I. EDMG 4475
STUDENT TEACHING IN MIDDLE GRADES
KENNESAW STATE UNIVERSITY
Department of Secondary and Middle Grades Education
II. INSTRUCTOR INFORMATION:
Instructor Office Work Home or cell Fax (770) Email
Dr. Dera Weaver KH1015 770-423-6747 706-461-3163 429-4334 dweaver
Dr. Tom Ottinger 770-720-5596 770-720-5602 ottinger@ellijay.
Dr. Wendy Sanchez SC518 770-423-6458 423-6629 wsanchez
Dr. Pam Cole KH1005 770-423-6351 420-4334 pcole
Dr. Elizabeth Johnson KH3109 770-420-4478 404-349-1288 420-4334 ejohnso2
Dr. Alice Terry KH1019 770-499-3389 706-356-4613 420-4334 aterry
Dr. Susan Stockdale KH 678-797-2060 (678) 420-4334 sstockda
Dr. Binyao Zheng KH1011 770-499-3495 420-4334 bzheng
Dr. Marian Fox SC 519 770-499-3154 423-6629 mfox
III. CLASS MEETING: At assigned schools, TBA
IV. REQUIRED TEXTS AND MATERIALS:
KSU Field Experiences Handbook: Collaborative Development of Expertise in Teaching and Learning. (2002,
PTEU/KSU, KSU bookstore and
online at http://www.kennesaw.edu/education/CFEP/StTeaching_1.htm/
V. CATALOG COURSE DESCRIPTION:
EDMG 4475. Student Teaching in Middle Grades. 12 credit hours.
Prerequisite: Admission to Student Teaching.
Full-time teaching experience under the guidance of a public school collaborating teacher and university
supervisor in an upper elementary school classroom or in a middle school. Includes regularly scheduled
professional seminars. Proof of professional liability insurance is required prior to receiving a school
Conceptual Framework Summary: Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing
expertise among candidates in initial and advanced programs as teachers and leaders who possess the
capability, intent and expertise to facilitate high levels of learning in all of their students through effective,
research-based practices in classroom instruction, and who enhance the structures that support all learning.
To that end, the PTEU fosters the development of candidates as they progress through stages of growth
from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed
as a process of continued development, not an end-state. To be effective, teachers and educational leaders
must embrace the notion that teaching and learning are entwined and that only through the implementation
of validated practices can all students construct meaning and reach high levels of learning. In that way,
candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and
demonstrates collaborative practices across the college and university and extends collaboration to the
community-at-large. Through this collaboration with professionals in the university, the public and private
schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of learning.
Knowledge Base:Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996)
believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher
education faculty at KSU believes that the concept of expertise is central to preparing effective classroom
teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from
being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in
their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of
This is the final course in preparing a Professional Learning Facilitator. This course emphasizes not only
comprehension of content knowledge, but also the ability to communicate that content. This course will
require students to reflect on their teaching and the learning of their students in an effort to create positive
learning environments which encourage students to (1) learn to value the content, (2) become confident in
one's ability with the content, (3) become a problem solver, (4) learn to communicate their content learning,
and (5) learn to reason with regard to the content.
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the teacher preparation
program, and all candidates must be able to use technology to improve student learning and meet Georgia
Technology Standards for Educators. During the courses, candidates will be provided with opportunities to
explore and use instructional media, especially microcomputers, to assist teaching. They will master use of
productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design
multimedia instructional materials, create WWW resources, and develop an electronic learning portfolio.
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of
differentiated strategies and curricula for providing effective instruction and assessment within multicultural
classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A
second element is to cause candidates to explore how multiple attributes of multicultural populations
influence decisions in employing specific methods and materials for every student. Among these attributes
are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race,
religion, sexual orientation, and socioeconomic status. An emphasis on cognitive style differences provides
a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification
of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that
address each of the multicultural variables outlined above.
VII. COURSE OBJECTIVES:
The student will be able to: CPI Proficiency *, How Assessed
1. Create classrooms that are content area communities in CPI Outcome 1.3, 2.1, 2.2, Observations
a. all students are empowered to rely on logic and INTASC – Principles #1, CPI
evidence as verification, not the teacher as sole #2,and #5
authority, NMSA 1,2,4
b. all students are encouraged and enabled to value the
content area and gain confidence in their own
c. individuals, small groups, or whole groups of students
participate with the teacher as consultant to decide if
their work is "on-track" and they are making
d. students' diverse backgrounds and different
approaches to problem solving are regarded
positively; implement the middle level philosophy of
developmentally appropriate programs
2. Select, create, or modify curriculum and provide CPI Proficiency 1.3, 2.4 Technology Lesson
instruction that focuses on: PSC/NCATE Standard I Plan
a. content area reasoning, not merely memorizing INTASC – Principles #1,
procedures, #4, and #7 Observations
b. conjecturing, inventing, and problem solving, not NMSA 3, 4
mechanistic answer-finding, CPI
c. discovering content area ideas through the use of
manipulatives, hands-on activities, and/or computers,
d. connecting the content area, its ideas, and its
applications, not treating the content area as a body
of isolated concepts and procedures,
e. creating and using activities that promote
understanding, capture the interest of students, and
demonstrate real applications of the content area;
3. View assessment of student learning as an integral part of CPI Proficiency 2.5 Impact on Student
instruction, which: PSC/NCATE Standard I Learning
a. provides multiple opportunities for students to show INTASC Principle #8 Assignment
progress and maturation in the content area ideas, NMSA 3, 5
b. gives students opportunities to communicate their Observations
learning in and understanding of the content area
both in writing and orally,
c. uses assessments that are embedded into instruction as
important sources for making instructional decisions, CPI
d. creates formal assessments that relate closely to the
content and form of classroom instruction;
4. Keep abreast of issues, trends, and implications for Observations
teaching groups of students with diverse needs: CPI Proficiencys 2.1, 2.2,
a. be knowledgeable of the nature and needs of the 3.1, 3.2 CPI
adolescent, PSC/NCATE Standard I
b. consider students as individuals who bring diverse INTASC Principle #3 Portfolio
skills, learning styles, and perspectives to the NMSA 1, 6
classroom, Journal reflections
c. view schools from an historical and current
perspective including events and forces of a political,
economic, social, and/or philosophical nature,
d. work with parents and community to enhance student
5. Accept responsibility for learning and ongoing CPI Proficiency 3.1 Reflective journals
professional development. INTASC Principles #9 and and videotapes
NMSA 7 Observations
*CPI – Candidate Performance Instrument. This outcomes-based instrument will be used to evaluate teacher candidates as they
exit student teaching. Attached and available at: http://www.kennesaw.edu/education/CFEP/teachforms_1.html
**INTASC = Interstate New Teacher Assessment and Support Consortium. The Consortium, made up of representatives of the
teaching profession along with personnel from state education agencies, developed a list of model standards for
licensing new teachers that represent a common core of teaching knowledge and skills. See
http://www.ccsso.org/intascst.html for a list of these standards.
***PSC - Georgia Professional Standards Commission. Sets rules for teacher certification in Georgia and standards for teacher
education programs in Georgia. NCATE = National Council for Accreditation in Teacher Education. Go to
http://www.gapsc.com Awards accreditation to programs of teacher education across the nation. Kennesaw State
University’s program is accredited by the PSC and NCATE. Go to www.ncate.org
****NMSA - National Middle School Association. Go to www.nmsa.org
VIII. COURSE REQUIREMENTS AND ACTIVITIES: (See course schedule for due dates.)
1. Weekly Schedule (FAXed or e-mailed to the university supervisor by 3:00 p.m. on the Thursday before
the schedule is to go into effect). This schedule should allow your university supervisor to know what you
are doing and where your are at all times. It should note any changes in bell schedules, special assemblies,
tests, or special lessons which you think are especially exciting, etc. A form for faxing your weekly
schedule is included at the end of this syllabus. If you are e-mailing your schedule, the form may be
accessed at http://www.kennesaw.edu/education/mge/forms/teaching_schedule.doc
2. Reflective Journal for every day/week of the student teaching semester. You and your university
supervisor will determine the frequency, and these reflections will be e-mailed weekly to your university
3. Lesson Plans for each day and each subject you teach. You and your collaborating and university
supervisory teacher will decide the format and level of detail of the lesson plan. Err on the side of
overplanning. This plan should include warm-ups, homework and solutions, any worksheets used, grouping
plans, etc. Plans should be shared with the collaborating teacher the week before they are to be
4. Professional Portfolio*: Continue to use your portfolio as a representation of your developing
expertise as a teacher. At this point, you’ll be adding some new evidence and replacing some evidence from
other parts of your program with evidence that better represents where you are now as a teacher.
Your portfolio should still be organized around the Candidate Performance Instrument (CPI) for student
teaching (see attached). The portfolio should be divided into sections that correspond to the three outcomes
in the CPI with subsections for each proficiency. Provide evidence from your student teaching experience
and activities as well as from any other course or experience that demonstrates your achievement of the
stated outcomes. (Use parts of, or build upon, your TOSS portfolio.) Each subsection should begin with a
narrative that connects the evidence included to particular proficiencies. You’ll also need to reflect on your
developing knowledge, skills, and dispositions about teaching. See the attached portfolio narrative rubric
for further details. Additional evidence that you must submit in the portfolio includes:
1. Observations by university faculty and school based faculty. This should include the CPI* and samples
of the Observation Summary Form. *
2. Technology Lesson Plan Assignment (see below)
3. Impact on Student Learning Student evaluations of your teaching. Use the same instrument you used in
TOSS, or develop a new one. You can find a copy at
4. Impact on Student Learning Assignment (see below) *
* Forms (and rubrics) also available online at
5. Videotape Lessons (2). Videotape two lessons and review and critique them. The first critique should
identify at least three specific areas of your teaching you would like to improve. The second critique should
specifically refer to your progress in the identified areas. Due dates for the critiques (the videotape does not
need to be submitted) are noted on the course calendar.
6. Technology Submission. Develop and teach a unit that uses technology as an instructional tool. The
include at least 2 lessons within a single unit,
use technology to teach content,
include a survey of the hardware and software available in your school in your content area. (Do this
survey early in the semester.)
include a 2 page reflection,
and could possibly be combined with the Impact on Student Learning Assignment
7. Impact on Student Learning Assignment*. You are already informally assessing the influence of
your instruction on your students’ learning and considering what factors, such as student diversity, might
affect your students’ achievement. For this assignment, you will do that analysis more formally.
Select a class/group of students whom you are teaching and a lesson/activity/unit/skill on which to evaluate
the impact on every students’ learning. Decide on a method of collecting data on your impact upon student
learning using an assessment that can generate data suitable for analysis, such as a pre- and post-test. The
assessment(s) you choose should be aligned with your objectives. The assessments can be of the
authentic/alternative or traditional nature or a combination of the two.
In assessing the impact of your lesson on all students’ learning, you will need to interpret the results within
the contexts of the setting and student diversity. Contextual factors are important for teachers to know
because they often help explain student behaviors and achievements. In your analysis, you need to
investigate these contextual factors of the class you evaluated:
geographic location, community and school population, socio-economic profile and race/ethnicity,
physical features of setting, availability of equipment/technology and other resources,
student characteristics such as age, gender, race/ethnicity, exceptionalities (disability and giftedness),
achievement/developmental levels, culture, language, interests, learning styles or skill levels.
Analyzing and Reporting the Data:
Perform the analysis on three levels:
Whole group: Compile the data as a whole group by using simple descriptive techniques. If you gave a
pre-test, compare the pre-and post-test results.
Sub group: You should compile the data into groups for comparison (select two) from those identified
under student characteristics. This analysis should include the contextual factors of exceptionalities,
ethnicity, race, socioeconomic status, gender, language, religion, sexual orientation, and geographical
area (NCATE/PSC Standard 3, Element 3; Standard 4, Elements 1 & 4).
Individuals: Select two students who represent different levels of performance and examine the data
you have on them.
Reflecting on the Data:
After analyzing and reporting the data, reflect on your performance as a teacher and link your performance
to student learning results using the “Impact on Student Learning” Rubric as a guide for reflection. Evaluate
your performance and identify future action for improved practice and professional growth.
Additional Prompts for reflection:
Select the learning objective where your students were most successful.
Select the learning objective where your students needed more opportunity to grow.
In each case, provide two or more possible reasons for these outcomes. Consider your goals, instruction,
and assessment along with student characteristics and other contextual factors that you can influence to
continue to have a positive impact on student learning.
Reflect on the possibilities for professional development.
Describe at least two professional learning goals that emerged from your insights and experiences with
Identify two specific steps you will immediately take to improve your performance in the critical
areas(s) you identified.
*Guidelines and rubrics also available: http://www.kennesaw.edu/education/CFEP/teachforms_1.html
8. School-Based Activities. While participating in all field experiences, you are required to be involved
in a variety of school-based activities directed at the improvement of teaching and learning. Activities
may include, but are not limited to, tutoring students, parent conferences, phone calls to parents, assisting
teachers or other school personnel, attending school board meetings, and participating in education-related
community events. As you continue your field experiences, you are encouraged to explore every
opportunity to learn by doing. Save evidence from those activities for your portfolio. Reflect upon them in
your weekly journals.
9. Student Teaching CPIs*. The mid-term and final evaluations are due from you, your collaborating
teacher, and your supervisor. These forms will be submitted electronically. See the handout you received
from the Center for Field Experiences and Partnerships for directions.
*Also availble: http://www.kennesaw.edu/education/CFEP/teachforms_1.html
10. Observations*: You will be observed at least four times during the semester. Please have your working
notebook and lesson plans, classroom text, and all student materials available, and please locate an
unobtrusive place for your supervisor to sit in your classroom. It will be helpful for you supervisor to have
some time to speak with you immediately after the observation. Your collaborating teacher will be asked to
provide written feedback on observations twice before and twice after the midterm. KSU forms will be
provided for that feedback.
*Also available: http://www.kennesaw.edu/education/CFEP/teachforms_1.html
It is expected that future teachers will conduct themselves with the professionalism that is required of
practicing teachers. Such professionalism includes effective and respectful collaboration and
communication with colleagues, prompt attendance of all meetings and classes, moral behavior and actions,
appropriate communication and sharing of materials and plans with the cooperating teacher and university
supervisor, appropriate professional dress (even on "casual days"), etc. Please note that "meeting
expectations" for teachers is usually what others consider to be "exceeding expectations." Education
students are entering a profession of extremely high standards that they are expected to live up to daily. If,
at any time, a student's actions or attitudes are judged to be less than professional by a university supervisor,
cooperating teacher, or school principal, appropriate remedial action will be taken. Such action may include
the development of a plan for the student to complete by the end of the semester or the removal of the
student from the student teaching experience. A student teacher may be removed from the school site
immediately upon the request of the cooperating teacher or school administrator.
Professionalism. Answers to the following questions can be used to assess professional behavior.
Does the student teacher:
Model high standards and expectations for him or herself?
Display a commitment to becoming a teacher and to the profession of helping students learn?
Enjoy learning and indicate enthusiasm toward working with students to facilitate their learning?
Regularly reflect on and assess his or her performance and effectiveness for self-improvement?
Learn from experiences and show improvement over time?
Learn colleagues and student names quickly? Manage interpersonal relationships effectively?
Demonstrate courtesy, respect, and civility in interactions with others? (If appropriate, include
descriptions and/or copies of emails and conversations that may be judged unprofessional.)
Work collaboratively with professional colleagues and faculty?
Demonstrate punctuality and timely completion of responsibilities? (Include any tardies, absences,
and late or missing work.)
Accept responsibility for actions and non-actions, placing the locus of control upon him- or herself
rather than shifting blame or claiming inability to control outside factors.
Maintain appropriate attire and appearance?
Promote and model standards of academic honesty?
IX. EVALUATION AND GRADING:
Your final grade will be either a S (Satisfactory) or U (Unsatisfactory) and will be determined by the final
evaluation and conference with both your university supervisor and collaborating teacher. Frequent
evaluations by your university supervisor and collaborating teacher will keep you well informed as to your
X. ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate Catalog. Section II of the Student Code of Conduct addresses the
University’s policy on academic honesty, including provisions regarding plagiarism and cheating,
unauthorized access to University materials, misrepresentation/falsification of University records or
academic work, malicious removal, retention, or destruction of library materials, malicious/intentional
misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged
academic misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an “informal” resolution by a faculty member, resulting in a grade
adjustment, or a formal hearing procedure, which may subject a student to the Code of Conduct’s minimum
one semester suspension requirement.
Attendance during student teaching is of utmost importance. Absences should be handled by informing both
your university supervisor and collaborating teacher well in advance. Your students and collaborating
teacher are depending on your attendance. Excused absences may include attendance of student teaching
seminars, professional conferences, and the career fair.
Snow days and teacher work days. If your school system has snow days or teacher work days during your
student teaching, you are to report to school if the teachers at your school are to report.
XII. COURSE SCHEDULE: Spring 2004 Student Teaching Calendar
Wednesday, January 7, 2004 Beginning Seminar * 2:00 – 5:00 p.m.
Carmichael Student Center Univesity Rooms A-E
Thursday, January 8, 2004 First Day in Schools
January 8 - January 16 Initial Conferences with KSU Supervisor,
Teacher Candidate, Collarborating Teacher
(Teacher Demographic Form,
Orientation Documentation Form)
Wednesday, February 4, 2004 ESOL Conference** KSU Center
Friday, February 6, 2004 Teacher Demographic Form Due
Orientation Documentation Form Due
Monday, February 9 First Videotape Critique Due
Thursday, February 19, 2004 Career Fair** KSU Center
Monday, March 1, 2004 Midterm***
Wednesday March 3, 2004 Last Day to Withdraw without Academic Penalty
Friday, March 11, 2004 Technology Lesson Assignment Due
Friday, March 25, 2004 Second Videotape Critique Due
Thursday, April 1, 2004 Annual Conference on Literature for Children
And Adolescents (contact Drs. Cole or Weaver;
Thursday, April 1-4, 2004 National Science Teachers Association National
Conference, Atlanta (contact Dr. Loomis or www.nsta.org)
Friday, April 16, 2004 Impact on Student Learning Assignment Due
Monday, April 26, 2004 Portfolio Due
Thursday, April 29, 2004 Last Day in Schools
Friday, April 30, 2004 MANDATORY Ending Seminar * 10:00 a.m. – 1:00
in Carmichael Student Center University Rooms A-E
Friday, May 14, 2004 Electronic forms due to CFEP. Also Summary Rating form
with all observation forms attached.
* Mandatory Attendance
** Optional Attendance.
Registration fee required for ESOL Conference. Please visit the Center’s Web site at:
www.kennesaw.edu/education/CFEP for additional information about the conference.
The Career Fair is free. (University Supervisors may require attendance if approved by the
*** There should be at least two formal observations completed by mid-term and before the
“last day to withdraw without academic penalty.” Additionally, a mid-term evaluation meeting is
highly recommended. If problems occur with a student teacher, please send observation forms,
rating sheet and reasons for concern form to the Center for Field Experiences and Partnerships so
the student teacher can be notified of his/her status prior to Thursday, March 4, 2004.
Conceptual Framework Summary References:
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background
information. In S. J. Odell & L. Huling (Eds.), Quality mentoring for novice teachers
(pp. 3-14). Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational
psychology review, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert
student? Instructional Science, 26, 127-140.
NATIONAL MIDDLE SCHOOL ASSOCIATION
MIDDLE LEVEL TEACHER PREPARATION STANDARDS
Standard 1 Middle Level Courses and Experiences
Institutions preparing middle level teachers have courses and field experiences that
specifically and directly address middle level education.
Standard 2 Qualified Middle Level Faculty
Institutions preparing middle level teachers employ faculty members who have middle level
experience and expertise.
Performance-Based Standards For Initial Middle Level Teacher Preparation
Standard 1 Young Adolescent Development
Middle level teacher candidates understand the major concepts, principles, theories, and research
related to young adolescent development, and they provide opportunities that support student
development and learning.
Standard 2 Middle Level Philosophy and School Organization
Middle level teacher candidates understand the major concepts, principles, theories, and research
underlying the philosophical foundations of developmentally responsive middle level programs and
schools, and they work successfully within these organizational components.
Standard 3 Middle Level Curriculum and Assessment
Middle level teacher candidates understand the major concepts, principles, theories, standards, and
research related to middle level curriculum and assessment, and they use this knowledge in their
Standard 4 Middle Level Teaching Fields
Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards,
and structures of content in their chosen teaching fields, and they create meaningful learning
experiences that develop all young adolescents’ competence in subject matter and skills.
Standard 5 Middle Level Instruction and Assessment
Middle level teacher candidates understand and use the major concepts, principles, theories, and
research related to effective instruction and assessment, and they employ a variety of strategies for a
developmentally appropriate climate to meet the varying abilities and learning styles of all young
Standard 6 Family and Community Involvement
Middle level teacher candidates understand the major concepts, principles, theories, and research
related to working collaboratively with family and community members, and they use that knowledge
to maximize the learning of all young adolescents.
Standard 7 Middle Level Professional Roles
Middle level teacher candidates understand the complexity of teaching young adolescents, and they
engage in practices and behaviors that develop their competence as professionals.
IX. UNDERGRADUATE IMPACT ON STUDENT
Kennesaw State University
Bagwell College of Education
Candidate’s Name: ___________________________ Course: ____________________________
Program: ___________________________________ Evaluator:__________________________
Please indicate the candidate’s rating on each proficiency by checking the appropriate box.
Our use of the phrase “every student” is inclusive of these attributes of multicultural populations: Age,
disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual
orientation, and socioeconomic status.
L1 L2 L3 L4
Rating Indicator Little or No Limited Evidence Clear Evidence Clear, Consistent, and
Evidence Convincing Evidence
SUBJECT MATTER EXPERTS
Uses content and There is no There is limited There is clear evidence There is clear, consistent,
pedagogical evidence of evidence of knowledge that the candidate knows and convincing evidence
knowledge to assist knowledge of of subject matter. the subject matter and of critical analysis and
students in the subject matter; Candidate’s can explain important synthesis of the subject.
mastery of subject unable to give presentation of content principles to every Where appropriate,
matter knowledge. examples of appears to contain student. candidate makes
(1.3) important numerous inaccuracies. connections from the
principles or content to other parts of
concepts. the content and to other
FACILITATOR OF LEARNING
Uses knowledge of The candidate The candidate makes There is clear evidence There is clear, consistent
the influences of incorporates minimal attempts to that the candidate and convincing evidence
society, culture, information incorporate multiple incorporates multiple that the candidate
community, and restricted to those perspectives or perspectives and incorporates multiple
family on schools of similar beliefs accurate information to accurate information to perspectives and accurate
and learning to and cultural address the multiple address the multiple information to address the
create and identity. There is attributes of attributes of multiple attributes of
implement no evidence that multicultural multicultural multicultural populations,
instruction that the candidate populations, in order to populations, in order to in order to provide a rich
embodies multiple incorporates provide a rich diverse provide a rich diverse diverse curriculum
cultures and a rich, multiple curriculum. curriculum.
diverse curriculum perspectives and
Effective use of a The candidate The candidate There is clear evidence There is clear, consistent
variety of methods uses incorporates a variety that the candidate and convincing evidence
[that predominantly of instructional effectively that the candidate
reflect high one form of strategies, but there is uses multiple effectively uses multiple
expectations] for instruction, does limited evidence that instructional strategies instructional strategies to
every student (2.4) not differentiate the candidate to differentiate differentiate instruction
instruction, and effectively instruction and and successfully
does not differentiates successfully accommodates the
successfully instruction and accommodates the learning needs of every
accommodate the successfully learning needs of every student.
learning needs of accommodates the student.
every student. learning needs of every
Utilizes a variety of The candidate The candidate uses There is clear evidence There is clear, consistent
assessments [that uses multiple forms of that the candidate and convincing evidence
reflect high predominantly assessment, but there is effectively uses multiple that the candidate
expectations] to one form of limited evidence that and appropriate forms of effectively uses multiple
evaluate learning assessment. the candidate assessment to determine and appropriate forms of
for all students successfully determines the learning needs of assessment to determine
(2.5) the learning needs of every student. the learning needs of
every student. every student
Impacting the There is no There is limited or Analysis of student Analysis of student
learning of every evidence of incomplete evidence of learning includes learning includes clear,
student (2.4) impact on the the impact on learning complete evidence of consistent and convincing
learning of of every student in the impact on learning evidence of the impact on
every student. terms of numbers of of every student in terms learning of every student
Data is poorly students who achieved of the number of in terms of the number of
presented, the and made progress students who achieved students who achieved and
interpretation is towards each learning and made progress made progress towards
inaccurate, and objective. Conclusions towards each learning each learning objective.
conclusions are are limited, incomplete, objective. Interpretation Meaningful interpretation
missing or and/or not fully is technically accurate, and appropriate
unsupported. supported by data. complete, and conclusions are
consistent. determined based on the
Uses the In reflecting on In reflecting on his/her In reflecting on his/her In reflecting on his/her
assessment results his/her analysis analysis of student analysis of student analysis of student
to improve the of student learning, candidate learning, candidate learning, candidate
quality of learning, provides limited provides evidence to provides clear, consistent
instruction for candidate evidence to identify identify successful and and convincing evidence
every student (2.5) provides no successful and unsuccessful activities to identify successful and
rationale for why unsuccessful activities and provides plausible unsuccessful activities and
some activities and superficially reasons for their success provides plausible reasons
were more explores reasons for or lack thereof. for their success or lack
successful than their success or lack thereof.
Reflects upon and improves There is no evidence There is limited There is clear There is clear,
professional performance that the candidate evidence that the evidence that the consistent, and
(3.1) reflects upon and candidate reflects upon candidate reflects convincing
improves and improves upon and evidence that the
professional professional improves candidate reflects
performance based performance based on professional upon and improves
on professional professional standards, performance professional
standards, feedback, feedback, best based on performance based
best practices, and practices, and effective professional on professional
effective communication. standards, standards, feedback,
communication. Candidate provides feedback, best best practices, and
Candidate provides limited reflection on the practices, and effective
no reflection on impact of the effective communication. The
future professional candidate’s insights and communication. candidate recognizes
performance related experiences for future Candidate improvements for
to insights and professional provides clear future professional
experiences. performance. reflection on performance related
future to insights and
professional experiences and
performance identifies ways to
related to insights improve.
PORTFOLIO NARRATIVE RUBRIC
KENNESAW STATE UNIVERSITY
Bagwell College of Education
Candidate’s Name: __________________________________ Course: ___________________________
Please evaluate the candidate’s reflective narrative of the Undergraduate Portfolio using the Portfolio Narrative
Rating Scale found on Page Two.
SUMMARY RATING FOR SUBJECT MATTER EXPERTS L1 L2 L3 L4
1.1 Candidate possesses knowledge of discipline content, methods of inquiry, connections to other
Disciplines and applications to common life experiences.
1.2 Candidate knows and represents content accurately in multiple explanations, technology integration, and application of
various instructional strategies.
1.3 Candidate uses content and pedagogical knowledge to assist students in the mastery of subject matter knowledge.
SUMMARY RATING FOR FACILITATORS OF LEARNING L1 L2 L3 L4
2.1 Candidate demonstrates knowledge of how learners develop, learn and think about subject content, as well as successful
strategies to motivate students to learn.
2.2 Candidate uses knowledge of the influences of society, culture, community, and family on schools and learning to create and
implement instruction that embodies multiple cultures and a rich, diverse curriculum.
2.3 Candidate creates effective, well-managed and active learning environments that reflect high expectations for student
2.4 Candidate designs and implements instruction that makes effective use of a variety of methods, materials, and technologies
to positively impact learning of all students.
2.5 Candidate utilizes a variety of assessments to evaluate student learning and uses the results to improve the quality of
instruction that is differentiated to accommodate students’ diversities.
SUMMARY RATING FOR COLLABORATIVE PROFESSIONALS L1 L2 L3 L4
3.1 Candidate reflects upon and improves professional performance based on professional standards, feedback, best practices
and effective communication.
3.2 Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community
3.3 Candidate displays professional and ethical behavior consistent with recognized educational standards and codes of ethics.
UNDERGRADUATE PORTFOLIO NARRATIVE RATING SCALE
Please use the following RATING SCALE to complete the Undergraduate Portfolio Narrative
L1 – Little or No Evidence - Little or no evidence exists that proficiencies are addressed through reflective
analysis. Writing may be only descriptive in nature and lack analysis or critical reflection. Evidence presented may
be vague, brief, or not linked to proficiencies. Reference to the proficiencies may be missing altogether. Through
writing, candidate fails to make connections between evidence presented and demonstration of expertise in the
outcome. Candidate is unable to assess impact on student learning. There is little to no evidence that the candidate
has been able to extend and apply knowledge and skills to daily practice. Finally, the candidate’s reflective analysis
may express negative opinions about students, parents, or other professionals or blame students and parents for the
student’s inability to learn.
L2 – Limited Evidence - Limited evidence exists that proficiencies are addressed through reflective analysis.
Writing is mostly descriptive with limited elements of analysis or critical reflection. Evidence presented may address
some of the proficiencies while others are not addressed at all or are hard to identify. Through writing, candidate
makes limited connections between evidence presented and demonstration of expertise in the outcome. Candidate
has difficulty assessing impact on student learning or adjusting practice accordingly. Opinions toward students,
parents, or other professionals are difficult to identify.
L3 – Clear Evidence - Clear evidence exists that proficiencies are addressed through reflective analysis. Writing is
descriptive, analytical, and reflective. Evidence presented clearly addresses all of the proficiencies with some being
richer in detail than others. Through writing, candidate makes clear connections between evidence presented and
demonstration of expertise in the outcome. Candidate assesses impact on student learning and adjusts practice
accordingly. There is clear evidence that the candidate has been able to extend and apply knowledge and skills to
daily practice. Positive opinions and behaviors about students, parents, or other professionals are evident.
L4 – Clear, Consistent, and Convincing Evidence - Clear, consistent, and convincing evidence exists that
proficiencies are addressed through reflective analysis. Writing is rich in description, analysis, and reflection.
Evidence presented addresses all proficiencies with evidence of multiple examples of extensions and application of
learning to teaching practices. Through writing, candidate makes clear, consistent, and convincing connections
between evidence presented and demonstration of expertise in the outcome. Candidate consistently assesses impact
on student learning and provides multiple examples of adjusting practice accordingly. Positive opinions and
interactions with students, parents, and other professionals are evident. Candidate is positive about teaching every
student and about each student’s ability to learn.
FAX TO: 770-420-4334
By 3:00 PM, Thursday of each
Student Teaching Weekly Schedule To KSU Supervisor:
STUDENT TEACHER: COLLABORATING TEACHER:
TEACHER’S EMAIL: KSU STUDENT’S EMAIL:
SCHOOL: ROOM/TEAM: GRADE/SUBJ:
Monday Tuesday Wednesday Thursday Friday
Please record the subjects and activities for each period for each day. Clearly indicate lunch times for each day.
Mark with an asterisk (*) lessons that you would particularly like to be observed.