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									                Harris-Stowe State University
              Teacher Education Department


                     Conceptual Framework
 PREPARING EFFECTIVE TEACHERS FOR A
          DIVERSE SOCIETY

   Student Guidelines for Construction of
  the PRESERVICE TEACHER WORK
                       SAMPLE (PTW)

                                       in

Pre-student Teaching Elementary, Middle School
and Secondary School Mid-tier Field Experiences

                                     and

             The Student Teaching Internship



                   A Pilot Project Effective Fall 2006 Semester


Conceptual Framework: Preparing Effective Teachers for A Diverse Society   1
                               Harris-Stowe State University
                              Teacher Education Department
                        Scoring Rubric for Student Assessment Plan


Student Guidelines for Construction of the PTW (PRESERVICE TEACHER
WORK SAMPLE)


The Vision
Successful Preservice teacher candidates support learning by designing a Preservice
teacher Work Sample that employs a range of strategies and builds on each student’s
strengths, needs, and prior experiences. Through this performance assessment, preservice
teacher candidates provide credible evidence of their ability to facilitate learning by
meeting the following PTW (PRESERVICE TEACHER WORK SAMPLE) standards:
   The preservice teacher uses information about the learning-teaching context and student
    individual differences to set learning goals and plan instruction and assessment.
   The preservice teacher set significant, challenging, varied, and appropriate learning goals.
   The preservice teacher uses multiple assessment modes and approaches aligned with learning
    goals to assess student learning before, during, and after instruction.
   The preservice teacher designs instruction for specific learning goals, student characteristics and
    needs, and learning contexts.
   The preservice teacher uses and understanding of individual and group motivation and
    behavior, creating a safe learning environment
   The preservice teacher uses regular and systematic evaluations of student learning to make
    instructional decisions.
   The preservice teacher uses assessment data to profile student learning and communicate
    information about student progress and achievement.
   The preservice teacher reflects on his or her instruction and student learning in order to improve
    teaching practice.




Your Assignment
The PTW (PRESERVICE TEACHER WORK SAMPLE) contains eight teaching
processes identified by research and best practice as fundamental to improving student
learning. Each Teaching Process is followed by a PTW (PRESERVICE TEACHER
WORK SAMPLE) Standard, The Task, a Prompt, and a Rubric that defines various
levels of performance on the standard. The Standards and rubrics will be used to evaluate
your PTW (PRESERVICE TEACHER WORK SAMPLE). The Prompts (or directions)
help you document the extent to which you have met each standard. You are required to
teach a comprehensive unit. Before you teach the unit, you will describe contextual
factors, identify learning goals based on your state or district content standards, create an
assessment plan designed to measure student performance before (pre-assessment),
during (formative assessment) and after (post-assessment), and plan for your instruction.
After you teach the unit, you will analyze student learning and then reflect upon and
evaluate your teaching as related to student learning.



Conceptual Framework: Preparing Effective Teachers for A Diverse Society                             2
Format

   Ownership: Complete a cover page that includes (a) your name, (b) date
    submitted, (c) grade level taught, (d) subject taught, (d) your university, (e)
    course number and title.

   Table of Contents: Provide a Table of Contents that lists the sections and
    attachments in your PTW (PRESERVICE TEACHER WORK SAMPLE)
    document with page numbers.

   Charts and Graphs: charts, graphs, and assessment instruments are required as
    part of the analysis of learning element. These should appear in the analysis and
    as an appendix.


You may also want to provide other attachment, such as student work. However, you
should be very selective and make sure your attachment provide clear, concise evidence
of your performance related to PTW (PRESERVICE TEACHER WORK SAMPLE)
Standards and your students’ learning progress.
   Narrative length. A suggested page length for your narrative is given at the end of
    each component section. You have some flexibility of length across components, but
    the total length of your written narrative (excluding charts, graphs, attachment and
    references) should not exceed twenty (20) word-processed pages, double-spaced in
    12-point font, with 1-inch margins.
   References and Credits (not included in total page length). If you referred to another
    person’s ideas or material in your narrative, you should cite these in a separate section
    at the end of your narrative under References and Credits. You may use any
    standard form for references; however, the American Psychological Association
    (APA) style is a recommended format (explained in the manual entitled “Publication
    Manual of the American Psychological Association”).
   Anonymity. In order to insure the anonymity of students in your class, do not
    include any student names or identification in any part of your PTW
    (PRESERVICE TEACHER WORK SAMPLE).

On the following page a scope and sequence chart illustrates at what point in the
preservice teacher preparation program students will be introduced to the PTW
(PRESERVICE TEACHER WORK SAMPLE) elements and how that introduction is
reinforced though the various blocks.




Conceptual Framework: Preparing Effective Teachers for A Diverse Society                   3
 Scope and Sequence of Elementary, Middle, and Secondary Education Preservice
              Teacher Work Sample across the Curriculum Cores

Scope and Sequence of Elementary, Middle, and Secondary Teacher Education Preservice Teacher
                       Work Sample Across the Five Curriculum Cores

    CORE I            CORE II           CORE III             CORE IV             CORE IV
Contextual        Learning Goals     Learning Goals      Contextual          Contextual
Factors                                                  Factors             Factors
                  Assessment         Assessment
                  Plan               Plan                Learning Goals      Learning Goals

                  Family             Design for          Assessment          Assessment
                  Involvement        Instruction         Plan                Plan

                                     Classroom           Design for          Design for
                                     Management          Instruction         Instruction

                                                         Classroom           Classroom
                                                         Management          Management

                                                         Instructional       Instructional
                                                         Decision Making     Decision Making

                                                         Analysis of         Analysis of
                                                         Learning            Learning

                                                         Reflection & Self   Reflection & Self
                                                         Evaluation          Evaluation

                                                         Family
                                                         Involvement         Family
                                                                             Involvement
                 Elementary Education Pre-Service Teachers Course Sequence
EDUC 0201         EDUC 0223          EDUC 0321          EDUC 0326          Student
EDUC 0210         PSY 0305           EDUC 0339          EDUC 0347A
PSY 0312          PSY 0310           EDUC 0342          EDUC0 349          Teaching
                  PSY 0315           EDUC 0376          EDUC 0368I
                                     EDUC 0377          EDUC0 368II        Internship
                                     EDUC 0380          EDUC0378
                                                        EDUC 0410

             Middle and Secondary Education Preservice Teachers Course Sequence
EDUC 0230         EDUC 0223          EDUC 0345           EDUC 0351          Student
PSY 0312          PSY 0305           EDUC 0347B          EDUC 0353
                  PSY 0311           EDUC 0340           EDUC 0357          Teaching
                  PSY 0315           EDUC 0350           EDUC 0359II
                                     EDUC 0352           EDUC 0365II        Internship
                                     EDUC 0356
                                     EDUC 0359I
                                     EDUC 0365I




Conceptual Framework: Preparing Effective Teachers for A Diverse Society                         4
Scope and Sequence of Elementary, Middle, and Secondary Teacher Education Preservice Teacher
                       Work Sample Across the Five Curriculum Cores

    CORE I              CORE II             CORE III             CORE IV              CORE IV
Contextual          Learning Goals       Learning Goals      Contextual           Contextual
Factors                                                      Factors              Factors
                    Assessment           Assessment
                    Plan                 Plan                Learning Goals       Learning Goals

                    Family               Design for          Assessment           Assessment
                    Involvement          Instruction         Plan                 Plan

                                         Classroom           Design for           Design for
                                         Management          Instruction          Instruction

                                                             Classroom            Classroom
                                                             Management           Management

                                                             Instructional        Instructional
                                                             Decision Making      Decision Making

                                                             Analysis of          Analysis of
                                                             Learning             Learning

                                                             Reflection & Self    Reflection & Self
                                                             Evaluation           Evaluation

                                                             Family
                                                             Involvement         Family
                                                                                 Involvement
 Sequence of Evaluation of Performance Artifacts Criteria Across Perry’s Levels of Intellectual and
                                     Ethical Development

Dualism             Dualism              Multiplicity        Contextual           Pre-committment
                                                             Relativism

    Sequence of Evaluation of Performance Artifact Criteria Across Levels of Critical Thinking

Knowledge           Comprehension        Application         Analysis             Synthesis
                                                                                  Evaluation

                            Danielson’s Domains of Effective Teaching
Planning and        Planning and        Planning and        Planning and          Planning and
Preparation         Preparation         Preparation         Preparation           Preparation

Professional        Professional         The Classroom       Instruction          Instruction
Responsibilities    Responsibilities     Environment
                                                             The Classroom        The Classroom
                                         Professional        Environment          Environment
                                         Responsibilities
                                                             Professional         Professional
                                                             Responsibilities     Responsibilities


                      Effective Teachers for a Diverse Society’s Teacher Roles



Conceptual Framework: Preparing Effective Teachers for A Diverse Society                              5
Scope and Sequence of Elementary, Middle, and Secondary Teacher Education Preservice Teacher
                       Work Sample Across the Five Curriculum Cores

    CORE I            CORE II           CORE III            CORE IV              CORE IV
Contextual        Learning Goals     Learning Goals     Contextual           Contextual
Factors                                                 Factors              Factors
                  Assessment         Assessment
                  Plan               Plan               Learning Goals       Learning Goals

                  Family             Design for         Assessment           Assessment
                  Involvement        Instruction        Plan                 Plan

                                     Classroom          Design for           Design for
                                     Management         Instruction          Instruction

                                                        Classroom            Classroom
                                                        Management           Management

                                                        Instructional        Instructional
                                                        Decision Making      Decision Making

                                                        Analysis of          Analysis of
                                                        Learning             Learning

                                                        Reflection & Self    Reflection & Self
                                                        Evaluation           Evaluation

                                                        Family
                                                        Involvement          Family
                                                                             Involvement
Master of         Master of          Master of          Master of            Master of
Content           Content            Content            Content              Content

Communicator      Diagnostic         Master of          Deliver of           Deliver of
with Parents      Prescriber         Content            Content              Content

User of           Communicator       Diagnostic         Diagnostic           Diagnostic
Technology        with Parents       Prescriber         Prescriber           Prescriber

                  User of            Organizer of       Skilled Instructor   Skilled Instructor
                  Technology         Learning
                                                        Organizer of         Inclusionary
                                     Communicator       Learning             Strategist
                                     with Parents
                                                        Communicator         Manager of
                                     User of            with Parents         Behavior
                                     Technology
                                                        User of              Communicator
                                                        Technology           with Parents

                                                                             User of
                                                                             Technology

                                                                             Counselor




Conceptual Framework: Preparing Effective Teachers for A Diverse Society                         6
    Teaching Processes, PTW (PRESERVICE TEACHER WORK SAMPLE)
             Performance and Evaluation Standards, and Indicators

Contextual Factors
The preservice teacher uses information about the learning-teaching context and student
individual differences to set learning goals and plan instruction and assessment.
    Knowledge of community, school, and classroom factors
    Knowledge of characteristics of students
    Knowledge of students’ varied approaches to learning
    Knowledge of students’ skills and prior learning
    Implications for instructional planning and assessment

Learning Goals
The preservice teacher sets significant, challenging, varied, and appropriate learning goals.
 Significance, Challenge and Variety
 Clarity
 Appropriateness for students
 Alignment with national, state, or local standards

Assessment Plan
The preservice teacher uses multiple assessment modes and approaches aligned with learning goals to
assess student learning before, during and after instruction.
 Alignment with learning goals and instruction
 Clarity of criteria for performance
 Multiple modes and approaches
 Technical soundness
 Adaptations based on the individual needs of students

Design for Instruction
The preservice teacher designs instruction for specific learning goals, student characteristics and needs,
and learning contexts.
 Alignment with learning goals
 Accurate representation of content
 Lesson and unit structure
 Use of a variety of instruction, activities, assignments, and resources
 Uses of contextual information and data to select appropriate and relevant activities, assignments and
    resources
 Use of contextual information and data to select appropriate and relevant activities, assignments and
    resources.
 Use of technology

Classroom Management
The pre-service teacher uses an understanding of individual and group motivation and behavior to create
a learning environment that encourages social interaction, active engagement in learning and self-
motivation.
 Importance of content
 Management of transitions
 Expectation
 Monitoring of student behavior



Conceptual Framework: Preparing Effective Teachers for A Diverse Society                                  7
    Teaching Processes, PTW (PRESERVICE TEACHER WORK SAMPLE)
             Performance and Evaluation Standards, and Indicators
    Consequences for misbehavior
    Motivation

Instructional Decision-Making
The Preservice teacher uses on-going analysis of student learning to make instructional decisions.
 Sound professional practice
 Adjustments based on analysis of student learning
 Congruence between modifications and learning goals

Analysis of Student Learning
The Preservice teacher uses assessment data to profile student learning and communicate information
about student progress and achievement.
 Clarity and accuracy of presentation
 Alignment with learning goals
 Interpretation of data
 Evidence of impact on student learning

Reflection and Self-Evaluation
The Preservice teacher reflects on his or her instruction and student learning in order to improve teaching
practice.
 Interpretation of student learning
 Reflection on instruction and student learning
 Insights on effective instruction and assessment
 Alignment among goals, instruction and assessment
 Implications for professional development
 Reflection on teaching performance
 Accessing special services
 Ethical practice

Family Involvement Plan
The Preservice teacher involves children’s families in the unit of study. A strong home/school connection
is important for children’s success in this unit.
 Family and community resources
 Family communication
 Family involvement: school-based
 Family Involvement: home-based
 Family letter




Conceptual Framework: Preparing Effective Teachers for A Diverse Society                                 8
Contextual Factors

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard
The Preservice teacher uses information about the learning-teaching context and
student individual differences to set learning goals and plan instruction and
assessment.

Task
Discuss relevant factors and how they may affect the teaching-learning process. Include
any sup-ports and challenges that affect instruction and student learning.

Prompt
In your discussion, include:
• Community, district and school factors. Address geographic location, community and
school population, socio-economic profile and race/ethnicity. You might also address
such things as stability of community, political climate, community support for
education, and other environmental factors.
• Classroom factors. Address physical features, availability of technology equipment
and re-sources and the extent of parental involvement. You might also discuss other
relevant factors such as classroom rules and routines, grouping patterns, scheduling and
classroom arrangement.
• Student characteristics. Address student characteristics you must consider as you
design instruction and assess learning. Include factors such as age, gender, race/ethnicity,
special needs, achievement/developmental levels, culture, language, interests, learning
styles/modalities or students’ skill levels. In your narrative, make sure you address
student’s skills and prior learning that may influence the development of your learning
goals, instruction and assessment.
• Instructional implications. Address how contextual characteristics of the community,
class-room and students have implications for instructional planning and assessment.
Include specific instructional implications for at least two characteristics and any other
factors that will influence how you plan and implement your unit.

Suggested Page Length: 1-2




Conceptual Framework: Preparing Effective Teachers for A Diverse Society                  9
Contextual Factors
Rubric

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard: The preservice teacher
uses information about the learning/teaching context and student individual
differences to set learning goals, plan instruction and assess learning.

                                    Contextual Factors Rubric
    Rating        Indicator Not       Indicator         Indicator            Indicator Met       Score
   Indicator            Met        Minimally Met Partially Met
Knowledge of      No credible     Preservice         Preservice              Preservice
Community,        evidence        teacher displays   teacher                 teacher
School and        provided        minimal,           displays some           displays a
Classroom         0 pts           irrelevant, or     knowledge of            comprehensive
Factors                           biased             the                     understanding       ____
                                  knowledge of the characteristics           of the
                                  characteristics of of the                  characteristics
                                  the community,     community,              of the
                                  school, and        school, and             community,
                                  class-room.        class-room              school, and
                                  1 pt               that may affect         classroom that
                                                     learning.               may affect
                                                     2 pts                   learning.
                                                                             3 pts

Knowledge of      No credible     Preservice             Preservice          Preservice
Characteristics   evidence        teacher displays       teacher             teacher
of Students       provided        minimal,               displays            displays
                  0 pts           stereotypical, or      general             general &
                                  irrelevant             knowledge of        specific
                                  knowledge of           student             understanding
                                  student                differences         of student
                                  differences (e.g.      (e.g.,              differences         ____
                                  development,           development,        (e.g.,
                                  interests, culture,    interests,          development,
                                  abilities/disabiliti   culture,            interests,
                                  es) that may           abilities/disabil   culture,
                                  affect learning.       ities) that may     abilities/disabil
                                  1 pt                   affect learning.    ities) that may
                                                         2 pts               affect learning.
                                                                             3 pts
Knowledge of      No credible     Preservice             Preservice          Preservice
Students’         evidence        teacher displays       teacher             teacher
Varied            provided        minimal,               displays            displays
Approaches to     0 pts           stereotypical, or      general             general &
Learning                          irrelevant             knowledge           specific
                                  knowledge about        about the           understanding
                                  the different          different ways      of the different
                                  ways students          students learn      ways students       ____
                                  learn (e.g.,           (e.g., learning     learn (e.g.,
                                  learning styles,       styles, learning    learning styles,
                                  learning               modalities).        learning
                                  modalities).                               modalities)



Conceptual Framework: Preparing Effective Teachers for A Diverse Society                                 10
                                     Contextual Factors Rubric
    Rating         Indicator Not       Indicator        Indicator            Indicator Met       Score
   Indicator            Met        Minimally Met Partially Met
                                   1 pt              2 pts                   that may affect
                                                                             learning.
                                                                             3 pts
Knowledge of       No credible     Preservice             Preservice         Preservice
Students’ Skills   evidence        teacher displays       teacher            teacher
And Prior          provided        little or irrelevant   displays           displays
Learning           0 pts           knowledge of           general            general &
                                   students’ skills       knowledge of       specific
                                   and prior              students’ skills   understanding       ____
                                   learning.              and prior          of students’
                                   1 pt                   learning that      skills and prior
                                                          may affect         learning that
                                                          learning.          may affect
                                                          2 pts              learning.
                                                                             3 pts

Implications       No credible     Preservice             Preservice         Preservice
for                evidence        teacher does not       teacher            teacher
Instructional      provided        provide                provides           provides
Planning and       0 pts           implications for       general            specific
Assessment                         instruction and        implications       implications
                                   assessment based       for instruction    for instruction
                                   on student             and                and
                                   individual             assessment         assessment
                                   differences and        based on           based on
                                   community,             student            student             ____
                                   school, and            individual         individual
                                   classroom              differences        differences
                                   characteristics        and                and
                                   OR provides            community,         community,
                                   inappropriate          school, and        school, and
                                   implications.          classroom          classroom
                                   1 pt                   characteristics.   characteristics.
                                                          2 pts              3 pts



                                                                                     Total Points _____




Conceptual Framework: Preparing Effective Teachers for A Diverse Society                                  11
Learning Goals

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard
The preservice teacher sets significant, challenging, varied and appropriate learning
goals.
Task
Provide and justify the learning goals for the unit.

Prompt
• List the learning goals (not the activities) that will guide the planning, delivery and
assessment of your unit. These goals should define what you expect students to know and
be able to do at the end of the unit. The goals should be significant (reflect the big ideas
or structure of the discipline) challenging, varied and appropriate. Number or code each
learning goal so you can reference it later.
• Show how the goals are aligned with local, state, or national standards. (Identify the
source of the standards).
• Describe the types and levels of your learning goals.
• Discuss why your learning goals are appropriate in terms of development; pre-
requisite knowledge, skills; and other student needs.

Suggested Page Length: 1-2 Pages




Conceptual Framework: Preparing Effective Teachers for A Diverse Society                 12
Learning Goals
Rubric

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard: The Preservice teacher
sets significant, challenging, varied and appropriate learning goals.

                                      Learning Goals Rubric
    Rating       Indicator Not       Indicator        Indicator          Indicator Met        Score
   Indicator           Met       Minimally Met     Partially Met
Significance,    No credible     Goals reflect    Goals reflect          Goals reflect
Challenge and    evidence pro-   only one type    several types or       several types or
Variety          vided           or level of      levels of              levels of
                 0 pts           learning.        learning but           learning and are
                                 1 pt             lack                   significant and      ____
                                                  significance or        challenging.
                                                  challenge.             3 pts
                                                  2 pts

Clarity          No credible     Goals are not       Some of the         Most of the
                 evidence pro-   stated clearly      goals are           goals are
                 vided           and are             clearly stated as   clearly stated as
                 0 pts           activities rather   learning            learning             ____
                                 than learning       outcomes.           outcomes.
                                 outcomes.           2 pts               3 pts
                                 1 pt

Appropriate-     No credible     Goals are not       Some goals are      Most goals are
ness For         evidence pro-   appropriate for     appropriate for     appropriate for
Students         vided           the                 the                 the
                 0 pts           development;        development;        development;
                                 pre-requisite       pre-requisite       pre-requisite
                                 knowledge,          knowledge,          knowledge,           ____
                                 skills,             skills,             skills,
                                 experiences; or     experiences;        experiences;
                                 other student       and other           and other
                                 needs.              student needs.      student needs.
                                 1 pt                2 pts               3 pts

Alignment        No credible     Goals are not       Some goals are      Most of the
with National,   evidence pro-   aligned with        aligned with        goals are
State or Local   vided           national, state     national, state     explicitly
Standards        0 pts           or local            or local            aligned with
                                 standards.          standards.          national, state      ____
                                 1 pt                2 pts               or local
                                                                         standards.
                                                                         3 pts


                                                                                  Total Points _____




Conceptual Framework: Preparing Effective Teachers for A Diverse Society                               13
Assessment Plan

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard
The preservice teacher uses multiple assessment modes and approaches aligned with
learning goals to assess student learning before, during and after instruction.

Task Design an assessment plan to monitor student progress toward learning goal(s). Use
multiple assessment modes and approaches aligned with learning goals to assess student
learning before, during, and after instruction. These assessments should authentically
measure student learning and may include performance-based tasks, paper-and-pencil
tasks, or personal communication. Describe why your assessments are appropriate for
measuring learning.

Prompt
• Provide an overview of the assessment plan. For each learning goal include:
assessments used to judge student performance, format of each assessment, and
adaptations of the assessments for the individual needs of students based on pre-
assessment and contextual factors. The purpose of this over-view is to depict the
alignment between learning goals and assessments and to show adaptations to meet the
individual needs of students or contextual factors. You may use a visual organizer such as
a table, outline or other means to make your plan clear.
• Describe the pre- and post-assessments that are aligned with your learning goals.
Clearly ex-plain how you will evaluate or score pre- and post-assessments, including
criteria you will use to determine if the students’ performance meets the learning goals.
Include copies of assessments, prompts, and/or student directions and criteria for judging
student performance (e.g., scoring rubrics, observation checklist, rating scales, item
weights, test blueprint, answer key).
• Discuss your plan for formative assessment that will help you determine student
progress during the unit. Describe the assessments you plan to use to check on student
progress and comment on the importance of collecting that particular evidence. Although
formative assessment may change as you are teaching the unit, your task here is to predict
at what points in your teaching it will be important to assess students’ progress toward
learning goals.

Suggested Page Length: 2 + pre- and post-assessment instruments, scoring rubrics/keys,
and assessment plan table




Conceptual Framework: Preparing Effective Teachers for A Diverse Society               14
Assessment Plan
Rubric

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard: The Preservice teacher
uses multiple assessment modes and approaches aligned with learning goals to assess
student learning before, during and after instruction.


                                     Assessment Plan Rubric
    Rating        Indicator Not      Indicator        Indicator         Indicator Met      Score
   Indicator            Met       Minimally Met     Partially Met
Alignment with    No credible     Content and      Some of the          Each of the
Learning Goals    evidence pro-   methods of       learning goals       learning goals
and Instruction   vided           assessment lack are assessed          is assessed
                  0 pts           congruence       through the          through the
                                  with learning    assessment           assessment
                                  goals or lack    plan, but many       plan;
                                  cognitive        are not              assessments are
                                  complexity.      congruent with       congruent with     ____
                                  1 pt             learning goals       the learning
                                                   in content and       goals in content
                                                   cognitive            and cognitive
                                                   complexity.          complexity.
                                                    2 pts               3 pts


Clarity of        No credible     The                Assessment         Assessment
Criteria and      evidence pro-   assessments        criteria have      criteria are
Standards for     vided           contain no clear   been               clear and are
Performance       0 pts           criteria for       developed, but     explicitly
                                  measuring          they are not       linked to the
                                  student            clear or are not   learning goals.    ____
                                  performance        explicitly         3 pts
                                  relative to the    linked to the
                                  learning goals.    learning goals.
                                  1 pt               2 pts


Multiple          No credible     The assessment     The assessment     The assessment
Modes and         evidence pro-   plan includes      plan includes      plan includes
Approaches        vided           only one           multiple modes     multiple
                  0 pts           assessment         but all are        assessment
                                  mode and does      either             modes
                                  not assess         pencil/paper       (including
                                  students before,   based (i.e. they   performance
                                  during, and        are not            assessments,
                                  after              performance        lab reports, re-   ____
                                  instruction.       assessments)       search projects,
                                  1 pt               and/or do not      etc.) and
                                                     require the        assesses student
                                                     integration of     performance
                                                     knowledge,         through-out the
                                                     skills and         instructional



Conceptual Framework: Preparing Effective Teachers for A Diverse Society                           15
                                     Assessment Plan Rubric
    Rating        Indicator Not      Indicator        Indicator        Indicator Met       Score
   Indicator           Met        Minimally Met     Partially Met
                                                   reasoning           sequence.
                                                   ability.            3 pts
                                                   2 pts
Technical         No credible     Assessments      Assessments         Assessments
Soundness         evidence pro-   are not valid;   appear to have      appear to be
                  vided           scoring          some validity.      valid; scoring
                  0 pts           procedures are   Some scoring        procedures are
                                  absent or        procedures are      explained; most
                                  inaccurate;      explained;          items or
                                  items or         some items or       prompts are
                                  prompts are      prompts are         clearly written;
                                  poorly written;  clearly written;    directions and       ____
                                  directions and   some directions     procedures are
                                  procedures are   and procedures      clear to
                                  confusing to     are clear to        students.
                                  students.        students.           3 pts
                                  1 pt             2 pts


Adaptations       No credible     Preservice         Preservice        Preservice
Based on the      evidence pro-   teacher does not   teacher makes     teacher makes
Individual        vided           adapt              adaptations to    adaptations to
Needs of          0 pts           assessments to     assessments       assessments
Students                          meet the           that are          that are
                                  individual         appropriate to    appropriate to       ____
                                  needs of           meet the          meet the
                                  students or        individual        individual
                                  these              needs of some     needs of most
                                  assessments are    students.         students.
                                  inappropriate.     2 pts             3 pts
                                  1 pt

Opportunities     No credible     Preservice         Preservice        Preservice
for Students to   evidence pro-   teacher            teacher makes a   teacher
Self-Evaluate,    vided           provides no        majority of the   demonstrates
set, monitor,     0 pts           evidence that      learning          the capacity to
and Adjust                        students are       decisions and     actively en-
Learning Goals                    provided           provides few      gage students in
                                  opportunities to   opportunities     their own
                                  self-evaluate      for students to   learning, self-      ____
                                  monitor or         monitor or        evaluation, and
                                  adjust their own   assess their      encourages all
                                  learning goal or   own learning      students to set,
                                  behavior.          goals or          monitor, and
                                  1 pt               behavior.         adjust their
                                                     2 pts             learning goals
                                                                       and behavior
                                                                       3 pts



                                                                               Total Points _____



Conceptual Framework: Preparing Effective Teachers for A Diverse Society                            16
Design for Instruction

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard
The preservice teacher designs instruction for specific learning goals, student
characteristics and needs, and learning contexts.

Task Describe how you will design your unit instruction related to unit goals, students’
characteristics and needs, and the specific learning context.

Prompt
• Results of pre-assessment. After administering the pre-assessment, analyze student
performance relative to the learning goals. Depict the results of the pre-assessment in a
format that al-lows you to find patterns of student performance relative to each earning
goal. You may use a table, graph, or chart. Describe the pattern you find that will guide
your instruction or modification of the learning goals.
• Unit overview. Provide an overview of your unit. Use a visual organizer such as a
block plan or outline to make your unit plan clear. Include the topic or activity you are
planning for each day/period. Also indicate the goal or goals (coded from your Learning
Goals section) that you are addressing in each activity. Make sure that every goal is
addressed by at least one activity and that every activity relates to at least one goal.
• Activities. Describe at least three unit activities that reflect a variety of instructional
strategies/techniques and explain why you are planning those specific activities. In your
explanation for each activity, include: - how the content relates to your instructional
goal(s), - how the activity stems from your pre-assessment information and contextual
factors, - what materials/technology you will need to implement the activity, and - how
you plan to assess student learning during and/or following the activity (i.e., formative
assessment).
• Technology. Describe how you will use technology in your planning and/or instruction.
If you do not plan to use any form of technology, provide your clear rationale for its
omission.

Suggested Page Length: 3 + visual organizer




Conceptual Framework: Preparing Effective Teachers for A Diverse Society                  17
Design for Instruction
Rubric

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard: The Preservice teacher
designs instruction for specific learning goals, student characteristics and needs, and
learning contexts.
                                   Design of Instruction Rubric
    Rating        Indicator Not       Indicator          Indicator      Indicator Met     Score
   Indicator           Met         Minimally Met       Partially Met
Alignment        No credible      Few lessons are     Most lessons      All lessons are
with Learning    evidence         explicitly linked   are explicitly    explicitly
Goals            provided         to learning goals. linked to          linked to
                                  Few learning        learning goals.   learning goals.
                 0 pts
                                  activities,         Most learning     All learning
                                  assignments and     activities,       activities,       ____
                                  resources are       assignments       assignments
                                  aligned with        and resources     and resources
                                  learning goals.     are aligned       are aligned
                                  Not all learning    with learning     with learning
                                  goals are covered goals. Most         goals. All
                                  in the design.      learning goals    learning goals
                                  1 pt                are covered in    are covered in
                                                      the design.       the design.
                                                      2 pts             3 pts

Accurate         No credible      Preservice          Preservice        Preservice
Representation   evidence         teacher’s use of    teacher’s use     teacher’s use
of Content       provided         content appears     of content        of content
                                  to contain          appears to be     appears to be
                 0 pts
                                  numerous            mostly            accurate.
                                  inaccuracies.       accurate.         Focus of the      ____
                                  Con-tent seems      Shows some        con-tent is
                                  to be viewed        aware-ness of     congruent with
                                  more as isolated    the big ideas     the big ideas
                                  skills and facts    or structure of   or structure of
                                  rather than as      the discipline.   the discipline.
                                  part of a larger    2 pts             3 pts
                                  conceptual
                                  structure.
                                  1 pt

Lesson and       No credible      The lessons         The lessons       All lessons
Unit Structure   evidence         within the unit     within the unit   within the unit
                 provided         are not logically   have some         are logically
                                  organized (e.g.,    logical           organized and
                 0 pts
                                  sequenced).         organization      appear to be      ____
                                  1 pt                and appear to     useful in
                                                      be somewhat       moving
                                                      useful in         students
                                                      moving            toward
                                                      students          achieving the
                                                      toward            learning goals.
                                                      achieving the     3 pts



Conceptual Framework: Preparing Effective Teachers for A Diverse Society                          18
                                 Design of Instruction Rubric
   Rating        Indicator Not     Indicator           Indicator       Indicator Met       Score
  Indicator           Met        Minimally Met       Partially Met
                                                    learning goals.
                                                    2 pts

Use of a         No credible     Little variety of   Some variety      Significant
Variety of       evidence        instruction,        in instruction,   variety across
Instruction,     provided        activities,         activities,       instruction,
Activities,                      assignments, and    assignments,      activities,
                 0 pts
Assignments                      resources. Heavy    or resources      assignments,        ____
and Resources                    reliance on         but with          and/or re-
                                 textbook or         limited           sources. This
                                 single resource     contribution to   variety makes
                                 (e.g., work         learning.         a clear
                                 sheets).            2 pts             contribution to
                                 1 pt                                  learning.
                                                                       3 pts

Use of Con-      No credible     Instruction has     Some              Most
textual In-      evidence        not been            instruction has   instruction has
formation and    provided        designed with       been designed     been designed
Data to Select                   reference to        with reference    with reference
                 0 pts
Appropriate                      contextual          to contextual     to contextual
and Relevant                     factors and pre-    factors and       factors and
Activities,                      assessment data.    pre-assessment    pre-assessment      ____
Assignments                      Activities and      data. Some        data. Most
and Resources                    assignments do      activities and    activities and
                                 not appear          assignments       assignments
                                 productive and      appear            appear
                                 appropriate for     productive and    productive and
                                 each student.       appropriate for   appropriate for
                                 1 pt                each student.     each student.
                                                     2 pts             3 pts

                 No credible     Technology is       Preservice        Preservice
Use of           evidence        inappropriately     teacher uses      teacher
Technology       provided        used OR             technology but    integrates
                                 Preservice          it does not       appropriate         ____
                 0 pts
                                 teacher does not    make a            technology
                                 use technology.     significant       that makes a
                                 1 pt                contribution to   significant
                                                     teaching and      contribution to
                                                     learning.         teaching and
                                                     2 pts             learning.
                                                                       3 pts

                                                                              Total Points _____




Conceptual Framework: Preparing Effective Teachers for A Diverse Society                           19
Classroom Management for Instruction

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard
The pre-service Preservice teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages social
interaction, active engagement in learning and self-motivation.

Task Develop a management plan for the PTW (PRESERVICE TEACHER WORK
SAMPLE) unit that addresses strategies to manage the goals of student misbehavior,
organizes students for a variety of instructional activities and an articulated written
classroom management plan.

Prompt
• Importance of content is conveyed by the Preservice teacher’s genuine enthusiasm
for the quality of student work and demonstrates this through active participation and
attention to de-tail with lessons.
• Management of transitions have been planned to seamlessly occur and promote
student responsibility, self-motivation, and effective execution.
• Expectations are clear and appear to have been developed with student participation
and communicated with parents.
• Monitoring of student behavior uses proactive and preventative verbal and non
verbal interventions. It allows students to monitor their own behavior.
• Consequences for misbehavior focus on a variety of strategies. The Preservice
teacher uses group contingency and direct consequences in developing a behavior plan.
The consequences are clearly stated and shared with all stakeholders.
• An effective motivational strategy both reinforces positive behavior and
extinguishes negative behaviors. The Pre service Preservice teacher (PST) uses internal
and external strategies such as self-reinforcement, praise, recognition, privileges, etc. The
PST also uses strategies to extinguish negative behaviors such as withdrawing
reinforcers, ignoring minor in-fractions (calling out, or lacking materials for class) and
time out.
• Activities: The pre service Preservice teacher must produce a classroom management
plan; a plan: that can be shared with students and their parents or guardians. The pre
service Preservice teacher recognizes and articulates with this plan the goals of
misbehavior:
  1. Attention-seeking
  2. Power-seeking
  3. Revenge
  4. Avoidance-of-failure
A seating chart will be developed for the various learning activities planned for the PTW
(PRESERVICE TEACHER WORK SAMPLE). These charts will demonstrate a design
that accommodates the planned activities. For instance, if students are to work
collaboratively in threes the seating is arranged to accommodate this activity.

Suggested Page Length: 3 + classroom arrangement diagrams




Conceptual Framework: Preparing Effective Teachers for A Diverse Society                  20
Classroom Management
Rubric

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard: The pre-service
Preservice teacher uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages social interaction, active
engagement in learning and self-motivation.


                                 Classroom Management Rubric
  Indicator      Indicator Not       Indicator      Indicator         Indicator Met      Score
   Rating              Met       Minimally Met    Partially Met
Importance of    No credible     No evidence     The preservice       The preservice
Content          evidence        demonstrates    teacher              teacher conveys
                 provided        that the        communicates         genuine
                                 Preservice      the importance       enthusiasm for
                 0 pts
                                 teacher         of quality work      the quality of
                                 communicates    but with             student work
                                 to students the minimal              and
                                 importance or   conviction           demonstrates       ____
                                 commitment to   toward its           that through
                                 the value of    importance           active
                                 quality student 2 pts                participation
                                 work or work                         and attention to
                                 habits                               de-tail with
                                 1 pt                                 lessons
                                                                      3 pts


Management       No credible     No                 There is some     The transitions
of Transitions   evidence        considerations     evidence the      between
                 provided        for student to     transitions       activities and
                                 transition from    between           classes have
                 0 pts
                                 one activity to    activities or     been planned to
                                 another or one     classes have      seamlessly
                                 class to another   been considered   occur and
                                 1 pt               by the            promote student
                                                    Preservice        responsibility
                                                    teacher           for effective
                                                    2 pts             execution
                                                                      3 pts


Expectations     No credible     No standard of     Standards of      Standards of
                 evidence        con-duct           con-duct          conduct are
                 provided        establishes        establishes       clear and appear
                                 student            minimal           to have been
                 0 pts
                                 behavior           behavior          developed with
                                 1 pt               expectations      student
                                                    2 pts             participation      ____
                                                                      and
                                                                      communication
                                                                      with parents
                                                                      3 pts



Conceptual Framework: Preparing Effective Teachers for A Diverse Society                         21
                                Classroom Management Rubric
  Indicator     Indicator Not      Indicator     Indicator             Indicator Met       Score
   Rating            Met        Minimally Met   Partially Met


Monitoring of   No credible     No evidence is      The preservice     The preservice
Student         evidence        pro-vided that      teacher has        teacher
Behavior        provided        demonstrates        generally          demonstrates
                                how the             demonstrated       that a plan for
                0 pts
                                Preservice          how student        monitoring is
                                teacher will        behavior will be   proactive and
                                monitor student     monitored using    preventative        ____
                                behavior            verbal and non     using verbal and
                                through verbal      verbal             non verbal
                                or non verbal       interventions      interventions. It
                                interventions 1-    2 pts              al-lows students
                                1 pt                                   to monitor their
                                                                       own behavior
                                                                       3 pts
Consequences    No credible     No evidence         Consequences       The
for             evidence        that                have been          consequences
Misbehavior     provided        consequences        developed to a     for behavior
                                for misbehavior     minimal level.     focus on a
                0 pts
                                have been           Consequences       variety of
                                developed as        that are           strategies. The
                                part of a           developed focus    Preservice
                                discipline plan     on strictly        teacher uses
                                1 pt                punitive actions   group
                                                    against the        contingency and
                                                    student            direct              ____
                                                    2 pts              consequences in
                                                                       developing a
                                                                       behavior plan.
                                                                       The
                                                                       consequences
                                                                       are clearly
                                                                       stated and
                                                                       shared with all
                                                                       stakeholders
                                                                       3 pts
Motivation      No credible     No evidence of      There is           The pre service
                evidence        motivational        minimal            teacher (PST)
                provided        strategies are in   evidence the       effective
                                place as part of    preservice         motivational
                0 pts
                                the instructional   teacher is         strategies that
                                planning            providing          both rein-forces
                                1 pt                motivational       positive
                                                    strategies that    behaviors and
                                                    reinforce or       extinguishes
                                                    extinguish         negative            ____
                                                    behavior           behaviors. The
                                                    2 pts              PST uses
                                                                       strategies such
                                                                       as reinforcing
                                                                       positive
                                                                       behavior, praise,


Conceptual Framework: Preparing Effective Teachers for A Diverse Society                           22
                                 Classroom Management Rubric
  Indicator      Indicator Not      Indicator     Indicator       Indicator Met        Score
   Rating             Met        Minimally Met   Partially Met
                                                                 recognitions,
                                                                 privileges, etc.
                                                                 3 pts

                                                                           Total Points _____


Family Involvement Plan

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard
The Preservice teacher involves children’s families in the unit of study. A strong home-
school connection is important for the children’s success in this unit.

Task Your unit also includes a family involvement plan, including using family or
community re-sources, communicating with families throughout the unit, involving the
families in both school and home-based activities and sending a family letter about the
unit.

Prompt
• Family & community resources: Tell three family and/or community resources you
could use to support student learning during your unit (for example, guest speakers, the
public library, field trips, etc.)
• Family communication: Give three examples of how you will communicate with your
students’ families before and throughout this unit (for example, a family letter,
newsletters, class website, personal notes, etc.) At least one example must be a reciprocal,
two-way communication strategy.
• Family involvement – School-based: Tell one way you can involve families during
your unit in a school-based activity (for example, parent volunteers during an activity,
Open House, parent chaperones during a field trip, etc.)
• Family involvement - Home activity: Tell one home activity you could suggest for
families to do that would support student learning during your unit.
• Family letter: Create a letter that you could send at the beginning of your unit. This
letter should describe your unit and give a rationale for doing it, tell the goals of your unit
and list your suggested home activity. The letter should be reader-friendly with large font
and graphics, attractive and free of errors.

Suggested Page Length: 2 pages plus the family letter




Conceptual Framework: Preparing Effective Teachers for A Diverse Society                        23
Home / School Connection: Family Involvement Plan
Rubric

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard: The Preservice teacher
involves children’s families in the unit of study. A strong home-school connection is
important for the children’s success in this unit.

               Home / School Connection: Family Involvement Plan Rubric
    Rating          Indicator       Indicator         Indicator        Indicator Met       Score
   Indicator         Not Met     Minimally Met      Partially Met
Family &          No credible   Plan does not      Plan includes       Plan includes
Community         evidence      include family     one or two          three family
Resources         provided      and/or             family and/or       and/or
                                community re-      community re-       community re-
                  0 pts
                                sources.           sources that will   sources that will
                                Resources          be used to          be used to
                                included are       support student     support student     ____
                                only school-       learning during     learning during
                                based.             unit. Re-sources    unit.
                                1 pt               included are        3 pts
                                                   unrelated to unit
                                                   topic.
                                                   2 pts


Family            No credible   Communication      Plan includes       Plan includes
Communication     evidence      examples will      one or two          three examples
                  provided      not                forms of            of
                                meaningfully in-   communication       communication
                  0 pts
                                form families      with family         with at least one
                                about the unit.    about the unit.     being a
                                1 pt               Plan includes       reciprocal          ____
                                                   one or two          communication
                                                   forms of            with family
                                                   communication       about the unit.
                                                   with families       3 pts
                                                   about the unit.
                                                   2 pts


Family            No credible   Plan does not      Plan states one     Plan states one
Involvement:      evidence      include a          way families        way families
School Based      provided      school-based       can be involved     can be involved
Activity                        activity for       during this unit    during this unit
                  0 pts
                                family             through a           through a
                                involvement.       school-based        school-based
                                1 pt               activity, but       activity.
                                                   activity is         Activity is         ____
                                                   unrelated to the    meaningful to
                                                   unit or does not    families and
                                                   involve the         will support
                                                   family in a         student
                                                   meaningful          learning.
                                                   way.                3 pts



Conceptual Framework: Preparing Effective Teachers for A Diverse Society                           24
               Home / School Connection: Family Involvement Plan Rubric
    Rating          Indicator     Indicator             Indicator         Indicator Met       Score
   Indicator         Not Met    Minimally Met         Partially Met
                                                     2 pts


Family            No credible   A home activity      A home activity      All directions
Involvement       evidence      is not included      is included, but     for home
Home Activity     provided      in the plan.         directions are       activity are
                                1 pt                 vague or             included. Home
                  0 pts
                                                     activity requires    activity does not
                                                     materials not        require unusual
                                                     typically found      or expensive        ____
                                                     at home. Home        materials /
                                                     activity is not      supplies to
                                                     related to unit      complete. Home
                                                     goals.               activity is
                                                     2 pts                related to the
                                                                          unit goals.
                                                                          3 pts

Family Letter     No credible   The letter does      Letter partially     Letter de-
                  evidence      not describe the     de-scribes unit      scribes the unit
                  provided      unit activities      and / or does        activities,
                                and does not         not include a        provides a
                  0 pts
                                include why          rationale for the    strong ration-ale
                                children are         children             for doing the
                                learning about       learning about       unit, and
                                this topic.          this topic. Letter   informs parents
                                .Letter does not     lists some goals     about the unit’s
                                inform parents       of unit, or goals    goals. Letter       ____
                                about what           are listed in        includes a
                                children will        technical terms      suggestion for a
                                learn from the       and difficult for    home activity
                                unit. Home           parents to           relating to the
                                activity is not      understand.          unit topic.
                                included.            Home activity is     3 pts
                                1 pt                 not described
                                                     clearly.
                                                     2 pts

Family Letter:    No credible   Letter is            Letter is plain in   Letter is
Appearance        evidence      difficult to read,   appearance           attractive,
                  provided      has numerous         and/or has some      reader-friendly
                                errors and does      errors.              with graphics
                  0 pts
                                not include          2 pts                and easy to read
                                graphics.                                 print/font.         ____
                                1 pt                                      Letter has no
                                                                          spelling,
                                                                          grammatical or
                                                                          typing errors.
                                                                          3 pts


                                                                                   Total Points _____



Conceptual Framework: Preparing Effective Teachers for A Diverse Society                                25
Instructional Decision-Making

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard
The Preservice teacher uses on-going analysis of student learning to make
instructional decisions.

Task Provide two examples of instructional decision-making based on students’ learning
or responses.

Prompt
• Think of a time during your unit when a student’s learning or response caused you
to modify your original design for instruction. (The resulting modification may affect
other students as well.) Cite specific evidence to support your answers to the following:
  - Describe the student’s learning or response that caused you to rethink your plans. The
  student’s learning or response may come from a planned formative assessment or
  another source (not the pre-assessment).
  - Describe what you did next and explain why you thought this would improve student
  progress toward the learning goal.
• Now, think of one more time during your unit when another student’s learning or
response caused you to modify a different portion of your original design for
instruction. (The resulting modification may affect other students as well.) Cite specific
evidence to support your answers to the following:
  - Describe the student’s learning or response that caused you to rethink your plans. The
  student’s learning or response may come from a planned formative assessment or
  another source (not the pre-assessment).
  - Describe what you did next and explain why you thought this would improve student
  progress toward the learning goal.

Suggested Page Length: 3-4




Conceptual Framework: Preparing Effective Teachers for A Diverse Society               26
Instructional Design Making Rubric

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard: The Preservice teacher
uses on-going analysis of student learning to make instructional decisions.

                          Instructional Design Making Rubric
    Rating      Indicator Not       Indicator            Indicator      Indicator Met      Score
   Indicator          Met        Minimally Met         Partially Met
Sound           No credible     Many                  Instructional     Most
Professional    evidence pro-   instructional         decisions are     instructional
Practice        vided           decisions are not     mostly            decisions are
                0 pts           pedagogically         appropriate,      pedagogically
                                sound or              but some          sound and
                                culturally            decisions are     culturally          ____
                                appropriate.          not               appropriate
                                1 pt                  pedagogically     (i.e., they are
                                                      sound or          likely to lead
                                                      culturally        to student
                                                      appropriate.      learning).
                                                      2 pts             3 pts
Modifications   No credible     Preservice            Some              Appropriate
Based on        evidence pro-   teacher treats        modifications     modifications
Analysis of     vided           class as “one         of the            of the
Student         0 pts           plan fits all” with   instructional     instructional
Performance                     little or no          plan are made     plan are made
                                modifications.        to address        to address
                                1 pt                  individual        individual
                                                      student needs,    student needs.
                                                      but these are     These
                                                      not based on      modifications
                                                      the assessment    are informed        ____
                                                      of student        by the
                                                      learning, best    assessment of
                                                      practice, or      student
                                                      contextual        learning/
                                                      factors.          performance,
                                                      2 pts             best practice,
                                                                        or contextual
                                                                        factors.
                                                                        Include
                                                                        explanation of
                                                                        why the
                                                                        modifications
                                                                        would improve
                                                                        student
                                                                        progress.
                                                                        3 pts
Congruence      No credible     Modifications in      Modifications     Modifications
Between         evidence pro-   instruction show      in instruction    in instruction
Modifications   vided           little or no          are somewhat      are congruent
and Learning    0 pts           congruence with       congruent with    with learning       ____
Goals                           learning goals.       learning goals.   goals.
                                1 pt                  2 pts             3 pts

                                                                                Total Points _____


Conceptual Framework: Preparing Effective Teachers for A Diverse Society                             27
Analysis of Student Learning

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard
The Preservice teacher uses assessment data to profile student learning and
communicate information about student progress and achievement.

Task
Analyze your assessment data, including pre/post assessments and formative assessments
to determine students’ progress related to the unit learning goals. Use visual
representations and narrative to communicate the performance of the whole class,
subgroups, and two individual students.

Prompt
In this section, you will analyze data to explain progress and achievement toward
learning goals demonstrated by your whole class, subgroups of students, and individual
students.
• Whole class. To analyze the progress of your whole class, create a table that shows pre-
and post-assessment data on every student on every learning goal. Then, create a graphic
summary that shows the extent to which your students made progress (from pre- to post-)
toward the learning criterion that you identified for each learning goal (identified in your
Assessment Plan section). Summarize what the graph and table tells you about your
students' learning in this unit (i.e., the number of students met the criterion).
• Subgroups. Select a group characteristic (e.g., gender, performance level, socio-
economic status, language proficiency) to analyze in terms of one learning goal. Provide
a rationale for your selection of this characteristic to form subgroups (e.g., girls vs. boys;
high- vs. middle- vs. low-performers). Create a graphic representation that compares pre-
and post-assessment results for the subgroups on this learning goal. Summarize what
these data show about student learning.
• Individuals. Select two students that demonstrated different levels of performance.
Explain why it is important to understand the learning of these particular students. Use
pre-, formative, and post-assessment data with examples of the students’ work to draw
conclusions about the ex-tent to which these students attained the two learning goals.
Graphic representations are not necessary for this subsection.
    Note: You will provide possible reasons for why your students learned (or did not
    learn) in the next section, “Reflection and Self-Evaluation.”
Suggested Page Length: 4 + charts and student work examples




Conceptual Framework: Preparing Effective Teachers for A Diverse Society                   28
Analysis of Student Learning
Rubric

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard: The Preservice teacher uses
assessment data to profile student learning and communicate information about student
progress and achievement.


                               Analysis of Student Learning Rubric
    Rating        Indicator Not      Indicator          Indicator       Indicator Met     Score
   Indicator           Met        Minimally Met       Partially Met
Clarity and      No credible     Presentation is     Presentation is    Presentation is
Accuracy of      evidence        not clear and       understandable     easy to under-
Presentation     provided        accurate; it does   and contains       stand and
                 0 pts           not accurately      few errors.        contains no       ____
                                 reflect the data.   2 pts              errors of
                                 1 pt                                   representation.
                                                                        3 pts



Alignment        No credible      Analysis of         Analysis of       Analysis is
with             evidence         student learning    student           fully aligned
Learning         provided         is not aligned      learning is       with learning
Goals            0 pts            with learning       partially         goals and pro-
                                  goals.              aligned with      vides a
                                  1 pt                learning goals    comprehensive
                                                      and/or fails to   profile of
                                                      provide a         student
                                                      comprehensive     learning for      ____
                                                      profile of        the whole
                                                      student           class, sub-
                                                      learning          groups, and
                                                      relative to the   two
                                                      goals for the     individuals.
                                                      whole class,      3 pts
                                                      sub-groups,
                                                      and two
                                                      individuals.
                                                      2 pts




Interpretation   No credible      Interpretation is   Interpretation    Interpretation
of Data          evidence         inaccurate, and     is technically    is meaningful,
                 provided         conclusions are     accurate, but     and
                 0 pts            missing or          conclusions       appropriate
                                  unsupported by      are missing or    conclusions       ____
                                  data.               not fully sup-    are drawn
                                  1 pt                ported by data.   from the data.
                                                      2 pts             3 pts




                                                      29
                           Analysis of Student Learning Rubric
   Rating     Indicator Not      Indicator         Indicator       Indicator Met      Score
  Indicator        Met        Minimally Met      Partially Met


Evidence of   No credible     Analysis of        Analysis of       Analysis of
Impact on     evidence        student learning   student           student
Student       provided        fails to include   learning          learning
Learning      0 pts           evidence of        includes          includes
                              impact on          incomplete        evidence of the
                              student learning   evidence of the   impact on
                              in terms of        impact on         student
                              numbers of         student           learning in        ____
                              students who       learning in       terms of
                              achieved and       terms of          number of
                              made progress      numbers of        students who
                              toward learning    students who      achieved and
                              goals.             achieved and      made progress
                              1 pt               made progress     toward each
                                                 toward            learning goal.
                                                 learning goals.   3 pts
                                                 2 pts




                                                                          Total Points _____




                                                 30
Reflection and Self-Evaluation

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard
The Preservice teacher analyzes the relationship between his or her instruction and student
learning in order to improve teaching practice.

Task Reflect on your performance as a Preservice teacher in guiding the instructional process of
this unit and link your performance to student learning results. Evaluate your performance
relative to the seven PTW (PRESERVICE TEACHER WORK SAMPLE) standards to identify
future actions for improved practice and professional growth.

Prompt
• Reflection on your instruction and student learning. Write a narrative identifying the two
instructional strategies and activities that contributed most to student learning. Describe why you
think these strategies and/or activities were effective in helping your students reach the learning
goals of the unit.
• Reflection on improving your practice. Describe what you believe were the two greatest
barriers to learning for your students in this unit. Focus only on factors you can affect as a
Preservice teacher. Discuss what you could do differently or better in the future to improve your
students’ performance.
• Reflection on your teaching performance. Assess your teaching performance in this unit
relative to the seven PTW (PRESERVICE TEACHER WORK SAMPLE) standards. How did
your performance impact the learning of your students? Describe how you worked with school
colleagues, parents, and educational partners in the larger community to support student learning
and well being.
• Reflection on how to access specialized services. It is possible that as a part of your
assessment and instruction of this unit, you found that a student(s) needed specialized ser-vices.
Although you may or may not have the opportunity to follow through on this, describe fully the
steps you WOULD take to access specialized services for the student(s).
• Reflection upon ethical practice: Describe a time when you had to consciously apply
professional ethical standards while teaching your unit. In addition, describe how you applied
social, ethical, or legal standards when using technology in planning / teaching your unit.
• Reflection on possibilities for professional development. Describe one or two areas of
professional growth related to the PTW (PRESERVICE TEACHER WORK SAMPLE)
standards that you believe are critical to improving your ability to facilitate student learning.
Identify two professional growth activities that most likely will improve your performance in the
critical area(s) you identified.

Suggested Page Length: 3 pages




                                                31
Reflection and Self-Evaluation

PTW (PRESERVICE TEACHER WORK SAMPLE) Standard: The Preservice teacher
analyzes the relationship between his or her instruction and student learning in order to
improve teaching practice.

     Rating       Indicator Not       Indicator          Indicator      Indicator Met     Score
   Indicator            Met        Minimally Met       Partially Met
Reflection on     No credible     Provides no         Identifies        Identifies
Instruction and   evidence        ration-ale for      successful        successful
Student           provided        why instructional   instructional     instructional
Learning          0 pts           strategies or       strategies or     strategies and
                                  activities were     activities and    activities and
                                  successful.         superficially     pro-vides         ____
                                  1 pt                explores          plausible
                                                      reasons for       reasons for
                                                      their success.    their success.
                                                      2 pts             3 pts



Barriers to       No credible     No evidence or      Provides          Uses evidence
Student           evidence        reasons provided    evidence but      to support
Learning          provided        to support          no (or            conclusions
                  0 pts           conclusions         simplistic,       drawn in
                                  drawn in            superficial)      “Analysis of
                                  “Analysis of        reasons or        Student
                                  Student             hypotheses to     Learning”
                                  Learning”           support           section.
                                  section.            conclusions       Explores          ____
                                  1 pt                drawn in          multiple
                                                      “Analysis of      barriers to
                                                      Student           student
                                                      Learning”         success.
                                                      section.          3 pts
                                                      2 pts



Alignment         No credible     Discussion          Discussion        Logically
Among Goals,      evidence        shows no            displays some     connects
Instruction and   provided        alignment among     sense of          learning goals,
Assessment        0 pts           goals,              alignment         instruction,
                                  instruction, and    goals,            and
                                  assessment          instruction and   assessment
                                  results.            assessment,       results in the
                                  1 pt                but               discussion of
                                                      misunderstandi    student           ____
                                                      ngs or            learning and
                                                      conceptual        effective



                                                      32
                                                gaps are          instruction.
                                                present.          3 pts
                                                2 pts



Implications    No credible     Provides no     Provides ideas    Provides ideas
for Future      evidence pro-   ideas or        for redesigning   for redesigning
Teaching        vided           inappropriate   instruction but   instruction and
                0 pts           ideas for       offers no         explains why
                                redesigning     rationale for     these
                                instruction.    why these         modifications       ____
                                1 pt            changes would     would improve
                                                improve           student
                                                student           learning.
                                                learning.         3 pts
                                                2 pts
Reflection on   No credible     Shows no        Describes         Demonstrates
Learning        evidence pro-   evidence of     relation-ships    ability to work
Community       vided           working with    but not how to    with school
                0 pts           learning        support           colleagues,
                                community.      student           parents, and
                                1 pt            learning.         educational
                                                2 pts             partners in the     ____
                                                                  larger
                                                                  community to
                                                                  support
                                                                  student
                                                                  learning and
                                                                  well being.
                                                                  3 pts


                                                                          Total Points _____


Total Points__________________________

Course Title
__________________________________________________________________________

Name______________________________________________ ID____________________


Date______________________________

School Placement______________________________________ Grade _______________

Evaluator __________________________________________________________________

Comments:




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