student teaching handbook - university of the cumberlands
TRANSCRIPT
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University of the
Cumberlands
Graduate
Teacher Candidate/Professional
Semester Handbook
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FALL 2013
Introduction 3 Policies and Procedures 5 Document List for Documentation Folder 9 Unit Tasks 10 Task A-1 10 Task A-2 16 Task C 21 Task D 24 Task E 25 Task F 30 Task G 31 Task H 32 Task I 33 Task J-1 36 Task J-2 39 Assessment Forms and Rubrics 40 KTIP IPR Observation Rubric 40 KTIP IPR Planning Rubric 43 KTIP Observation Guide Bookmark 44 Formative Evaluation 45 Summative Evaluation 47 Time Log 55
Reflective Journal 56 Video Project Directions 59
Guidelines & Requirements
TABLE OF CONTENTS
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Introduction
The Teacher Education Program at University of the Cumberlands is dedicated to preparing beginning
teachers with the knowledge, skills, and dispositions necessary to impact learning of all students to close the
achievement gaps existing in today’s schools/districts. The initial teacher certification programs are based on
best practices and designed to prepare candidates to be Reflective Constructors of Quality Learning Experiences
through Critical Thinking.
Reflective- self-reflection of teacher effectiveness in all areas of teaching and learning.
Constructors- design lessons based on students’ existing knowledge and skills; base instruction on
contextual information; actively engage students in the learning process; enable students to connect
learning to real world application.
Quality- consistently improves instruction based on student assessment data, peers/supervisor(s)
feedback, and self-evaluations.
Critical Thinking- demonstrating high level cognitive processes in planning, implementation, and
evidence of critical thinking through artifacts.
During the professional semester ~ Clinical III, candidates are required to demonstrate their
conceptual, strategic, evaluative, and communicative knowledge. The consistent evidence of the dispositions of
caring, critical and creative thinking, strong work ethic, commitment to excellence and an adherence to the
Professional Code of Ethics is paramount for successful completion of University of the Cumberlands’ teacher
education program. Embedded in the dispositions is the candidate’s ability to serve students, colleagues, and
stakeholders through their actions. Through service to others, our candidates shall exhibit the strong belief that
all students can learn.
All candidates are required to meet and exceed all indicators of the Kentucky Teacher Standards.
Ethical teacher and student use of technology must serve as the vehicle to meet the needs of diverse
populations. Additionally, the candidates must demonstrate competency in using technology for the purposes of
aggregating and disaggregating assessment data.
Candidates seeking certification at all levels must demonstrate their knowledge and instructional skills
in the content area(s) as effective teachers of reading and writing. Candidates are required to develop their
educational pedagogy through research-based teaching methods and prescriptive strategies.
Student Teacher/Practicum Handbook
Introduction
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Candidates should take initiative to familiarize themselves with the school culture by participating in
extra-curricular activities that occur during and after school hours in order to teach and support the P-12
students effectively.
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Professional dress and field/clinical experience guidelines:
Candidates shall act professionally as a representative of University of the Cumberlands Education Department
and the teaching profession.
1. Dress should reflect the culture of the school.
o professional dress e.g., khakis, dress slacks/capris, skirts, blouses, collared shirts, shirt
with tie, etc. but may not be informal unless approved for school spirit/activities as
designated by school administration
o inappropriate dress e.g., low cut or midriff tops, too short skirts/shorts, sagging or low
riding/hipster pants, and other restrictive or suggestive clothing is not acceptable.
o graphic printed clothing is unacceptable
o tattoos must be covered.
o facial/tongue/cartilage piercings must be removed
o Chewing gum and tobacco products are prohibited.
o Eating/drinking during instructional time is prohibited.
o Proper verbal and written grammar should be used at all times.
o Inappropriate relationships/behaviors with students and/or other school personnel are
prohibited.
o University/school approved electronic devices may only be used for instructional
purposes during observation/classroom time. This includes smart phones, iPods, iPads,
eReaders, etc.
o Personal use of technology for any of the following is prohibited;
phone calls, texting, use of Bluetooth, use of social media (i.e. Facebook etc.), online
shopping/gaming, etc,
Confidentiality- Family Education Rights and Privacy Act (FERPA) Confidentiality and Professional Ethics are violated when:
any authorized faculty/staff/teacher candidates discuss a student(s) in inappropriate places or situations
faculty/staff/teacher candidates repeat rumors about student(s) or the family
faculty/staff/teacher candidates discuss personal identifiable information that is confidential in the presence of
individuals who are not a part of student(s) education
faculty/staff/teacher candidates discuss personal identifiable information about student(s) that is confidential in
a public place
Four tests to support your decision to discuss private student information with other professionals
What is discussed? (public or private information)
Where does the discussion take place? (public or private place)
Who may be listening?
Why are you discussing this information?
For further information on FERPA you may access the information on this website
www2.ed.gov/policy/gen/guid/fpco/pdf/2012-final-regs.pdf
Student Teacher/Practicum Handbook
Polices and Procedures
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Attendance Policy: The university coordinators will strictly enforce the UC Education Department attendance policy:
Any absence over three (3) days from the public school placement(s) during the semester will be made up. The
student will receive an “I” until absences are made up. If the teacher candidate must be absent from the
assigned placement, the teacher candidate must contact the cooperating teacher and university coordinator by
phone and/or email as soon as possible.
The teacher candidate will arrive and depart based upon the cooperating teacher’s employment contract.
Teacher candidates will wear their University of the Cumberlands’ ID sent via email, sign in daily at the main
office, AND recorded on time log sheet. Practicum students will follow employment contract.
Grading Policy: The grading policy for the student teaching experience will be based upon a Likert like scale of 3,2,1 with 1
being the lowest and 3 being the highest. This grading scale is directly aligned to the Kentucky Teacher
Internship Program (KTIP) guidelines. Each individual indicator is equally weighted throughout the standards
to total 100% when indicators are compiled. KTIP Teacher Performance Assessment (TPA) is used to evaluate
teacher education candidates throughout the clinical experience. KTIP TPA rubric is located on pages 40-44 of
this handbook and in iLearn. The breakdown of the scoring criteria is as follows:
3 – criteria demonstrated on indicator: Satisfactory performance on standard
2 – criteria partially demonstrated on indicator: Making progress toward standard
1- criteria not demonstrated on indicator: Not making progress toward standard
Grading Scale:
A = 92 – 100 } 3 on the Likert Scale
B = 84 – 91 } 2 on the Likert Scale
C = 70 – 83 } Revise and provided ONE (1) resubmit.
If resubmit fails to score a minimum of 84 then 1 on the Likert becomes a
failing grade.
F = Below 70
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Individual Action Plan (IAP) Policy The Education Department at the University of the Cumberlands is committed to helping
all teacher candidates become Reflective Constructors of Quality Learning Experiences
through Critical Thinking. As a teacher candidate in the Teacher Education Program, to
achieve success the teacher candidate shall adhere to the Kentucky Teacher and
University of the Cumberlands Standards. To foster success, the teacher candidate may
be required to meet with a university faculty member to complete an Individual Action
Plan (IAP). An IAP is a professional growth plan to document area(s) of concern that
may hinder a teacher candidate’s success in coursework. An IAP monitors student
progress of specific goals created by a faculty member with prescribed strategies to meet
the identified goals. The teacher candidate will complete the IAP goals with faculty
assistance and demonstrate continued progress throughout the designated IAP time
frame.
Procedure for Initiating a Candidate’s Individual Action Plan (IAP)
A professor, academic advisor or University Coordinator may develop an IAP.
The above mentioned will create an IAP documenting
specific area(s) of concern (growth area)
specific actions and strategies designed to improve the identified area of concern
establish a time frame for completion of the strategies and actions
recommend resources to support the candidate’s professional growth in the area(s) of
concern.
The Department Chair will review the IAP with the faculty member and then sign and
date for approval.
The faculty member will meet with the teacher candidate to discuss IAP.
Teacher candidate’s signature and date acknowledges they will follow the IAP.
The faculty member will provide the teacher candidate and the database
manager a copy of the completed IAP.
The IAP will be monitored by the faculty member of record. The faculty member will
report the outcome of the IAP upon the conclusion of the time frame to the database
manager.
If goals of IAP are met, the candidate will continue with their planned program.
If goals of IAP are not met, the faculty member will create a remedial IAP with modified
actions and strategies within an additional time frame following the same process as
above. The teacher candidate will then be recommended to TEAC or GEC to be placed
upon Probationary Status.
Individual Action Plan (IAP) Policy
Individual Action Plan
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The TEAC or GEC Committee will be notified by the faculty member of the outcome of
the remedial IAP. If the teacher candidate successfully completes the remedial IAP,
TEAC or GEC may/may not remove the teacher candidate from Probationary Status and
grant permission to continue in the education program. If the teacher candidate does not
successfully complete the remedial IAP, TEAC or GEAC may/may not recommend the
teacher candidate to withdraw from the education program.
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Document List for Individual Document Folder
The Teacher candidate Document Folder should be with you at all times. It contains essential information that you will need in a variety of situations you will encounter on a daily basis. Your UC University Coordinator will check this folder periodically. Contents of Folder: University of the Cumberlands Teacher candidate/Practicum Handbook P-12 Faculty Handbook P-12 School Handbook P-12 Student Code of Conduct Kentucky Teacher Intern Program Handbook P-12 Schedule of Classes Earthquake, Fire, Tornado, Lockdown Procedures Classroom Procedures Classroom Behavior Plan Classroom Management Plan School Day Schedule for P-12 Classroom P-12 School Calendar University of the Cumberlands Calendar Personal Calendar All documents should be copied and placed in a sheet protector and stored in a binder. Each document should be tabbed for easy access. Create an attractive cover and spine for this notebook. The binder should be completed one week from the first day you are in the classroom.
Teacher Candidate Document List
Individual Document Folder
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If the teaching environment changes significantly, e.g., new school, change in classroom placement configuration, change in grade or courses taught, you will need to complete this form again. Teacher Candidate: Date: Content Areas:
Grade Level(s):
Daily average number of students taught
School Instructional Goals Analyze major school instructional goals, and briefly describe your anticipated contribution. Work with your resource teacher, colleagues, principal, or other school personnel to help identify these goals.
(Multiple sources of data should include faculty meeting notes, Comprehensive School Improvement Plan, School-Based Decision Making Council minutes, continuous assessment data, content literacy plans, and other sources of data e.g., Program Review process being developed.) Resources/Assistance Develop (conduct) an inventory of available resources and assistance. (Possible examples: technology, parent involvement, supplies, and human resources available to you.) Describe how you will utilize resources to implement school and instructional goals. Critical Student Characteristics or Attributes
a. Using appropriate student achievement and demographic data, identify and describe the characteristics of your students that will require differentiated instruction to meet their diverse needs. (In developing your response, you may need to examine characteristics such as differences in culture, language, and learning styles as well as differences in developmental levels and achievement levels.)
b. Based on the diversities you’ve described in a above develop a profile for three specific students in your class(es) that you teach during your school day. See KTIP Completed Tasks Examples for a sample.
One student struggling to meet lesson objectives or targets: One student meeting lesson objectives or targets: One student exceeding lesson objectives or targets:
Component I: Classroom Teaching Teaching and Learning Context
TASK A-1
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Task A-1
Teaching and Learning Context
Context is a snapshot of where your students are academically and why.
Building a respectful relationship with your students is vitally important to their success and yours.
Completing seating charts the first week helps you start to get to know your students.
Context is why you can rarely, if ever, teach a lesson the same way twice. You will never have the same mix of
students in any classroom.
Kentucky Intern teachers learn to complete the Task A-1- Teaching and Learning Context form, which helps to
focus on the context BEFORE starting to plan instruction. You CANNOT plan instruction before you
complete Task A-1- Teaching and Learning Context.
Teaching and Learning Context - Task A-1 will need to be completed once per placement. If the teaching
environment changes significantly, e.g. new school, change in classroom placement configuration, change in
grade or courses taught, this form MUST be completed AGAIN.
DIRECTIONS
Go to www.kyepsb.net/internships/ktiptpatemplates.asp. Print out Task A-1 Teaching and Learning Context in
Word version.
The top of the form is where you identify yourself and put the date that you fill out the form. Include the
number of students in the class, the grade level, and their age. I recommend that you put in the title, which class
it is that you are identifying.
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School and Instructional Goals
The following are some examples of sources and where to locate them for data needed to complete the data and
instructional goals section of Task A-1 Teaching and Learning Context. Public school information is relevant
data about achievement gap groups. Non-public schools should include similar data.
Browse the school website and/or interview your principal or cooperating teacher to help you locate:
Comprehensive School Improvement Plan
School Report Card
Browse EPSB website www.kyepsb.net and Kentucky Department of Education website
www.education.ky.gov/KDE. If necessary interview your principal or cooperating teacher to help you locate:
District/School test data
Program Review Document (PLCS- Practical Living Career Studies, A&H- Arts and Humanities)
School Report Card
All classroom and individual student data
Analyze the documents you have gathered to write learning goals that are specifically tailored to the students
for whom you will be planning lessons.
If the teaching environment changes significantly, e.g., new school, change in classroom placement configuration, change in grade or courses taught, you will need to complete this form again. Teacher Candidate: Date: Content Areas:
Grade Level(s):
Daily average number of students taught
Component I: Classroom Teaching Teaching and Learning Context
TASK A-1
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SAMPLE OF SCHOOL AND INSTRUCTIONAL GOALS
School Instructional Goals
Analyze major school instructional goals, and briefly describe your anticipated contribution. Work with your resource
teacher, colleagues, principal, or other school personnel to help identify these goals.
Funville Elementary school is located in Joy County, in southern Kentucky, serving approximately 340 students
Preschool through Grade 6. Funville has a 94.8% attendance rate compared to the district rate of 93.8%. The
Student/Teacher ratio of 13:1, as compared to the district ratio of 14:1. Approximately 90% of students receive
Free/Reduced lunch. There are currently no LEP/ESL/ELL students.
The teachers at Funville Elementary are highly qualified with 13.3 average years of teaching experience with 100% of
classes taught by teachers with a Major, Minor or Equivalent in the subject being taught. The professional qualification
of all teachers in the school are as follows: B.A: 14.3%, M.A.: 42.9%, Rank I: 42.9%.
Extracurricular Activities offered include the following: Grades 4-6 Academic Team; Girls’, Boys’, and PeeWee
Basketball; Cheerleading; Girl Scouts; Cub Scouts; and PRIDE Club. Extracurricular activities offered by means of the
21st Century Learning Grant, including Young Chefs Club, Gardening, Extreme Science, Archery, Golf, Worldly
Reading, Technology Media, and Manipulating Math in the school with a certified instructor.
Funville Elementary scored below the state Academic Index in virtually all subjects in 2010 as follows: Reading
(Elementary) 90.1, State Academic Index 95.6; Math (Elementary) 93.4, State 90.5; Science (4th Grade) 81.4, State
95.9; Social Studies (5th Grade) 81.8, State 88.5; Writing (Elementary) 83.1, State 88.1; Arts and Humanities
(Elementary) 72.6, State 83.6.
The Joy County School district serves students in preschool through grade 12 including one primary, one intermediate,
five elementary, one middle, one high and one alternative school. KPREP/KCCT scores ranked 45th out of 174
Kentucky school districts. The Joy County School district offers comprehensive student support services through
Extended School Services, Title I, Special Education, Gifted/Talented, Family Resource/Youth Service Centers,
alternative education, early childhood programs, adult/community education, and dropout prevention.
As a teacher candidate at Funville Elementary, I will participate in extended school services, tutoring students in math
concepts to address new math standards, and promote student success, thereby reducing achievement gaps.
Disaggregate Math MAP scores, curriculum-based assessments, review documentation for special
populations, etc. specific to your individual placement(s)
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Resources/Assistance
Describe the resources (equipment, technology and supplies) available to you.
Describe assistance (instructional assistant(s), parent volunteers, peer (student) tutors, resource teachers ,
classroom teachers) available to you
Describe how you will utilize resources to implement school and instructional goals.
SAMPLE OF RESOURCES / ASSISTANCE
Resources/Assistance Develop (conduct) an inventory of available resources and assistance. (Possible examples: technology,
parent involvement, supplies, and human resources available to you.) Textbooks, Workbooks, Computers, Internet Access, Word Processing and Software associated with curriculum
learning materials, Scorecard Scanner, Marker Board, Smart Board, Colored Paper, Markers, Crayons, Pencils,
Scissors, Printer, Copy Machine
instructional assistant(s)
parent volunteers
peer (student) tutors
resource teachers
classroom teacher
Occupational Therapy, Reading Intervention, Speech Therapist, Social Worker, Nurse Describe how you will utilize resources to implement school and instructional goals. Utilize KAHN Academy curriculum-based assessments, Novel Star, PLATO to support student enrichment
(specific your individual placement(s) )
Critical Student Characteristics or Attributes Identify the number of students in each category below.
___ LEP/ESL/ELL:
___ # with IEPs:
___ # with 504 accommodations:
___ GSSP:
____RTI/Title I
___ Other:
Under section a. use the data above to describe the characteristics of your students that will require
differentiated instruction to meet their diverse needs. Also include patterns of achievements from students’ test
scores for below, meeting, and exceeding criteria.
Under section b. identify and briefly describe one student for each category of below, meeting, and exceeding
criteria.
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SAMPLE OF CRITICAL STUDENT CHARACTERISTICS OF ATTRIBUTES
Critical Student Characteristics or Attributes
Using appropriate student achievement and demographic data, identify and describe the characteristics of your
students that will require differentiated instruction to meet their diverse needs. (In developing your response,
you may need to examine characteristics such as differences in culture, language, and learning styles as well
as differences in developmental levels and achievement levels.)
Three students have IEPs, one student has a 504 plan, and eight students qualify for Title I services. At least
60% of this class has scored below grade level in Standardized Testing and Reporting for math and reading.
Socioeconomic
concerns of students include 99% of the 60 students receive free or reduced lunch. Also, 50% of the students reside in a
single-parent or domestic-partner home. Three students (those with IEPs) are pulled from the classroom at differing
intervals for specialized instruction.
Patterns of Achievement below criteria: 13- Math; 8- Reading
meeting criteria: 12- Math; 13- Reading
exceeding criteria: 2 Math; 6- Reading
Based on the diversities you’ve described in a above develop a profile for three specific students in your
class(es) that you teach during your school day. See KTIP Completed Tasks Examples for a sample.
One student struggling to meet lesson objectives or targets: Marissa works at her family restaurant after school, and struggles to complete assignments. She is a bright girl who has
never struggled with academics before, but has never been enrolled in an AP class, so the pace and volume pose a
challenge for her. She is frustrated by the lack of success and shuts down if she does not immediately accomplish the
objectives. Marissa in the past, has qualified for GSSP and this year marks a change in her attitude toward course
assignments.
One student meeting lesson objectives or targets: Adam is an athlete who knows what he has to do to maintain his eligibility and has college acceptance as a motivating
goal. He does all of his work with about 90% accuracy, but if he were to apply himself a bit, he could be accomplishing
more.
One student exceeding lesson objectives or targets: Talia is one of the top five students in her graduating class at Valley. She is in the Gifted and Talented Program, and has
already been accepted at the college of her choice. She is an exceptional writer and an avid reader. She is also a capable
public speaker who participates in the debate and speech teams. She has had major roles in every theatrical production for
the entire time she has been enrolled in Valley, while maintaining a 4.0 GPA (she has taken every available honors and
AP course).
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Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction. Teacher Candidate : Date: # of Students: Age/Grade Level: Content Area: Unit Title: Lesson Title:
Lesson Alignment to Unit Respond to the following items: a) Identify essential questions and/or unit objective(s) addressed by this lesson.
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky
Core Content, and/or Kentucky Core Academic Standards. c) Describe students’ prior knowledge or focus of the previous learning.
d) Describe summative assessment(s) for this particular unit and how lessons in this unit
contribute to the summative assessment.
e) Describe the characteristics of your students identified in Task A-1 who will require
differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit.
f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson
objectives/learning targets (Describe how you will trigger prior knowledge):
Component I: Classroom Teaching Lesson Plan
Task A-2
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Lesson Objectives/
Learning Targets
Assessment
Instructional Strategy/Activity
Objective/target:
Assessment description: Assessment Accommodations:
Strategy/Activity: Activity Adaptations: Media/technologies/resources:
Objective/target:
Assessment description: Assessment Accommodations:
Strategy/Activity: Activity Adaptations: Media/technologies/resources:
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.)
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Your committee members will review and evaluate your performance on this task using Standard 1: The teacher demonstrates applied content knowledge and Standard 2: The teacher designs and plans instruction. Teacher Candidate : Josie Brown Date: 9/12/2013 # of Students: 21 Age/Grade Level: 12th Content Area: English Unit Title: Literary Analysis and Research-based Arguments Lesson Title: Revealing Meaning in Text
Lesson Alignment to Unit Respond to the following items: g) Identify essential questions and/or unit objective(s) addressed by this lesson. In this unit, we are studying how style, structure and language reveal overall meaning in a text. We're also practicing close
readings and analyzing how reading closely enables us to interpret a text more thoroughly. We're focusing on three essential
questions:
1. How do style, structure and language reveal overall meaning in a text?
2. How do novels lead to meaningful discussions about complex issues in life and society?
3. How can close readings and textual support be utilized to strengthen arguments and discussions?
To address those questions in this lesson, we are doing close readings of the passages that the students read on the mock exam.
We are also analyzing the multiple choice stems and choices to better understand how textual support and analysis can lead to
finding the right answer for each question.
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or
Kentucky Core Academic Standards.
h) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky
Core Content, and/or Kentucky Core Academic Standards. CC.11-12.SL.1.a Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned
exchange of ideas.
CC.11-12.R.L.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or
language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
i) Describe students’ prior knowledge or focus of the previous learning. Prior to this lesson, students worked on analysis of passages within the novel the Road. They worked on style and creation of
theme statements using textual support and analysis of that support.
j) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
1. Students will read passages that could be included in an AP exam and present arguments using PowerPoint presentations
2. Students will complete a mock AP exam in which they apply the skills identified in the objectives, then will analyze their
performance.
These two assessments allow me to see that the students understand knowledge application strategies they will need on their
AP exam, and more importantly, that they understand the elements of good argument.
Component I: Classroom Teaching Lesson Plan
Task A-2
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Lesson Objectives/
Learning Targets
Assessment
Instructional Strategy/Activity
Objective/target: 1. Students will read
closely to present an
interpretation of the
text, using textual
support and inferences
to support their
interpretation.
Assessment description: Mock AP exam with five multiple-choice passages
Assessment Accommodations: N/A
Strategy/Activity: I will assign the students to five groups and
each group will be responsible for reading a
separate passage with five multiple-choice
questions to follow. As a group, they will
paraphrase the passage and analyze each of
the selected questions. Groups will share
the paraphrase of their passage, and their
classmates will answer the questions using
the CPS clickers. The "expert" groups will
explain the correct answers in response to
the responses.
Activity Adaptations: Students will be placed in groups that are
appropriate for their ability level. Students
who could not present their PowerPoint on
Friday were grouped together so they could
present on Wednesday.
Media/technologies/resources: USB drives, Digital projector, CPS,
Computer with PowerPoint
Objective/target: 2. Students will analyze
the deeper concepts
within a text through
preparation for and
participation in student-
led presentations.
Assessment description: Students will respond to classmate presentations using
the CPS clickers, and will participate in discussion
about their classmates' presentations.
Strategy/Activity: During classmate presentations, students will
take notes and respond to multiple choice
questions using the CPS clickers.
Activity Adaptations: Students may respond on paper if they would
prefer
k) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit.
While the class is generally well-behaved, there is sometimes tension between the students in Spanish Immersion and the
students coming from general or advanced classes. I've worked hard to help them build relationships with each other and to
understand that everyone has an equal voice in the classroom. Also, there are a few students who continue to struggle with the
demands of this course. For students who are performing below grade level, I'm now offering tutoring almost daily, both in the
form of individualized sessions, independent study time, and in group review sessions. We work routinely during class and
after school on developing writing skills, and the readings are scaffolded so that we are just now reading the most difficult
work. For students at grade level, many of the activities that we're doing push them to think in a deeper and more analytical
way. The last couple of group projects have really pushed students to come up with their arguments and to thoroughly defend
them. For students above grade level, they need specific, focused feedback that will enable them to continue to grow and
develop. I have selected groups to help students find success and support. For the group project in this unit, I balanced groups
based on personalities (shy versus outgoing, etc) in addition to ability levels. I have incorporated more models and guides than
I previously used in AP so that students will have the scaffolding and support that they need.
l) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson
objectives/learning targets (Describe how you will trigger prior knowledge): Students took a complete mock AP Literature exam on a Saturday in January. They now have the results of the
essays on that test, and they have their original answer packets and bubble sheets for the multiple choice section.
That exam exposed a need for students to improve on their interpretive text-reading skills, and their need to analyze
the concepts deeper. In their presentations, they will be expected to create multiple choice questions as well as a brief
interpretation.
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Assessment Accommodations: Hard copies of the questions will be available, in case
we have technical difficulties and/or anyone cannot
use the CPS. I don't anticipate that being necessary,
since all of the students have used the CPS before.
Media/technologies/resources: USB drives, Digital projector, CPS, Computer
with PowerPoint
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.) 1. Students will be assigned to five groups, and each group will be assigned a passage from a previously administered AP exam,
along with 5 multiple choice questions.
2. Students will get into groups, and each group will paraphrase the passage and analyze each of the multiple choice options
provided.
3. Students will create a PowerPoint presentation to present their paraphrased passage and the multiple-choice questions for their
classmates.
4. Students who are part of the audience for each presentation will answer the multiple-choice questions presented by the
groups, using the CPS.
5. The presenters will lead discussion about the answers and explain why each one is right or wrong.
6. Students will complete an exit slip, answering three questions: For the questions you answered correctly, what led you to the
correct response? If you missed any of the multiple-choice questions, how did you determine the correct answer? What did this
activity teach you?
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Select and analyze at least one lesson from your standards-based unit.
Use the Task C template to complete your analysis.
1. Explain how you determined the levels of student performance on your objective/learning targets. Attach rubric/scoring guide. (What was effective? What was not effective? What would you keep? What would you change?) 2. Sort the students’ performance into three categories. a) Below the standard _______# of students b)Meeting the standards _______# of students c)Exceeding the standard _______# of students 3. For each category, describe the students’ strengths and learning needs. a) Below standard b) Meeting the standard c) Exceeding the standard 4. Reflect on the following: a) How effective was your instruction based on analysis of student performance identified in number 2 above? b) What new professional learning and resources could help you increase your instructional effectiveness? c) Describe patterns in student performance. How will these patterns be used in planning and instruction? 5. For each category of students, how will you differentiate instruction? a)Below standard b)Meeting the standard c)Exceeding the standard 6. Describe how you communicate learning continuous progress to students and parents/caregivers (other than school grade reporting).
LESSON ANALYSIS & REFLECTION
Task C
22 | P a g e
Select and analyze at least one lesson from your standards-based unit.
Use the Task C template to complete your analysis.
1. Explain how you determined the levels of student performance on your objective/learning targets. Attach rubric/scoring guide. (What was effective? What was not effective? What would you keep? What would you change?) For this objective, I used the results of the multiple choice section of the mock exam. This section of the exam is very
challenging, and it is considered a success if students get close to half of the answers right. I scanned the class's results and
compared them to national averages. I considered scores from 15 to 20 below the expectation. I considered scores of 21-34
meeting the expectation. I considered scores of 35-43 (the highest score in the class) to be exceeding the expectation. I felt
like this was very effective, because they will encounter this strategy when they take the exams, and it will help them on
the exam and beyond that.
2. Sort the students’ performance into three categories. a) Below the standard ___9____# of students b)Meeting the standards __ 8____# of students c)Exceeding the standard ___3____# of students 3. For each category, describe the students’ strengths and learning needs. a) Below standard Students in this category need help reading closely. Students who are missing this many questions often do not have a solid
grasp on what the passages are saying, so they need help with reading comprehension strategies (since the passages can be
extremely challenging). Students in this area need to work on answering the more approachable questions (such as ones that
refer to specific lines and literary devices) rather than the more complex questions.
b) Meeting the standard Students who have met the criteria now need to be pushed into the next level, which in this case often means simply getting a
few more answers right. They have a solid basic comprehension of the passages, but they need to work on building their
vocabulary skills and they need to review literary terms. Additionally, they often need to work on reading carefully. They are
doing well to get some of the questions right, but they need to work on reading more deeply and critically.
c) Exceeding the standard The students in this category are excellent readers who think critically and efficiently. They are able to process complex
passages and evaluate the most accurate answers without being distracted by other answers that are true or only slightly
inaccurate. They can think critically even when under pressure and significant time constraints. They are well versed in the
various genres and styles of writing. They need to be pushed--this can be done by forcing them to delve more deeply into the
difficult passages (because often the questions for those passages are more superficial). 2. Reflect on the following:
a) How effective was your instruction based on analysis of student performance identified in number 2 above? Because of the difficult nature of this section of the exam, I was pleased to see that everyone tried to answer the questions. Although some of
the scores were low, several of the students in this category got a few questions for multiple passages right, which indicates that they are
pushing through the difficulty and attempting to answer the questions. However, many of the students ran out of time, so putting them in
slightly pressured situations that require quick reading and thinking would make them more successful.
LESSON ANALYSIS & REFLECTION
Task C
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b) What new professional learning and resources could help you increase your instructional effectiveness? The clickers have made this activity much more engaging. Knowing more about how to construct multiple choice questions
and how to deconstruct them would make me more effective. Additionally, having access to more examples of AP multiple
choice questions would enable me to let the students practice more, which would help them feel more confident.
c) Describe patterns in student performance. How will these patterns be used in planning and instruction? Describe patterns in student performance. How will these patterns be used in planning and instruction
It was common that students ran out of time; as I mentioned above, being more diligent about pressured time situations would
help with that. It was also quite frequent that students did not annotate the passages, so we have been practicing more of that in
class, and we'll continue to practice it prior to the test. I will give them more passages that are copied so that they can mark
them up and write on them directly. I will also begin the next few classes with short passages and a couple of questions, and I
will time those activities so that we address the sensation of having to decide quickly.
5. For each category of students, how will you differentiate instruction? a)Below standard I will work with them individually and in small groups, and I will give them strategies that will target how to best answer
questions and make the most use of their time. I'll work with them on how to read closely and I'll talk with them about test
taking strategies. I will also give them passages that are slightly more accessible so that they can find success with this kind of
question.
b)Meeting the standard For these students, I will continue to push them by giving them challenging readings and difficult questions. I will continue to
push them by checking their annotations on the passages and by asking them to identify strategies that they are using to help
them find the right answer.
c)Exceeding the standard With these students, I will push them by getting them to justify the right and wrong answers for some of the questions. I will
also give them more difficult reading passages when possible, and I will ask them more challenging questions about the harder
passages.
6. Describe how you communicate learning continuous progress to students and parents/caregivers (other than school grade reporting). With the students, I first simply gave them their answer sheets back. They did not have the correct answers. Their homework
preceding the deconstruction was to annotate the five passages and to review the questions and the answers that they selected.
They were allowed to change their answers if they decided that the original answer was incorrect. When they came to class, I
told them the national percentages for all of the questions that we addressed. Additionally, when the students clicked in their
answers, they could immediately see the class results. Students also got individual scoring sheets with the results of their mock
exam—the sheets indicated their raw score and their score on the five point scale. Students were told to share these results with
their parents. Additionally, parents can see the deconstruction PowerPoint on iSchool if they are interested. Parents will also be
receiving a letter that talks with them about the upcoming AP test and the final preparations that they can help their child do.
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Intern Name: Date:
Collaboration Work Plan
This work plan must be approved by your committee before implementation.
Orientation Meeting
Identify a student whose learning would be enhanced by collaborative efforts and provide a rationale for
why this student was selected. (Use only the student’s first name.)
Describe your plan for contacting and developing the collaboration plan with the parents/caregivers.
Lesson Objective(s)/Learning Targets – What you plan to accomplish in terms of student learning?
Assessment Plan – How will you measure the impact of the collaborative effort on student learning?
Activities Time Line Persons Involved and
Their Roles
Resources
Needed
Describe the progress made in your collaborative efforts providing appropriate documentation.
Using the assessment data collected, describe the impact of the collaboration plan on this student’s
learning and describe possible next steps.
COLLABORATE TO ADDRESS
SPECIAL LEARNING NEEDS
Task D
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NAME: _________________________________________
1ST SELF-EVALUATION DATE: _____________ 2ND SELF-EVALUATION DATE: _____________ Please indicate your rating by writing one number for each of the behaviors. Use these as the basis for modifications on your Professional Growth Plan. Complete this form during the fourth and tenth week of the student teaching semester. RATING SCALE:
3-Satisfactory Performance on the Standard 2-Making Progress Toward Standard 1-Not Making Progress Toward Standard
Enter the holistic score for each standard on this page. Fourth Week Tenth Week
1. ________ ________ Applies Content Knowledge (Conceptual/Communicative)
2. ________ ________ Designs/Plans Instruction (Conceptual/Strategic)
3. ________ ________ Creates/Maintains Learning Climate (Strategic)
4. ________ ________ Implements and Manages Instruction (Strategic)
5. ________ ________ Assesses/Communicates Learning Results (Evaluative)
6. ________ ________ Implements Technology (Strategic)
7. ________ ________ Reflects/Evaluates Teaching and Learning (Evaluative)
8. ________ ________ Collaborates with Colleagues/Parents/Others (Strategic/Communicative)
9. ________ ________ Professional Development (Evaluative)
10. ________ ________ Provides leadership within school/community/education Profession (Communicative) 11.________ ________ Demonstrates the dispositions: caring, a strong work ethic, critical and creative thinking, and a commitment to excellence (Strategic/Communicative)
12.________ ________ Demonstrates a commitment to the Kentucky Education Professional Code of Ethics and professional integrity (Strategic/Communicative)
University of the Cumberlands’ Disposition Assessment
Please rate each indicator using the rating scale and then provide a holistic score for each disposition. 3-Satisfactory Performance on the Standard 2-Making Progress Toward Standard
1-Not Making Progress Toward Standard
ATTITUDES AND DISPOSITIONS
STRONG WORK ETHIC CRITICAL & CREATIVE THINKING
_____ Has High Expectations for Self _____ Is Dependable
_____ Is Timely in Completing Responsibilities
_____ Is a Self-Starter; Takes Initiative
Strong Work Ethic _______(average score)
_____ Is Flexible _____ Provides for All Learners
_____ Expresses Thoughts and Ideas Clearly
_____ Demonstrates Ability to Problem Solve
Critical & Creative Thinking ______ (average score)
CARING EXCELLENCE/PROFESSIONAL INTEGRITY
____ Has a Positive Attitude
____ Is Cooperative ____ Is Respectful of Others
____ Establishes Rapport with Diverse Populations
Caring ________ (average score)
____ Has a Professional Appearance
____ Uses Technology Effectively ____ Demonstrates Leadership Abilities
____ Uses Appropriate Spoken & Written English
Excellence/Professional Integrity _____ (average score)
TASK E SELF EVALUATION
Overall Holistic Scoring :____
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Task E (From KTIP TPA)
Assesses and Manages Professional Growth
Teacher Candidate: _______________________________________________ Date: _____________
Kentucky Teacher Standards Self-Assessment
To initiate the development of your Professional Growth Plan, assess your level of performance on each of the indicators by entering
a number between one (1) and four (4) in the blanks to the left of each indicator. The scale to be used is : (1) limited, (2) some, (3)
adequate and (4) extensive. You may wish to examine the rubric for each indicator on the Intern Performance Record (IPR) to see
the range of performance.
As you complete Task E, please respond to feedback from your (1) supervising teacher, (2) university coordinator, (3) peer
evaluations, (4) analysis of student work as the data reflects your instructional effectiveness as well as (5) self-evaluations and
reflections. Complete the task during the 4th
and 10th
week of the student teaching semester.
STANDARD I: The Teacher Demonstrates Applied Content Knowledge (Conceptual/Communicative)
The teacher demonstrate a current and sufficient academic knowledge of certified content areas to develop student knowledge and
performance in those areas.
Performance Criteria: The extent to which you:
4th Week 10th Week Self-Assessment Self-Assessment
1.1 Communicate concepts, processes and knowledge.
1.2 Connect content to life experiences of students.
1.3 Demonstrate instructional strategies that are appropriate for content and
contribute to student learning.
1.4 Guide students to understand content from various perspectives.
1.5 Identify and address students’ misconceptions of content.
STANDARD II: The Teacher Designs and Plans Instruction (Conceptual/Strategic)
The teacher designs and plans instruction that develops students’ abilities to use communication skills, apply core concepts, become
self- sufficient individuals, become responsible team members, think and solve problems and integrate knowledge.
Performance Criteria: The extent to which the planning demonstrates that you:
4th Week 10th Week Self-Assessment Self-Assessment
2.1 Develop significant objectives aligned with standards.
2.2 Use contextual data to design instruction relevant to students.
2.3 Plan assessments to guide instruction and measure learning objectives.
2.4 Plan instructional strategies and activities that address learning objectives
for all students.
2.5 Plan instructional strategies and activities ant facilitate multiple levels of
learning.
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Standard III: The Teacher Creates and Maintains Learning Climate (Strategic)
The teacher creates a learning climate that supports the development of students’ abilities to use communication skills, apply core
concepts, become self- sufficient individuals, become responsible team members, think and solve problems and integrate knowledge.
Performance Criteria: The extent to which you:
4th Week 10th Week Self-Assessment Self-Assessment
3.1 Communicate high expectations.
3.2 Establish a positive learning environment.
3.3 Value and support student diversity and addresses individual needs.
3.4 Foster mutual respect between teacher and students and among students.
3.5 Provide a safe environment for learning.
Standard IV: The Teacher Implements and Manages Instruction (Strategic)
The teacher introduces/implements/manages instruction that develops students’ abilities to use communication skills, core concepts,
become self-sufficient individuals, become responsible team members, think and solve problems and integrate knowledge.
Performance Criteria: The extent to which you:
4th Week 10th Week Self-Assessment Self-Assessment
4.1 Use a variety of instructional strategies that align with the learning
objectives and actively engage students.
4.2 Implement instruction based on diverse student needs and assessment data.
4.3 Uses time effectively.
4.4 Use space and materials effectively.
4.5 Implement and manage instruction in ways that facilitate higher order
thinking
Standard V: The Teacher Assesses and Communicates Learning Results (Evaluative)
The teacher assess learning and communicates results to students and others with respect to the students’ abilities to use
communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve
problems and integrate knowledge.
Performance Criteria: The extent to which you:
4th Week 10th Week Self-Assessment Self-Assessment
5.1 Use pre-assessments.
5.2 Use formative assessments.
5.3 Use summative assessments.
5.4 Describe, analyze and evaluate student performance data.
5.5 Communicate learning results to students and parents.
5.6 Allow opportunity for student Self-Assessment.
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Standard VI: The Teacher Demonstrates the Implementation of Technology (Strategic)
The teacher uses technology to support instruction, access and manipulate data, enhance professional growth and productivity,
communicate and collaborate with colleagues, parents, and the community and conduct research.
Performance Criteria: The extent to which you:
4th Week 10th Week Self-Assessment Self-Assessment
6.1 Use available technology to design and plan instruction.
6.2 Use available technology to implement instruction that facilitates
student learning.
6.3 Integrate student use of available technology into instruction.
6.4 Use available technology to assess and communicate student learning.
6.5 Demonstrate ethical and legal use of technology.
Standard VII: The Teacher Reflects On and Evaluates Teaching and Learning (Evaluative)
The teacher reflects on and evaluates specific teaching and learning situations and/or programs.
Performance Criteria: The extent to which you:
4th Week 10th Week Self-Assessment Self-Assessment
7.1 Use data to reflect on and evaluate student learning.
7.2 Use data to reflect on and evaluate instructional practice.
7.3 Use data to reflect on and identify areas for professional growth.
Standard VIII: The Teacher Collaborates with Colleagues/Parents/Others
(Strategic/Communicative)
The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that
develop students’ abilities to use communication skills, apply core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems and integrate knowledge.
Performance Criteria: The extent to which you:
4th
Week 10th
Week
Self-Assessment Self-Assessment
8.1 Identifies opportunities to engage in collaborations that enhance
student learning.
8.2 Identifies and engages in collaborations that enhance the standards-
based unit development
8.3 Reflects on the purpose and impact of the collaborative activities
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Standard IX: The Teacher Evaluates Teaching and Implements Professional Development (Evaluative)
The teacher evaluates his or her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the
necessary skills and processes and implements a professional development plan.
Performance Criteria: The extent to which you:
4th
Week 10th
Week
Self-Assessment Self-Assessment
9.1 Self-assess performance relative to Kentucky’s Teacher Standards.
9.2 Identify priorities for professional development based on data from self-
assessments, student performance and feedback from colleagues.
9.3 Design a professional growth plan that addresses identified priorities.
9.4 Show evidence of professional growth and reflection on the identified
priority areas and impact on instructional effectiveness and student
learning.
Standard X: The Teacher Provides Leadership Within School, Community and Profession (Communicative)
The teacher provides professional leadership within the school, community and education profession to improve student learning
and well-being.
Performance Criteria: The extent to which you:
4th
Week 10th
Week
Self-Assessment Self-Assessment
10.1 Identify leadership opportunities that enhance student learning and/or
professional environment.
10.2 Develop a plan for engaging in leadership activities.
10.3 Implement a plan for engaging in leadership activities.
10.4 Analyze data to evaluate the results f planned and executed leadership
efforts.
Progress Update Provide evidence in your progress update that your PGP activities are having a positive impact on student learning. If it is too early for your growth activities to yield evidence or student learning/achievement, provide evidence of how the activities have had an impact on your instruction.
Final Self-Assessment Discuss the progress made in addressing each Priority Area for Growth identified in your work plans. Did you achieve your professional growth objectives?
Using the Kentucky Teacher Standard Self-Assessment, conduct a Cycle 3 assessment of your performance level on each standard. Compare this final assessment with your Orientation Self-Assessment and identify specific areas of growth.
Discuss how the professional development activities completed during the year have improved your instructional effectiveness and student learning.
30 | P a g e
Discuss leadership ideas for possible leadership project. With the guidance of your Mentor and UNC, select a project.
Identification of Project After the orientation meeting, provide a brief description of the project and rationale for selecting this project.
Leadership Project Work Plan (This work plan must be approved by your committee before implementation.)
Objective(s)/Learning Targets Identify your measureable objectives for this project. (What do you plan to accomplish with this project?) Assessment How will you determine the impact of your project on student learning and/or school environment?
Activities Timeline Persons Involved and Their Roles
Resources Needed
How and with whom will the results of your project be shared?
Prior to Mid-Term or End of 1st 8 week placement Briefly document the progress made on your project.
Prior to End of Term or End of 2nd 8 week placement Briefly document the progress made on your project.
Reflect on what your project accomplished regarding student learning and/or professional environment of the school. What did you learn from your leadership experience – what worked, what did not work, and why?
Component II: Professional Responsibilities Professional Leadership
Task F
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Candidate Name: Date:
# of Students: Age/Grade: Level: Content:
Unit Title: Unit Duration:
Respond to the following items:
1) Identify unit objectives. Show the connection of the objectives to the state curriculum documents, i.e.,
Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards. Utilize
district curriculum maps, PLC data, content literacy plans, 21st Century Skills, etc., to help formulate
the unit objectives.
2) Indicate the knowledge, reasoning, performance skills, and/or products that underpin the standard(s)
addressed by the unit objectives.
3) Describe the characteristics of your students identified in Task A-1 who will require differentiated
instruction to meet their diverse needs.
4) Provide an overview of technology that will be integrated to enhance instruction and demonstrate
student use of technology.
Component III: Designing the Instructional Unit
Task G
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Intern Name: Date: Cycle:
1. Pre-Assessment Plan Unit Objectives Type of Assessment Items/performances
measuring attainment of unit objective
2. Pre-instruction Assessment Analysis (attach tables, charts, or graphs to support your analysis)
Describe the patterns of student performance you found relative to each learning outcome. (Attach tables, graphs or charts of student performance that allowed you to identify the patterns of student performance noted.)
Describe how you used the analysis of your pre-assessment data in your design of instruction.
How did your awareness of achievement gap groups within your students influence your planning and instruction?
3. Summative Assessment Plan Unit Objectives Type of Assessment Items/performances
measuring attainment of unit objective
4. Accommodations / Adaptations for Pre- and Summative Assessments
5. Technology Integration for Pre- and Summative Assessments
Component III: Instructional Unit The Assessment Plan
Task H
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Task I: Designing Instructional Strategies and Activities Lesson #
Unit Objective #
Lesson Objectives/ Learning Target
Formative Assessment(s)
Instructional Strategies/Activities
Assessment description: Differentiated Assessment Plan:
Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/ resources:
Assessment description: Differentiated Assessment Plan:
Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/ resources:
Assessment description: Differentiated Assessment Plan:
Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/ resources:
Assessment description: Differentiated Assessment Plan:
Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/ resources:
Designing Instructional Strategies & Activities
Task I
34 | P a g e
Assessment description: Differentiated Assessment Plan:
Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/ resources:
Assessment description: Differentiated Assessment Plan:
Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/ resources:
Assessment description: Differentiated Assessment Plan:
Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/ resources:
Assessment description: Differentiated Assessment Plan:
Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/ resources:
Assessment description: Differentiated Assessment Plan:
Strategies/Activities: Differentiated Strategies/Activities:
35 | P a g e
Media/technologies/ resources:
Assessment description: Differentiated Assessment Plan:
Strategies/Activities: Differentiated Strategies/Activities: Media/technologies/ resources:
Use of Technology for Instruction Describe how you will use technology to enhance instruction and how students will use technology to enhance/facilitate their learning.
36 | P a g e
Directions for Completing Task J-1
After you have taught the instructional unit and administered the summative assessment, your next task is to organize and
analyze the assessment results. You will complete the following tables for J-1.
Organizing and Analyzing the Results (Whole Class)
Organizing and Analyzing the Results (Diverse Learners)
Organizing and Analyzing the Results (Whole Class)
Whole Class: Using the Task J-1 template, Organizing and Analyzing the Results (Whole Class), record each student’s first name
(only), the pre- and summative assessment results based on unit objectives, and an analysis for individual instruction related to the unit
objective(s). Provide implications for whole class instruction.
Organizing and Analyzing the Results (Diverse Learners):
Diverse Learners: Using the Task J-1 template, Organizing and Analyzing the Results (Diverse Learners), identify a gap group in
your classroom using first names only. Record the pre- and post-assessment results, and an analysis of each student’s progress related
to the targeted objective(s). Provide implications for instruction based on the gap group’s findings.
Complete as many tables as needed to identify each student in your class(es).
Name: Date: Gap Group/Diverse Learners:
Task J-1
Organizing and Analyzing the Results (Diverse Learners)
Students Pre-
assessment
Unit Objectives
Mark each objective
met with a X for pre-
assessment
Summative Unit Objectives
Mark each objective
met with a X for post-
assessment
Analysis for Individual
Instruction:
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
Implications for Instruction of Diverse Learners:
Component III (continued): Instructional Unit Organizing and Analyzing the Results / Reflecting on the Impact of Instruction
Task J-1
37 | P a g e
Component III (continued): Instructional Unit
Task J-1: Organizing and Analyzing the Results Reflecting on the Impact of Instruction
Name: Date:
Task J-1
Organizing and Analyzing the Results (Whole Class)
Briefly describe your unit, standards, and types of assessments used:
Students Pre-
assess
ment
Unit Objectives
Mark each
objective met with
an X for
pre-assessment.
Summative Unit Objectives
Mark each
objective met with
an X for
summative
assessment.
Analysis for Individual
Instruction:
1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
Implications for Whole Class Instruction:
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Directions for J-1: Reflecting on the Impact of Instruction
Based on your organization and analysis of the assessment data complete the following template, Task J-1, Reflecting on the
Impact of Instruction. Typically, a majority of students (more than 50 percent) will meet the objectives that are established.
However, it is unlikely that all students will meet all of the objectives all of the time. When students do not meet the objectives,
you must reflect on the objectives themselves, the planned assessment(s), and the instruction that took place.
Teacher Candidate: Date:
1. Select the unit objective on which your students were most successful based on your analysis of student learning.
Based on samples of student work, provide two or more possible reasons for this success.
2. Select the unit objective on which your students were least successful based on your analysis of
student learning.
Based on samples of student work, provide two or more possible reasons for this lack of success.
3. Describe the performance of the identified diverse or gap group(s) in your class compared to the
performance of the class as a whole. What factors contributed to their success/failure?
4. Since the conclusion of the instructional unit, what have you done to ensure that all your students are
making continuous progress? What are your plans to address issues identified in the unit?
5. Based on your reflection about your students’ performances, describe at least two areas for
professional growth that you believe have the potential to increase your instructional effectiveness and
thereby improve your students’ learning.
39 | P a g e
1. Describe how you used formative assessment data to monitor student progress and guide instruction throughout the unit. Give specific examples.
2. What opportunities for self-reflection did you offer the students? 3. As indicated in the table below, describe the information provided to the students,
parents/caregivers, and colleagues. Include how you communicated that information.
Information Provided and Methods Used
Group Prior to Instruction During Instruction After Instruction
Students
Parents/Caregivers
Colleagues
4. Reflect on the information you communicated with students, parents/caregivers, and colleagues and the methods you used. To what extent did the methods used involve one-way communication that required no response or two-way communication that required or elicited responses and/or involvement?
5. How could you modify the information and communication methods you provided
above to increase each group’s involvement in the students’ learning process?
Teacher Candidate: Date:
Communication and Follow-Up
Task J-2
40 | P a g e
Criteria Achievement Level
Indicator Demonstrated (75%)
Indicator Partially
Demonstrated (50%)
Indicator Not
Demonstrated (25%)
1.1 Communicates
concepts, processes and
knowledge
(4% Weighting)
3 percent
Accurately and effectively
communicates concepts,
processes and/or knowledge and
uses vocabulary that is clear,
correct and appropriate for students
2 percent
Accurately communicates concepts,
processes and
knowledge but omits some
important ideas, uses
vocabulary inappropriate for
students
1 percent
Inaccurately and
ineffectively
communicates
concepts, processes
and knowledge
1.2 Connects content to life
experiences of students (4%
Weighting)
3 percent
Effectively connects content,
procedures, and activities with
relevant life experiences of students
2 percent
Connects some content, procedures,
and activities with relevant life
experiences of students
1 percent
Fails to connect
content, procedures,
and activities with
relevant life
experiences of
students
1.3 Demonstrates instructional
strategies that are appropriate
for content and contribute to
student learning
(4% Weighting)
3 percent
Uses instructional strategies that are
clearly appropriate for the content
and processes of the lesson and
make a clear contribution to student
learning
2 percent
Uses instructional strategies that are
somewhat appropriate for the
content and processes of the lesson
and make some contribution to
student learning
1 percent
Fails to use
instructional strategies
that are appropriate for
the content and
processes of the lesson
or make no
contribution to student
learning
1.4 Guides students to
understand content from
various perspective (4% Weighting)
3 percent
Provides opportunities and
guidance for students to consider
lesson content from different
perspectives to extend their
understanding
2 percent
Sometimes provides opportunities
and guidance for students to
consider lesson content from
different perspectives to extend
their understanding
1 percent
Fails to provide
opportunities and
guidance for
students to consider
lesson content from
different
perspectives to
extend their
understanding
1.5 Identifies and addresses
students’ misconceptions of
content (4% Weighting)
3 percent
Identifies misconceptions related to
content and addresses them during
both planning and instruction
2 percent
Identifies misconceptions related to
content and addresses them during
either planning or instruction
1 percent
Fails to identify and
address
misconceptions
related to content
during planning and
instruction
3.1 Communicates high
expectations (4% Weighting)
3 percent
Sets significant and challenging
objectives for students and
verbally/nonverbally communicates
confidence in students' ability to
achieve these objectives
2 percent
Sets significant and challenging
objectives for students but does
not communicate confidence in
students' ability to achieve these
objectives
1 percent
Fails to set significant
and challenging
objectives for
students and does not
communicate
confidence in
students
3.2 Establishes a positive
learning environment (4%
Weighting)
3 percent
Establishes clear standards of
conduct, shows awareness of
student behavior, and responds in
ways that are both appropriate and
respectful of students
2 percent
Makes efforts to establish
standards of conduct, and monitor
and respond to student behavior,
but efforts are ineffective and/or
inappropriate
1 percent
Fails to establish clear
expectations for
student conduct, and
does not effectively
monitor behavior, and
does not appropriately
respond to behavior 3.3 Values and supports student
diversity and addresses
individual needs (4% Weighting)
3 percent
Uses a variety of strategies and
methods to support student
diversity by addressing individual
needs
2 percent
Sometimes uses a variety of
strategies and methods to support
student diversity by addressing
individual needs
1 percent
Fails to use a variety
of strategies and
methods to support
student diversity by
addressing
individual needs
3.4 Fosters mutual respect
between teacher and students
and among students (4% Weighting)
3 percent
Treats all students with respect and
concern and monitors student
interactions to encourage students
to treat each other with respect and
concern
2 percent
Sometimes treats students with
respect and concern and sometimes
monitors student interactions to
encourage students to treat each
other with respect and concern
1 percent
Fails to treat students
with respect and
concern and monitor
student interactions
to encourage students
to treat each other
with respect and
concern
3.5 Provides a safe
environment for learning
(4% Weighting)
3 percent
Creates a classroom environment
that is both emotionally and
physically safe for all students
2 percent
Creates a classroom environment
that is sometimes emotionally and
physically safe for all students
1 percent
Fails to create an
emotionally and
physically safe
environment for
students
4.1 Uses a variety of
instructional strategies that
align with learning objectives
and actively engage students
(4% Weighting)
3 percent
Uses a variety of instructional
strategies that engage students
throughout the lesson on tasks
aligned with learning objectives
2 percent
Uses a variety of instructional
strategies that engage students
throughout the lesson on tasks but
are not aligned with learning
objectives or tasks are aligned with
learning objectives but do not keep
students engaged
1 percent
Fails to use
instructional
strategies that engage
students and are
aligned with learning
objectives
41 | P a g e
4.3 Uses time effectively
(4% Weighting)
3 percent
Establishes efficient procedures for
performing non-instructional tasks,
handling materials and supplies,
managing transitions, and organizing
and monitoring group work so that
there is minimal loss of instructional
time
2 percent
Establishes procedures for
performing non-instructional tasks,
handling materials and supplies,
managing transitions, and
organizing and monitoring group
work that vary in their effectiveness
so there is some unnecessary loss
of instructional time
1 percent
Fails to establish
procedures for
performing non-
instructional tasks,
handling materials and
supplies, managing
transitions, and
organizing and
monitoring group
work resulting in
significant loss of
instructional time
4.4 Uses space and materials
effectively
(4% Weighting)
3 percent
Uses classroom space and materials
effectively to facilitate student
learning
2 percent
Sometimes uses classroom space
and materials effectively to facilitate
student learning.
1 percent
Fails to use
classroom space and
materials effectively
to facilitate student
learning 4.5 Implements and manages
instruction in ways that
facilitate higher order thinking
(4% Weighting)
3 percent
Instruction provides opportunity to
promote higher-order thinking
2 percent
Instruction provides some
opportunity to promote higher order
thinking
1
p
er
ce
n
t
Instruction provides
little or no
opportunity to
promote higher-
order thinking
5.1 Uses pre-assessments (4% Weighting)
3 percent
Uses a variety of pre-assessments
to establish baseline knowledge and
skills for all students
2 percent
Uses some pre-assessments to
establish baseline knowledge and
skills for all students
1 percent
Fails to use pre-
assessments to
establish baseline
knowledge and skills
for all students 5.2 Uses formative
assessments
(4% Weighting)
3 percent
Uses a variety of formative
assessments to determine each
student’s progress and guide
instruction
2 percent
Uses some formative assessments
to determine each student’s
progress and guide instruction
1 percent
Fails to use formative
assessments to
determine each
student’s progress and
guide instruction 5.3 Uses summative
assessments
(4% Weighting)
3 percent
Uses a variety of summative
assessments to measure student
achievement
2 percent
Uses some summative assessments
to measure student achievement
1 percent
Fails to use summative
assessments to measure
student achievement
5.5 Communicates learning
results to students and parents
(4% Weighting)
3 percent
Communicates learning results to
students and parents that provide a
clear and timely understanding of
learning progress relative to
objectives
2 percent
Sometimes communicates learning
results to students and parents that
provide a clear and timely
understanding of learning progress
relative to objectives
1 percent
Fails to communicate
learning results to
students and parents
that provide a clear and
timely understanding of
learning progress
relative to objectives 5.6 Allows opportunity for
student Self-Assessment
(4% Weighting)
3 percent
Promotes opportunities for students
to engage in accurate Self-
Assessment of learning
2 percent
Promotes some opportunities for
students to engage in accurate Self-
Assessment of learning
1 percent
Fails to promote
opportunities for
students to engage in
accurate Self-
Assessment of learning 6.1 Uses available technology
to design and plan instruction
(4% Weighting)
3 percent
Uses technology to design and plan
instruction
2 percent
Sometimes uses technology to
design and plan instruction
1 percent
Rarely or never uses
technology to design
and plan instruction 6.2 Uses available technology
to implement instruction that
facilitates student learning
(4% Weighting)
3 percent
Uses technology to implement
instruction that facilitates student
learning
2 percent
Sometimes uses technology to
implement instruction that facilitates
student learning
1
p
e
r
c
en
t
Rarely or never uses
technology to
implement instruction
and facilitate student
learning
6.3 Integrates student use of
available technology into
instruction
(4% Weighting)
3 percent
Integrates student use of
technology into instruction to
enhance learning outcomes and
meet diverse student needs
2 percent
Sometimes integrates student use of
technology into instruction to
enhance learning outcomes and
meet diverse student needs
1
p
e
rc
e
nt
Rarely or never
integrates student use
of technology into
instruction to enhance
learning outcomes and
meet diverse student
needs
6.4 Uses available technology
to assess and communicate
student learning (4% Weighting)
3 percent
Uses technology to assess and
communicate student learning
2 percent
Sometimes uses technology to
assess and communicate student
learning
1 percent
Rarely or never uses
technology to assess
and communicate
student learning
6.5 Demonstrates ethical and
legal use of technology (4%
Weighting)
3 percent
Ensures that personal use and
student use of technology are
ethical and legal
2 percent
Sometimes ensures that personal
use and student use of technology
are ethical and legal
1 percent
Fails to ensure that
personal use and
student use of
technology are ethical
and legal
4.2 Implements instruction
based on diverse student
needs and assessment data
(4% Weighting)
3 percent
Implements instruction based
on contextual information and
assessment data
2 percent
Implements instruction based
on limited use of contextual
information and assessment
data
1 percent
Fails to
implement
instruction based
on contextual
information and
assessment data
42 | P a g e
Criteria Achievement Level
Indicator Demonstrated (60%)
Indicator Partially
Demonstrated (40%)
Indicator Not
Demonstrated (20%)
2.1. Develops significant
objectives aligned with
standards
(5% Weighting)
3 percent
States learning objectives that
reflect key concepts of the
discipline and are aligned with local
or state standards
2 percent
States learning objectives that
reflect key concepts of the
discipline but are not aligned with
local or state standards or states
learning objectives that do not
reflect key concepts of the
discipline
1 percent
Uses objectives that are not
clearly stated or are trivial and
are not aligned with local or
state standards
2.2 Uses contextual data to
design instruction relevant to
students (5% Weighting)
3 percent
Plans and designs instruction based
on contextual (i.e., student,
community, and/or cultural) and
pre-assessment data
2 percent
Plans and designs some instruction
based on contextual (i.e., student,
community, and/or cultural) and
pre-assessment data
1 percent
Fails to plan and design
instruction based on contextual
(i.e., student, community, and/or
cultural) and
pre-assessment data 2.3 Plans assessments to guide
Instruction and measure
learning objectives
(5% Weighting)
3 percent
Prepares assessments that measure
student performance on each
objective and help guide teaching
2 percent
Prepares some assessments that
measure student performance on
each objective and help guide
teaching
1 percent
Prepares few assessments
that measure student
performance on each
objective and help guide
teaching. 2.4 Plans instructional
strategies and activities that
address learning objectives for
all students
(5% Weighting)
3 percent
Aligns instructional strategies and
activities with learning objectives
for all students
2 percent
Aligns some instructional strategies
and activities with learning
objectives for all students
1 percent
Aligns few instructional
strategies and activities with
learning objectives for all
students
2.5 Plans instructional
strategies and activities that
facilitate multiple levels of
learning (5% Weighting)
3 percent
Plans instructional strategies that
include several levels of learning
that require higher order thinking
2 percent
Plans instructional strategies that
include at least two levels of
learning with at least one requiring
higher order thinking
1 percent
Plans instructional strategies
that do not include levels of
learning or do not require higher
order thinking
7.1 Uses data to reflect on and
evaluate student learning (5%
Weighting)
3 percent
Reflects on and accurately
evaluates student learning using
appropriate data
2 percent
Reflects on and evaluates student
learning without using data
1 percent
Fails to reflect on and
evaluate student learning
7.2 Uses data to reflect on and
evaluate instructional practice
(5% Weighting)
3 percent
Reflects on and accurately
evaluates instructional practice
using appropriate data
2 percent
Reflects on and evaluates
instructional practice without using
data
1 percent
Fails to reflect on and
evaluate instructional
practice
7.3 Uses data to reflect on and
identify areas for professional
growth (5% Weighting)
3 percent
Identifies areas for professional
growth using appropriate data
2 percent
Identifies areas for professional
growth without using data
1 percent
Fails to identify areas
for professional
growth
8.1 Identifies students whose
learning could be enhanced by
collaboration
(5% Weighting)
3 percent
Identifies one or more students
whose learning could be enhanced
by collaboration and provides an
appropriate
rationale
2 percent
Identifies one or more students
whose learning could be enhanced
by collaboration but does not
provide an appropriate
rationale
1 percent
Fails to identify a student
whose learning could be
enhanced by collaboration
8.2 Designs a plan to enhance
student learning that includes
all parties in the collaborative
effort (5% Weighting)
3 percent
Designs a plan to enhance student
learning that includes all parties in
the collaborative effort
2 percent
Designs a plan to enhance student
learning that includes some parties
in the collaborative effort
1 percent
Fails to design a plan to
enhance student learning
8.3 Implements planned
activities that enhance student
learning and engage all parties
(5% Weighting)
3 percent
Implements planned activities that
enhance student learning and
engage all parties
2 percent
Implements planned activities that
enhance student learning and
engage some parties
1 percent
Fails to implement planned
activities
8.4 Analyzes data to evaluate
the outcomes of collaborative
efforts (5% Weighting)
3 percent
Analyzes student learning data to
evaluate the outcomes of
collaboration and identify next
steps
2 percent
Analyzes student learning data to
evaluate the outcomes of
collaboration BUT does not identify
next steps
1 percent
Fails to analyze student learning
data to evaluate the outcomes
of collaboration and does not
identify next steps
43 | P a g e
9.1 Self assesses performance
relative to Kentucky's Teacher
Standards
(5% Weighting)
3 percent
Identifies priority growth areas and
strengths by thoroughly and accurately assessing current performance
on all the Kentucky Teacher
Standards
9.2 Identifies priorities for
professional development
based on data from Self-
Assessment, student
performance and
feedback from colleagues
(5% Weighting)
3 percent
Identifies priorities for professional
development based on data from Self-Assessment, student performance and
feedback from colleagues
2 percent
Identifies priorities for professional
development based on limited data from Self-Assessment, student
performance and feedback from
colleagues
1 percent
Fails to identify priorities for
professional development based on data from Self-Assessment,
student performance and feedback
from colleagues
9.3 Designs a professional
growth plan that addresses
identified priorities
(5% Weighting)
3 percent
Designs a clear, logical professional growth plan that addresses all priority
areas
2 percent
Designs a clear, logical professional growth plan that addresses some
priority areas
1 percent
Fails to design a clear, logical professional growth plan that
addresses priority areas
9.4 Shows evidence of
professional growth and
reflection on the identified
priority areas and impact on
instructional
effectiveness and student
learning
(5% Weighting)
3 percent
Shows clear evidence of professional
growth and reflection relative to the identified priority areas and impact on
instructional effectiveness and student learning
2 percent
Shows some evidence of professional
growth and reflection relative to the identified priority areas and impact on
instructional effectiveness and student learning
1 percent
Fails to show evidence of
professional growth and reflection relative to the identified priority
areas and impact on
instructional effectiveness and student learning
10.1 Identifies leadership
opportunities that enhance
student learning and/or
professional environment (5%
Weighting)
3 percent
Identifies leadership opportunities in the school, community, or
professional organizations and selects
one with the potential for positive impact on learning or the professional
environment and is realistic in terms
of knowledge, skill, and time required
2 percent
Identifies leadership opportunities in the school, community, or professional
organizations and selects one with
limited potential for positive impact on learning and/or the professional
environment
1 percent
Fails to identify leadership opportunities in the school,
community, or professional
organizations with potential for positive impact on learning and/or
the professional environment 10.2 Develops a plan for
engaging in leadership
activities
(5% Weighting)
3 percent
Develops a leadership work plan that describes the purpose, scope, and participants involved and how the
impact on student learning and/or the
professional environment will be assessed
2 percent
Develops a leadership work plan that provides a limited description of the purpose, scope, and participants
involved and how the impact on
student learning and/or the professional
environment will be assessed
1 percent
Fails to develop a leadership work plan that describes the purpose, scope, and participants involved
and how the impact on student
learning and/or the professional environment will be assessed 10.3 Implements a plan for
engaging in leadership
activities
(5% Weighting)
3 percent
Implements the approved leadership work plan that has a clear timeline of
events/actions and a clear description
of how impact will be assessed
2 percent
Partially implements the approved leadership work plan that has a clear
timeline of events/actions and a
clear description of how impact will be assessed
1 percent
Fails to implement the approved leadership work plan that has a
clear timeline of events/actions
and a
clear description of how impact
will be assessed 10.4 Analyzes data to evaluate
the results of planned and
executed leadership efforts
(5% Weighting)
3 percent
Analyzes student learning and/or other
data
appropriately to evaluate the results of
planned and
executed leadership efforts
2 percent
Provides limited analysis of student
learning and/or other data to evaluate the results of planned and executed
leadership efforts
1 percent
Fails to analyze student learning
and/or other data
appropriately to evaluate the
results of planned and
executed leadership efforts
44 | P a g e
Standard 1: The Teacher Demonstrates
Applied Content Knowledge 1.1 Communicates concepts, processes, and knowledge
1.2 Connects content to life experiences of students
1.3 Demonstrates instructional strategies that are
appropriate for content and contribute to student
learning
1.4 Guides students to understand content from various
perspectives
1.5 Identifies and addresses students’ misconception of
content
Standard 3: The Teacher Creates and
Maintains Learning Climate 3.1 Communicates high expectations
3.2 Establishes a positive learning environment
3.3 Values and supports student diversity and addresses
individual needs
3.4 Fosters mutual respect between teacher and student
and among students
3.5 Provides a safe environment for learning
Standard 4: The Teacher Implements
and Manages Instruction 4.1 Uses a variety of instructional strategies that align with
learning objectives and actively engage students
4.2 Implements instruction based on diverse student needs
and assessment data
4.3 Uses time effectively
4.4 Uses space and materials effectively
4.5 Implements and manages instruction in ways that
facilitate higher order thinking
Standard 5: The Teacher Assesses and
Communicates Learning Results 5.1 Uses pre-assessments
5.2 Uses formative assessments
5.3 Uses summative assessments
5.5 Communicates learning results to students and parents
5.6 Allows opportunity for student Self-Assessment
Standard 6: The Teacher Demonstrates
the Implementation of Technology 6.1 Uses available technology to design and plan
instruction
6.2 Uses available technology to implement instruction
that facilitates student learning
6.3 Integrates student use of available technology into
instruction
6.4 Uses available technology to assess and communicate
student learning
6.5 Demonstrates ethical and legal use of technology
45 | P a g e
Teacher Candidates will benefit from feedback throughout their coursework. In an effort to increase specific feedback, please complete this form and return it to the candidate. Candidate will submit to the Course Instructor.
Please complete EVERY blank below. All characteristics of the candidate may not be present during the field experience, therefore mark NA. Thank you for your time and commitment to the excellence of teaching and educational standards. Teacher Candidate___________________________________ Teacher Candidate ID#___________ (Please print) Last First MI Semester: (Circle ONE) Fall Spring Summer Year: 20______ Today’s Date: __________ UC Course Name: ________________________________________ UC Course #: _______________ RATING SCALE (Directions: Please complete each BLANK): 3 – Satisfactory Performance of the Standards 2 – Making Progress Toward the Standards 1 – Not Making Progress Towards the Standards NA – did not observe
OVERALL SCORE ________
KNOWLEDGE AND SKILLS COMMUNICATION SKILLS
_____ Content Knowledge _____ Planning _____ Class Climate _____ Management/Instruction _____ Assessment _____ Technology _____ Reflection _____ Collaborates _____ Engages in Professional Development _____ Takes Initiative/Leadership Knowledge And Skills _______ (average score)
_____ Maintains Strong Eye Contact _____ Articulates Words Clearly _____ Uses Correct Grammar/Syntax _____ Communicates Ideas Clearly _____ Avoids Distracting Mannerisms _____ Uses Appropriate Vocal Variety and Volume _____ Uses Effective Questioning Skills _____ Has Effective Writing Skills Communication Skills _______ (average score)
ATTITUDES AND DISPOSITIONS STRONG WORK ETHIC CRITICAL & CREATIVE THINKING
_____ Has High Expectations for Self _____ Is Dependable _____ Is Timely in Completing Responsibilities _____ Is a Self-Starter; Takes Initiative Strong Work Ethic _______(average score)
_____ Is Flexible _____ Provides for All Learners _____Expresses Thoughts and Ideas Clearly _____ Demonstrates Ability to Problem Solve Critical & Creative Thinking ______ (average score)
Formative Evaluation
46 | P a g e
CARING EXCELLENCE/PROFESSIONAL INTEGRITY
____Has a Positive Attitude ____ Is Cooperative ____ Is Respectful of Others ____ Establishes Rapport with Diverse Populations Caring ________ (average score)
____ Has a Professional Appearance ____ Uses Technology Effectively ____ Demonstrates Leadership Abilities ____ Uses Appropriate Spoken & Written English Excellence/Professional Integrity _____ (average score)
Field Experience Teacher Demographics: (please complete by marking choices below) (PLEASE PRINT) Name _____________________________________ Email_____________________________________
Phone: _____________ Gender: Male Female Years Teaching Experience ____ Rank: I
MA/MS BA/BS other
Race: African American Asian Caucasian Native American Pacific Islander Other/Unknown
Field Experience Teacher Signature_______________________ School Name_____________________ Would you consider mentoring a teacher candidate(s) in your classroom again? YES NO Comments:
47 | P a g e
The Summative Evaluation will be completed in collaboration by the University Coordinator and the Supervising
Teacher using evidence accumulated during the clinical experience. A conference will occur including pre-service
teacher education/practicum candidate, University Coordinator and, Supervising Teacher to discuss the evaluation.
The evaluation will be used for documentation to confirm the student teacher/practicum candidate has satisfied the
elements of the University Conceptual Framework and Kentucky Teacher Standards.
Please complete instrument then record the holistic scores on this bottom of this page.
Placement ________ Semester _________ Date of evaluation _________________
Student teacher/practicum candidate total number of days present to date__________
3 – criteria demonstrated on indicator: Satisfactory performance on standard
2 – criteria partially demonstrated on indicator: Making progress toward standard
1- criteria not demonstrated on indicator: Not making progress toward standard
Holistic Score
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
Applies Content Knowledge (Conceptual/communicative)
Designs/Plans Instruction (Conceptual/Strategic)
Creates/Maintains Learning Climate (Strategic)
Implements/Manages Instruction (Strategic)
Assesses/Communicates Learning Results (Evaluative)
Implements Technology (Strategic)
Reflects/Evaluates Teaching and Learning (Evaluative)
Collaborates with Colleagues/Parents/Others (Strategic/Communicative)
Evaluates Teaching/Implements Professional Development (Evaluative)
Provides Leadership within School/community/Profession (Communicative)
Demonstrates UC Dispositions (Conceptual/Strategic/Communicative)
Commitment to KY Professional Code of Ethics (Strategic/Communicative)
________________________________ ______________________________
University Coordinator’s Signature/Date Supervising Teacher Signature/ Date
_______________________________
Student Teacher/Practicum Candidate ‘s Signature/ Date
These signatures serve as documentation that a final meeting to discuss the teacher candidate’s progress has occurred.
48 | P a g e
3 – criteria demonstrated on indicator: Satisfactory performance on standard
2 – criteria partially demonstrated on indicator: Making progress toward standard
1- criteria not demonstrated on indicator: Not making progress toward standard
STANDARD I: DEMONSTRATES APPLIED CONTENT KNOWLEDGE
RANK INDICATORS EVIDENCE FOR SCORES
3 2 1 1.1 Communicates concepts, processes and knowledge
Accurately and effectively communicates concepts, processes
and/or knowledge and uses vocabulary that is clear, correct
and appropriate for students
3 2 1 1.2 Connects content to life experiences of students
Effectively connects content, procedures, and activities
with relevant life experiences of students
3 2 1 1.3 Demonstrates instructional strategies that are
appropriate for content and contribute to student
learning
Uses instructional strategies that are clearly appropriate for
the content and processes of the lesson and makes a clear
contribution to student learning
3 2 1 1.4 Guides students to understand content from
various perspectives
Provides opportunities and guidance for students to
consider lesson content from different perspectives to
extend their understanding
3 2 1 1.5 Identifies and addresses students’ misconceptions
of content
Identifies misconceptions related to content and addresses
them during both planning and instruction
STANDARD II: DESIGNS/PLANS INSTRUCTION
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 2.1. Develops significant objectives aligned with
standards
States learning objectives that reflect key concepts of the
discipline and are aligned with local or state standards
3 2 1 2.2 Uses contextual data to design instruction relevant
to students Plans and designs instruction based on contextual (i.e.,
student, community, and/or cultural) and pre-assessment data
3 2 1 2.3 Plans assessments to guide Instruction and
measure learning objectives
Prepares assessments that measure student performance on
each objective and help guide teaching
3 2 1 2.4 Plans instructional strategies and activities that
address learning objectives for all students
Aligns instructional strategies and activities
with learning objectives for all students
3 2 1 2.5 Plans instructional strategies and activities that
facilitate multiple levels of learning
Plans instructional strategies that include several levels of
learning that require higher order thinking
49 | P a g e
STANDARD III: CREATES AND MAINTAINS LEARNING CLIMATE
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 3.1 Communicates high expectations Sets significant and challenging objectives for students
and verbally/nonverbally communicates confidence in
students' ability to achieve these objectives
3 2 1 3.2 Establishes a positive learning environment
Establishes clear standards of conduct, shows
awareness of student behavior, and responds in ways
that are both appropriate and respectful of students
3 2 1 3.3 Values and supports student diversity and
addresses individual needs
Uses a variety of strategies and methods to support
student diversity by addressing individual needs
3 2 1 3.4 Fosters mutual respect between teacher and
students and among students
Treats all students with respect and concern and
monitors student interactions to encourage students to
treat each other with respect and concern
3 2 1 3.5 Provides a safe environment for learning
Creates a classroom environment that is both emotionally
and physically safe for all students
STANDARD IV: IMPLEMENTS AND MANAGES INSTRUCTION
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 4.1 Uses a variety of instructional strategies that
align with learning objectives and actively engage
students Uses a variety of instructional strategies that engage
students throughout the lesson on tasks aligned with
learning objectives
3 2 1 4.2 Implements instruction based on diverse
student needs and assessment data
Implements instruction based on contextual
information and assessment data
3 2 1 4.3 Uses time effectively
Establishes efficient procedures for performing non-
instructional tasks, handling materials and supplies,
managing transitions, and organizing and monitoring
group work so that there is minimal loss of
instructional time
3 2 1 4.4 Uses space and materials effectively
Uses classroom space and materials effectively to
facilitate student learning
3 2 1 4.5 Implements and manages instruction in ways
that facilitate higher order thinking
Instruction provides opportunity to promote higher-
order thinking
50 | P a g e
STANDARD V: ASSESSES AND COMMUNICATES LEARNING RESULTS
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 5.1 Uses pre-assessments Uses a variety of pre-assessments to establish baseline
knowledge and skills for all students
3 2 1 5.2 Uses formative assessments Uses a variety of formative assessments to determine
each student’s progress and guide
Instruction
3 2 1 5.3 Uses summative assessments Uses a variety of summative assessments to measure
student achievement
3 2 1 5.4 Describes, analyzes, and evaluates student
performance data Describes, analyzes, and evaluates student performance
data to determine progress of individuals and identify
differences in progress among student groups
3 2 1 5.5 Communicates learning results to students and
parents
Communicates learning results to students and parents
that provide a clear and timely understanding of
learning progress
relative to objectives
3 2 1 5.6 Allows opportunity for student self-assessment Promotes opportunities for students to engage in accurate
self-assessment of learning
STANDARD VI: DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 6.1 Uses available technology to design and plan
instruction
Uses technology to design and plan instruction
3 2 1 6.2 Uses available technology to implement
instruction that facilitates student learning Uses
technology to implement instruction that
facilitates student learning
3 2 1 6.3 Integrates student use of available technology
into instruction
Integrates student use of technology into nstruction to
enhance learning outcomes and meet diverse student
needs
3 2 1 6.4 Uses available technology to assess and
communicate student learning
Uses technology to assess and communicate student
learning
3 2 1 6.5 Demonstrates ethical and legal use of
technology
Ensures that personal use and student use of
technology are ethical and legal
51 | P a g e
STANDARD VIII: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 8.1 Identifies students whose learning could be
enhanced by collaboration
Identifies one or more students whose learning could
be enhanced by collaboration and provides an
appropriate
rationale
3 2 1 8.2 Designs a plan to enhance student learning that
includes all parties in the collaborative effort
Designs a plan to enhance student learning that
includes all parties in the collaborative effort
3 2 1 8.3 Implements planned activities that enhance
student learning and engage all parties
Implements planned activities that enhance student
learning and engage all parties
3 2 1 8.4 Analyzes data to evaluate the outcomes of
collaborative efforts
Analyzes student learning data to evaluate the
outcomes of
collaboration and identify next steps
STANDARD VII: REFLECTS ON AND EVALUATES TEACHING AND LEARNING
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 7.1 Uses data to reflect on and evaluate student
learning
Reflects on and accurately evaluates student learning
using appropriate data
3 2 1 7.2 Uses data to reflect on and evaluate
instructional practice
Reflects on and accurately evaluates instructional
practices using appropriate data
3 2 1 7.3 Uses data to reflect on and identify areas for
professional growth
Identifies areas for professional growth using
appropriate data
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STANDARD IX: EVALUATES TEACHING & IMPLEMENTS PROFESSIONAL DEVELOPMENT
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 9.1 Self assesses performance relative to Kentucky's
Teacher Standards Identifies priority growth areas and strengths by thoroughly
and accurately assessing current performance on all the
Kentucky Teacher Standards
3 2 1 9.2 Identifies priorities for professional development
based on data from self-assessment, student performance
and feedback from
colleagues
Identifies priorities for professional development based on
data from self-assessment, student performance and
feedback from colleagues
3 2 1 9.3 Designs a professional growth plan that addresses
identified priorities
Designs a clear, logical professional growth plan that
addresses all priority areas
3 2 1 9.4 Shows evidence of professional growth and reflection
on the identified priority areas and impact on
instructional effectiveness and student learning
Shows clear evidence of professional growth and reflection
relative to the identified priority areas and impact on
instructional effectiveness and student learning
STANDARD X: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 10.1 Identifies leadership opportunities that enhance
student learning and/or professional environment
Identifies leadership opportunities in the school, community,
or professional organizations and selects one with the
potential for positive impact on learning or the professional
environment and is realistic in terms of knowledge, skill, and
time required
3 2 1 10.2 Develops a plan for engaging in leadership activities
Develops a leadership work plan that describes the purpose,
scope, and participants involved and how the impact on
student learning and/or the professional
environment will be assessed
3 2 1 10.3 Implements a plan for engaging in leadership
activities
Implements the approved leadership work plan that has a
clear timeline of events/actions and a clear description of
how impact will be assessed
3 2 1 10.4 Analyzes data to evaluate the results of planned and
executed leadership efforts
Analyzes student learning and/or other data
appropriately to evaluate the results of planned and
executed leadership efforts
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STANDARD XI: UNIVERSITY OF THE CUMBERLANDS DISPOSITIONS
WORK ETHIC, CARING, CREATIVE THINKING, PROFESSIONAL and COMMUNICATION SKILLS
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 Has high expectations for self
3 2 1 Dependable
3 2 1 Timely in completing responsibilities
3 2 1 Self -starter; takes initiative
3 2 1 Has a positive attitude
3 2 1 Cooperative
3 2 1 Respectful of others
3 2 1 Establishes rapport with diverse populations
3 2 1 Flexible
3 2 1 Provides for all learners
3 2 1 Expresses thoughts and ideas clearly
3 2 1 Demonstrates ability to problem solve
3 2 1 Professional appearance
3 2 1 Uses appropriate spoken and written English
3 2 1 Uses correct grammar/syntax/spelling
3 2 1 Articulates words clearly
3 2 1 Modulates voice, varies volume, intensity and
rate of speech
3 2 1 Maintains strong eye contact
3 2 1 Demonstrates active listening
3 2 1 Models acceptable writing skills with legible
handwriting.
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STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL Pre-service Teacher Education/Practicum Candidates/Certified Personnel representing University of Cumberlands shall:
strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship and
safeguard the freedom to learn and to teach.
believe in the worth and dignity of each human being and in educational opportunities for all.
strive to uphold the responsibilities of the education profession.
RANK INDICATORS TO STUDENTS EVIDENCE FOR SCORES
3 2 1 Provides students with professional education services in a non-
discriminatory manner and in consonance with accepted best practice known to the educator
3 2 1 Respect the constitutional rights of all students
3 2 1 Take reasonable measures to protect the health, safety and emotional
well-being of students
3 2 1 Shall not use professional relationships or authority with students for personal advantage
3 2 1 Keep in confidence information about students which has been
obtained in the course of professional service, unless disclosure serves professional purposes or is required by law
3 2 1 Shall not knowingly make false or malicious statements about
students or colleagues
3 2 1 Refrains from subjecting students to embarrassment or
disparagement
3 2 1 Shall not engage in any sexually related behavior with a student with or without consent but shall maintain a professional approach
with students. Sexually related behavior shall include such
behaviors as sexual jokes; inappropriate physical touching, kissing or grabbing; rape; threats of physical harm or sexual assault.
STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL
INDICATORS TO PARENTS
3 2 1 Make reasonable effort to communicate to parents information
which should be revealed in the interest of the student
3 2 1 Endeavor to understand community cultures and diverse home
environments of students
3 2 1 Shall not knowingly distort or misrepresent facts concerning
educational issues
3 2 1 Distinguish between personal views and the views of the employing educational agency.
3 2 1 Shall not interfere in the exercise of political and citizenship rights
and responsibilities of others.
3 2 1 Shall not use institutional privileges for private gain, for the promotion of political candidates or for partisan political activities
3 2 1 Shall not accept gratuities, gifts or favors that might impair or
appear to impair professional judgment and shall not offer any of these to obtain special advantage
STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL
INDICATORS TO THE EDUCATION PROFESSION
3 2 1 Shall exemplify behaviors which maintain the dignity and integrity of the profession
3 2 1 Shall accord just and equitable treatment to all members of the
profession in the exercise of their professional rights and responsibilities
3 2 1 Shall keep in confidence information acquire about colleagues in the
course of employment, unless disclosure serves professional
purposes or is required by law
3 2 1 Shall not use coercive means or give special treatment in order to
influence professional preparation and legal qualifications
3 2 1 Shall not knowingly falsify or misrepresent records of facts relating to the educator’s own qualifications or those of other professions
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Reflection Journal
Date Started:_________________ DateEnded: _________________ Teacher Candidate: _______________________________
University Coordinator:___________________________
*Cooperating Teacher:_____________________________
*District Based Mentor:____________________________
*If applicable
Date Topic Time Documentation Notes, emails, photos, agenda,
text
Collaborator
Signatures:
________________________________ _________________________________ Teacher candidate/Practicum Candidate Date University Coordinator Date
________________________________ _________________________________ Cooperating Teacher(if applicable) Date District Based Mentor(if applicable) Date
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Reflection Journal
Rationale
Scholarly reading will be an integral part of the rest of your life as a teacher. As you pursue
more advanced degrees you will obviously review the research in order to meet course
requirements. If your passion is teaching and if your passion is meeting the needs of children,
you will scour magazines, books, journals and any other form of print to find prescriptions that
will ensure that your students are successful in your classroom.
It is extremely important that you begin the practice of reading and research now, while you are
completing your undergraduate studies here at University of the Cumberlands. For this reason
you will follow the schedule below to organize your thoughts, and write reflections that tie the
readings to your experiences in the classroom where you are student teaching. Your University
Coordinator will check these writings on a weekly basis to be sure that you are completing the
assignments. It is critical that you analyze the information, and use evaluation and synthesis to
process, apply and make the appropriate decisions about classroom instruction.
The text(s) for this course are:
The Art and Science of Teaching: Marzano, Robert J. ASCD 2007.
ISBN: 1416605711
A Handbook for the Art and Science of Teaching: Marzano and Brown. ASCD, 2009.
ISBN: 978-1-4166-0818-9
Classroom Assessment for Student Learning: Stiggins, Arter, Chappuis,J. and Chappuis,
S. Educational Testing Service, 2006. ISBN: 978-0-9655101-5-8.
Teaching With Love and Logic. Fay, J, and Funk, D. 1995. ISBN: 0-944634-48-6
57 | P a g e
Reflection Journal
You will complete 12 Reflection Papers of at least 2 typed pages with cited references from the
literature. All reading/writing assignments are due according to timeline provided. The
assignment grid follows: SAMPLE
Book(s) Week Chapter(s) Assignment Documentation
Time and Date
Stiggins
Classroom
Assessment for
Student Learning
(CASL)
1 1 - 2 Reflection # 1 Sept. 10th
@ midnight
Marzano 2 10 Reflection # 2 Sept. 17th
@ midnight
Stiggins 2 3
Marzano 3 1 – 2 Reflection # 3 Sept. 24th
@ midnight
Stiggins 3 4 - 5
Marzano 4 3 – 4 Reflection # 4 Oct. 1st @ midnight
Stiggins 4 6 – 7 - 13
Marzano 5 5 Reflection # 5 Oct. 8th
@ midnight
Stiggins 5 8
Marzano 6 9 Reflection # 6 Oct. 15th
@ midnight
Stiggins 6 9
Fay and Funk
Teaching With Love
and Logic
7 1 - 2 Reflection # 7 Oct. 22nd
@ midnight
Fay and Funk 8 3 - 4 Reflection # 8 Oct. 29th
@ midnight
Fay and Funk 9 5 - 6 Reflection # 9 Nov. 5th
@ midnight
Fay and Funk 10 7 - 8 Reflection # 10 Nov. 12th
@ midnight
Fay and Funk 11 9 - 10 Reflection # 11 Nov. 19th
@ midnight
Fay and Funk 12 11 - 12
Stiggins 12 11 - 12
Fay and Funk 13 13- 14- 15 Reflection # 12 Nov. 26th
@ midnight
Capstone/
Pillar II Portfolio
13-16 Begin and
complete the
Capstone
Rationale and
the Pillar III
Portfolio.
All assignments must
be submitted by
December 17th
@
midnight!
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Reflection Journal
Rubric
Teacher Candidate:
Date:
Topic: Reflection Journal Rubric
Score:
Score
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond what
was noted in Score 3.0.
3.5 In addition to score 3.0 performance, in-depth inferences and applications with
partial success.
Score
3.0
The Reflection Journal Entry:
Has multiple references between course readings and classroom activities.
Contains multiple personal reflections.
Uses correct spelling and grammar throughout.
Is logically organized, with control and variety in sentence structure.
The student exhibits no major errors or omissions. 2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the
3.0 content.
Score
2.0
There are no major errors or omissions regarding the simpler details and
processes as the Reflection Journal Entry:
Has some references between course readings and classroom activities.
Contains some personal reflections.
Has a few minor spelling and/or grammar errors.
Has a few lapses in organization and/or lacks control of sentence structure.
However, the student exhibits major errors or omissions regarding the more
complex ideas and processes. 1.5 Partial knowledge of the 2.0 content, but major errors or omissions regarding the
3.0 content.
Score
1.0
With help, a partial understanding of some of the simpler details and processes
and some of the more complex ideas and processes. The Reflection Journal Entry:
Has few references between course readings and classroom activities.
Contains few personal reflections.
Has several spelling and/or grammar errors.
Has weak organization and/or has ineffective or incorrect sentence structure. 0.5 With help, a partial understanding of the 1.0 content, but not the 2.0 content.
Score
0.0
Even with help, no understanding or skill demonstrated.
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Video Project
All teacher candidates will participate in a video project of their teaching. Please complete an
A1 and A2 after consultation/planning with cooperating teacher/district based mentor, submit to
university coordinator for approval. Upon approval, video the lesson. This lesson cannot be one
of the four (4) official observations of your teaching by your University Coordinator.
After completing the lesson plan, submit the lesson to your Cooperating Teacher and University
Coordinator for reflection and revision, video the lesson, then find a peer to review the video and
lesson plan with you. Use the KTIP IPR~ UC modified to score the video, your peer should
score the video with a KTIP IPR~ UC modified as well. After completed, please complete Task
C on the lesson.
This project should be completed by or before Week 5 of the Student Teaching/Practicum
Experience.
Please submit the completed KTIP IPR(s), A1, A2 and Task C in iLearn.