difficult to know what the teacher and      Some parts of the instruction are unclear as to   Some explanations of what the teacher and             It is evident what both the teacher and students
Instruction and Students




                           students will be doing throughout this plan.      what the teacher and/or students will be doing    students will be doing throughout the plan are        will be doing throughout the lesson. The
                           There is no link between the procedures and       throughout the plan. Most steps in the            included. Most steps in the instructional             descriptions of the instructional procedures are
                           the goals. Students have no opportunities to      instructional procedures are included, but not    procedures are included; however, some                clear. Students have opportunities to explore,
                           explore or practice using knowledge and           adequately developed. There is little             rearrangement or further explanation of the steps     learn and practice using the knowledge and
                           skills. Learning activities are not suitable to   explanation of how teaching and learning will     may be needed. The procedures inconsistently          skills defined in the goals. Students are aware
                           students. The assessment results affect           occur. Students have little opportunity to        give students opportunities to explore, learn and     of how they are meeting the established
                           planning for these students only minimally.       explore or practice using the knowledge and       practice using the knowledge and skills defined in    standards and participate in planning the next
                                                                             skills defined in the goals. Teacher uses         the goals. Teacher uses assessment results to         steps.
                                                                             assessment results to plan for the class as a     plan for individuals and groups of students.
                                                                             whole.
                                                                                     Rubrics for Instruction (Continued)

                   The learning activities do not follow an        Progression of activities in the unit is uneven.   Progression of activities in the unit is fairly even.   Progression of activities is coherent and
                   organized progression. The plan has no          The plan has a recognizable structure that is      The plan has a clearly defined structure of             logical, producing a unified whole. The plan’s
Sequence




                   clearly defined structure or the structure is   not uniformly maintained throughout.               activities.                                             structure is clear and allows for different
                   chaotic.                                                                                                                                                   pathways according to student needs.



                   The description inaccurately explains the       The teacher displays general understanding of      The teacher shows a solid understanding of the          The teacher uses the knowledge of students’
                   different approaches to learning that           the different approaches to learning that          different approaches to learning that students          appropriate approaches to learning that
Instructional




                   students exhibit. The description shows no      students exhibit. The description shows            exhibit, but inconsistently connects the                students exhibit (learning styles, modalities,
   Design




                   connections between the approaches and          sketchy connections between the approaches         instruction to approaches.                              multiple intelligences, etc.) to plan interaction.
                   strategies.                                     and instruction.



                   The teacher describes activities or             The teacher describes a limited number of          The teacher describes activities and assignments        The teacher describes activities and
Engage Students




                   assignments that do not engage the students     activities and assignments that are appropriate    that are appropriate to engage most students            assignments that engage students in
  Cognitively




                   cognitively.                                    to engage some students cognitively.               cognitively. Students have opportunities to make        exploration and discovery. Students initiate or
   Ways To




                                                                                                                      choices.                                                adapt activities and projects to enhance their
                                                                                                                                                                              understanding.



                   The teacher’s questions require low level       The teacher’s questions require a combination      Most of the teacher and student’s questions             The teacher and student’s questions uniformly
                   thinking responses. Interaction between         of low and high level thinking responses.          require high level thinking responses. Classroom        require high level thinking responses.
Questions and
 Discussion




                   teacher and students is predominantly                                                              interaction is designed so that the teacher steps       Students have opportunities to develop their
 Strategies




                   recitation style, with the teacher mediating                                                       aside facilitating discussions when appropriate.        own high level thinking questions. Students
                   all questions and answers.                                                                                                                                 assume considerable responsibility for the
                                                                                                                                                                              success of the discussion, initiating the topics
                                                                                                                                                                              and making unsolicited contributions.

                   Describes the progress of the student’s         Identifies some students’ areas of need and a      Identifies the strength and areas of needs for          Clearly analyzes and describes the relationship
Student Progress




                   learning based on numbers, percentages,         limited number of strengths with few or no         some students with limited examples from the            between strengths and areas of need in
   Monitoring




                   and or grades only.                             examples from the videotape. The description       videotape. Describes general progress.                  learning of individual and the class of students.
                                                                   is confusing in showing how instruction            Describes how some instructional strategies             Specifically cites examples of how the
                                                                   impacted student learning.                         impacted some students.                                 students progressed during instruction.

				
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