Document Sample
					 I.     EDMG 4475
        Department of Secondary and Middle Grades Education
        Spring 2004


               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
                                                                 (weekend) and
         Dr. Susan Stockdale         KH       678-797-2060           (678)             420-4334             sstockda
                                    1008                           445-0885
          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

        KSU Field Experiences Handbook: Collaborative Development of Expertise in Teaching and Learning. (2002,
        PTEU/KSU, KSU bookstore and
        online at

        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
continued development.

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.


 The student will be able to:                                     CPI Proficiency *,             How Assessed
                                                                  PSC/NCATE Standard**,
                                                                  INTASC*** Principle

 1. Create classrooms that are content area communities in         CPI Outcome 1.3, 2.1, 2.2,   Observations
     which:                                                         2.3
    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
        problem-solving ability,
    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
        reasonable progress,
    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

                                                                                                       Student teaching

*CPI – Candidate Performance Instrument. This outcomes-based instrument will be used to evaluate teacher candidates as they
       exit student teaching. Attached and available at:
**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 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 Awards accreditation to programs of teacher education across the nation. Kennesaw State
       University’s program is accredited by the PSC and NCATE. Go to
****NMSA - National Middle School Association. Go to

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

   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
     submission should
      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
          this assignment.
       Identify two specific steps you will immediately take to improve your performance in the critical
          areas(s) you identified.

      *Guidelines and rubrics also available:

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:

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:

      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?

      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

      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

  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: for additional information about the conference.
        The Career Fair is free. (University Supervisors may require attendance if approved by the
program area.)
***     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.

XIII. References/Bibliography
        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.

Programmatic 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
                                                                  LEARNING ANALYSIS
                                                                  Kennesaw State University
                                                                  Bagwell College of Education

Candidate’s Name: ___________________________                     Course: ____________________________

                                                                  Semester: __________________________

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
                                                                                                  content areas.
                                              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
(2.2)                  accurate

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.
                        others.             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.
                                                   and experiences.

                                                               PORTFOLIO NARRATIVE RUBRIC
                                                               KENNESAW STATE UNIVERSITY
                                                               Bagwell College of Education

      Candidate’s Name: __________________________________               Course: ___________________________
                                                                         Semester: _________

      Program: __________________________________________

      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.



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.


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