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Chapter 3: Assessment Overview and Documentation

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Program Completer Definition/Waiver

*All Information Effective April 1, 2007

I. In accordance with course catalog and prior documentation definitions of program completion, as well as meetings with IN DPS representatives, we have changed our recordation and reporting procedures.

II. Phase 1 A. Students may obtain provisional permission to proceed in the teacher

education program without passing Praxis 1 with a signed copy of the “Waiver Rule Policy” (see page 2) and the approval of the TEC.

B. These students will be designated ACA: “Allowed to continue with accommodations.”

C. These students MAY become program completers provided that all other phase assessment requirements are complete AND a Praxis 1 waiver is granted by the state at the end of the program.

III. Phase 3 A. A teacher candidate MUST successfully complete Praxis 2 in order to be

considered a program completer. B. We will support waivers (i.e., submit license paperwork once a waiver is

obtained), but, since a Praxis 2 waiver indicates failure to successfully complete Praxis 2, these people WILL NOT be considered program completers.

C. Any teacher candidate who is not a program completer WILL NOT be included in our assessment reporting, which includes being listed for Title II.

D. Effective April 1 2007 (spring semester 2007), teacher candidates will be removed from the list of program completers who do not have passing Praxis II scores by the end of their student teaching experience; these will be documented in a “Pending Program Completion” (PPC) file.

E. PPCs will be added to the list of program completers for the semester in which passing Praxis II scores are sent to us.

F. If passing scores are never received, PPCs will never be considered program completers.

G. If a waiver is received in lieu of passing Praxis II scores, PPCs will not be listed as program completers but we will keep a separate record of their licensure via waiver.


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Marian College School of Education

Waiver Rule Policy Sept. 2006 Candidate may request permission from the Teacher Education Committee to apply for Phase I, only if the following conditions have been met.

1. Candidate has a documented disability or English is a second language. (Candidate must obtain forms from ets.org and have appropriate Marian College personnel sign the forms.)

2. ETS accepts documentation and allows accommodations. 3. Candidate attempts Praxis I tests at least twice, once with accommodations

This waiver only applies to the testing requirement portion of Phase I. Candidate will meet all other School of Education requirements, including 2.5 overall GPA

2.5 GPA in major and/or minor Pass portfolio Pass interview Complete coursework Complete student teaching Take Praxis II tests

Candidate understands that the Marian College School of Education may allow candidates to complete coursework, student teach, and graduate with the education major. It is then the candidate’s responsibility to complete all Indiana Department of Education Division of Professional Standards (IN DOE DPS) requirements in order to apply for the test waiver and obtain a teaching license. The Marian College School of Education cannot guarantee that IN DOE DPS will approve the test waiver. See http://www.doe.state.in.us/dps/teacherprep/testing/WaiverRule.html for DPS waiver rule requirements.

Please provide a copy of the ETS page allowing accommodations.


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Your signature shows that you have received a copy of this information.

____________________________________ Signature

(Dept/waiver rule policy)


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Overview of Program Assessments

The following matrices provide an overview of teacher candidate, intern and teaching fellow assessment throughout the three phases; the

first represents the assessment system of the undergraduate program, the second represents that of the MAT program, and the third

represents that of the ITF program. Because the three programs are unique in intensity and duration, assessments sometimes occur at

different times and reflect different criteria and formats. Each program has its own handbook that includes more detailed descriptions of

its requirements and assessment processes. Where possible, assessments for the programs have been aligned. This is useful for

comparison between the programs, and allows us to see progress and areas needing improvement from different perspectives.


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Overview of Undergraduate Teacher Candidate Assessment

Ph

ase

3

Overall GPA 2.5, EDU GPA 2.5. Content area GPA 2.5 No grade below a C in required courses PRAXIS II Senior seminar Student teaching evaluations

Interactions with children, peers, colleagues Student teaching evaluations Student teaching portfolio


Plans used on site with children Student teaching evaluations Student teaching portfolio


Interactions with children, parents, peers, colleagues Student teaching evaluations Student teaching portfolio

Plans used on site with children Student teaching evaluations Student teaching portfolio

Assessments used on site with children Student teaching evaluations Student teaching portfolio

Self-Assessments Student teaching evaluations Student teaching portfolio

Interactions with peers, parents, faculty, colleagues Student teaching evaluations

Self-Assessments Interactions with children, peers, parents, faculty, colleagues Student teaching evaluations and portfolio

Ph

ase

2

Performance Assignments Overall GPA 2.5. EDU GPA 2.5. Content area GPA 2.5 No grade below a C in required courses

Performance assignments Interactions with children, peers, colleagues

Performance assignments Interactions with children, peers, colleagues Interactions with community

Performance assignments Plans used on site with children

Performance assignments Interactions with children, peers, colleagues

Performance assignments Interactions with children, parents, peers, colleagues

Performance assignments Plans used on site with children

Performance assignments

Performance assignments including reflective journals Self-Assessments

Interactions with peers, parents, faculty, colleagues

Self-Assessments Interactions with children, peers, parents, faculty, colleagues

Ph

ase

1

Overall GPA 2.5, EDU GPA 2.5, Content area GPA 2.5 No grade below a C in required courses PRAXIS I

Interview

Interview

PRAXIS I Portfolio Interview

Portfolio Interview

Portfolio Interview Limited criminal history check Dispositional references and course evaluations

Subject Matter

Develop- ment

Diversity Instruc-tion

Environ- ment

Commun-ication

Curriculum/ context

Assessment Reflectivity Collab-oration

Moral Commit-ment


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Overview of MAT Candidate Assessment B

lock

3

(Spr

ing)

Reading logs Course assignments Praxis II Tests Research Evaluations by College Supervisor & Cooperating Teacher

Portfolio of work samples Interactions with peers, children, colleagues Evaluations by College Supervisor & Cooperating Teacher

Interactions with peers, children, colleagues Course assignments Portfolio of work samples Evaluations by College Supervisor & Cooperating Teacher

Plans used on site with children Course assignments Portfolio of work samples Evaluations by College Supervisor & Cooperating Teacher

Plans used on site with children Course assignments Portfolio of work samples Evaluations by College Supervisor & Cooperating Teacher

Interactions with peers, children, colleagues Evaluations by College Supervisor & Cooperating Teacher

Interactions with peers, children, colleagues Research exhibition Exit Interview Evaluations by College Supervisor & Cooperating Teacher

Portfolio of work samples Documentation of student learning Evaluations by College Supervisor & Cooperating Teacher

Self-Assessments Analysis of portfolio Exit interview Evaluations by College Supervisor & Cooperating Teacher

Interactions with peers, parents, faculty, colleagues Evaluations by College Supervisor & Cooperating Teacher

Self-Assessment Interactions with peers, children, parents, faculty, colleagues Evaluations by College Supervisor & Cooperating Teacher

Blo

ck 1

an

d 2

(S

um

mer

& F

all)

Reading logs Course Assignments Evaluations by College Supervisor & Mentor Teacher

Portfolio of work samples Interactions with children, peers, colleagues Evaluations by College Supervisor & Mentor Teacher

Interactions with peers, children, colleagues Interactions with community Course assignments Portfolio of work samples Evaluations by College Supervisor & Mentor Teacher

Plans used on site with children Course assignments

Portfolio of work samples Evaluations by College Supervisor & Mentor Teacher

Plans used on site with children Course assignments Portfolio of work samples Evaluations by College Supervisor & Mentor Teacher

Interactions with peers, children, colleagues Evaluations by College Supervisor & Mentor Teacher

Interactions with peers, children, colleagues Exit interview Evaluations by College Supervisor & Mentor Teacher

Portfolio of work samples Documentation of student learning Evaluations by College Supervisor & Mentor Teacher

Self-Assessments Analysis of portfolio Exit interview Evaluations by College Supervisor & Mentor Teacher

Interactions with peers, parents, faculty, colleagues Evaluations by College Supervisor & Mentor Teacher

Self-Assessment Interactions with children, peers, parents, faculty, colleagues Evaluations by College Supervisor & Mentor Teacher

Adm

issi

ons

GPA 2.75 PRAXIS I Transcript review References TOEFL, if needed

Interview Personal teaching statement in application References

Interview Personal teaching statement in application

Praxis I Test References On-site writing sample Interview References

Application items Interview References

References Personal teaching statement Limited criminal history check On-site writing sample

Subject Matter

Develop-ment

Diversity Instruction Curriculum/ context

Environ-ment

Communi-cation

Assessment Reflectivity Collabor-ation

Moral Commit-ment


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Overview of ITF Candidate Assessment

Ph

ase

III

Course assignments PRAXIS II Reading Specialist test (for EL ED Special Needs) Portfolio Second Year College Supervisor Evaluations

Portfolio Interactions with children, peers, colleagues Second Year College Supervisor Evaluations

Interactions with children, peers, colleagues Course assignments Portfolio Second Year College Supervisor Evaluations

Plans used on site with children Course assignments Portfolio Second Year College Supervisor Evaluations

Plans used on site with children Course assignments Portfolio Second Year College Supervisor Evaluations

Interactions with children, peers, colleagues Second Year College Supervisor Evaluations

Interactions with children, parents, peers, colleagues Second Year College Supervisor Evaluations Exit Interview

Portfolio Second Year College Supervisor Evaluations

Self-Assessments Analysis in portfolio Second Year College Supervisor Evaluations Exit interview

Interactions with peers, parents, faculty, colleagues Second Year College Supervisor Evaluations

Self-Assessment Interactions with children, peers, parents, faculty, colleagues Second Year College Supervisor Evaluations

Ph

ase

II

First Year College Supervisor and Principal Evaluations

DOT Interactions with children, peers, colleagues First Year College Supervisor Evaluations

Interactions with children, peers, colleagues Interactions with community Course assignments First Year College Supervisor Evaluations

Plans used on site with children Course assignments

DOT Summer institute grade First Year College Supervisor Evaluations

Plans used on site with children Course assignments DOT Summer institute grade First Year College Supervisor Evaluations

Interactions with children, peers, colleagues Summer institute grade First Year College Supervisor Evaluations

Interactions with children, parents, peers, colleagues End of year one interview First Year College Supervisor Evaluations

Coursework DOT First Year College Supervisor Evaluations

Internship reflections Self-Assessments Analysis of DOT First Year College Supervisor Evaluations End of year one interview

Interactions with peers, parents, faculty, colleagues First Year College Supervisor Evaluations

Summer institute evaluations Self-Assessments Interactions with children, peers, parents, faculty, colleagues First Year College Supervisor Evaluations

Ad

mis

sio

ns/

Ph

ase

I

GPA 3.0 PRAXIS I Transcript review References TOEFL, if needed

Interview following ITF/TNTP guidelines Personal teaching statement in application On-site writing sample References

Teaching sample

Teaching sample Interview group discussion Personal teaching statement in application

PRAXIS I References On-site writing sample Interview Interview group discussion References

Interview sample lesson

Application items Interview Teaching sample References

References Interview group discussion

Personal teaching statement Limited criminal history check On-site writing sample Interview group discussion

Subject Matter

Develop-ment

Diversity Instruction Curriculum/ context

Environ-ment

Commun-ication

Assessment Reflectivity Collabor-ation

Moral Commit-ment


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Continuous Performance Data Documentation

In addition to yearly reports, aggregated data is presented in a variety of ways of comparison between groups and throughout academic years. “Continuous Performance Data” tables allow the reader to phase assessment data in a variety of ways. The following four examples are for the undergraduate program; the final four examples are for the MAT program. The first three examples in each set show what data is collected in each of the three phases; the fourth example shows what categories are assessed according to the standards. *Note: The Indianapolis Teaching Fellows (ITF) program will have continuous performance data documentation; its content will be determined after the program’s first full year.


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School of Education

Summary of Continuous Performance Data

Undergraduate Phase 1

CATEGORY Fall ‘04 Spring ‘05 Fall ‘05 Spring ‘06 Fall ‘06 Spring ‘07 Fall ‘07 Spring ‘08 Average SAT: Comp SAT: Math SAT: Verbal Admission GPA PRAXIS I: Reading PRAXIS I: Writing PRAXIS I: Math Interview Portfolio Disposition

Guide: *All categories = raw score averages *All categories reflect passing scores *Admission GPA = cumulative *Interview, Portfolio, Disposition: Minimum score = 3 (Meets Expectations)

**Prior to 2005-2006, a 10-point scale was used for Interview and Portfolio scores. All students considered for program admission after that time were evaluated on a 5-point scale; only those students’ scores are aggregated in this table.

*PRAXIS qualifying score information available in appendix


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School of Education



CATEGORY Fall ‘06 Spring ‘07 Fall ‘07 Spring ‘08 Average Elem: MAT 115 Elem: MAT 116 Elem: EDU 120 Elem: EDU 221 Elem: EDU 230 Elem: NSC 301 Elem: EDU 325 Elem: EDU 347 Elem: Content Course GPA Average

Sec: Portfolio Sec: Advisor Rating Sec: EDU 454 Grade SPED: EDU 233 SPED: EDU 338 SPED: EDU 368 SPED: Content Course GPA Average

Guide: All categories = average score Note: The new Phase 2 assessment system was implemented in Fall 2004, and comprehensive score recordation did not take place until fall 2006. Scores for these categories are unavailable for prior semesters.


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School of Education



CATEGORY Fall ‘04 Spring ‘05 Fall ‘05 Spring ‘06 Fall ‘06 Spring ‘07 Fall ‘07 Spring ‘08 Average Cumulative GPA Elem: EDU GPA Sec: Major GPA Seminar Grade Student Teaching 1: College Supervisor

Student Teaching 1: Cooperating Teacher

Student Teaching 2: College Supervisor

Student Teaching 2: Cooperating Teacher

Portfolio PRAXIS II: El Ed PRAXIS II: Reading PRAXIS II: Content

Guide: *All categories = raw score average *All categories reflect passing score *For Elementary and High School PRAXIS II qualifying scores, see appendix


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School of Education


Undergraduate Success by Phase

Standard Phase I Phase 2 Phase 3

1 2 3 4 5 6 7 8 9

10 11

Phase I (Readiness): Interview, Portfolio, Dispositions Phase II (Content): Social Studies, English/Language, Math, Science, Art, Elementary Education, Reading Phase III (Accomplishment): Student Teaching, Portfolio Guide: All Categories = % of students successfully passing each phase for each standard


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School of Education


MAT Phase 1

CATEGORY Summer ‘04 Summer ‘05 Summer ‘06 Summer ‘07 Summer ‘08 Fall ‘09 Average

Admission GPA PRAXIS I: Reading PRAXIS I: Writing PRAXIS I: Math Interview On-Site Essay

Guide: All categories: raw score average Admission GPA = Cumulative GPA earned at previous institution (MAT students have already earned at least a Bachelor’s degree

prior to admittance to the MAT program) Interview, On-Site Essay: Minimum score = 3 (Meets Expectations) Dispositions are evaluated as part of the on-site essay, application essay and recommendation processes


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School of Education


MAT Phase 2

CATEGORY Fall ‘06 Fall ‘07 Fall ‘08 Fall ‘09 Fall ‘10 Fall ‘09 Average GPA Student Teaching: College Supervisor

Student Teaching: Mentor

Portfolio

Guide: All categories = raw score average


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School of Education


MAT Phase 3

CATEGORY Spring ‘05 Spring ‘06 Spring ‘07 Spring ‘08 Spring ‘09 Spring ‘10 Average Cumulative GPA Student Teaching: College Supervisor

Student Teaching: Cooperating Teacher

Portfolio PRAXIS II: El Ed PRAXIS II: Reading

Guide: All Categories = raw score average


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School of Education


MAT Success by Phase

Standard Phase 2 Phase 3

1 2 3 4 5 6 7 8 9

10 11

Phase II (Content): Portfolio, Student Teaching Phase III (Accomplishment): PRAXIS II, Student Teaching, Portfolio Guide: All Categories = % of students successfully passing each phase for each standard Note: Phase I is not included in this table because all interns accepted into the MAT program have successfully passed Phase I.


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Phase Assessment Forms

Both “hard data” (SAT scores, GPA, PRAXIS scores, course grades, etc.) and “soft data” are valuable components of our unit assessment system. The School of Education uses a variety of rubrics and assessments to evaluate both individual student and program success; these forms are the sources of our “soft,” or evaluator driven data. In order to keep consistent and easy to follow records and so that we may compare our many licensing programs’ relative success, we have aligned the majority of our assessments to the same 5-point scale.

Definitions of Descriptors on the 5-Point Scale

5. Exceptional: Consistently exceeded expectations The beginning teacher’s performance is more like that of an exceptional teacher. The performance consistently goes beyond expectations one would have for a beginner. The performance provides insight not typical of beginning teachers. The performance includes more extensive knowledge and or skills than would be expected. 4. Commendable: Sometimes exceeded expectations The beginning teacher’s performance occasionally goes beyond the expectations one would have for a beginning teacher. While not consistently apparent, the performance rises to that of an exceptional teacher at times. The performance demonstrates inconsistent but outstanding performance. 3. Good: Met expectations The beginning teacher’s performance meets expectations one would have for a novice in the profession. The performance may demonstrate common but not serious errors in decision-making and teaching. While not perfect, the beginning teacher’s performance still engenders confidence in the reviewer’s assessment. 2. Uncomplimentary: Sometimes met expectations The beginning teacher’s performance more often than not fails to meet expectations one would have for a novice teacher. Occasionally, the performance met expectations, but not the majority of the time. 1. Unsatisfactory: Did not meet expectations The beginning teacher’s performance fails to meet expectations in any way. The beginner had opportunity but was unable to meet expectations at all. N/A: Not Applicable The beginning teacher was not observed or reviewed


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Marian College

School Education

PROFESSIONAL STANDARDS Dispositions: Behavior, Dress, and Demeanor

Welcome to the Marian College School of Education. As a teacher candidate in a professional school, your conduct both on campus and in the K-12 classroom must meet standards of professional behavior that are the same as those required for professional teachers. Because these standards are often higher than those expected of other students, the following information about expectations for professional dispositions as shown by your behavior, dress, and demeanor is provided to help you to understand these standards. A Marian College education is framed within the context of the college’s four Franciscan values: Dignity of the Individual, Peace and Justice, Reconciliation, and Responsible Stewardship. Teacher candidates are expected to reflect these values throughout their preparation program. All students at Marian College are expected to observe the standards of conduct found in the Code of Student Rights and Responsibilities. This code is available online at http://www.marian.edu/studentlife/forms/studentcodebook.pdf. In addition, teacher candidates must meet standards of professional behavior as outlined in the School of Education Program Standards. The Marian College School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE), which requires that our teacher candidates demonstrate professional dispositions. NCATE defines professional dispositions as “the values, commitments and professional ethics that influence behaviors towards students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator’s own professional growth.” Professional behavior and dispositions that must be exhibited are described in the following pages. This document is a baseline of conduct which must always be followed. Please keep in mind that this document is not intended to be a complete and final list of professional dispositions, and that unique or special circumstances may require other professional behavior and dispositions. Teacher candidates’ dispositions impact student learning and motivation, and contribute to their own professional growth and readiness for a professional career. Judgments about professional dispositions as exhibited by behavior, dress, and demeanor focus on potential for success in professional careers: they do not judge opinions, personality or political beliefs. Some professional behavior and dispositions must be exhibited throughout the program, while others are more closely related to specific coursework. Professional dispositions and behavior that are not related to specific coursework are those that are described in this document. As a teacher candidate at Marian College, you display behavior patterns during your teacher preparation program that are likely to continue into your professional career. Habits of conduct are a crucial part of professionalism, and you must always conduct yourself


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in a manner that shows your commitment to the profession of education. How you interact with faculty, staff and peers on campus is an indication of how you will behave in the professional setting. Teachers are models for children in their dress, their language, their conduct, and their demeanor, all of which reveal their professionalism and their moral commitment to teaching; and which affect children and influence their learning. A teacher candidate who is prompt, who attends class regularly, who completes assignments diligently and conscientiously, and who treats others with respect is likely to be a teacher who exhibits these same behaviors. On the other hand, a teacher candidate who is often late or absent, who is sloppy about work, or who is disrespectful to others is likely to be unsuccessful in the teaching profession. Therefore, teacher candidates who behave in these ways must change immediately or be subject to dismissal from the program. Teacher candidates must meet Marian College expectations based on the four Franciscan values, Marian College School of Education standards, K-12 school standards and expectations, community standards, and state laws and policies. Standards for professional behavior and dispositions of teachers are very high: community expectations for teacher behavior are often higher than those for individuals in other professions. Teacher candidates must meet these high standards daily in all aspects of the program, both in their coursework on campus and in their placements in K-12 schools. For teachers and teacher candidates, it is always best to err on the side of caution. Your professional behavior must always be prudent, responsible, and beyond reproach. For example, it is better to enter the college classroom or the elementary school classroom too formally dressed than it is to project an unprofessional image. Teacher candidates should not report to internship sites in shorts, skimpy tops, tight clothing, flip flops, or any other type of clothing that is unacceptable for teachers in that particular school. Jewelry worn in facial piercings is inappropriate in most school sites. Jeans and other denim clothing are acceptable in some school sites, but not in others. Be sure to read your school’s policy on dress and grooming and to discuss what is appropriate with your mentor or cooperating teacher. On campus dress need not be quite as formal, but for teacher candidates, it should never be sloppy, immodest or provocative. Teacher candidates must also be professional in their speech. Vulgar language should never be used with children, nor is it appropriate in the college classroom. Formal register should be used with children in the classroom: you should not speak to children in the same way that you would talk with your friends and family. Even the Marian College classroom requires more formal speech than what you may use with friends and family. As a teacher candidate, you should use more formal speech at all times. Not only should vulgar language be avoided, but also informal expressions such as “you guys” and incorrect verb forms. Remember that you are developing habits that will carry over into the classroom and into your career, and you will be teaching children academic English along with content. There are many other aspects of professional behavior and dispositions that are related to Standard 11 in the Marian College Master of Arts in Teaching program standards: “The teacher understands that teaching is a moral commitment to others, reflecting values and


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theoretical stances that influence the way s/he teaches.” As a teacher candidate, keep this standard in mind at all times to ensure that your dispositions as shown by your behavior, dress and demeanor always meet this standard. The complete standard is as follows:

The teacher understands that teaching is a moral commitment to others, reflecting values and theoretical stances that influence the way s/he teaches

11.1 Models self-control and positive social interaction and is proactive in promoting the same in the learning environment 11.2 Serves as a model who values learning 11.3 Develops methods that encourage children to be respectful of each other and to solve their disagreements peacefully 11.4 Develops a philosophical stance toward teaching that reflects a moral commitment to children, including the use of the Franciscan values 11.5 Is able to connect service learning to instructional planning as part of curriculum and instruction 11.6 Understands and supports legal and ethical principles in a variety of situations and maintains confidentiality when appropriate 11.7 Promotes acceptance of cultural and language diversity in the community Teacher candidates at Marian College should always keep the college’s four Franciscan values in mind: Dignity of the Individual, Peace and Justice, Reconciliation, and Responsible Stewardship. If these values are reflected consistently in your behavior, dress, and demeanor, you will be well on your way to demonstrating the professional dispositions required for teacher licensing. Table 1 is designed to help you to understand some of the professional dispositions and behavior required of you as a teacher candidate in the Marian College School of Education. The list of professional dispositions and behavior in the table is not exhaustive, but does include many examples that are crucial to your success in your teacher preparation program. Particular situations may require other dispositions or behaviors. If you have any questions about appropriate professional dispositions and behavior, be sure to discuss them with your cooperating teacher, college supervisor, or Marian College professors.


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Table 1. Dispositions/Behavior/Dress/Demeanor Holistic Score 1) Disposition/Behavior/Characteristic: Professional Dress and Grooming TIP: Always dress for success. FRANCISCAN VALUE: Dignity of the Individual STANDARD 10: The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being STANDARD 11: The teacher understands that teaching is a moral commitment to others, reflecting values and theoretical stances that influence the way she/he teaches

5 4 3 2 1 NA

Expectations and Evidence of Professional Disposition or Professional Behavior

Evidence of Improper Disposition or Unprofessional Behavior

o Dresses appropriately for situation, both on-campus and on-site

o Dresses modestly on campus, although less formally at times

o Complies with on-site (K-12 school) norms, which are more formal

o Follows school policy on dress and grooming o Removes jewelry from facial piercings o Asks mentor/cooperating teacher for school standards o Errs on the side of caution!

o Fails to follow campus and/or school standards or K-12 school policy

o Dresses too informally o Is not sufficiently modest, neat, or professional in dress

and/or grooming o Fails to remove jewelry from facial piercings o Does not follow standards acceptable to school community

regarding dress and/or grooming

1) Comments: ____________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________


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2) Disposition/Behavior/Characteristic: Effective and Respectful Communication with peers, faculty, staff, colleagues, mentor teachers, cooperating teachers, principals, children, parents and others TIP: Keep the dignity of each individual in mind at all times. FRANCISCAN VALUE: Dignity of the Individual STANDARD 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom STANDARD 10: The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being STANDARD 11: The teacher understands that teaching is a moral commitment to others, reflecting values and theoretical stances that influence the way she/he teaches

5 4 3 2 1 NA



o Expresses self clearly, effectively & respectfully at all times o Listens thoughtfully o Responds appropriately o Participates actively and respectfully o Uses correct grammar o Avoids inappropriate informal language or slang o Avoids vulgar language o Uses appropriate non-verbal communication, gestures and body

language o Uses professional written communication, including e-mail

messages to peers, colleagues, faculty, and others o Avoids sarcasm o Check e-mail regularly, at least once daily o Meets deadlines for responding to communication o Discusses questions and concerns with mentor and/or

cooperating teacher o Responds promptly to all communication, including voicemail,

e-mail, letters, memos, notes, and oral messages o Follows appropriate protocol and ”chain of command” in all

situations

o Is unable to express self clearly and effectively o Is distracted by other tasks while should be listening, e.g.

looking through book or binder, talking to peer or colleague, doing other homework, checking cell phone, leaving room frequently,

o Has questions/doubts but doesn’t ask for clarification o Is confrontational in comments and questions o Dominates discussion so much that others don’t have a chance

to talk o Monopolizes group time with own issues o Uses inappropriate language, slang, non-verbal communication,

gestures, or body language o Ignores e-mail, phone messages, or other forms of

communication o Fails to make timely response o Doesn’t communicate with mentor/cooperating teacher/college

supervisor/others, e.g. doesn’t ask questions, doesn’t ask for more responsibilities, doesn’t ask for explanations of why certain procedures are used


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o Fails to follow appropriate protocol, e.g. “goes directly to the top”

o Communicates inappropriately 2) Comments: _____________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ 3) Disposition/Behavior/Characteristic: Effective and Respectful Collaboration with peers, faculty and staff, colleagues, mentor teachers, cooperating teachers, principals, children, and parents. TIP: Promote collegiality and be a positive influence on others. FRANCISCAN VALUE: Peace & Justice, Reconciliation STANDARD 10: The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being STANDARD 11: The teacher understands that teaching is a moral commitment to others, reflecting values and theoretical stances that influence the way she/he teaches

5 4 3 2 1 NA



o Cooperates with others o Makes contribution to group effort o Shares information, materials and tasks appropriately with

others o Offers to help others

o Doesn’t cooperate o Lets group do the work and makes little to no contribution o Doesn’t share information, materials, or tasks appropriately o Doesn’t respond well to constructive criticism o Doesn’t work effectively with others


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o Supports group decisions, even when they differ from own o Volunteers to participate in group effort o Supports work of others o Maintains positive attitude o Plans and sets goals and priorities with others o Works well in group settings o Responds to evaluations positively o Uses positive conflict resolution techniques o Maintains positive working relationships o Responds appropriately to change o Fosters collegiality o Encourages others

o Is insubordinate to mentor/cooperating teacher/college supervisor or others

o Shows evidence of negative attitude, e.g. makes negative comments, complains, berates others

o Has negative effect on group o Uses sarcasm o Assumes can’t learn anything else from faculty, mentor,

cooperating teacher, or supervisor o Complains about peer/faculty/mentor/cooperating teacher/ o supervisor or others without talking to him/her directly in order

to resolve issue o Is inflexible o Is inappropriately upset about change o Complains about assignments, expectations, responsibilities o Intimidates or denigrates others

3) Comments: ____________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________


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4) Disposition/Behavior/Characteristic: Responsible and Dependable TIP: Teacher candidates have multiple responsibilities, and must always keep children’s best interests in mind. FRANCISCAN VALUE: Responsible Stewardship STANDARD 10: The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being STANDARD 11: The teacher understands that teaching is a moral commitment to others, reflecting values and theoretical stances that influence the way she/he teaches

5 4 3 2 1 NA



o Attends class, internship, and meetings regularly and promptly o Isn’t unnecessarily absent o Is punctual and prepared for all activities (classes, meetings,

workshops, internships, etc.) o Participates actively in class o Notifies instructor/mentor/cooperating teacher/ supervisor of

absence o Follows school policies, including policies on reporting

absence, signing in and out of building, and professional conduct

o Completes and submits work on time o Is reliable o Follows through on commitments o Requests and reads student & staff handbooks, emergency and

crisis management plans, and other pertinent school materials o Exhibits professionalism at all times o Is a positive role model for children and colleagues o Meets and exceeds academic and professional expectations.

o Is frequently late o Misses classes/internship/meetings/or other events without

excused absence and/or in cases other than emergencies o Is unprepared for class activities or internship o Attempts to teach without written plans o Fails to submit lesson plans to mentor/cooperating teacher/ o college supervisor/or others in a timely manner o Isn’t ready for teaching, e.g. still needs handouts, supplies, or

other materials when lesson should be starting o Submits work that is often incomplete or unacceptable o Submits work late o Is unreliable o Doesn’t follow through on commitments o Fails to follow school policies o Is unfamiliar with school procedures and doesn’t ask about

them o Is a negative influence on others o Fails to meet academic and professional expectations o Blames failure on others o Refuses to accept responsibility for actions, behavior,

demeanor, dispositions o Refuses to accept responsibility for student learning


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4) Comments: _____________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ 5) Disposition/Behavior/Characteristic: Initiative TIP: Professionals are proactive FRANCISCAN VALUE: Responsible Stewardship STANDARD 9: The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally

5 4 3 2 1 NA



o Demonstrates independence o Goes beyond minimum expectations o Is an active problem solver o Solves problems effectively o Continually seeks ways to participate during internship o Participates in school meetings, workshops, and events outside

of expectations o Chooses extra tasks wisely to avoid over-commitment and to

ensure follow-through

o Waits to be told before doing anything o Depends on others to give directions o Meets minimum expectations only o Is a poor problem solver o Sits back and watches without offering assistance o Doesn’t ask for more responsibility o Doesn’t suggest to mentor or cooperating teacher ways that

he/she can participate o Participates only as minimally required


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5) Comments: ____________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ 6) Disposition/Behavior/Characteristic: Honesty and Integrity TIP: Always remember that teaching is a moral commitment to others, and reflect this belief in your words and actions. FRANCISCAN VALUE: Peace & Justice STANDARD 10: The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being STANDARD 11: The teacher understands that teaching is a moral commitment to others, reflecting values and theoretical stances that influence the way she/he teaches

5 4 3 2 1 NA



o Follows Marian College Code of Student Rights and Responsibilities

o Follows professional conduct required at internship site(s) o Maintains ethical and legal behaviors in all interactions o Maintains confidentiality of students/colleagues/others o Cites references and gives credit for work produced by others o Communicates honestly o Makes decisions based on honesty and integrity o Follows state and federal laws

o Fails to follow Marian College Code of Student Rights and Responsibilities

o Disregards professional conduct required on site o Exhibits unethical behavior such as lying, plagiarizing, or

demeaning others o Uses others’ work without giving them credit o Talks about children/colleagues/faculty/others inappropriately

and/or using names o Refuses to accept responsibility for actions o Fails to follow state or federal law


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6) Comments: ____________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ 7) Disposition/Behavior/Characteristic: Maintains confidentiality regarding students, colleagues, cohort members, or others TIP: Share information only on a “need-to-know” basis and always in a respectful, positive manner. FRANCISCAN VALUE: Dignity of the Individual STANDARD 10: The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being STANDARD 11: The teacher understands that teaching is a moral commitment to others, reflecting values and theoretical stances that influence the way she/he teaches

5 4 3 2 1 NA



o Keeps student behavior and other details confidential o Removes student names from portfolio artifacts (First names

may be used. Family names must be removed.) o Maintains confidentiality of all student records o Talks about students appropriately, especially when seeking

advice and when solving problems o Communicates about students and others on a “need-to-know”

basis o Is respectful when discussing students with others o Maintains appropriate confidentiality about cohort members

and colleagues

o Discusses student behavior, performance, grades, personal or other issues inappropriately

o Discusses students outside of school o Uses students’ last names in portfolio o Fails to maintain confidentiality of gradebooks, graded

homework, or other student records o Exhibits disrespect for others through speech or actions o Talks about students without any intent to solve a problem, i.e.

“gossips”


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7) Comments: ____________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ 8) Disposition/Behavior/Characteristic: Ability to improve professional performance based on accepting feedback from others TIP: Constructive criticism from mentors, cooperating teachers, college supervisors and others is not meant to be a personal attack. Its purpose is to help you to develop professional skills. FRANCISCAN VALUE: Peace & Justice STANDARD 9: The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally STANDARD 10: The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being

5 4 3 2 1 NA



o Is receptive to professional feedback o Responds appropriately to feedback o Incorporates suggestions into practice consistently in order to

give them time to work o Acts upon feedback in timely manner o Considers others’ perspectives on his/her performance o Demonstrates persistence is acting upon suggestions

o Doesn’t listen to feedback o Takes constructive criticism as personal attack o Responds inappropriately to feedback, e.g. is defensive or is too

extreme in reaction to feedback o Fails to incorporate suggestions into practice o Makes excuses o Fails to see own responsibility for student behavior and

learning


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o Fails to act upon feedback or waits too long to incorporate suggestions

o Comments or actions suggest that feedback is not taken seriously

o Comments or actions reveal belief that the mentor, cooperating teacher, or college supervisor has nothing teach the candidate

8) Comments: ____________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________


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9) Disposition/Behavior/Characteristic: Self-reflects accurately and critically TIP: Analyze your own actions and responses to children and situation in order to improve your practice. FRANCISCAN VALUE: Responsible Stewardship STANDARD 9: The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally

5 4 3 2 1 NA



o Reviews and analyzes and evaluates actions and/or thoughts in order to improve future performance

o Analyzes self accurately regarding own strengths and weaknesses

o Is willing and able to recognize own difficulties o Is able to develop solutions o Looks for outside suggestions, e.g. uses PRIM manual or

consults with other professionals o Applies problem-solving skills o Use reflection to refine practice

o Blames students for not learning or not behaving o Is not self-reflective o Blames others for failure to develop professional skills o Is resistant to alternative ideas and perspectives o Is unable to develop solutions o Doesn’t make use of outside resources o Doesn’t apply problem-solving skills o Doesn’t use self-reflection o to refine practice o Is unrealistic in self-evaluation

9) Comments: ____________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________


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10) Disposition/Behavior/Characteristic: Is committed to teaching all children TIP: Strive for equity in your classroom. FRANCISCAN VALUE: Dignity of the Individual, Peace & Justice STANDARD 2: The teacher understands the concepts, tools and structures of the discipline and can create meaningful learning experiences for the students STANDARD 3: The teacher understands how students differ in their approach to learning and creates instructional opportunities that are adapted to diverse learners STANDARD 11: The teacher understands that teaching is a moral commitment to others, reflecting values and theoretical stances that influence the way she/he teaches

5 4 3 2 1 NA



o Demonstrates care and concern for all children o Strives for equity in teaching all children o Celebrates diversity in the classroom o Adapts instruction to individual differences o Counteracts negative stereotypes and bigotry o Uses language that meets professional standards and is not

demeaning or harmful to any individual or group o Respects others as unique individuals and as members of

cultural groups o Identifies own biases and prejudices and works to change them o Avoids sarcasm o Creates learning environment to help all children to meet their

potential o Advocates for all children

o Shows favoritism in instruction or other treatment of children o Treats children “equally” regardless of their individual needs o Doesn’t adapt instruction to individual differences and/or needs o Doesn’t counteract stereotypes and bigotry o Doesn’t respect all children and adults, including those from

backgrounds different from one’s own o Treats students as a group without recognizing individual

differences o Uses demeaning or harmful language o Uses sarcasm o Fails to recognize own biases or to work to change them o Advocates only for certain children or groups

10) Comments: ___________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________


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11) Disposition/Behavior/Characteristic: Values Learning TIP: High quality professional teachers engage in lifelong learning aided by reflection and assessment of new information and ideas. FRANCISCAN VALUE: Responsible Stewardship STANDARD 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation STANDARD 11: The teacher understands that teaching is a moral commitment to others, reflecting values and theoretical stances that influence the way she/he teaches

5 4 3 2 1 NA



o Values knowledge, content, and experiences required in teacher preparation program

o Takes initiative to expand knowledge base o Values instructional time o Seeks opportunities to learn new skills o Uses best practices as identified by research o Demonstrates enthusiasm for content o Demonstrates positive attitude toward learning o Demonstrates intellectual and academic curiosity o Demonstrates respect for education o Demonstrates positive attitudes toward students, schools,

parents, colleagues and others through words and/or actions o Participates in professional organizations o Seeks opportunities to increase knowledge and learn new

skills

o Doesn’t value teacher preparation program o Doesn’t take any initiative to expand own knowledge base o Doesn’t seek opportunities to learn o Doesn’t use best practices o Doesn’t demonstrate enthusiasm for content o Demonstrates negative attitude toward learning o Doesn’t demonstrate curiosity o Doesn’t demonstrate respect for education o Shows negative attitudes through words and/or actions o Doesn’t participate in professional organizations

11) Comments: ___________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________


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12) Disposition/Behavior/Characteristic: Demonstrates Emotional Maturity and is able to adjust emotional state to a suitable level of intensity TIP: 11.1 Models self-control and positive social interaction and is proactive in promoting the same in the learning environment FRANCISCAN VALUE: Peace & Justice, Reconciliation STANDARD 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation STANDARD 11: The teacher understands that teaching is a moral commitment to others, reflecting values and theoretical stances that influence the way she/he teaches

5 4 3 2 1 NA



o Presents poised and professional demeanor at all times o Uses appropriate strategies to respond to emotional and

emergency situations o Uses appropriate tone of voice o Initiates communication to resolve conflict o Maintains emotional control o Uses self-disclosure appropriately o Uses appropriate non-verbal expressions o Responds to frustration and stress appropriately o Responds appropriately to actions and reactions of others o Acts from a positive frame of reference most of the time o Accepts feedback from others o Accept criticism without becoming defensive o Identifies personal responsibility in conflict/problem

situations o Is flexible and able to adjust to change

o Presents unprofessional demeanor o Does not maintain composure appropriately o Exhibits unpredictable emotional state o Creates conflict o Frequently acts from negative frame of reference o Acts as negative force upon others o Fails to maintain professional demeanor o Doesn’t accept feedback from others o Makes excuses o Doesn’t accept responsibility appropriately o Resists change and has difficulty adjusting to it


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12) Comments: ____________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ General Comments: _______________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________ ________________________________________________________________________________________________________


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chapter 3 assessment overview and documentation · chapter 3: assessment overview and documentation...

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