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Boyce College
Teacher Preparation Unit
CONTINUOUS ASSESSMENT PLAN
(CAP)
Boyce College Teacher Education Program (TEP):
Teacher Education Program
Date Completed: 08-23-2010
Date Approved by CTE: 08-25-2010
Date Submitted to EPSB: 09-15-2010
Revised and Approved: 05-25-2012
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Introduction
Woven throughout the Conceptual Framework (CF) of the Boyce teacher preparation unit is
the concept of assessment as the fabric of an effective teacher preparation unit. We believe
that an effective teacher preparation unit must develop and maintain an assessment system
that achieves two major objectives: 1. Provide credible performance data on the progress
and achievement of each teacher candidate as related to specific program standards and
EPSB standards 1 and 2, and 2. Provide feedback to the unit on the effectiveness of the
program components and functions in achieving the specified program standards. To these
ends we have developed a system of continuous performance assessment for the Boyce
Teacher Education Program (TEP) to assure that the vision we have articulated for the
development of professional teachers as leaders will be a reality. This Continuous
Assessment Plan (CAP) is based on the Boyce TEP Conceptual Framework, based on the
unit theme “Teacher as Servant-Leader” and the three sub-themes of service, collaboration,
and the teacher as a reflective practitioner. The Boyce CAP for teacher candidates is
designed to measure the professional knowledge, skills, and dispositions that we believe are
necessary for the “teacher as a servant-leader”. It is designed to monitor and report overall
teacher candidates’ progress through a Kentucky Teacher Standards performance-based
program. The CAP also will permit the collection and electronic storage of critical
performance data with the use of a LiveText electronic portfolio, which will permit analysis
of the effectiveness of the Boyce teacher preparation unit in the training of professional
teachers as servant-leaders and thereby provide insights for necessary program changes.
CAP Rationale
The Boyce CAP is based on the belief that the knowledge and skills of the teacher candidate
are the foundation of the effective professional teacher, but that the goal of developing any
teacher as a servant-leader requires having the disposition to be a servant first, but who also
values the need to be a collaborative and reflective team-oriented professional teacher. We
therefore base our treatment of the assessment of teacher candidates on the conviction that
teacher dispositions (beliefs, and values) is a primary issue for all aspects of the professional
teacher Of course, the continuous growth of knowledge, and the development and
application of teacher skills are absolutely necessary, but we believe what the teacher
believes and values is the driving force for the quality and type of professional teacher the
teacher candidate will ultimately become. Unless the teacher has core beliefs and values that
drive the growth of knowledge, and the development of pedagogical and professional
educator skills, and even the involvement in service and leadership, the resulting
knowledge, skills, and service may likely lack enduring and deep roots of professionalism.
We therefore believe that the growth of the knowledge and the application of skills and the
demonstration of servant-leadership involvement are vitally connected to the dispositions of
the teacher candidate. Within the Conceptual Framework the valued dispositions for the
Boyce teacher preparation unit are those dispositions that foster service, collaboration, and
the teacher as a reflective practitioner. The Boyce CAP will therefore focus on the
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assessment of knowledge, skills, and these valued dispositions which we believe foster the
teacher as a servant-leader.
Program Assessment Alignment
Using the above rationale we have developed a means for assessing teacher candidate
knowledge, skills, and dispositions throughout the teacher preparation process, which we
believe are important to develop the teacher as a servant-leader. Table 1 below presents how
each of the major components of knowledge, skills, and dispositions of the Conceptual
Framework are assessed throughout the experiences of the teacher candidate, experiences
that are both external to the TEP and also internal. Also refer to Table 1 of the Conceptual
Framework document for how the three major areas of knowledge, skills, and dispositions
are aligned with the Kentucky Teacher Standards (KTS), the Association of Childhood
Education International (ACEI) standards, and the Kentucky Education Professional
Standards Board (EPSB) Themes.
Table 1: Alignment of Program Assessments with Conceptual Framework
Components CF
Component
TEP External
Assessments
TEP Internal Assessments
Prerequisite
Assessments
For TEP
Admission
TEP
Checkpoint 1
Application for
TEP
TEP
Checkpoint 2
Application to
Student Teaching
TEP
Checkpoint 3
TEP Exit
Knowledge (Aligned with KTS
and ACEI
Standards and with
EPSB themes-See
Table 1 of CF
document, page 4)
General
Knowledge: ACT,
SAT, Praxis I:
EN 101 tests
SP 105 tests
Gen. Ed., Bible/
Theo., Related
Studies course tests;
*Praxis II Score.
General
Knowledge :
Pass courses-
ED 200. EN 101,
SP 205, ED 210:
-Maintain GPA of
2.5 for Boyce
courses
General Knowledge: - Praxis I Minimum Sub-
test scores for math - 174,
reading 176, writing 174
-Gen. Ed.(EN 101);
Bible/Theo.min.Gr.:”C”
-Overall GPA 2.75
Prof. Knowledge
Related Studies
& Prof. Ed.(ED
200, 210) – Min. “C’
General Knowledge:
-Min. GPA 2.75 for all
courses; Min. 3.0 for last
30 hours of credits
-no grades lower than“C”
Prof.Knowledge:
-Evaluation of teaching
lessons in ED 220, 310,
311, 320, 330, 380, 420
using KTS rubric #1:
2.5 mean score
Prof. Knowledge:
-S t.Teaching:
KTS Rubrics #1-6:
2.5 mean sc.
-Final GPA min. 2.75
-Final ED 490
Gr.-“C” minimum
-TWS min. rubric
score 85%;
Skills (Aligned with KTS
and ACEI
Standards and with
EPSB themes-See
Table 1 of CF
document, page 4)
General Academic
skills: - Praxis I:
Math - 174 min.
Reading - 176min.
Writing - 174 min.
-EN 101, SP 105
Min.”C” grades
-Leadership -
Community and
school organization
involvement
General Skills
-ED 200:
Philosophy of
Education writing
evaluation min.
grades of “C”
-ED 210:
Technology -
Minimum course
grade of “C’;
-Portfolio rubric
min. score 3
Communication
Skills:
1. Philosophy of Ed.-
min. Rubric Score: 4
overall.
2. Impromptu writing-
“Satisfactory”
3. Prof. Ed.Interview:
Evaluation of oral and
written skills
Technology
skills:
-ED 210 projects
completed- Min. Rubric
Score: 2.5 Mean;
LiveText E-portfolio
initiated w/ all req’d
artifacts
Professional Skills:
-Early FE Eval . results
-Teaching skills:
Evaluation of
teaching lessons
in ED 220, 310, 311,
320, 330, 380, 410
420 using KTS
Standards 2-8
rubrics-2.5 mean sc.
Communication Skills:
Evaluation of Written and
Oral Skills:Early FE
Evaluation form
Technology Skills;
-LiveText E-portfolio
updated
Servant-Leadership:
-ED 480 KTS rubric #10,
Min.2.5 score.
Professional Skills
-Final GPA 2.75+
-Final Supervised
Teaching grade, min.
“C”;
-TWS min. rubric
score 85%;
-KTS Rubrics 2-8:
Evaluation of all
teaching skills-
Mean sc. 2.5 min.
Servant-Leadership:
-ED 490 service pro-
ject, KTS rubric #10,
Min. 3 score
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Dispositions (Aligned with KTS
and ACEI
Standards and with
EPSB themes-See
Table 1 of CF
document, page 4)
Pre-assessment of
TEP Dispositions:
ED 200 –
Complete Boyce
Dispositions
Inventory
Dispositions Pre-
assessment:
Completion of Boyce
Dispositions Inventory
with record of results and
Dispositions Professional
Dev.Plan.
Dispositions Check;
-ED 381 Dispositions
Questionnaire -Rubric
Score 2.5 minimum for
all dispositions- service,
collaboration, reflection.
-ED 380, 420: KTS
rubric 7,8,10-mean sc.
2.5 on teaching lessons
Dispositions Final
Evaluation:
-Dispositions
Inventory
Final score; 85%
-Dispositions
Questionnaire final
mean score 2.5;
- ED 490- KTS rubrics
7-10: Mean sc. 2.5
for teaching
observations.
Fairness, Accuracy, and Consistency of the Boyce Continuous Assessment Plan
The Boyce teacher preparation unit is totally committed to an assessment plan and process
that is fair in the evaluation of each teacher candidate, accurate in the measurement and
reporting of the knowledge, skills, and dispositions of the professional teacher, and
consistent over time and with each evaluator involved in the assessment process. As an
initial teacher preparation unit we recognize that we do not have the data to validate these
claims; however we believe that the CAP that is now in place is structured to assure that
fairness, accuracy, and consistency of assessment is now being practiced. These claims are
made on the basis of definite qualities of the Boyce TEP CAP, which are outlined below:
Assessment Instruments
The CAP has assessment instruments required to be used by all evaluators for the
assessment of teacher candidates’ demonstration of the knowledge, skills, and dispositions
identified by the Kentucky Teacher Standards as necessary for the professional elementary
teacher.
The KTS Rubrics (Appendix: Table 9, pp. 54-58) must be used by all evaluators for
assessment of each teacher candidate’s performance in the development of lesson
plans and the teaching of those lessons throughout the teacher candidate’s required
teaching experiences, including simulated teaching lessons, authentic elementary
classroom teaching through field experiences, and finally, the supervised teaching
semester. These rubrics must be used by both Boyce faculty and cooperating
teachers of the field experiences and student teaching lessons. We believe that all
three qualities of fairness, accuracy, and consistency are achieved by this use of the
KTS Rubrics.
The two instruments developed for the assessment of the three dispositions (service,
collaboration, and teacher as reflective practitioner) and values (the disposition’s
indicators) of the Boyce TEP are designed to assure fairness, accuracy, and
consistency of measurement. 1) Each of the items of the Boyce Dispositions
Inventory (Appendix:: Table 2, p.29,30) are designed to measure one of the three
dispositions’ indicators (See Conceptual Framework, pp. 22, 23). The design of the
inventory instrument is based on research for this type of measure, known as the
Thurstone Scale for the assessment of teacher dispositions, which assures greater
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accuracy of measurement. Fairness and consistency is applied by the requirement
that all Boyce teacher candidates are assessed with this inventory in a pre-assessment
and post-assessment administration. The pre-assessment is administered early in the
candidate’s course experience (ED 200), required to be admitted to the TEP, and the
post-assessment is administered late in the program experience, during the seminar
sessions of the supervised teaching semester. Use of this pre-assessment/post-
assessment procedure assures a more accurate measure of the growth of the
candidate’s dispositions. 2) The second assessment instrument for measuring these
valued dispositions is the Boyce Dispositions Questionnaire (Appendix: Table 5, pp.
35-40). This measure is also administered through a pre-/post assessment process,
early and late in the candidate’s program experience, and requiring the candidate to
respond in an “open-ended” written approach to a professional teacher situation.
Since the candidate must explain how he/she would respond to the situation, an
insight into the mind and emotions of the candidate is gained and thus serves as an
effective measure of the candidate’s disposition (attitudes and beliefs) for service,
collaboration, or reflection.
Measuring candidate dispositions through two separate measures also assures greater
accuracy in the results, since the results of the two measures can be compared for
similar results. This comparison will yield information on the effectiveness of each
of the measures for reliability as a test measure.
Each teacher candidate’s Teacher Work Sample (TWS) unit of instruction is
evaluated by the same holistic and analytic scoring guides (see Table 8 pp. 44 - 51
below), which makes the evaluation process more consistent and fair for each
candidate. The quality of accuracy in measuring the candidate’s knowledge and
skills through the TWS is achieved by the requirement of developing and teaching
more than one TWS through the candidate’s program. Each of these different TWS
units are evaluated by different professional educators which guarantees greater
accuracy and consistency of results.
Each of the early Field Experiences associated with the Professional Education and
Related Studies courses are assessed by the FE cooperating teacher using the Early
Field Experience Teacher Candidate Evaluation rubric (Appendix: Table 6. P. 41):
Each of four areas of Professionalism, Knowledge, Relationships, and Professional
Skills are assessed. Being assessed by a different professional teacher yields a fair
and balanced assessment of the teacher candidate in the performances of the field
experiences.
Assessment Procedures
Each of the assessments used to determine teacher candidate performance in meeting the
program standards (KTS, and ACEI: Refer to Table 1 of the Conceptual Framework
document) and in achieving the goals of the Conceptual Framework (knowledge, skills and
dispositions) are linked directly to course requirements, and/or to the field experience
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requirements of teaching authentic lessons, and/or to the three program evaluation
checkpoints. This guarantees that each candidate will be evaluated consistently by the same
requirements for meeting performance standards and also makes the process fair for each
candidate.
An important feature of the assessment process at each of the three Checkpoints is the
multiple faculty input applied for each candidate to meet the requirements of the
Checkpoints. Checkpoint 1 requires that a team of faculty will interview each candidate
who is applying for that Checkpoint; thus greater fairness, accuracy and consistency will be
available to determine the candidate’s success in meeting the requirements of the
Checkpoint. At each of the three Checkpoints the Council on Teacher Education (CTE)
deliberates and vote in an official business session on each candidate’s success in meeting
the requirements of the Checkpoints (CF.Tables 4,5,6, pp.20-22 below for the data
evaluated at each of the Checkpoints).
Faculty Training
In order to assure more accurate and consistent results through the use of each of the rubrics
and scoring procedures, training sessions are planned to determine inter-rater reliability in
the use of the scoring instruments. We do not yet have the full faculty to begin this training
but when that time comes, the training will be scheduled.
Candidate Feedback of Assessment Results
Recognizing the value of feedback of assessment results for the teacher candidates, the CAP
provides several means of providing this feedback: 1.) Instructors of the courses provide
regular feedback of student’s growth in the knowledge, skills, and dispositions through
evaluations of student tests, and projects required by the courses; 2.) Cooperating teachers
of the student’s field experiences provide both formal and informal assessment feedback.
Each FE cooperating teacher is required to evaluate the teaching lessons of the teacher
candidate, using the Boyce KTS rubrics for teaching lessons. The teacher candidate is given
the results of the evaluation to assist the candidate in areas of needed improvement for
future teaching lessons. The cooperating teacher is also required to complete the Early
Field Experience Evaluation Form for each teacher candidate. The candidate is given the
completed form to learn areas of needed improvement in the 4 areas of Professionalism,
Demonstrated Knowledge, Relationships, and Professional Skills; 3.) The three Checkpoint
system is designed to give feedback to the teacher candidate on the progress made in the
growth of knowledge for teaching, the skills of effective teaching, and the valued
dispositions of service, collaboration, and the teacher as a reflective practitioner. These
checkpoints also are designed to evaluate the candidate’s development of necessary
communication and technology skills. In face to face interview the candidate is advised of
areas of needed improvement in communication skills of oral and written language, and also
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in the knowledge and use of technology for teaching; 4.) Finally, feedback is provided
through the candidate’s LiveText E-portfolio. The evaluations of the candidate’s artifacts
for the e-portfolio are accessible to the candidate after the instructor has completed the
assessments.
ASSESSMENT OF CONCEPTUAL FRAMEWORK MAJOR GOALS
Knowledge Assessment
Basic to all assessment in the Boyce teacher preparation unit is the continuous assessment of
the teacher candidates’ growth in knowledge (See Table 1 above). Required initial
knowledge is assessed through the academic achievement test score submitted by the
candidate in the admissions process to the college. Prior to September 1, 2012, TEP
admission standards required a minimum ACT, SAT, or Praxis I score. After September 1,
2012, the new state requirement that teacher candidates must pass the PPST (Praxis I)
subtests of math, reading, and writing to be officially admitted to a teacher preparation unit.
These new standards will be in effect for the fall, 2012 Boyce TEP teacher candidate
applicants. To further demonstrate the continuous growth of knowledge the teacher
candidate must maintain a minimum 2.75 cumulative GPA (in effect September 1, 2012)
through a minimum of the first 30 credit hours of Boyce course work as a prerequisite for
admission to the TEP. This course work must include passing grades of a minimum of “C”
for EN 101, and the two prerequisite Professional Education courses, ED 200, and ED 210.
The assessments for measuring the growth of knowledge are regularly scheduled tests and
final exams.
After admission to the TEP, the candidate must maintain the 2.75 cumulative GPA for all
course work to demonstrate continued growth in knowledge and for admission to
Supervised Teaching of the TEP. This knowledge is in four areas of study: General
Education (Liberal) Studies, Biblical and Ministry Studies, Related Studies, and
Professional Education Studies. After admission to the TEP, the candidate is regularly
assessed for demonstration of content knowledge (KTS #1) through the preparation and
teaching of lessons in each of the core areas of elementary teaching during the candidates’
field experiences required for most Professional Education courses. Growth in knowledge
for teaching in elementary school is also assessed through the tests administered in each of
the courses taken prior to student teaching. A minimum grade of “C” is also required for
these courses to demonstrate the continued growth in knowledge.
During Supervised Teaching the candidate’s knowledge of the core areas is assessed
through the KTS Rubric #1 used as the assessment tool during observation of the
candidate’s teaching. The candidate is finally assessed for knowledge in the endorsement
area of teaching through knowledge demonstrated in the planning and implementation of the
Teacher Work Sample. A minimum rubric level of 3 (Proficient) is required for the KTS #1
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Rubric, and for the TWS a minimum score of 85% is required from the Analytic Scoring
Rubrics total (See Appendix for both of the scoring rubrics).
Finally, the ultimate measure of the candidate’s knowledge is the passing of the Praxis II
test for elementary education. Using the results of the Praxis II scores will assist in the
evaluation of the effectiveness of the instruction in the General Education courses that are
related to the content knowledge required for teaching in elementary grades (i.e. social
studies courses, language arts and literature courses, math courses, and science courses).
This evaluation process will allow insights into how well aligned the program is with the
ACEI standards for curriculum knowledge (ACEI standards 2.1-2.4). Although, it is not a
requirement for completion of the Boyce degree program, students must report the Praxis II
score through the Boyce Teacher Education Program, which becomes a component of the
Accountability System for follow-up on the Boyce graduates and serves as a measure of the
success of the program effectiveness for building the required knowledge of a professional
elementary classroom teacher.
Skills Assessment
The skills required for the profession of teaching covers a wide range of skills, including
professional skills of pedagogy, communication skills (including collaboration), technology
skills, and servant-leadership skills (including skills of reflection). Throughout the teacher
candidate’s experience as a student at Boyce College, all of these skills are assessed to
determine the candidate’s qualifications as a professional teacher. Assignments and projects
of the courses of study engage the teacher candidate in training and development of these
skills which are assessed for determination of a final course grade.
Methods of assessment for determining the teacher candidate’s skills and in meeting the
program standards, include evaluation of teaching skills in both simulated teaching, and also
authentic classroom settings during the field experience assignment of the Related Studies
and Professional Education courses (ED 220,310,311, 320, 330, 380, 410, 420, and ED 235,
and EN 351) and during student teaching (ED 490). Candidates are also required to
demonstrate skills of communication through both writing (EN 101, 102) and speaking (SP
105) and as part of course requirements involving the candidates’ presentations and lesson
simulations, and through effective communication during the teaching of lessons of the field
experiences, and as a vital part of the requirements for admission to the TEP and to
Supervised Teaching. A key area of assessment of communication skills is the assessment
of the skills of collaboration as demonstrated in the field experiences with classroom
teachers in the preparation and teaching of authentic lessons. The assessment of the skills of
technology occur throughout the program, initiated by the ED 210 course and continuing
throughout the program courses that require candidates to demonstrate the use of technology
in class presentations and lesson simulations, and finally through the application of
technology in the teaching of lessons during field experiences and student teaching. The
assessment of skills of service and leadership is built into the required course of study for all
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candidates (ED 480) and are assessed as a major requirement of the Supervised Teaching
experience (ED 490), using the KTS Rubric #10. Another key component of the Boyce
teacher preparation unit, assessed as a skill of effective servant-leadership, is the skill of the
teacher as a reflective practitioner. The assessment of the candidate’s skills of reflection
occur continuously through course requirements for preparing and teaching lessons, both
simulated and authentic during field experience teaching lessons. Each candidate must also
post reflections of multiple experiences and assignments on the LiveText e-portfolio.
A regular assessment procedure used for all field experiences is the use of the Early Field
Experience Teacher Candidate Evaluation Form, which is completed by the Field
Experience cooperating teacher. Each teacher candidate is evaluated through this form in the
areas of Professionalism, Demonstrated Knowledge, Relationships, and Professional
Skills (See page 45 below to view this form). Finally, the assessment of skills reaches its
culmination during the Supervised Teaching experience when the teacher candidate is
assessed for all skills of the KTS (KTS Rubrics #’s 2-10) during the observation of the
candidate’s overall experiences of student teaching. The Boyce teacher preparation unit
believes that the Supervised Teaching semester should be a time of intense assessment of
professional teacher skills. Through both the cooperating teacher’s daily assessment of the
student teacher, and the college supervisor’s regular observations and assessments, the
Boyce teacher candidate is thoroughly assessed in each of the skill areas of professional
teaching as discussed above.
Dispositions Assessment
We recognize that the entire field of teacher education is only in the infant stages of placing
importance on the measurement of teacher dispositions and that the instruments we are
using for assessing dispositions need refinement and empirical testing for validity and
reliability. Over time we plan to refine both the dispositions measurement instruments and
the process for their use to make the overall assessment of dispositions more effective. We
have only laid the foundation for that ultimate goal, but we will continue to develop the
assessment of dispositions as one of the basic components of assessing teacher candidates.
The measurement instruments for assessment of teacher candidate dispositions may be
viewed in the appendix of this CAP document. The first instrument, the Boyce Dispositions
Inventory, uses the Thurstone Scale (1928) of agreement/disagreement to assess a teacher
candidate’s beliefs about principles of teacher education. The dispositions related to the
three sub-themes (service, collaboration, and reflection) of the conceptual framework theme
of teacher as servant-leader, are measured with the use of this instrument. As stated clearly
in the Conceptual Framework, we believe these dispositions are crucial for developing the
teacher as servant-leader. This measure is administered as a pre-post test evaluation as
discussed earlier. We believe this approach allows the teacher candidate time to work on
the development of dispositions that are indicated as weak on the pre-assessment.
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The second dispositions assessment instrument, the Boyce Dispositions Questionnaire, is a
series of questions or response tasks that require the teacher candidate to respond in writing.
Each of the questions are drawn from one of the indicators for the three sub-themes
(dispositions) of service, collaboration, and reflection, probing the teacher candidate’s
disposition associated with one of these. The indicators for these three dispositions are
outlined in the Conceptual Framework under V.C, pages 23,24.. A 3-level rubric (See
Appendix: Table 5, 35-41) for scoring the candidate’s response is used and the score is
recorded for use at TEP assessment Checkpoints 1 and 3. A mean score for all rubric scores
for the questions is calculated and used as part of each candidate’s data for the Boyce TEP
Accountability System Database through the LiveText E-portfolio. A final mean score of a
minimum of 2.5 is required for exit from the program. This instrument is administered as a
pre-assessment/post-assessment measure.during two separate courses. Again, the time lapse
between the two administrations allows the teacher candidate time to strengthen areas of
weak dispositions indicated from the first pre-assessment administration. The teacher
candidate is given immediate feedback after each question is evaluated to assist in the
improvement process.
Application and Use of the Results of the Dispositions Measures
The results of each of the two dispositions measures are shared with the teacher candidate
by the instructor of the course in which the instruments are administered. Feedback is given
to each candidate with regard to the areas of weak dispositions to allow the candidate
opportunity to develop plans for improvement. In the initial years of the Boyce TEP, the
results of the use of these instruments are used only for counseling and guidance of those
candidates who score poorly with regard to the intended dispositions measurements. At this
beginning stage of the Boyce TEP, it is not intended that these dispositions measures will be
used in a high stakes process for applying consequences for low scores. As the measures are
used over time with the teacher candidates, analysis of the results will allow more possible
stringent consequences for low dispositions scores. As the validity, reliability, and fairness
of the dispositions instruments are statistically determined, considerations will be given to
the use of the results for high stakes applications.
COURSE ASSESSMENTS AND KENTUCKY TEACHER STANDARDS
Table 2 below presents each of the Professional Education courses and the assessment
components of those courses aligned with each Kentucky Teacher Standard and the ACEI
standards. Table 2, therefore, gives a more exact overview of how the assessment process
is carried out internally. While each of the Professional Education courses involves more
assessments than shown, many of those that are shown are the assessments that must be
recorded as part of the data for tracking all candidates’ progress and performance in meeting
the Kentucky Teacher Standards for the Boyce teacher preparation unit.
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Many of the targeted assessments shown in Table 2 are scored using the 4 level rubric
for assessing the KTS adopted by the Boyce Council on Teacher Education (CTE): 1-
Beginning; 2-Developing; 3-Proficient; 4-Advanced. The candidate’s rubric score for
each of the targeted assessments is recorded as part of the candidate’s permanent folder
filed in the teacher education files. The desired rubric score for each assessment is a
minimum of “3”; however, the mean score for the aggregated assessments is the critical
score and must be no lower than 2.5 at Checkpoint 2 and 3. The mean score is calculated
and applied as the critical evaluation for admission to Supervised Teaching. KTS rubric
scores from the ED 490 Supervised Teaching semester are used as part of the critical
performance evaluation for exit from the TEP at Checkpoint #3.
It is also noteworthy that many of the measures shown in Table 2 are taken while the
candidates are performing field experience teaching lessons. The KTS rubrics are
completed by the field experience cooperating teacher after the teaching of lessons and
also by the course Boyce instructor when the teaching of the lesson(s) is observed by the
Boyce instructor. Lessons observed and evaluated only by the field experience
cooperating teacher are through the Professional Education courses of ED 310, 311, 320,
330, and 410. The Professional Education courses that teaching lessons are also
observed and evaluated by the Boyce course instructor are ED 220, 380, 420, and during
the supervised teaching experience of ED 490.
We believe that early teaching experience in authentic classroom situations through the field
experience component of the program is vital. By repeated evaluations of the candidate’s
teaching skills, we believe we will be able to detect areas of weakness early and be able to
guide the candidate in improvement in those areas. We also believe it is vital to allow the
practicing classroom field experience teachers the opportunity to assess the candidates’
teaching skills, in addition to the assessment by the college instructor. What this means is
that each candidate will be assessed for actual teaching skills through the field experiences
of 8 different professional education courses covering all core areas of teaching for the
elementary teacher prior to the concentrated teaching of student teaching. And these
assessments will have come through both practicing elementary teachers and through the
college instructors. We believe this will also allow the candidate to concentrate to a greater
degree on service and leadership skills during the student teaching experience, after having
such a wide range of experience in lesson preparation and teaching before student teaching,
thus expending less time and energy toward preparation of lessons and units.
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Table 2a: Professional Education and Related Studies Course Assessments Aligned with Kentucky Teacher Standards (KTS) #1 - #5 and ACEI Standards
Course KTS #1 KTS #2 KTS #3 KTS #4 KTS #5
ED 200 Boyce Dispositions
Inventory
Pre-Assessment
ACEI Standards 1 & 2.1,
5.1,5.2 alignment
ED 210 Power Point simulated
lesson w/ TWS Lesson
Plan-KTS rubric #1
ACEI Standards 1and
5.1-5.4 alignment
Power Point simulated
lesson w/ TWS Lesson
Plan- KTS rubric #2
Power Point simulated
lesson w/ TWS Lesson
Plan-KTS rubric #4
ED 220
-Course Tests:
Exceptional learners.
-FE teaching lesson
KTS rubric #1
ACEI Standards 1and 3.2
- FE Lesson Plan for
exceptional learners.
- FE Teaching lesson-
KTS rubric #2
-FE Lesson teaching
exceptional learners
KTS rubric #3 &
Early FE Evaluation
-FE lesson teaching
implementation.
KTS rubric #4
-FE Lesson teaching
w/ assessment
KTS rubric #5
ED 230
- Course Tests: Child
Development
ACEI Standard 1
ED 310
- Course Tests: Teaching
math
-FE LP: Math content.
KTS rubric #1
ACEI Standards 1and 2.3
alignment
-FE teaching lesson
Design.
KTS rubric #2.
ACEI Standards 2.3 &
3.1-3.5 alignment
- FE math teaching
lesson
KTS rubric #3
& Early FE Evaluation
ACEI Standard
2.3&3.1-3.5
-FE math teaching
lesson
KTS rubric #4.
ACEI Standard 2.3 &
3.1-3.5 alignment
-Math lesson
teaching
w/ assessment
KTS rubric #5
ACEI Standard 2.3 &
3.1-3.5 alignment
ED 311
- Course Tests: Teaching
math
-FE Lesson Plan-
Knowledge of math
content. KTS rubric #1
ACEI Standards 1and 2.3
-FE teaching lesson
Design.
KTS rubric #2.
ACEI Standards 2.3 &
3.1-3.5 alignment
- FE math teaching
lesson
KTS rubric #3
& Early FE Evaluation
ACEI Standards 2.3
& 3.1-3.5 alignment
-FE math teaching
lesson
KTS rubric #4.
ACEI Standards 2.3 &
3.1-3.5 alignment
-Math lesson
teaching
w/ assessment
KTS rubric #5
ACEI Standards 2.3
& 3.1-3.5 alignment
ED 320 - Course Tests: Teaching
science
-FE LP-Knowledge
of science content.
KTS rubric #1
ACEI Standards 1and 2.2
- FE teaching science
lesson design
KTS rubric #2
ACEI Standards 2.3 &
3.1-3.5 alignment
- FE teaching science
lesson
KTS rubric #3
& Early FE Evaluation
ACEI Standards 2.3
& 3.1-3.5 alignment
- FE teaching science
lesson
KTS rubric #4
ACEI Standards 2.3 &
3.1-3.5 alignment
- FE science lesson
w/ assessment
KTS rubric #5
ACEI Standards 2.3
& 3.1-3.5 alignment
ED 330 - Course Tests: Teaching
SS
-FE LP - SS content.
KTS rubric #1
ACEI Standards 1and 2.4
-FE teaching SS lesson
design
KTS rubric #2
ACEI Standards 2.4
&3.1-3.5, & 5.4
-FE teaching SS
lesson
KTS rubric #3
& Early FE Evaluation
ACEI Standards 2.4
&3.1-3.5 alignment
-FE teaching SS
lesson
KTS rubric #4
ACEI Standards 2.4
&3.1-3.5 alignment
-FE teaching SS
lesson
KTS rubric #5
ACEI Standards 2.4
&3.1-3.5 alignment
ED 340 - Course Tests:
Educational assessment.
-FE LP-Knowledge of
assessment.
KTS rubric #1
ACEI Standards 1and 4
Rubrics Project:
Portfolio of rubrics
for elementary
grades.
ED 380 FE TWS Unit narrative
KTS Rubric #1
ACEI Standards 1
alignment
-FE design of TWS Unit
lessons. KTS rubric #2
ACEI Standards 1, 2.8,
3.1-3.5, 4, & 5.1-5.4
alignment
-FE Classroom
management in
teaching TWS
Unit KTS rubric #3
ACEI Standards 1,
2.8, 3.1-3.5, 4, & 5.1-
5.2 alignment
-FE teaching TWS
Unit KTS rubric #4
ACEI Standards 1, 2.8,
3.1-3.5, 4, & 5.1-5.2
alignment
-FE Use of
assessment in
teaching TWS Unit
KTS rubric #5
ACEI Standards 1,
2.8, 3.1-3.5, 4, & 5.1-
5.2 alignment
13
Table 2b: Professional Education and Related Studies Course Assessments
Aligned with Kentucky Teacher Standards (KTS) #6 - #10 and ACEI Standards
Course KTS #6 KTS #7 KTS #8 KTS #9 KTS #10
ED 200
-Phil. of Ed. paper:
Reflecting on beliefs
-Boyce Dispositions
Inventory Pre-Assessment
-Boyce Dispositions
Inventory Pre-
Assessment of
collaboration.
-Phil. Of Ed. paper:
Launching
professional career
dev. Passing grade
ACEI Standards 1&
5.1 alignment
-Boyce Dispositions
Inventory Pre-
Assessment of servant-
leadership disposition
ACEI Standards 1&
5.1 alignment
ED 210
- 8 computer
projects
-PP simulated
lesson w/ LP
KTS rubric #6
PP simulated lesson w/ LP,
including reflection on
lesson planning &
implementation
KTS rubric #7
PP simulated lesson w/
LP : Plan & implement
in collaboration w/
another candidate.
KTS rubric #8
ACEI Standards 1&
5.1,5.2 alignment
Assignment: How
schools use
technology.
KTS rubric #9
ACEI Standards 1&
5.3,5.4 alignment
ED 220
FE assignment: How
to use technology w/
exceptional learners.
-FE LP for exceptional
learners: reflection.
KTS rubric #7
-FE LP collaboration w/
FE Teacher.
KTS rubric #8
ACEI Standards 1& 5 a
FE assignment: Needs
of inclusions.
KTS rubric #9
ED 310 - FE LP application
of technology
KTS rubric #6.
-FE: post-teaching
reflection.
KTS rubric #7
- FE LP collaboration
w/ FE teacher
.KTS rubric #8
ACEI Standards 1& 5
ED 311 - FE LP application
of technology
KTS rubric #6.
-FE: post-teaching
reflection.
KTS rubric #7
- FE LP collaboration
w/ FE teacher
.KTS rubric #8
ACEI Standards 1& 5
FE Assignment: The
math curriculum for
K-5. KTS rubric #9
Ed 381 ACEI Standard 1
ED 410 FE LP: Lang. Arts
KTS Rubrics #1
ACEI Standards 1 & 2.1
alignment
FE LP: Designing lang.
arts lesson-
KTS Rubrics #2
ACEI Standards 1, 2.1,
3.1-3.5, & 5.4
alignment
FE: Lang. Arts- Using
grouping in instruction
KTS Rubrics #3
& Early FE Evaluation
ACEI Standards 1,
3.1-3.5, & 5.1-5.2
FE: Lang. Arts-using
differentiated instruction
KTS Rubrics #4
ACEI Standards 1, 3.1-
3.5, & 5.1-5.2 alignment
FE: Lang. Arts:
Using rubrics for
assessment
KTS Rubrics #5
ACEI Standards 1,
3.1-3.5, & 5.1-5.2
ED 420 -Course tests: Knowledge
of literacy
-FE LP: Teaching
Literacy-KTS Rubric #1
ACEI Standards 1 & 2.1
alignment
FE LP: Designing
Literacy lesson-
KTS Rubric #2
ACEI Standards 1, 2.1,
3.1-3.5, & 5.4
alignment
FE LP: Literacy-Using
grouping techniques
KTS Rubric #3
& Early FE Evaluation
ACEI Standards 1,
2.1, 3.1-3.5, & 5.4
FE LP: Literacy-
Differentiated
instruction
KTS Rubric #4
ACEI Standards 1, 2.1,
3.1-3.5, & 5.4 alignment
FE LP: Literacy,
Using rubrics for
assessment
KTS Rubric #5
ACEI Standards 1,
2.1, 3.1-3.5, & 5.4
ED 430 Course tests: classroom
management
ACEI Standards 1 & 2.1
Classroom
Management Project
ED 490 Student Teaching
KTS Rubric #1
ACEI Standards 1
Student Teaching
KTS Rubri#2
ACEI Standards 1-5
Student Teaching
*KTS Rubric#3
ACEI Standards 1-5
Student Teaching
KTS Rubric #4
ACEI Standards 1-5
Student Teaching
KTS Rubric#5
ACEI Standards 1-5
ED 235 - Course Tests: Teaching
Art, PE, Music
ACEI Standard 2.3
-FE teaching integrated
lesson design
KTS rubric #2
FE integrated teaching
lesson ,KTS rubric #3
& Early FE
Evaluation
FE integrated teaching
lesson, KTS rubric #4.
-Integrated lesson
teaching w/
assessment
KTS rubric #5
EN 351
- Course Tests:
Children’s Lit.
-FE LP-Knowledge of
Children’s Lit
KTS rubric #1
ACEI Standards 1& 2.1
alignment
-FE teaching through
read aloud lesson
design
KTS rubric #2
ACEI Standards 1&
2.1, 3.1-3.5, 4, & 5.4
alignment
FE teaching CL
through read aloud
lesson
KTS rubric #3
&Early FE Evaluation
ACEI Standards 1&
2.1, 3.1-3.5, 4, & 5.4
alignment
FE teaching CL through
read aloud
lesson
KTS rubric #4.
ACEI Standards 1& 2.1,
3.1-3.5, 4, & 5.4
alignment
-CL Read aloud
lesson teaching
w/ assessment
KTS rubric #5
ACEI Standards 1&
2.1, 3.1-3.5, 4, & 5.4
alignment
14
ED 320
-FE science lesson
application
of technology
. KTS rubric #6
-FE LP: post teaching
lesson classroom
management reflection
KTS rubric #7
-FE LP: lesson design
in collaboration
w/ FE teacher
KTS rubric #8
ACEI Standards 1& 5
FE Assignment: The
science curriculum for
K-5.
KTS rubric #9
ED 330 -FE LP: post teaching
assessment reflection
KTS rubric #7
FE: Service Learning
Collaboration.
KTS rubric # 8
ACEI Standards 1& 5
FE Assignment: The
SS curriculum for
K-5. KTS rubric #9
Service Learning
Project leadership
KTS rubric #10
ED 340
FE Assignment:
School assessment
ED 380
-FE Using technology
in teaching TWS
Unit KTS rubric #5
ACEI Standard 4
FE: Reflecting on the
teaching of the TWS Unit.
KTS rubric #7
ACEI Standards 1& 4
Collaboration w/ FE
teacher for TWS Unit .
KTS rubric #8
ACEI Standards 1&
5.3,5.4 alignment
PD plan for self-
improvement.
KTS rubric 8
Demonstration of
servant-leadership.
KTS #10
ED 381
-Boyce Teacher Dispositions
Questionnaire
Question #1-
Pre-assessment
-Boyce Teacher
Dispositions
Question #2,
Pre-assessment
Clinical Experience
Portfolio-Instructor
evaluated
ACEI Standards
5.1,5.2
-Boyce Teacher
Dispositions
Question #3
Pre-assessment
ED 410
& 420
FE: Reflection on lesson
plan and implementation
KTS Rubric #7
ACEI Standards 1& 5.1 ,5.2
FE: Collaboration w/
FE teacher on LP
KTS Rubric #8
ACEI Standards 1& 5.4
ED 430
FE Assignment:
Classroom
Management Plan
KTS rubric #9
ED 480 ACEI Standards 1& 5.1 , 5.2
alignment
Service Leadership
Reflections for PD
KTS rubric #9
ACEI Standards 1&
5.1 alignment
Servant-Leadership
Plan
KTS #10
ED 490,
Student Teaching
technology use
KTS Rubric#6
ACEI Standard 1
-Student Teaching
Reflections
KTS Rubric#7
-Boyce Teacher Dispositions
Ques. #1-Post assessment
ACEI Standard 5.1, 5.2
-Student Teaching
Collaboration
KTS Rubric#8
-Boyce Teacher
Dispositions
Ques. #2 -Post
assessment
ACEI Standards 5.3,5.4
-Post Student
Teaching PD Plan
KTS Rubric#9
-Boyce Teacher
Dispositions
Ques. #3 -Post
assessment
ACEI Standard 1, &
5.1
-Student Teaching
Service project
KTS Rubric#10
ACEI Standards 1,5.1
ED 235 ACEI Standard 2.3 ACEI Standard 2.3 ACEI Standard 2.3 ACEI Standard 2.3 ACEI Standard 2.3
EN 351
- Create a “Read2Kids
Manual” from a
webquest.
-Simulated PP lesson
for teaching CL
KTS rubric #6
- FE reflection on teaching
CL through a read aloud
lesson
KTS rubric #7
ACEI Standard 5.2
FE collaboration w/ FE
teacher on read aloud
teaching lesson
KTS rubric #8 and
Early FE Evaluation
Rubric
ACEI Standard 5.4
Alignment of KTS, and Program Assessments
All assessment of the Elementary Education program is standards-based. Table 3 below shows
the alignment of the standards with each of the program assessments throughout the experiences
of the teacher candidates. The results of the program assessments are entered into the LiveText
Accountability System Database and are used for individual candidate progress as each
progresses through the three Checkpoints. This data is also used to assess the effectiveness of
the overall program and the need for program revisions.
15
Table 3: Alignment of KTS Standards and Program Assessments
KTS # PROGRAM ASSESSMENTS (Critical Performances)
STANDARD 1: THE TEACHER DEMONSTRATES APPLIED
CONTENT KNOWLEDGE
-Praxis II (External assessment) -General Education course grades for degree program -El. Ed. Related Studies Courses, minimum grades of “C” -Evaluation of teaching lessons through Professional Education Studies courses: ED 220, 310, 311 320, 330, 380, 410, 420 & ED 490,, using KTS rubric #1
STANDARD 2:
THE TEACHER DESIGNS AND PLANS INSTRUCTION
-Evaluation of TWS Unit plans for ED 490 Supervised Teaching, using TWS Scoring Guide -Evaluation of lesson plans required in Professional Education Studies courses: ED 220, 310, 311,320, 330, 380, 410, 420 and ED 490, evaluated using KTS rubric #2
STANDARD 3:
THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE
-Evaluation of classroom management skills during teaching lessons of ED 220, 380, 420, 490 (also includes evaluation during teaching of TWS unit) using KTS rubric #3 -Classroom Management Plan from ED 430: Instructor evaluation, KTS rubric #9
STANDARD 4:
THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION
- Evaluation of teaching skills during teaching lessons of ED 220, 380, 420, 490 (also includes evaluation during teaching of TWS unit) using KTS rubric # 4 and TWS Unit Scoring Guide during ED 490)
STANDARD 5:
THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS
- Evaluation of assessment skills through Field Experience teaching lessons of the courses: ED 220, 380,, 420 - Evaluation of assessment skills using the TWS Scoring Guide and KTS rubric #5 in ED 490 Supervised Teaching
STANDARD 6:
THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY
- Evaluation of technology artifacts and projects from ED 210 Computer and Media in the Schools. - Evaluation of use of technology in teaching using the TWS Scoring Guide and KTS rubric #6 in ED 490 Supervised Teaching - Evaluation of use of technology in teaching through Field Experience teaching lessons of the courses: ED 220, 310, 311, 320, 330, 380, 410, 420
STANDARD 7:
REFLECTS AND EVALUATES TEACHING AND LEARNING
- E-portfolio reflections recorded for artifacts and lessons taught through Field Experience teaching lessons of the courses: ED 220, 310, 311,320, 330, 380, 410,420 - Evaluation of reflections for the TWS Unit narrative using the TWS Scoring Guide and rubric #7 during ED 490 Supervised Teaching, - Evaluation of Boyce Dispositions for teacher as a reflective practitioner using the Boyce Teacher Dispositions Inventory during ED 381 (Pre-assessment) and during student teacher seminars (summative assessment).. - Evaluation of Boyce dispositions for teacher as a reflective practitioner using the Boyce Teacher Dispositions Questionnaire during ED 200 (Pre-assessment) and during student teacher seminars (summative assessment).
STANDARD 8: COLLABORATES WITH
COLLEAGUES/PARENTS/OTHERS
- Evaluation of collaborative activities during Field Experience component of ED 220, 310, 311, 320, 330, 380, 410, 420. 480 using KTS rubric #8 - Evaluation of teacher candidate collaboration with cooperating teacher during ED 490 Supervised Teaching using KTS rubric #8. - Evaluation of Boyce Dispositions for collaboration dispositions using the Boyce Teacher Dispositions Inventory during ED 381 (Pre-assessment) and during student teacher seminars (summative assessment). - Evaluation of Boyce Dispositions for collaboration disposition using the Boyce Teacher Dispositions Questionnaire during ED 200 (Pre-assessment) and during student teacher seminars (summative assessment).
STANDARD 9:
EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT
- Evaluation of written narrative “Professional Development Plan” required during ED 490 Supervised Teaching using KTS rubric #9 - Evaluation of teacher candidate reflection for professional development as part of ED 380,480.
STANDARD 10: PROVIDES LEADERSHIP WITHIN
SCHOOL/COMMUNITY/ PROFESSION
- Evaluation of servant-leadership in the classroom during the teaching of the TWS Unit, during ED 490 Supervised Teaching, and during ED 480 Field Experience: Service using KTS rubric #10 for both. - Evaluation of teacher candidates leadership activities during KEA-SP state and campus activities using KTS rubric #10 - Evaluation of dispositions for service using the Boyce Teacher Dispositions Inventory during ED 381 (Pre-assessment) and during student teacher seminars (summative assessment). - Evaluation of dispositions for service using the Boyce Teacher Dispositions Questionnaire during ED 200 (Pre-assessment) and during student teacher seminars (summative assessment).
16
THREE CHECKPOINT SYSTEM OF ASSESSMENT
The overall system of assessment for all teacher candidates occurs in the three monitoring
checkpoints for each teacher candidate. Definite assessments are required for each teacher
candidate in each of the 3 checkpoints. The assessments of each checkpoint serve as criteria for
determining the success of the teacher candidate for progressing to the next level of the program
and are linked to at least one of the KTS, and are also linked to the three core components of
knowledge, skills, and dispositions of the Conceptual Framework of the Boyce teacher
preparation unit. This assessment process attempts to assure that each of the teacher candidate
program completers have met all program standards and have acquired the necessary knowledge,
developed the needed skills for effective teaching, have demonstrated the required dispositions
for the profession of teaching, and have proven themselves to be servant leaders.
The Three Checkpoints of the TEP
Checkpoint # 1 Assessment Criteria for Admission to the Teacher Education Program
Knowledge Assessments Beginning September 1, 2012, admission to an undergraduate initial certification educator preparation program shall require the following:
1) A cumulative grade point average of 2.75 on a 4.0 scale; or
2) A grade point average of 3.00 on a 4.0 scale on the last thirty (30) hours of credit
completed; and 3) Successful completion of the following pre-professional skills assessments (PPST) of basic
knowledge administered by the Educational Testing Service with the corresponding minimum
score: 1. a. "Pre-Professional Skills Test: Mathematics" (0730) -174; or
b. "Computerized Pre-Professional Skills Test: Mathematics" (5730) - 174;
2. a. "Pre-Professional Skills Test: Reading" (0710) – 176; or b. "Computerized Pre-Professional Skills Test: Reading" (5710) – 176; and
3. a. "Pre-Professional Skills Test: Writing" (0720) – 174; or
b. "Computerized Pre-Professional Skills Test: Writing" (5720) – 174.
1. Course Requirements
1. Pass EN 101: Minimum grade of “C”
2. Pass ED 200 and 210: Minimum grade of “C”
3. Pass all General Education Core, Biblical and Theological, and/or Related Studies
courses taken prior to TEP application: Minimum grade of “C” .
Skills Assessments
1. Communication Skills: a. Write Philosophy of Education (ED 200)
b. Impromptu writing assessment (ED 200)
c. Complete interview before CTE.
2. Computer Skills: Produce artifacts for LiveText e-portfolio (ED 210).
Dispositions Assessments
1. Complete Boyce Dispositions Inventory (ED 200)
17
2. Write PD plan for improving weak dispositions
3. Membership in KEA-SP
Checkpoint # 2: Assessment Criteria for Admission to Supervised Teaching
Knowledge Assessments
1. Knowledge of Teaching Content and Pedagogy: Pass all Professional Education courses
with minimum grade of “C”, and maintain GPA of 2.5 minimum
2. Knowledge of the Teaching Profession: Complete ED 381 Clinical Experience
assignments; pass all Professional Education courses with minimum grade of “C”.
3. Teaching Area Content Knowledge: Pass Praxis II for endorsement area (Not required for
supervised teaching admission but is required for state certification) 4. Knowledge of Principles of Learning and Teaching: Pass PLT test (Not required for supervised
teaching admission but is required for state certification).
Skills Assessments
1. Pedagogical Skills: Write lesson plans (TWS format: See Appendix) in all teaching
methods courses. Pass Professional Education courses with a minimum of “C” grade.
Complete all Field Experience assignments –Professional Education courses with Field
Experience requirements and ED 380 Field Experience: Teaching- the teacher candidate
is assessed during the course by both the cooperating Field Experience teacher and the
course instructor of the ED 380 course. KTS #’s 1-8 are all part of the teaching of lessons
in the ED 380 course and the Prof. Ed. courses: ED 220,310,311, 320, 330, 380, 410, 420 2. Professional Education Skills: Complete clinical experience assignments ED 381 Clinical
Experience-the assignments are assessed by the course instructor. Write “reflections” as part of the teaching of lessons in the ED 380 Field Experience: Teaching course.
3. Technology Skills: Continued development of the professional LiveText e-portfolio with
reflections and artifacts from course assignments.
Dispositions Assessments
1. Boyce Dispositions Questionnaire: Completed in the seminar sessions of ED 381 Clinical
Experience.
Service Assessments 1. Complete service leadership assignments of ED 480 Field Experience: Service.
2. Complete service learning project of ED 330 Teaching Soc. Studies. 3. Be active member in KEA-SP
Checkpoint # 3 – Assessment Criteria for TEP Exit
Knowledge Assessments
1. Teaching Content Assessment: Demonstrate knowledge of teaching area content during
teaching of lessons; four evaluations by the cooperating teacher and four by the college
supervisor-KTS rubric #1
2. Knowledge of Assessment: Demonstrate knowledge of assessment during teaching of
lessons; four evaluations by the cooperating teacher and four by the college supervisor,
using KTS rubric #5
18
3. Knowledge of Teaching Strategies: Demonstrate knowledge of appropriate teaching
strategies during teaching of lessons; four evaluations by the cooperating teacher and four
by the college supervisor, using KTS rubric #4
4. Knowledge of Lesson Planning: Demonstrate knowledge of lesson planning during
teaching of lessons; four evaluations by the cooperating teacher and four by the college
supervisor, using KTS rubric #2
5. Knowledge of classroom management: In the course ED 430 Classroom Management
develop knowledge of classroom management and discipline and design a classroom
management strategy, using KTS rubric #3
6. Knowledge of Program of Studies and Kentucky Core Content: Demonstrated in lesson
planning and evaluated by the cooperating teacher, using the TWS rubric
7. Knowledge of Unit Plan: Demonstrated in planning of the TWS Unit (Appendix: Table 8)
and evaluated by the college instructor of Supervised Teaching, using TWS rubric.
8. Knowledge of Technology: Demonstrated in the planning and teaching of lessons and the
TWS Unit; Continued development of e-portfolio. Evaluated by the college supervisor
and cooperating teacher using KTS rubric #6.
Skills Assessments 1. Teaching Skills Assessment: Demonstrate teaching skills during teaching of lessons; four
evaluations by the cooperating teacher and four by the college supervisor, using KTS
rubric #4.
2. Assessment Skills Assessment: Demonstrate assessment skills during teaching of lessons
and TWS Unit (pre-assessment, formative assessments, and summative assessment) four
evaluations by the cooperating teacher and four by the college supervisor, using KTS
rubric #5
3. Technology Skills Assessment: Demonstrate use of technology in lesson and unit
teaching, using KTS rubric #6. Continuation of work on artifacts of the LiveText e-
portfolio. Evaluated by the Coordinator of Supervised Teaching
4. Leadership Skills:Demonstrate leadership in the classroom and in the school; Evaluated
by the college supervisor and service supervisor, using KTS rub#10.
5. Classroom Management Skills: Demonstrated in the creation of a “community of
proactive learners” and skills of classroom management during all phases of the
Supervised Teaching experience. Evaluated by both the cooperating teacher on a daily
basis and by the college supervisor, using KTS rubric #3.
Dispositions Assessments
1. Dispositions Questionnaire: Completed during seminar sessions of the Supervised
Teaching course. Evaluated by the Supervised Teaching Supervisor, using
questionnaire rubrics: minimum 2.5 mean dispositions score.
2. Boyce Dispositions Inventory Summative administration during Supervised
Teaching seminars; 80% correct minimum score
3. KTS Rubrics: Completed during observations of the teacher candidate in the classroom
and the school for KTS #’s 7, 8, 10.
Service Assessments
1. Service Leadership Assessment: Demonstrated by the student teacher in a school
leadership role. Evaluated by the program leader in the school, using KTS rubric #10.
19
TEACHER EDUCATION PROGRAM ACCOUNTABILITY SYSTEM
The TEP Accountability System is an electronic database through LiveText which will permit the
collection and electronic storage of vital data for analysis of the effectiveness of the Boyce teacher preparation unit. The data to be stored includes teacher candidate demographic information and
performance data derived from the assessment components of the Continuous Assessment Plan. This data
when aggregated will provide unit insights into both individual teacher candidate progress and achievements, and also provide vital information on the effectiveness of the overall program for pre-
service teacher preparation. Since the accountability system will provide feedback on the performance of
the teacher candidates on each of the KTS and ACEI program standards, insights will be provided about
necessary improvements in achieving the goals set by the standards. Where teacher candidate assessment demonstrates low performance on any standard, the unit may take steps to improve the program related to
that standard.
Assessment Data: Reports on Candidate Progress
An important part of the assessment program is the use of the accountability system data. The
data will be used at each of the Checkpoints to assess the success of each candidate in meeting
the standards for completing the program as a pre-service professional teacher training unit.
Minimum candidate scores are required for each of the assessments included in the data of the
accountability system. As the candidates move through each of the Checkpoints, they will
individually be informed of the areas of concern as indicated by failure to achieve a particular
minimum score. In this way each candidate can focus on that area as he/she continues through
the program. Failure to show adequate improvement in achieving the required minimum score by
the time of exit from the program, will affect the final student teaching grade for ED 490
Supervised Teaching.
2. At each of the 3 Checkpoints, reports are generated on each individual candidate. These reports
are presented to the Council on Teacher Education (CTE) in an official business session for
discussion and vote for each candidate to be approved for passing that checkpoint. Tables 4, 5,
& 6 below show the aggregated data for each candidate presented.
20
Table 4: Individual Candidate Data Submitted to CTE for Checkpoint #1
CHECKPOINT #1
Required Data Benchmark Candidate Criteria Prior to September 1, 2012: 1.Standardized Test Score OR Minimum GPA for 45 Credits Required after Sept. 1, 2012: PPST
-ACT 20, SAT 990, Praxis I 532
Minimum GPA: 3.0
Praxis I (PPST) Subtests: "Pre-Professional Skills Test:
Mathematics" (0730) -174; or
"Computerized Pre-Professional Skills
Test: Mathematics"(5730) - 174;
"Pre-Professional Skills Test: Reading"
(0710) – 176; or
"Computerized Pre-Professional Skills
Test: Reading" (5710) – 176; and
"Pre-Professional Skills Test: Writing"
(0720) – 174; or
"Computerized Pre-Professional Skills
Test: Writing" (5720) – 174.
ACT___, SAT___.Praxis I___
Or GPA _____
Mathematics Score: _____
Reading Score:_____
Writing Score: _____
2.Prerequisite Courses: EN 101, ED 200, ED 210
Minimum grades: “C” EN 101_____,
ED 200_____,
ED 210_____ 3.All Courses before TEP application Minimum grades: “C” YES _____ NO ______ 4.Comprehensive GPA Minimum 2.5 GPA: ________ 5.Philosophy of Education Philosophy Rubric Min.2.5 Rubric Sc.: _____ 6.Impromptu Writing “Satisfactory” Writing Skills YES _____ NO ______ 7.Candidate Interview
Communication skills
Technology skills (LiveText)
Target Scores:
Min. Rubric Score: 4
Min. Rubric Score: 4
*1__,2__, 3 __, 4__, 5___
*1__,2__, 3 __, 4__, 5___
8.Candidate Dispositions: Boyce Dispositions Inventory
Pre-Assessment Only:
Analysis of weaknesses
No minimum score required
Candidate Score:
_______%
9.Professional Development Plan based on Boyce Dispositions Inventory results
Approved PD Plan Approved:
YES ____ NO ____
10.KEA-SP Membership Official Member YES ____ NO ____
* Rubric Interview Score
21
Table 5: Individual Candidate Data Submitted To CTE for Checkpoint #2
CHECKPOINT #2
Required Data Benchmark Student Criteria 1.All Courses before Supervised
Teaching application
Minimum grades: “C” YES _____ NO
______
2.Comprehensive GPA Minimum 2.5 Candidate GPA: _____
3.Candidate Dispositions: Boyce Dispositions Questionnaire
Pre-Assessment Only:
No minimum required
Candidate Mean Score:
______
4.ED 380 FE: Teaching KTS
Rubrics 1-8 Mean Score
- TWS Unit - Rubric for TWS
-Minimum 2.5 mean score for
KTS rubrics 1-8
- Minimum 2.0
-KTS rubrics1-8 Mean
Score: _______
- TWS rubric score: _____
4.ED 480 FE: Service KTS
Rubrics 9-10 Mean Score
Minimum 2.5 mean score for
KTS rubrics 9-10
KTS rubrics 9-10 Mean
Score: _______
5.FE Teaching KTS Rubric #1:
Mean Score
Minimum 2.5 mean score Rubric #1 Mean Score:
_______
6. FE Teaching KTS Rubric #2:
Mean Score
Minimum 2.5 mean score Rubric #2 Mean Score:____
7. FE Teaching KTS Rubric #3:
Mean Score
Minimum 2.5 mean score Rubric #3 Mean Score:
_______
8. FE Teaching KTS Rubric #4:
Mean Score
Minimum 2.5 mean score Rubric #4 Mean Score:
_______
9. FE Teaching KTS Rubric #5:
Mean Score
Minimum 2.5 mean score Rubric #5 Mean Score:
_______
10. FE Teaching KTS Rubric #6
Mean Score
Minimum 2.5 mean score Rubric #6 Mean Score:
_______
11. FE Teaching KTS Rubric #7:
Mean Score
Minimum 2.5 mean score Rubric #7 Mean Score:
_______
12. FE Teaching KTS Rubric #8:
Mean Score
Minimum 2.5 mean score Rubric #8 Mean Score:
_______
13.FE Teaching KTS Rubrics #’s
1-8 Mean Score
Minimum 2.5 mean score for
KTS Rubrics 1-8
YES ____ NO ____
14. Early Field Experience
Teacher Candidate Evaluation
forms
Minimum 2.0 mean score for
each of the 4 areas for all FE
YES ____ NO ____
15.Current LiveText E-portfolio
Artifacts from Prof. Ed. courses
Minimum 1 artifact
for each KTS.& 1 reflection
for each Field Experience
Minimum artifacts: Y N
Required Reflections Y N
17. Professional Student
Membership
Official Member
YES ____ NO ____
22
Table 6: Individual Candidate Data Reviewed Individually With Each Candidate For
Checkpoint #3 - Program Exit
CHECKPOINT #3
Required Data Benchmark Student Criteria 1.Summative Dispositions Survey Score Minimum Dispositions Survey
Score: 85%
Candidate Score_____ %
2.Summative Dispositions Questionnaire
Score
Dispositions Questionnaire Rubric
Mean Score: 2.5 Min.
Candidate Rubric
Mean Score: ______
3.Student Teaching KTS Rubrics
1-10 Mean Score
KTS Rubrics 1-10
Mean Score: 2.5 Min.
Candidate Rubrics 1-10 Mean
Score: _______
4.Student Teaching TWS Unit Score Minimum TWS
Score: 85%
Candidate TWS Score:
_____ %
5.Student Teaching Service Project KTS Rubric #10 Score: 3 Candidate KTS Rubric #10
Score: ______
6.ED 490 Supervised Teaching Final
Grade
Minimum “C” Candidate Final ST Grade:
_______
7.Praxis II Elementary P-6 Content
Knowledge Test score: required for
state certification
Praxis II Cut Score: 164
Candidate Praxis II Score:
_______
8.PLT (Principles of Learning and Teaching) Test score: required for state
certification
PLT Cut Score: 148
Candidate PLT Score: _______
Data Collection and Analysis Process
The continuous assessment plan involves multiple assessments as evidenced in the previous tables
summarizing the data collected at each checkpoint. The assessment plan includes collection of data
related to student growth, adherence and success in implementing the Kentucky Teacher Standards,
as well as faculty development and improvement and programmatic assessment.
Throughout their coursework, candidates’ knowledge, skills and dispositions are evaluated through a
variety of assessments including traditional and nontraditional, performance based measures. The
educator preparation program includes assessments of candidates through exams, research papers
traditional and electronic presentations, peer instruction, lessons taught during field experience,
electronic presentations, peer instruction, lessons taught during field experiences, overall field
experiences, unit and lesson plan design and delivery and projects related to coursework, among
others. In addition, candidates’ knowledge, skills and dispositions are monitored through the
candidate assessment points.
The data collection and the analysis process for the Boyce College Teacher Education program will
be a systematic and continuous review process of both program functioning and candidate, unit and
lesson plan design, and delivery of projects related to course work. In addition, candidates’
knowledge, skills and dispositions are monitored through the candidate assessment points which are
based upon the Conceptual Framework of the Boyce Teacher Education Program. Critical
23
assignments and experiences with the TEP are tracked and analyzed at the three checkpoints, which
will allow for the evaluation of both candidate performance and program success. The information
is collected from course work and the electronic portfolio.
Electronic Portfolio
The electronic-portfolio (LiveText) development process is implemented at early stages of the TEP.
Students are introduced to the e-portfolio in their first education course, ED 200 Introduction to
Teacher Education, and to the ten Kentucky Teacher Standards. Through their program, students
add artifacts to their e-portfolio that they maintain and continually revise and update. The e-
portfolio is formally evaluated at TEP checkpoints 1, 2 and 3. The e-portfolio opportunities and
tasks are tied to the Kentucky Teacher Standards and are performance based, providing feedback on
growth and development in the teaching profession. Within the LiveText Electronic Portfolio will
be the critical assignments from the course work, test scores, demographic data, Checkpoints 1,2,3
evaluation data and dates, Supervised Teaching data, Dispositions assessment scores. With Live
Text, the e-portfolio process involves candidates uploading course specific performance assignments
that are evaluated through the rubrics by the course instructor during the courses and for review at
each of the checkpoints.
Course Work
Through the course work critical assignments have been designated to address the KTS standards.
The program assessments and correlation to the KTS standards have been identified on page 15 of
the CAP document. These assignments will identify the strengths and weaknesses of the candidate.
Across the entirety of a course and critical performance assignments (Tables 2a and 2b of the CAP)
the expectation is that all candidate proficiencies are addressed. It is the responsibility of the
instructors to collect and report the data for candidate achievement on the critical assignments
through Live Text. Also throughout each of the courses, field experience is required and includes a
time log, cooperating teacher assessments, and assignments evaluated by the course instructor of the
related course.
Analysis of Data
While the chair of the teacher education program coordinates candidate assessment, all data are
aggregated by the Assessment Coordinator who reports to the Council on Teacher Education.
Candidates are assessed at multiple points throughout the program with multiple assessments
through each point. These assessment points are:
1. Checkpoint 1: Assessment Criteria for Admission to the Teacher Education program.
2. Checkpoint 2: Assessment Criteria for Admission to Supervised Teaching
3. Checkpoint 3: Assessment Criteria for Teacher Education Program exit.
24
Once formal and informal data are collected, data go through collective evaluation, interpretation,
and summarization by the Council on Teacher Education (CTE). The CTE is responsible for:
Setting policies for the TEP
Coordinating admission to the TEP and to Supervised Teaching.
Reviewing, recommending, and enforcing policies and procedures relating to student
field and clinical experiences, including Supervised Teaching.
Reviewing curricula leading to teacher certification and recommending curricular
changes affecting the TEP.
Monitoring EPSB requirements and incorporate required changes into teacher
education policies, procedures, and curricula.
The Assessment Coordinator will run the information placed in LiveText, Moodle, and other
summarized assessment data.
Informal data is collected on:
1. Candidate demographics, course performance, portfolio maintenance, dispositions
behaviors (service, collaboration, and reflection), interview performance (demeanor,
communication and technology skills) and field experience teacher feedback on
candidate attitudes and behaviors.
2. Pre-service dispositions and servant-leadership qualities.
Formal data is collected:
1. Through teacher surveys, Praxis I (PPST), Multi-Subjects test scores ( Praxis II), PLT
score, candidate dispositions evaluations.
2. Through student admission to Boyce (academic performance, course transfer
information)
3. From field experience and student teaching evaluations
4. On candidates as they move through the TEP from faculty who teach within the program
(course grades), from practicing professionals in the public and Christian schools
(teaching skills, professional performance skills, servant-leadership), and from
candidates themselves both during (TWS Unit narrative) and at exit from the program
(Praxis and PLT results) and it is planned to do follow-up evaluations of the graduates in
their professional performances, either through the KTIP or through contacts in their
professional settings.
Moodle
The student information system integrates student, finance, human resources, enrollment
management, and advancement systems. By fusing administrative and academic functions it
makes it easy to manage data while giving candidates and faculty secure online access to the
demographic information needed.
25
Summarized Assessment Data
Summarized assessment data are gathered from all program stakeholders including
professional education candidates, faculty, the CTE, cooperating teachers and principals,
formal surveys and interviews, standardized tests, other formal assessment results, and
informal recommendations from the field and course faculty. These data inputs for all
program components are analyzed and consolidated by the Assessment Coordinator.
Program faculty review the program data, summarize the results and propose any needed
program revisions. Program changes must follow a review and approval process of the
Council on Teacher Education.
Table 7 below lists all assessment components, how and when the data are collected, from whom
the data are collected, and the responsible faculty or staff member in the collection of the data.
Assessments
How and When Data
are Collected
From whom
Data are
collected
Faculty/Staff
Member
Responsibility
Praxis 1 (PPST)
Scores are reported to
Boyce by Educational Testing Services.
Students prior to
entering the program
Academic Advisor
Core Content Area
GPA
GPAs are retrieved from
student transcripts on
Moodle, the College Student Information
System at the end of each
semester
Students : at the
end of each
semester
Academic Advisor
Boyce Dispositions
Inventory
Students complete in
LiveText during ED 200 and ED 490
Students
Course Instructors
Skills of
Technology
Students create various
projects utilizing
technology during ED 210,
and other courses of the program.
Students
Course Instructors
KTS Standard 1:
The teacher
demonstrates
applied content
knowledge
Teaching assignments
completed and scored
using the assessment KTS Rubric #1 in all required
Prof. Education courses
Students upload
the critical
assignment (TWS Lesson Plan) to
LiveText
FE cooperating teacher
submits hard copy rubric
evaluation and course instructor records results
on LiveText
KTS Standard 2:
The teacher designs
and plans
instructions
Assignments completed and scored using the
assessment KTS Rubric #2
in ED 210, 220, 235, 310, 311, 320, 330, 340, 380,
410, 420, 490, EN 351.
Students upload the critical
assignment
(TWS Lesson Plan(s)) to
LiveText
FE cooperating teacher submits hard copy rubric
evaluation and course
instructor records results on LiveText
26
KTS Standard 3:
The teacher creates
and maintains
learning climate
Assignments completed
and scored using the assessment rubric in ED
220, 235, 310, 311, 320,
330, 380, 410, 420, 430,
490, EN 351.
Students upload
the critical assignment
(TWS Lesson
Plan(s)) to
LiveText
FE cooperating teacher
submits hard copy rubric evaluation and course
instructor records results
on LiveText
KTS Standard 4:
The teacher
implements and
manages
instruction
Assignments completed
and scored using the
assessment rubric in ED 210, 220, 235, 310, 311,
320, 330, 380, 410, 420,
490, EN 351
Students upload
the critical
assignment (TWS Lesson
Plan(s)) to
LiveText
FE cooperating teacher
submits hard copy rubric
evaluation and course instructor records results
on LiveText
KTS Standard 5:
The teacher
assesses and
communicates
learning results
Assignments completed
and scored using the
assessment rubric in ED
220, 235, 310, 311, 320, 330, 340, 380, 410, 420,
490.
Students upload
the critical
assignment
(TWS Lesson Plan(s)) to
LiveText
FE cooperating teacher
submits hard copy rubric
evaluation and course
instructor records results on LiveText
KTS Standard 6:
The teacher
demonstrates the
implementation of
technology
Assignments completed
and scored using the
assessment rubric in ED
210, 220, 235, 310, 311, 320, 340, 380, and 490
Students upload
the critical
assignment
(TWS Lesson Plan(s)) to
LiveText
Course Instructors
KTS Standard 7:
Reflects and
Evaluates teaching
and Learning
Assignments completed and scored using the
assessment rubric in ED
200,210,220, 235, 310,
311, 320, 330, 380, 381, 420, and 490
Students upload the critical
assignment
(TWS Lesson
Plan(s) reflection(s)) to
LiveText
FE cooperating teacher submits hard copy rubric
evaluation and course
instructor records results
on LiveText
KTS Standard 8:
Collaborates with
colleagues and/or
parents and/or
others
Assignments completed
and scored using the
assessment rubric in ED
200, 210,220, 235, 310, 311, 320, 330, 340, 480,
381, 420, and 490
Students upload
the critical
assignment
(TWS Lesson Plan(s)) to
LiveText
FE cooperating teacher
submits hard copy rubric
evaluation and course
instructor records results on LiveText
KTS Standard 9:
Evaluates teaching
and implements
professional
development
Assignments completed and scored using the
assessment rubric in ED
200, 480, 381, and 490
Students upload the critical
assignment (Prof.
Development
Plan) to LiveText
Course Instructors
27
KTS Standard 10:
Provides leadership
within the school or
community or
profession
Assignments completed
and scored using the assessment KTS Rubric
#10 in ED 480, and 490
Students upload
the critical assignment log
of service and
leadership
activities to LiveText.
FE cooperating teacher
submits hard copy rubric evaluation and course
instructor records results
on LiveText
Skills of service and
leadership
Artifacts completed and
scored using the
assessment rubric in ED 480 and ED 490
Students upload
the critical
assignments artifacts to
LiveText
Course Instructors
Teacher Work
Sample (TWS)
Unit
Assignments completed and scored using the TWS
assessment rubric in ED
480, 490
Students upload the critical
assignments
artifact (TWS
Unit narrative) to LiveText
FE cooperating teacher submits hard copy TWS
rubric evaluation and
course instructor records
results on LiveText
Field Experience
Candidates are evaluated
during Checkpoint 2 based on Field Experiences
evaluations as well as
observational data gather
from field based faculty and mentor teachers
Mentor teachers
complete a rubric for each student
at the end of each
Field Experience
Field Experience
Coordinator
Dispositions
Inventory Check
Students complete in Live
Text during ED 200, ED 490
Students
Course Instructors
Boyce Dispositions
Questionnaire
Students complete in
LiveText during ED 381,
Checkpoint 2 & ED 490, Checkpoint 3
Students
Assessment Coordinator
Assessment of
Student Teaching
Rubrics completed during
student teaching (Checkpoint 3) based on
observations of student
teacher and reflections
Coordinator of
Clinical and FE and student
teacher
cooperating teachers
Coordinator of Student
Teaching
Praxis II
Scores are reported to
Boyce by Educational
Testing Services
Students prior to
licensure
Exit Data Recorder for
EPSB website
Course/Instructor
Evaluations
Students complete course
evaluations at the end of each semester.
Students
Institutional
Effectiveness
28
The complete process of the collection and analysis of the assessment data is depicted below in
the flow chart.
Figure 1: Flow Chart of Collection and Analysis of Assessment Data
naly
*Shadowed Boxes: Responsible faculty/staff person
Checkpoint
1
ED 200 initiate and
compile TC
TEP folder
ED 210 Produce
initial tech.
artifacts for e-
portfolio
Analyze TC TEP app.
folder & e-portfolio
through formal
interview
Data review
and vote for
Admission to
TEP
Record TC
admittance to
TEP in
Inst.Data &
EPSB Website
*E-Portfolio
Evaluation
(Faculty)
*E-Portfolio
Evaluation
(Faculty)
*Interview
Team
*CTE
*Data
Recorder
Checkpoint
2
Collection of
FE hours &
Lessons for
KTS on e-
portfolio
Present TC
to CTE for
acceptance to
supervised
teaching
Record
student
teacher
candidates in
Inst.Data &
EPSB website
*CT & FE
Coordinator
*CT &
Clinical and
FE
Coordinato
r
*Data
Recorder
Checkpoint
3
Compile Final
TC program
exit data.
*Supervise
d Teaching
Coordinator
Review TC
data for
program exit
*CT & FE
Coordinato
r & CTE
Vote on
approval of
TC for
program exit
Program
completers
recorded to
EPSB and
Accountability
System
*CTE
*Data
Record
er
29
Assessment Data: Analysis of Program Effectiveness
Assessment data will also be aggregated for reports to the CTE to make program revisions where
the data suggests that changes may be needed. As a performance-based teacher preparation
program, we believe the candidate’s performance in the classroom and in the school setting
is the critical measure to validate the effectiveness of the program in preparing professional
teachers. For this reason the assessments taken during observations and evaluations of the
candidate in authentic teaching activities are the best measures to validate the program’s
effectiveness. Using this rationale, comparison of the recorded scores for candidate dispositions
taken from the Teacher Dispositions Inventory and the Teacher Dispositions Questionnaire, and the
rubric scores derived from observations of the candidate’s actual teaching in both the lessons taught
and assessed during field experience teaching and also those teaching lessons during student
teaching, the effectiveness of the written dispositions assessments can be analyzed. The desired
result is that the scores derived from the written dispositions measures will correlate with the
candidate’s teaching performance scores. If the written dispositions scores are discrepant from the
scores derived from the observations of the actual teaching, a different approach to the measurement
of candidate dispositions must be studied for change.
Another use of the data for program improvement is a comparison of the KTS rubric scores of the
candidate’s field experience lesson preparation and teaching and the scores of the same KTS rubrics
during student teaching. To validate the effectiveness of the program, improvements should be
demonstrated from the scores of the field experience and those of the student teaching. Lack of
improvement in any of the 10 rubric scores between the two teaching experiences, would require
adjustments in the program to strengthen the candidates’ skills in that area.
To determine if the curriculum content of the program is preparing the candidates with the
necessary content knowledge for elementary grades teaching, a study of both the candidates’
demonstration of content knowledge mastery during teaching (KTS Rubric #1 score), and the
candidates’ scores on the Praxis II content knowledge, indicate the curriculum is imparting the
required knowledge for professional performance.
Finally, program effectiveness may also be analyzed in the all-important area of developing the
teacher as a servant-leader. The data for analysis to study this are the performances of the
candidates in the two service requirements of the program:
1. The service requirement of ED 480 Field Experience: Service
2. The service component requirement during ED 490 Supervised Teaching
Student performance as a servant-leader is assessed during these service opportunities. If
aggregated candidate scores indicate that the candidates are not performing well, changes in the
program approach for instilling servant-leadership are warranted. As a capstone to this analysis, the
performance of Boyce teacher education graduates in the KTIP leadership requirement is an area for
analysis to determine if Boyce candidates excel or are at least more successful than other non-Boyce
candidates in this leadership role. A study of the success of Boyce graduates in the leadership role
derived from the KTIP evaluation, as well as a comparison of the evaluations of Boyce and non-
Boyce graduates would be the data sources for this analysis.
30
In summary, the areas of the Boyce TEP that would be analyzed for program revision through the
available data of the database, are the following: Program effectiveness…
1. in imparting professional content knowledge.
2. of the dispositions measures for assessing candidates’ teacher dispositions.
3. in developing the identified teacher dispositions for servant-leader:
service, collaboration, teacher as a reflective practitioner. (KTS rubrics 7,8,10).
4. in improving teaching skills (KTS 1-6).
5. in improving leadership skills (KTS 7- 10).
6. in developing servant-leadership skills (Service projects).
CAP Assessment Overview
Table 7 below presents an overview matrix of the entire CAP, with the intention of giving a
summary of how all assessments work together to achieve the unit goals
31
TABLE 7: Unit Continuous Assessment Plan Overview Alignment Matrix Assessment Area 1
Admission Data Assessment Area 2
Course Related Assessment Data Assessment Area 3
Clinical Experience Data Assessment Area 4
Exit Data Assessment Area 5
Post –Grad Data
KTS Standards/CF Components & Values
Pre-Requisite
Data
Ky Required
Data
Field Experience
Teaching
Course Assignments
A. Pre-Student Teaching
B. Supervised Teaching
Exit Data Analysis
KTIP and Employment
Content Knowledge ACT, SAT, Praxis I
Various Data
dictated by Conceptual Framework
components: Theme, sub-
themes, Knowledge
Skills, Dispositions
KTS Rubric #1 ED 380 TWS
Aligned With
Kentucky Teacher
Standards And
ACEI Standards
Lesson
Teaching in these
courses:
ED 220,
ED 310, ED 311
ED 320, ED 330,
ED 380, ED 410,
ED 420…
Assessed using
KTS rubrics 1-8
TWS Unit Assessment And assessment of other teaching lessons… Evaluated through KTS rubrics 1-10
Praxis II Elemen. Content Knowledge
Pass KTIP
Employer Survey
Designs/Plans Instruction ED 210 PP & WebQuest
KTS Rubric #2 ED 380 TWS
TWS Unit 85% ST Lessons : KTS rubrics mean score of 2.5 minimum ST Service KTS rubric #10: Score of 3
Learning Climate KTS Rubric #3 ED 380 TWS
Implements/Manages Instruction
KTS Rubric #4 ED 380 TWS
Assesses/Analyzes Results KTS Rubric #5 ED 380 TWS
Reflection ED 210 project Reflections
KTS Rubric #6 ED 380 TWS
Technology Knowledge/Use
ED 210 Artifacts
KTS Rubric #7 ED 380 TWS
Collaboration KTS Rubric #8 ED 380 TWS
Professional Dev. ED 200 Initial PD Plan
KTS Rubric #9
Leadership/Service KTS Rubric #10 ED 480 Service Project
ST Service Project
Dispositions for Service, Collaboration, Reflection
Dispositions Inventory
ED 200 , 381 Pre- Dispositions
Dispositions Assessments
Dispositions Sc.: 85% Disp. Questionnaire: Mean 2.5
Diversity ED 380 TWS ED 381 ED 490
Communication Skills
EN 101, SP105
ED 200 Phil. Of Educ.
FE Teaching Lessons
Lesson teaching in ST
Impact on P-5 Student Learning:
TWS Unit Assessment
TWS Unit Anal. of Assess. Results
TWS Unit Evaluation
Data Maintenance: TEP Staff TEP Staff TEP Staff TEP Staff ST. Coord. ST. Coord.
Data Storage Location: LiveText LiveText LiveText LiveText LiveText LiveText
Data Review by: TEP Chair/CTE TEP Chair/CTE ST Coord. ST Coord. ST. Coord. ST. Coord.
Reporting Time: Semester Annually Annually Annually Annually Bi-annually
1. Admission to TEP 2. Admission to Supervised Teaching
3.Program Exit Program Exit Program Analysis
32
Appendix AP-TABLE 1: Kentucky Teacher Standards- Initial Level Performance
STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE The teacher demonstrates a current and sufficient academic knowledge of the certified content areas to develop student knowledge and performance in those areas
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.
1.2 Connects content to life experiences of students. Effectively connects most 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. Uses instructional strategies that are clearly appropriate for the content and processes of the lesson and make a clear contribution to student learning.
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.
1.5 Identifies and addresses students’ misconceptions of content. Identifies misconceptions related to content and addresses them during planning and instruction.
STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge
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.
2.2 Uses contextual data to design instruction relevant to students.
Plans and designs instruction based on conceptual (i.e., student, community, and/or cultural) and pre-assessment data.
2.3 Plans assessments to guide instruction and measure learning objectives. Prepares 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. Aligns instructional strategies and activities with learning objectives for all students.
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.
STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
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 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.
3.3 Values and supports student diversity and addresses individual needs. Uses a variety of strategies and methods to support student diversity by addressing individual needs.
3.4 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.
3.5 Provides a safe environment for learning.
Creates a classroom environment that is both emotionally and physically safe for all students.
33
STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate
knowledge.
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 assigned with learning objectives.
4.2 Implements instruction based on diverse student needs and assessment data. Implements instruction based on contextual information and assessment data.
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.
4.4 Uses space and materials effectively. Uses classroom space and materials effectively to facilitate student learning.
4.5 Implements and manages instruction in ways that facilitate higher order thinking. Instruction provides opportunity to promote higher-order thinking.
STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS The teacher assess learning and communication results to students and others with respect to student ability to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
5.1 Uses pre-assessments. Uses a variety of pre-assessments to establish baseline knowledge and skills for all s tudents.
5.2 Uses formative assessments. Uses a variety of formative assessments to determine each student’s progress and guide instruction.
5.3 Uses summative assessments. Uses a variety of summative assessments to measure student achievement.
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.
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.
5.6 Allows opportunity for student self-assessment.
Promotes opportunities for students to engage in accurate self-assessment of learning.
STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY The teacher uses technology to supports instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research.
6.1 Uses available technology to design and plan instruction. Uses technology to design and plan instruction.
6.2 Uses available technology to implement instruction that facilitates student learning. Uses technology to implement instruction that facilitates student learning.
6.3 Integrates student use of available technology into instruction. 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. Uses technology to assess and communicate student learning.
6.5 Demonstrates ethical and legal use of technology. Ensures that personal use and student use of technology are ethical and legal.
34
STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING. The teacher reflects on and evaluates specific teaching/learning situations and/or programs.
7.1 Uses data to reflect and evaluate student learning. Reflects on and accurately evaluates student learning using appropriate data.
7.2 Uses data to reflect on and evaluate instructional practice.
Reflects on and accurately evaluates instruction practice using appropriate data.
7.3 Uses data to reflect on and identify areas for professional growth. Identifies areas for professional growth using appropriate data.
STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.
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.
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.
8.3 Implements planned activities that enhance student learning and engage all parties. Implements planned activities that enhance student learning and engage all parties.
8.4 Analyzes data to evaluate the outcomes of collaborative efforts.
Analyzes student learning data to evaluate the outcomes of collaboration and identifies next steps.
STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the skills and processes necessary, and implements a professional development plan.
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.
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.
9.3 Designs a professional growth plan that addresses identified priorities. Designs a clear, logical professional growth plan that addresses all priority areas.
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 on the identified priority areas and impact on instructional
effectiveness and student learning.
STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being.
10.1 Identifies leadership opportunities that enhance student learning and/or professional environment
of the school. 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 requirement.
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.
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.
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.
35
AP-Table 2 below is designed to derive information about the valued dispositions for service,
collaboration, and the teacher as a reflective practitioner of the Boyce teacher preparation unit,
how it is to be used (column 2 “Item #”, is the order of the item on the student’s version of the
instrument), the item statements related to the above dispositions (column 3) that the student
must agree or disagree with, the alignment of each of the items with the program standard and
the valued Boyce disposition (column 4, “Standard/Disposition Assessed”), the expected correct
response (column 5 “A”=Agree or “D”=disagree), and the determined level of difficulty (column
6, “Difficulty Level”, E = Easy, A=Average, D=Difficult)
TABLE 2: Boyce Dispositions Inventory for Assessing the Valued Boyce Teacher
Dispositions
#
Student Version Item # Item Statement
KTS Standard/ Disposition Assessed *
A or D **
Difficulty Level ***
1 2 General knowledge of the major content areas related to teaching in the elementary school is necessary for an effective teacher leader.
KTS-1.1 Reflection 3.1
D D
2
10 Specific knowledge gained from all content areas related to teaching in the elementary school is absolutely necessary for an effective teacher leader.
KTS-1.1 Reflection 3.1
A
E
3 17 Understanding the central concepts and vocabulary of my teaching subjects is necessary for effective communication for student learning.
KTS-1.4,1.5 Reflection 3.1
A A
4 6 As a teacher I need to understand most of the general concepts and the basic structures of the content areas of elementary teaching to prevent student misconceptions.
KTS-1.5, Reflection 3.1
D D
5 24 The most important component of my teaching is the accuracy of the knowledge I share, then depending on the student to apply it to his/her own everyday life.
KTS-1.2 Reflection 3.1
D A
6 20 The effective teacher-leader not only knows the concepts of his/her discipline of teaching but also is engaged in continuous learning and revision of his/her own knowledge to remain current.
KTS-1, 7.3 Reflection 3.1
A A
7 26 The teacher as servant-leader sometimes reflects on the results from assessment data to plan instruction to improve student learning.
KTS 7.1, 7.2 Reflection 3.3
D D
8 4 The teacher as servant-leader reflects on his/her own teaching experiences in order to improve future student learning
KTS 7.2 Reflection 3.2
A E
9 13 To be effective in teaching the teacher must conserve time and limit the frequency of assessments in the instructional process in order to focus on student learning.
KTS 7.1 Reflection 3.3
D A
10 28 The effective teacher must take the time to assess the learning progress of the students at least once each week in each of the subjects taught.
KTS 7.2 Reflection 3.3
D D
11 8 The best approach to a planned instructional program is to perfect a lesson in a certain subject area and use it each time to teach that lesson.
KTS 2.2 Reflection
3.2, 3.2
D A
12 16 An important practice for the successful teacher as servant-leader is to reflect on his/her own teaching experiences in order to plan more improved teaching practices for student learning.
KTS 7.2 Reflection 3.2
A E
13 22 The most important skill as a collaborative teacher is the ability to recognize a great teaching strategy for a particular lesson in order to share that strategy with other teachers.
KTS 8.1 Collaboration
2.1
D D
36
14 19 If a servant-leader is to be effective in collaborating with other teachers, he/she must be able to effectively communicate the need for a school culture of a community of learners.
KTS 8.2 Collaboration.
2.2 & 2.3
A A
15 1 A teacher as servant-leader must be an effective communicator to be a collaborator with other professionals to improve student learning.
KTS 8.3 Collaboration
2.2
A E
16 12 Knowing and using various teaching strategies is not necessary after the teacher discovers those “best practices” for his/her own teaching..
KTS 8, 4.2 Collaboration.
2.1
D A
17 25 The effective teacher as servant-leader must be open to the use of different strategies of teaching in order to assist herself and other teachers of the professional learning community to meet the diverse needs of the learners.
KTS 8.3, 3.3, 4.1
Collaboration 2.1, 2.3
A E
18 9 A major purpose for collaboration with other teachers is to share the best teaching strategies that work for nearly all of the learners.
KTS 8.2 Collabor. 2.3
D D
19
29 The effective servant-leader must practice collaboration with other teachers to support student learning and establish a professional community of learners.
KTS 8.1 Collaboration.
2.3
A A
20 15 A major purpose for collaboration is to develop a better working relationship with the other teachers, the parents, and the principal in the school.
KTS 8.1 Collaboration.
2.3
D D
21 23 Collaboration must be an organized school-wide activity in order to achieve its basic purpose of improving student learning throughout all classes of the school.
KTS 8.1 Collaboration.
2.3
A E
22 5 The effective servant-leader gains the respect of others as the rightful authority to be the leader in the school.
KTS 10.1 Service. 1.1
D A
23 30 The most basic principle of servant-leadership for the teacher is to become the servant of those the teacher wishes to lead.
KTS 10.1 Service. 1.1
A E
24 18 Effective teacher-leaders must serve others first before having the right and privilege to lead as the authority.
KTS 10.1 Service. 1.1
D D
25 27 The effective servant-leader attempts to serve in any area or opportunity that arises in the school or community in order to earn the recognition as a leader.
KTS 10.1 Service. 1.2
D A
26 7 A teacher who wants to serve in the school recognizes that the service must be limited to those opportunities that have potential for having a positive impact on the professional environment as a learning community.
KTS 10.1 Service. 1.2
A D
27 14 The teacher as servant-leader must not jump into every leadership role that arises just to prove leadership skill.
KTS 10.1 Service. 1.2
A E
28 21 What the teacher as servant leader believes about other teachers in the school is vitally important to success in service to them.
KTS 10 Service. 1.3
A E
29 11 The major character trait for the successful servant-leader is a humble spirit which does not exert power over others.
KTS 10 Service. 1.3
D D
30 3 The teacher as servant leader must have integrity and honesty as the basic character traits for earning the privilege to lead others in the school.
KTS 10 Service. 1.3
A A
Expected Performance Level on Boyce Dispositions Inventory: Minimum 80% Correct.
Developed by Al Hickey, All rights reserved
37
* KTS = Kentucky Teacher Standard
**A =Agree; D = Disagree
*** E=Easy, meaning that most students should get this correct. Those who do not need to be corrected immediately D=Difficult, meaning that only the high disposition student or highly motivated teacher will get this correct. This student has a “natural“ disposition for this. Others who miss this item need to be motivated to reach for the higher standard A=Average, meaning many will get this correct while a significant number of others will not. Those who miss this item are borderline low in this disposition, and will need to be trained and taught to develop this disposition.
Table 3 is designed to explain why each of the items of the Boyce Dispositions inventory are
determined to be of a certain “Difficulty Level”. Column 1 matches the item # of Table 4 above,
column 2 is the Key for the required correct response from the student, column 3 is the difficulty
level of each item, and column 4 is the explanation for rating the difficulty level as each one is
rated in column 3.
AP-TABLE 3 – Explanation of Boyce Dispositions Inventory Scoring Decisions
Item # Correct
Response
Difficulty
Level
Explanation of Response
1 D D This is “difficult” because the desired disposition is not for “general
knowledge” but for thorough and specific knowledge of the content areas. The
candidate may be prone to believe that general knowledge covers all knowledge
but they must believe that the knowledge MUST be specific.
2 A E All candidates should agree that knowledge of the central concepts of the
teaching subject is absolutely necessary; therefore 100% of the candidates
should get this correct.
3 A A In order to communicate student .learning to students, a teacher must have a
thorough grasp of the central concepts of the teaching subjects.but the candidate
may be thrown off by the reason for knowing the central concepts.
4 D D This is difficult because candidates may believe that just knowing “most” of the
concepts is all that can be expected; however, it is necessary to know all of the central concepts (not the general concepts) to be an effective teacher
5 D A . Some candidates will believe that it is the students’ responsibility to apply
what they learn to their own lives; however, it is the teacher’s responsibility to
guide the students’ to apply the knowledge, and not leave it up to the students to
do it on their own. Most candidates but not all, will believe the latter,
6 A A Some candidates will believe that once they have learned their subject area their
growth in the knowledge of that subject is complete; however most will
understand that knowledge is ever-changing and therefore the teacher must be
continuously learning and revising the knowledge of the field.
7 D D Candidates may stumble over the word “sometimes”, thus they may agree with
the statement, but the careful reader will not agree with sometimes but knows it
must be “always” as the ideal.
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8 A E 100% 0f the candidates should agree with the idea that reflection is meant to
ultimately improve student learning..
9 D A This statement seems logical and thus some candidates may believe this false
logic that a teacher can only use assessment as time permits not as a vital part of
teaching all the time.
10 D D Because teachers are used to the idea of assessing at the end of instruction,
many candidates may agree with this statement; thus it is difficult for the
candidate to overcome this thinking.
11 D A Because teachers get “hung-up” on a pet teaching strategy that worked in the
past, they may believe that using it always is the best approach without considering the context of the different learners.
12
A
E
Using reflection to improve student learning is a recognized basic purpose for
reflection, thus 100% should agree with this.
13 D D This sounds very logical as a good reason for collaborating with teachers thus
many candidates may agree with the idea, but it is really not the purpose for
collaborating at all.
14 A A Since the establishment of a school culture as a community of learners is the
real purpose for collaboration, most candidates may agree with this idea but
others will miss this grander goal of collaboration and focus on more limited
goals.
15 A E 100% of candidates should recognize the truth of the need for effective
communication skill as the number one skill for collaboration.
16 D A Some candidates may have heard of the idea of “best practices” and have been
misled to believe that means it may be used under all teaching circumstances,
and thus they may agree with this statement, but no strategy is “best” for all
learners.
17 A E 100% of the candidates should agree tat teachers need to ever-learning new teaching strategies to meet the diverse learning needs of the learners.
18 D D Candidates may be misled by this statement for sharing the “best teaching
strategies”, but that is not a major purpose for collaboration, thus should be
disagreed with.
19
A A This statement is right on target for the purposes of collaboration. Most
candidates should recognize this and agree, but some will balk at the idea of
creating a professional leaning community as part of the purpose.
20 D D A better working relationship sounds great but it has little to do with the purpose
for collaboration. Because it sounds like this will “lead to” a better school for
the learners, that is not necessarily so ; therefore many candidates may agree
with this statement when they should disagree.
21 A E To achieve its true goal of a “professional community” of learners, collaboration
cannot be limited to just a few teachers in the school. It must be a school-wide
engagement. Candidates who do not think the big picture for collaboration may
disagree, thinking collaboration can be between just a few teachers and still achieve its major goal.
22 D A Some candidates may be stuck with the idea that the leader must be respected as
the authority but the servant-leader is not that kind of leader; thus this statement
should be disagreed.
23 A E 100% of the candidates should agree with this idea that a servant-leader does
“serve” those he/she leads.
24 D D All of this statement except the use of the word “authority” is correct.
Candidates may still accept the idea that the leader must have authority thus
many may agree with the statement.
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25 D A Some candidates may forget that the motive for doing any service is never for
any kind of recognition; but some may miss this point and agree with this
statement.
26 A D Many candidates may lack the insight to see that service in the school has but
one purpose and that is to impact learning for the students. Servant leaders must
have this insight before getting involved in activities that will not have a
positive impact on student learning.
27 A E Service opportunities that do not impact student learning should not be a part of the servant-leaders service.. 100% of the candidates should agree with this
obvious logic.
28 A E 100% of the candidates should know that bad attitudes about colleagues can
only hamper servant-leadership
29 D D Many candidates may be carried away with the word ”humble”and agree with
this, but humility is not the main character trait for the servant- leader. Integrity
and honesty are the top traits. Humility may actually be a stumbling block for
the servant-leader.
30 A A 100% of the candidates should agree that integrity and honesty are the main
traits for servant-leaders to earn the privilege to serve the others.
Table 4 below is the student version of the Boyce Dispositions Inventory that will be
administered to the student. No teacher candidate will ever see Table 4 or Table 5 above because
they contain information that would invalidate the administration of the measure to the candidate
if the candidate had seen the two tables.
AP-Table 4: Boyce Dispositions Inventory: Student Version-Assessment
of Teacher Candidate Dispositions
Boyce Dispositions Inventory for Measuring Teacher Candidate Dispositions for Service,
Collaboration, and the Teacher as a Reflective Practitioner
(Student Version)
Teacher Candidate: ______________________________________ ID # ___________________ Education Major: ________________________________________
Directions: This assessment instrument is an inventory of your consistency with the dispositions indicators of the Boyce Dispositions, that are aligned with the Kentucky Teacher Standards. Your responses will help you identify any beliefs/attitudes that are contrary to expectations for teacher dispositions as set by state and national standards and which Boyce College has adopted. Your responses will be aggregated with those of other teacher candidates and analyzed so that we can improve our teacher preparation unit program. The survey should take you about 15 minutes to complete; however, give serious thought to each statement below to determine if you agree or disagree with each one.
40
This is not a True/False test. Your responses should be solely based on your “beliefs”, not on the factual nature of the statements. Therefore answer honestly about what you believe. Some of the items will be more difficult than others, so read carefully and answer from the heart. If any part of the statement you disagree with, then you should circle “D” for “Disagree”. If you agree with the thought of the whole statement, then circle “A” for“ Agree”. # Item Statement Response
1 A teacher as servant-leader must be an effective communicator to be a collaborator with other professionals to improve student learning.
A D
2 General knowledge of the major content areas related to teaching in the elementary school is necessary
for an effective teacher leader. . A D
3 The teacher as servant leader must have integrity and honesty as the basic traits for earning the right and privilege to lead others in the school.
A D
4 The teacher as servant-leader reflects on his/her own teaching experiences in order to improve future student learning
A D
5 The effective servant-leader gains the respect of others as the rightful authority to be the leader in the
school.. A D
6 As a teacher I need to understand most of the general concepts and the basic structures of the content
areas of elementary teaching to prevent student misconceptions. . A D
7 A teacher who wants to serve in the school recognizes that the service must be limited to those opportunities that have potential for having a positive impact on the professional environment as a learning community
A D
8 The best approach to a planned instructional program is to perfect a lesson in a certain subject area and use it each time to teach that lesson
A D
9 A major purpose for collaboration with other teachers is to share the best teaching strategies that each has discovered works for nearly all of the learners.
A D
10 Specific knowledge gained from all content areas related to teaching in the elementary school is absolutely necessary for an effective teacher leader
A D
11 The major character trait for the successful servant-leader is a humble spirit which does not exert power over others.
A D
12 Knowing and using various teaching strategies is not necessary after the teacher discovers those “best practices” for his/her own teaching..
A D
13 To be effective in teaching the teacher must conserve time and limit the frequency of assessments in the instructional process in order to focus on student learning.
A D
14 The teacher as servant-leader must not jump into every leadership role that arises just to prove leadership skill.
A D
15 A major purpose for collaboration is to develop a better working relationship with the other teachers, the parents, and the principal in the school.
A D
16 An important practice for the successful teacher as servant-leader is to reflect on his/her own teaching experiences in order to plan more improved teaching practices for student learning.
A D
17 Understanding the central concepts and vocabulary of my teaching subjects is necessary for effective communication for student learning
A D
18 Effective teacher-leaders must serve others first before having the right and privilege to lead as the authority.
A D
19 If a servant-leader is to be effective in collaborating with other teachers, he/she must be able to effectively communicate the need for a school culture of a community of learners.
A D
20 The effective teacher-leader not only knows the concepts of his/her discipline of teaching but also is engaged in continuous learning and revision of his/her own knowledge to remain current.
A D
21 What the teacher as servant leader believes about other teachers in the school is vitally important to success in service to them.
A D
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AP- TABLE 5: Boyce Dispositions Questionnaire for Assessing Teacher Candidate
Dispositions For Service, Collaboration, and the Teacher as a Reflective Practitioner
The questions below are used in the intermediate and final dispositions assessment of Boyce teacher candidates. Each question is aligned with the Kentucky Teacher Standards (Initial Level). During the seminar meetings of the ED 381 Clinical Experience course, and later during the seminar sessions of the Supervised Teaching semester, the questions are administered for the teacher candidates to respond in writing. The student’s response is evaluated according to the rubric as shown beneath each question. Possible evidence for evaluating each level of the rubric is indicated in the boxes for each level. The teacher candidate is assigned a score from the rubric for each standard and a holistic score for “Teacher Dispositions” which is the sum of all of the rubric scores divided by 9 to derive a “Mean Dispositions Score”. Purpose and uses of the Dispositions Questionnaire: The results of the two administrations of the Boyce Dispositions Questionnaire (ED 381 and ED 490) are used to assess each teacher candidate’s dispositions for service, collaboration and for the teacher as a reflective practitioner. When each candidate exits the Boyce TEP, he/she is expected to achieve the rubric level of “3-On Target” for each of the related standards. The final evaluation for the student teaching experience will be affected by the student’s Mean Dispositions Score, which must be a minimum of 2.5 for the overall holistic mean score. Patterns of student responses will also be used to determine strengths and weaknesses of the overall Boyce TEP. Where any of the dispositions appear consistently weak over aggregated candidates’ scores of any of the dispositions, the Boyce TEP will be reviewed for changes in the program to address those dispositions more intensely
22 The most important skill as a collaborative teacher is the ability to recognize a great teaching strategy for a particular lesson in order to share that strategy with other teachers.
A D
23 Collaboration must be an organized school-wide activity in order to achieve its basic purpose of improving student learning throughout all classes of the school.
A D
24 The most important component of my teaching is the accuracy of the knowledge I share, then depending on the student to apply it to his/her own everyday life.
A D
25 The effective teacher servant-leader must be open to the use of different strategies of teaching in order to assist herself and other teachers of the professional learning community to meet the diverse needs of the learners.
A D
26 The teacher as servant-leader sometimes reflects on the results from assessment data to plan instruction to improve student learning.
A D
27 The effective servant-leader attempts to serve in any area or opportunity that arises in the school or community in order to earn the recognition as a leader.
A D
28 The effective teacher must take the time to assess the learning progress of the students at least once each week in each of the subjects taught
A D
29 The effective servant-leader must practice collaboration with other teachers to support student learning and establish a professional community of learners.
A D
30 The most basic principle of servant-leadership for the teacher is to become the servant of those the teacher wishes to lead.
A D
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Aligned Standard
KTS-1 & 7 1. Disposition Question: Pursuit of Knowledge
(Candidate values the need to grow in knowledge for professional growth and for effective reflection)
Select a central concept of your teaching discipline. If you will be teaching several subjects, such as in elementary grades, choose any one subject you will be teaching. Then list at least 5 central concepts that are important in the teaching of the knowledge or skills of that discipline. Finally, tell why each one of the listed concepts is important for students to learn for that subject area.
Boyce Disposition Measured
Reflection: 3.1
Rationale: If the teacher candidate has not pursued knowledge in his/her studies, the assumption is made for this question that the student will be shallow in conceptual understanding of the subject area, and be unaware of the central concepts of the teaching discipline.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Demonstrates a grasp of the central concepts of the teaching area and of the possible methods for teaching the concepts. Knows the subject; and has been committed to the pursuit of knowledge in the teaching discipline.
The candidate is below target for the disposition: Weak in the knowledge of the subject and central concepts of the subject. Knows some major concepts; knows why some are major, but others not central to the subject. Has been only average in the pursuit of knowledge as a student.
The candidate is off-target for the disposition: Concepts listed are not central to the subject, or has not listed any or less than 5. Does not take study seriously or has a poor grasp of the subject; has not been committed to the pursuit of knowledge in the teaching discipline.
Aligned Standard KTS-10.1
2.Disposition Question: Values the Need to Serve to Affect Student Learning (values the need to serve in ways that promote a professional community of learners)
Boyce Disposition Measured
Service 1.2
You are a teacher in a school where the prevailing idea is that the individual teacher’s classroom is his/her own domain and that the other teachers’ classroom is their domain. You are also aware that some of the learners under certain teachers are not doing as well as others in other classrooms though all classes are heterogeneously grouped. You know there is a more effective way for helping all learners achieve to their greatest potential. What prevailing attitude do you believe YOU should have in order to begin to change this situation? What changes do you believe need to be made to help all learners in the school reach their learning potential? What role will YOU need to play to make this happen?
Rationale:
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Understands that an attitude of servant-first is needed, that the school culture must change to that of a “community of learners”, and that his/her role must be to serve the school by leading in the effort to create a collaborative team of professionals to maximize student learning in all classrooms.
The candidate is below target for the disposition: Knows that the teachers must work together toward the goal of maximizing student learning in all classrooms, but does not understand the need to have a servant-first attitude, but contrarily believes that a strong leader is needed to take authority over the school.
The candidate is off-target for the disposition: Does not recognize the need to be a servant to the needs of the school; makes no reference to the need to create a “community of learners”, and does not refer to the need for the teachers to work as a collaborative team to maximize all students’ learning.
43
Aligned Standards KTS-1,2,3,4
3. Disposition Question: Awareness of Diversity of Learners (values diversity as a fact of life that gives all individuals their own distinctive, and God-given abilities)
Boyce Disposition Measured
Collaboration 2.1
“Children differ in the way they learn”…Explain why this statement is or is not true using your awareness and knowledge of diverse learning modalities and of developmental and cognitive psychology. Then explain how you would use the concept of differentiated instruction to meet the diverse learning needs of a classroom of learners.
Rationale: If the candidate is aware that not all children learn the same way and within the same time period, he/she will be able to discuss the different modalities of learning and that some children cognitively develop earlier than others. The candidate will also recognize that emotional and social development affects learning.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Understands different modalities (visual, auditory, psycho-motor) of learning; is aware of the effects of child development (cognitively, emotionally, socially, spiritually) on learning and knows the need to differentiate instruction because of these differences.
The candidate is below target for the disposition: Knows that children differ in their learning but is not sure why that is true; vague on the specifics of learning modalities and of developmental levels and rates. Does not clearly relate childrens’ differences and the need for differentiated instruction.
The candidate is off-target for the disposition: May not believe that learning is much different from learner to learner and has little or no understanding of the different modalities of learning nor of the differences in development that require different instruction.
Aligned Standards
KTS-1, 3
4. Disposition Question: Value of Communication Skills for Collaborative Leadership ( recognizes that effective communication is a primary skill for effective collaboration)
Boyce Disposition Measured
Collaboration 2.2
You recognize that you need to collaborate with the other teachers to create a culture of a professional community of learners to enhance student learning in the school. What one skill for you is the most important as you begin to plan to collaborate with the other teachers? Once you identify that all-important skill, explain why it is such a vital skill for building collaborative leadership among the other teachers.
Rationale: If the teacher candidate recognizes the value of all the different modes of communication for teaching effectiveness, he/she will present a full range of communication techniques, to include verbal, non-verbal, and media for use in teaching to foster active inquiry, collaboration, and supportive interaction in the classroom.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET The candidate is on target for the disposition: Recognizes that the skill of effective communication is vital for collaborative leadership and that without skill in communication of ideas to the other teachers, the need for a community of learners will be unconvincing or unclear. .
The candidate is below target for the disposition: Recognizes the value of communication skill for collaboration but fails to understand why it is so important for building a community of learners.
The candidate is off-target for the disposition: Does not identify communication as the all-important skill for collaborative leadership. Identifies a different skill other than communication skill.
44
Aligned
Standards KTS-5, 7
6. Disposition Question: Value of Reflection as a Servant-Leader (Candidate values reflection as a vital practice for growth and effectiveness as a servant-leader)
Boyce Disposition Measured Reflection
3.2
Tell about a particular success or failure you have experienced in your own personal life. In the aftermath of the experience what did you do in order to assure that you would or would not do the same things again, if similar circumstances arose for you. Do you think you learned anything valuable from your experience? Tell why or why not. Explain how the answer to this question relates to your professional improvement as a teacher?
Rationale: If the teacher candidate has formed habits of reflecting about the successes and/or failures in the experiences of life, the candidate will transfer that habit to the teaching profession successes and/or failures and will grow professionally as a result.
SCORING RUBRIC 3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Has practiced habits of reflection through experiences in life that resulted in actions to change or maintain certain behavior. Knows that reflection is a value that has benefitted personal growth. Clearly sees the need to be reflective for professional growth as a teacher.
The candidate is below target for the disposition: Has understood the need to be reflective some time but it has not formed as a habit. Has experienced growth through some reflective behavior. Does not see the necessity of making reflection a vital habit in the teaching profession but will use it sometimes.
The candidate is off-target for the disposition: Has not practiced reflection much at all and in fact may see it as an unnecessary activity with no benefit for growth through the use of it. Does not see using it to any advantage in the teaching profession.
Aligned Standards
KTS-4,5
5. Disposition Question: Value of Assessment for Improvement of Instruction ( recognizes the value of assessment data as a major source of information for reflection
to improve teaching for student learning) Boyce
Disposition Measured Reflection
3.3
What is the role of assessment in the teaching/learning process? In your answer, first give a clear definition of assessment, then tell how you will use assessment in your own teaching, both during and after instruction. Finally, tell the basic purpose of all assessment strategies.
Rationale: If the teacher candidate cannot connect the need to assess as a continual process of teaching, and does not understand that assessment is more than determination of a final grade at the end of instruction, he/she will be unable to recognize the full range of the contexts of assessment (the individual learner, the school, the community, and the match between the performance goals and where the learner presently is), and will fail to connect assessment to performance goals of the instructional process.
SCORING RUBRIC 3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Clearly defines and understands the role of assessment in the teaching/learning process. Sees the full range of assessment as pre-assessment, formative assessment, and post assessment and the uses of each. Connects assessment clearly to the performance objective(s) of the instruction.
The candidate is below target for the disposition: Defines assessment but not as a continuous process. May include some components of pre-assessment, formative assessment, and/or post assessment, but does not see their total value. Makes little or no connection between assessment and the performance objective(s) of the instruction.
The candidate is off-target for the disposition: Has no clear or meaningful definition of assessment other than for “grades”. Does not see assessment as continuous with pre-assessment, formative assessment, and post assessment. Does not connect the performance objective(s) to assessment.
45
Aligned Standards
KTS-6
7. Disposition Question: Need for Collaboration as a Servant-Leader (Candidate values the need for collaboration with others for meeting the needs of learners)
Boyce
Disposition Measured
Collaboration 2.3
You have been teaching for several years as an elementary school teacher, you know you have gained some respect for your commitment to teaching, and have observed that all the teachers, including yourself, function in relative isolation from the other teachers with little or no communication among them about what goes on in the classrooms. You believe that the school should work more as a team to promote more effective student learning. What action do you believe you should follow to promote a greater team effort to promote student learning in all classrooms of the school? Be specific in your answer, being sure to include who should be included in your effort to create a greater team effort.
Rationale: If the teacher candidate recognizes that a professional learning community is built on communication and seeking answers to how to improve student learning, he/she will seek help through collaboration and conferring with the other professionals in the school, with the learners themselves, and even through collaboration with the home.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Recognizes the need to be the leader in creating a professional learning community through collaboration.. with the principal, other teachers, the learners themselves, and the parents. Knows that collaboration is absolutely necessary for having a culture of a community of learners
The candidate is below target for the disposition: Hints at the possibility of seeking help from other teachers and may see collaboration as a possible, but not necessary, solution, but does not see the need to take the leadership role in creating a community of learners.
The candidate is off-target for the disposition: Does not refer to collaboration as a necessary solution. And does not see the need to be the leader as a collaborative teacher.
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Aligned Standards KTS-8, 10
8. Disposition Question: Attitude of Servant Leadership (Candidate has an attitude of “servant first” as the basis for leadership as a teacher)
Boyce
Disposition Measured
Service 1.1
You are about to begin your second year of teaching and you have begun to think about what your major purpose for being a teacher should be and how that purpose would affect your overall activities as a teacher. Describe what you decide about your purpose for being a teacher. You have also been asked to be the director of a program to get some parents more involved in the daily teaching activities as aides or assistants in the classrooms of all teachers in your school building. How do you think this responsibility would fit your determined “purpose for being a teacher”? Tell what you decide to do with this request to take responsibility outside the classroom.
Rationale: If the teacher candidate does not see the purpose of teaching in the context of being a servant first and also a leader in the school and community where he/she teaches, the idea of taking advantage of the opportunity to serve the school and community outside the classroom will be negative or a distraction to the profession as a “teacher” in the classroom. The candidate’s attitude will be that he/she will serve in whatever way is necessary to improve student learning.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: States that the role of a teacher is as a servant first and then as leader in the school and community; does not perceive the role of ”teacher” as confined to the classroom, but does see classroom teaching as part of the role as servant and leader. Sees the servant and leader role beginning with serving and leading the children in the classroom but then extends school-wide and to the community.
The candidate is below target for the disposition: Does not see the purpose of being a teacher as being a servant first or leader outside the classroom. Agrees to the responsibility of getting involved outside the classroom, but does not see this as a role of the need to serve or be a leader in the school or community.
The candidate is off-target for the disposition: Makes no reference to being a servant or leader as part of the purpose for being a teacher. Disagrees with taking any responsibility outside the classroom because it may interfere with the role of classroom teaching. Does not see teaching as related to leadership or service in or outside the classroom.
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Aligned Standards KTS-8, 10
9. Disposition Question: Character Traits for Servant Leadership (Candidate believes in integrity, honest and the value of each person)
Boyce Disposition Measured
Service 1.3
To be a servant-leader there are certain character traits and beliefs about others that are necessary to command the following of other teachers. What do you believe those character traits should be and what attitudes should the servant-leader have about others. List those character traits and the necessary attitudes about others for the servant-leader. Then discuss why those traits and that attitude about others are so important for the servant-leader’s success in creating a community of learners in a school.
Rationale: If the teacher candidate does include the traits of integrity, and honesty in the list of necessary traits, and does not hold the attitude that each individual is to be valued as a person and has much to offer in any situation, they do not have the valued character traits and beliefs about others for servant-leadership.
SCORING RUBRIC
3-ON TARGET 2-BELOW TARGET 1-OFF TARGET
The candidate is on target for the disposition: Includes integrity, and honesty among the valued traits for servant-leadership, and clearly under- stands their importance. Expresses the belief in the value of others and the contribution each can make to any situation. It is clear that the role of leader, is as servant first, not as the source of all knowledge and the sole authority for solving problems.
The candidate is below target for the disposition: Does not include both integrity and honesty as necessary traits for servant-leadership. Values others but is not specific about the need for them in making contributions to solutions to any problem. There is some evidence of the “servant-first” attitude.
The candidate is off-target for the disposition: Does not include integrity or honesty as the necessary traits for servant-leadership. Also, does not place value on others as necessary for offering solutions to problems. The “servant-first” attitude is missing from the discussion
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AP-TABLE 6: Dispositions Questionnaire-Teacher Candidate Version
Dispositions Questionnaire
Directions : The writing tasks of this questionnaire are designed to measure your consistency
with some of the national, and state Teacher Education Program standards for the preparation of
professional teachers. These questions specifically assess your dispositions for the teaching
profession as stated in the Kentucky Teacher Standards (KTS), and the Boyce dispositions for
service, collaboration, and the teacher as a reflective practitioner. Your responses will be used to
help you identify any beliefs that are contrary to the standards for these dispositions. Your
responses will also be pooled with the responses of other Boyce teacher candidates so that we
can improve our teacher preparation unit here at Boyce College. You will be completing one
question over a period of 9 weeks during the ED 381 course and later in the ED 490 seminar.,
Each question should require no more than 45-60 minutes to answer adequately. No research is
allowed in answering each of the questions.
You are expected to respond from your present knowledge and beliefs in your written response
to each of these. Read each question, then write your answer from the store of your present
knowledge. Be as specific as possible. You must record your answers using a word processor
with the question preceding your recorded response.
Dispositions Assessment Question #1
Select a central concept of your teaching discipline. If you will be teaching several subjects,
such as in elementary grades, choose any one subject you will be teaching. Then list at least 5
central concepts that are important in the teaching of the knowledge or skills of that discipline.
Finally, tell why each one of the listed concepts is important for students to learn for that subject
area.
Dispositions Assessment Question #2
You are a teacher in a school where the prevailing idea is that the individual teacher’s classroom
is his/her own domain and that the other teachers’ classroom is their domain. You are also aware
that some of the learners under certain teachers are not doing as well as others in other
classrooms though all classes are heterogeneously grouped. You know there is a more effective
way for helping all learners achieve to their greatest potential. What prevailing attitude do you
believe YOU should have in order to begin to change this situation? What changes do you
believe need to be made to help all learners in the school reach their learning potential? What
role will YOU need to play to make this happen?
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Dispositions Assessment Question #3
“Children differ in the way they learn”…Explain why this statement is or is not true using your
awareness and knowledge of diverse learning modalities and of developmental and cognitive
psychology. Then explain how you would use the concept of differentiated instruction to meet
the diverse learning needs of a classroom of learners.
Dispositions Assessment Question #4
You recognize that you need to collaborate with the other teachers to create a culture of a
professional community of learners to enhance student learning in the school. What one skill for
you is the most important as you begin to plan to collaborate with the other teachers? Once you
identify that all-important skill, explain why it is such a vital skill for building collaborative
leadership among the other teachers..
Dispositions Assessment Question #5
What is the role of assessment in the teaching/learning process? In your answer, first give a
clear definition of assessment, then tell how you will use assessment in your own teaching, both
during and after instruction. Finally, tell the basic purpose of all assessment strategies.
Dispositions Assessment Question #6
Tell about a particular success or failure you have experienced in your own personal life. In the
aftermath of the experience what did you do in order to assure that you would or would not do
the same things again, if similar circumstances arose for you. Do you think you learned anything
valuable from your experience? Tell why or why not. Explain how the answer to this question
relates to your professional improvement as a teacher?
Dispositions Assessment Question #7
You have been teaching for several years as an elementary school teacher. You know you have
gained some respect for your commitment to teaching, and have observed that all the teachers,
including yourself, function in relative isolation from the other teachers with little or no
communication among them about what goes on in the classrooms. You believe that the school
should work more as a team to promote more effective student learning. What action do you
believe you should follow to promote a greater team effort to promote student learning in all
classrooms of the school? Be specific in your answer, being sure to include who should be
included in your effort to create a greater team effort.
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Dispositions Assessment Question #8
You are about to begin your second year of teaching and you have begun to think about what
your major purpose for being a teacher should be and how that purpose would affect your overall
activities as a teacher. Describe what you decide about your purpose for being a teacher. You
have also been asked to be the director of a program to get some parents more involved in the
daily teaching activities as aides or assistants in the classrooms of all teachers in your school
building. How do you think this responsibility would fit your determined “purpose for being a
teacher”? Tell what you decide to do with this request to take responsibility outside the
classroom.
Dispositions Assessment Question #9
To be a servant-leader there are certain character traits and beliefs about others that are necessary
to command the following of other teachers. What do you believe those character traits should
be and what attitudes should the servant-leader have about others. List those character traits and
the necessary attitudes about others for the servant-leader. Then discuss why those traits and that
attitude about others are so important for the servant-leader’s success in creating a community
of learners in a school.
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AP-Table 7: Early Field Experiences Teacher Candidate Evaluation (Based on performance standards of the Kentucky Teacher Standards and valued dispositions of the Boyce TEP)
Teacher Candidate: ________________________________________ Email Address: _________________ last name first name m.i.
Cooperating Teacher: __________________________________________ Email Address: _________________ last name first name m.i.
Semester: ___ Spr. ___ Fall Year: _________ Course: __________________ Instructor: ________________________________________
Evaluation Instructions: For each item check the skill level or disposition you observed, using the following
scale: 0= Unsatisfactory (Intervention required: Please include explanation under “Comments” below)
1= Below Expectations 2= Meets Expectations 3= Exceeds Expectations N= Not Observed
PROFESSIONALISM 0 1 2 3 N
1. Professional appearance and demeanor
2. Punctuality and attendance
3. Communication skills (fluent, clear, grammatically correct)
4. Positive and enthusiastic attitude
5. Initiative in professional tasks (e.g. planning, meetings, leadership, etc.)
6. Commitment to continuous improvement (demonstrates a reflective quality)
DEMONSTRATES KNOWLEDGE OF… 0 1 2 3 N
7. relevant content.
8. strategies for student learning and development.
9. classroom dynamics for a positive learning environment.
10. diversity in the educational process (diverse learners, colleagues, and approaches to
teaching).
RELATIONSHIPS 0 1 2 3 N
11. Displays an attitude of servitude with colleagues, parents, and supervisors.
12. Demonstrates equitable and respectful behavior toward all types of diverse learners.
13. Collaborates with others (colleagues, parents) to promote a professional learning
community.
14. Works effectively in group situations.
15. Demonstrates respect for other views, opinions, and approaches to teaching.
16. Accepts constructive criticism and reflects upon the need to modify her/his behavior.
17. Sets and implements high expectations for all learners.
COMMENTS: (Please use reference numbers above related to your comments)
PROFESSIONAL SKILLS 0 1 2 3 N
18. Demonstrates qualities of servant-leadership
19. Practices organizational and planning skills
20. Uses instructional time effectively
21. Manages group dynamics meaningfully
22. Varies teaching strategies and materials to address individual learner needs
23. Applies assessment skills for more effective learning
24. Uses appropriate technology to promote learning
25. Practices skills of the teacher as a reflective practitioner
Office of Teacher Education Program, Rankin 203
Boyce College, Louisville, KY, 40280
Phone: (502) 897-4207
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AP-TABLE 8: Teacher Work Sample (TWS) Guide
Boyce College Teacher Work Sample: Overview A completed Teacher Work Sample (TWS) is one of several culminating activities leading to a degree in teacher education at Boyce College.. Concepts and terms from the TWS are imbedded into every Professional Education course, and portions of the TWS are assigned throughout the program curricula.. A well-conceived, fully implemented TWS is an integral component of the Supervised Teaching experience and must be submitted as part of the electronic portfolio.
Analytic Scoring Rubric for Boyce TEP Teacher Work Sample (TWS)
Teaching Process Goal for Teacher Candidate Performance Points
Learning Context The candidate describes a specific learning context, including community, school, classroom, teacher, and student characteristics, which might affect student learning.
15
Learning Goal & Objectives
The candidate sets a learning goal and multiple learning objectives that offer variety and are appropriate to the learning context, challenging to students, and aligned with Kentucky’s standards for student learning.
15
Assessment Plan The candidate plans appropriate assessment strategies for each learning objective to evaluate student learning before, during, and after instruction.
15
Design for Instruction
The candidate designs instruction for specific learning objectives, taking into account the entire learning context.
15
Instructional Decisions
The candidate makes instructional changes based on analyses of assessments before and during instruction, These assessments may be simple observations of student reactions or actual “test” results.
5
Analysis of Student Learning
The candidate uses assessment results to profile student learning and presents an analysis of student progress for each learning objective.
15
Reflections & Self Evaluation
The candidate reflects on his or her instruction and student learning to improve teaching practice.
10
Competent Communication
The candidate communicates about his or her teaching through the written TWS document that reflects clarity of thought and competence in written English.
10
Total 100
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Format
Your Teacher Work Sample should reflect your knowledge and skills in teaching as well as in communicating about your teaching, through written expression. Please use the required Boyce College style for the mechanics of writing, abbreviations, headings, series, quotations, footnotes, and references. Use 11-12 point font and one inch margins and tabs, and since this document is not being prepared for publication, single space the lines.
Write your TWS clearly and concisely in Standard English and attend closely to your concept development, grammar, and mechanics. Concept development includes thesis, coherence, clarity, support, and transitions. Grammar includes parallelism, agreement, verb tense, and word choice. Mechanics include spelling, punctuation, and capitalization. Use computer software to check spelling and grammar. This is a necessary yet not sufficient step to accomplish this objective. Therefore, also print, proofread, and edit a hard draft, and then enter the edits into the final draft on your computer before you submit your final TWS for your electronic portfolio.
Section 1: Learning Context
Goal for Teacher Candidate Performance: Learning Context
The candidate describes a specific learning context, including community, school, classroom, teacher, and student characteristics that might affect student learning.
Objectives & Scoring Guide: Learning Context
Objective for Teacher Candidate Performance
Points
The candidate describes specific community characteristics that might affect student learning. 2
The candidate describes specific school characteristics that might affect student learning. 2
The candidate describes specific classroom characteristics that might affect student learning. 2
The candidate describes characteristics of the classroom teacher and herself or himself that might affect student learning.
2
The candidate describes specific student characteristics that might affect student learning. 7
Guidelines: Learning Context
Instructional Implications: Community, School, Students, and Physical Environment, Schedules Describe the general socio-economic status of the community where your school is located and
draw inferences from this about the possible impact of this on your students’ learning in general as you teach this unit. Describe the school, including its age and physical appearance; number of students; number of teachers; support personnel; administration; student to teacher ratio; media and educational resources (e.g, computer lab, library, teacher resource room); parent involvement; enrichment activities; sports; and extracurricular activities. How might the school as you have described it above, affect the learning of the students in any way, positive or negative. What is the composition of your students in the classroom? How many students are in the classroom? What are the genders by number? Do you have any that are repeating the grade? What is the ethnicity breakdown of the students? Do you have a significant number of disadvantages students in you classroom? Do you have special needs learners (LD, ADHD, autistic, etc.)? If so, how many, and what are the IEPs (if any) for these students?
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How will these student characteristics and the dynamics of the classroom affect the possible learning outcomes during the instruction of the unit? What is the physical environment of the classroom and how will that affect the instruction? How is the room arranged, and will you need to do any rearranging to accommodate the instruction? How about the lighting, the room temperature, and the resources available to you for performance of the teaching? Will any of this affect the instruction and/or the student learning outcomes? Does the room arrangement allow you the freedom to do grouping if necessary? What is the school schedule during the teaching of the unit? For example, are there any interruptions of the instruction by recess, or lunch, or students who are taken from the room for special resource learning during the instruction of the unit time? How will any of this affect the learning outcomes?
Section 2: Learning Goal and Objectives Goal for Teacher Candidate Performance: Learning Goal and Objectives
The candidate sets a learning goal and multiple learning objectives that offer variety and are appropriate to the learning context, challenging to students, and aligned with Kentucky’s standards for student learning.
Objectives & Scoring Guide: Learning Goal and Objectives
Objective for Teacher Candidate Performance Points
The candidate sets a learning goal that identifies levels and areas of learning that address the grade-level
curriculum and the specific students.
3
The candidate sets multiple learning objectives that will lead the students to achieve the learning goal. 5
The candidate sets learning objectives that describe areas and levels of learning that are appropriate to the
students, grade level, and multiple learning activities.
5
The candidate aligns each learning objective with Kentucky’s Core Content for Assessment. 2
Guidelines: Learning Goals and Objectives
Appropriate Learning Goal Contemplate the big picture and determine the overall goal you want your students to meet
through their participation in this unit of activity. State the goal in clear terms that would be understood easily by your students. Avoid wordiness. Explain how this goal addresses one or more crucial components of the curriculum and how it is appropriate, in terms of your students’ learning levels. Multiple Objectives That Lead to the Goal
Determine what your students will need to know and do to reach the goal you have set. State each type of knowledge or skill as a separate objective. Objectives Match Learner Context, Grade Level, and Learning Activities
Consider each aspect of the learning context you described in Section I to assure that each objective is appropriate for your specific community, school, classroom, classroom teacher, and students. Pay particular attention to the achievement levels, prior knowledge, and learning styles of your students, and how these objectives lend themselves to appropriate learning activities. Objectives Align with Core Content for Assessment
Show the alignment of each objective with Kentucky=s Core Content for Assessment. Write the code and the Core Content indicator directly below each objective. Avoid a “kitchen sink” alignment; include only the most important and applicable indicator(s) for each objective.
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Section 3: Assessment Plan Goal for Teacher Candidate Performance: Assessment Plan
The teacher candidate plans appropriate assessments for each learning objective to evaluate student learning before, during, and after instruction.
Objectives & Scoring Guide: Assessment Plan
Objectives for Candidate Performance Points The candidate plans and implements an appropriate pre-assessment and presents the results in a table and chart. 3
The candidate uses pre-assessment results to plan, select, or design appropriate formative assessment and post-assessment strategies for assessing each learning objective. 3
The candidate develops reliable assessment strategies to evaluate the learner’s performance on each learning objective. 3
The candidate plans assessment and scoring procedures that will yield valid results for determining progress toward the learning objectives.
3
The candidate plans adaptations in assessment procedures to meet the needs of each student. 3 3
Guidelines: Assessment Plan Pre-assessment
Develop a pre-assessment strategy that is aligned with your unit goal and objectives. Administer the pre-assessment well in advance of implementing your instructional unit. Develop a table and chart that reflect the pre-assessment results. Assessment Plan Overview
Develop a table that will reflect an overview of the assessment plan. Include four columns in the table with these headings: Learning Objective(s), Type of Assessment, Assessment Format, and Adaptations. The purpose of the first two columns is to depict the alignment between the learning objectives and the planned assessments. The Assessment Format column should summarize the type of assessment (e.g., objective test, essay response, authentic performance, checklist, running record, project) to be used to assess the learning objectives. The Adaptations column should explain any procedures that will be used to meet the individual needs of the learners in the administration of the assessment(s). Make certain that the planned assessments are appropriate for the level of objective intended to be assessed. For example, knowledge objectives might best be assessed by questions which require the learner to respond with the correct knowledge; whereas, skills objectives might best be measured by requiring the learner to practice or demonstrate the learned skill; and thinking skills, such as analyzing or evaluating, might best be assessed through some writing activity that requires that thinking process. Reliable and Valid Assessment
Describe each of the assessment strategies (pre-assessment, formative assessments, post-assessment) that you will use to evaluate learning for each of the learning objectives. Does your method(s) of assessment measure what you intend for it to measure? Does your pre-assessment and post assessment instrument measure reliably the same construct or all of the same objectives or learning outcomes? Verify your judgments by collaborating with a practicing professional teacher.
1. Justify why you are choosing each of the assessment strategies. 2. If the pre-assessment and post-assessment are not the same, explain how each assesses
the same knowledge or skills. If they do not measure the same learning objectives, the
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conclusions you make cannot be reliable, i.e. the results cannot be consistent from one measure to the next.
3. Make sure to plan enough items for the test measure(s) to be valid. If you do not have enough items or enough opportunities for the learner to demonstrate learning, the test measure may not be measuring what you wish for it to measure.
4. Explain how the assessment items or procedures are a valid assessment of the stated learning objectives they are designed to measure.
Valid Assessment and Scoring Procedures Describe the scoring procedures for each of the assessment strategies. Explain how you will use
assessment results to draw valid conclusions about each learner’s progress. State the criteria you will use to determine learner progress. The criteria may be include a mastery scale, rubric, raw scores, percentage scores, gain scores, performance rating scale, observation checklist, anecdotal record, or a combination of any of these. Regardless of the chosen criteria, be sure to determine in advance of the pre-assessment how you will measure the students’ learning progress. If you will use a form for recording learner responses (e.g., rubric, checklist, rating scale), include it in the Appendices and explain its use in the description of this section.. Adaptations in Assessment Administration Procedures
Based on the learning context for differences in student learning characteristics, describe any and all planned adaptations for the administration of each of the assessments. If you plan to use a different procedure for some of the learners, describe precisely that adaptation.
Section 4: Design for Instruction Goal for Teacher Candidate Performance: Design for Instruction
The candidate designs instruction for specific learning objectives, taking into account the entire learning context.
Objectives & Scoring Guide: Design for Instruction
Objectives for Teacher Candidate Performance Points
The candidate clearly describes how pre-assessment data inform content level and choice of key teaching/learning activities.
5
The candidate plans appropriate teaching strategies that align with the learning objectives and utilizes a variety of teaching strategies and resources to facilitate student learning.
4
The candidate discusses how certain contextual characteristics will impact instruction and student learning. 4
The candidate integrates appropriate technology and highlights how it will enable teaching and learning or provides a clear rationale for not using technology.
2
Guidelines: Design for Instruction
Interpretation and Application of Pre-assessment Data
Discuss what the pre-assessment data suggest or reveal about students’ strengths and weaknesses in relation to the learning objectives. Then show how the inferences you draw from the pre-assessment data guide you to select appropriate level(s) of content and learning strategies. If you had already made plans for the instruction or parts of it, what changes were required as a result of the pre-assessment results?
57
Plan for Instruction Draw upon your knowledge of professional theories, principles, best practices, and research to
design a block plan that shows the topic of each learning activity and the learning objective(s) addressed. Be certain that your plan includes a variety of teaching strategies and resources. Then, write a narrative that explains the block plan by presenting the scope and sequence (the flow) of the activities and provides clear rationales for your choices of activities. Explain how your plan reflects recognized approaches or “best practices” to teaching for the learning objectives you have identified for this unit. Impact of Learning Context
Identify the contextual characteristics (especially special student needs) you are addressing, as you plan for instruction. Is there any individual student or group of students you are making adjustments in your plan for the instruction? Describe the possible impact of each identified characteristic and how your instructional plan deals with it. Use of Technology Explain how you will use technology during instruction. Discuss how it will contribute to teaching and learning. If you cannot use technology, provide justification.
Section 5: Instructional Decisions
Goal for Teacher Candidate Performance: Instructional Decisions The candidate makes instructional decisions and changes based on analysis of the teaching,
student learning, and the learning context.
Objectives & Scoring Guide: Instructional Decisions
Objectives for Teacher Candidate Performance Points The candidate makes sound instructional decisions for changes in the instructional procedures to address individual student or group performance.
2
The candidate connects instructional decisions for changes to achievement of the learning objective(s). 3
Guidelines: Instructional Decisions
Instructional Decisions Informed by Student Performance Discuss two changes you made in terms of content level, pacing, sequencing, instructional
strategy, classroom management, etc., in response to individual student or group performance or need, as indicated by formative assessment data or instructional feedback during instruction. Were the modifications effective? Discuss the impact of the modifications. Instructional Decisions and Learning Goals
Discuss how each of the instructional decisions for change of instructional procedure contributed to the realization of any of the unit learning objectives.
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Section 6: Analysis of Student Learning
Goal for Teacher Candidate Performance: Analysis of Student Learning The candidate uses assessment results to profile student learning and presents an analysis of
student progress for each learning objective.
Objectives & Scoring Guide: Analysis of Student Learning
Objectives for Teacher Candidate Performance Points The candidate graphically presents the results of the assessments clearly and accurately for each learning objective, comparing the pre-assessment data and the post-assessment data.
4
The candidate analyzes assessment results from the data for both the whole class and two subgroups, using the criteria identified in the Assessment Plan.
4
The candidate interprets and draws meaningful and appropriate conclusions that are based upon analysis and interpretation of assessment results.
5
The candidate presents evidence that clearly demonstrates the affective impact of the learning on student attitudes and/or behavior resulting from the overall instructional unit or any segment thereof.
2
Guidelines: Analysis of Student Learning Graphic Presentation of Assessment Results
To analyze the progress of your whole class, create a table using computer technology that shows pre- and post-assessment data on every student on each of the learning objectives. Then create a graphic (chart) summary that shows the extent to which your students made progress (from pre- to post-) toward the learning criterion that you identified for each learning objective, in the Assessment Plan section.
Analysis of Student Learning
Whole Group. Using the assessment data, analyze and describe student progress for the whole class, along each learning objective, according to the criteria you identified in the Assessment Plan section. For example, if your criterion for one or more of your objectives was a rubric, how many of the students showed learning progress to the higher levels of the rubric? If you used a mastery, partial mastery, no mastery scale, how many of the students increased their mastery of the criterion set for each objective?
Sub-Groups. Select any two groups (male vs. females, special needs vs. non-special needs, two different ethnic groups or individuals, etc) to compare for progress on each learning objective. Describe group similarities and differences in achieving the criterion set for each objective. Did one of the sub-groups do better than the other(s) on any objective? Explain possible reasons for similarities and different.
Interpretation of Assessment Results
Pull back from the details of your assessment results and discuss what your students learned during this unit of instruction. How well did they accomplish your learning objectives? What new knowledge and skills did they demonstrate? Will there be any transfer of what they learned to other studies in future lessons?
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Section 7: Reflection and Self-Evaluation
Goal for Teacher Candidate Performance: Reflection and Self-Evaluation
The candidate reflects on his or her instruction and student learning to improve teaching practice.
Objectives & Scoring Guide: Reflection and Self-Evaluation
Objectives for Teacher Candidate Performance in Reflection and Self-Evaluation Points
The candidate reflects on the need for changes in the learning objectives, instruction, and assessments to improve student learning.
5
The candidate reflects on implications for professional development resulting from the experience of planning and teaching this unit of instruction (the TWS).
5
Guidelines: Reflection and Self-Evaluation Reflection on Modifications to the Unit of Instruction Reflect back over the entire unit, both the planning process and the actual instruction, and assessments, and discuss any changes that you now believe would improve student learning. These modifications may relate to the learning objectives, assessments (pre-, formative, or post-), or the instruction and/or planned learning activities. Reflection on Implications for Professional Development
What has the planning and implementation of this unit of instruction revealed to you about yourself? Consider these questions as you reflect on this issue: What strengths and/or weaknesses emerged with regard to... your planning skills and abilities for a lengthy unit of instruction? ...your knowledge of assessment and developing assessment criteria? ...your knowledge of the subject area covered by this unit? ...your ability to select effective learning activities related to specific learning objectives? ...your teaching skills for affecting learning? ...your ability to attend to the attitudes and behaviors of the students during instruction? ...your ability to meaningfully analyze and interpret assessment results to determine student learning? ...your ability to manage the learning environment (classroom management skills) to keep learning on track?
Identify any three of these areas of consideration and present evidence for your personal need for improvement in these areas that emerged from this unit planning and instruction. Finally, describe specific steps you would take to meet the goal of improving in these areas.
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AP-TABLE 9: Kentucky Teacher Standards Rubrics
STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE
Directions: After repeated observations of the teacher candidate in teaching lessons, circle one of the rubric levels. Then follow directions for that level with regard to the indicators
1 2 3 4
BEGINNING DEVELOPING PROFICIENT ADVANCED
The teacher candidate fails to demonstrate a current and sufficient academic knowledge of the certified
content areas to develop student knowledge and performance in those areas. No indicators performed.
The teacher candidate demonstrates limited academic knowledge of the certified content areas.
Check the indicators below that the candidate performed adequately.
The teacher candidate demonstrates sufficient academic knowledge of the certified content areas to
develop student knowledge and performance in the content areas. Check the indicators below to show the candidate’s strengths.
The teacher candidate demonstrates exemplary academic knowledge of the certified content areas to
develop student knowledge and performance in the content areas. The candidate performed all indicators below.
Indicators: ______ Communicates concepts, processes, and knowledge. ______ Connects content to life experiences of students. ______ Demonstrates instructional strategies that are appropriate for content and contribute to student learning.
______ Guides students to understand content from various perspectives. ______ Identifies and addresses students’ misconceptions of content.
STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION
Directions: After repeated observations of the teacher candidate in teaching lessons, circle one of the rubric levels. Then follow directions for that level with regard to the indicators
1 2 3 4
BEGINNING DEVELOPING PROFICIENT ADVANCED The teacher candidate does not design/plan instruction that develops student abilities to grow through the instruction. No indicators below are
performed.
The teacher candidate shows limited ability to design/plan instruction that develops student abilities to grow through the instruction. Check the indicators below
that the candidate performed adequately.
The teacher candidate demonstrates sufficient ability to design/plan instruction that develops student abilities to grow through the instruction.
Check the indicators below to show the candidate’s strengths.
The teacher candidate demonstrates exemplary ability to design/plan instruction that develops student abilities to grow through the instruction.
The candidate performed all indicators below.
Indicators:
______ Develops significant learning outcomes aligned with standards.in the Kentucky Core Content for Assessment. ______ Uses classroom contextual data to design instruction relevant to students.(IEP’s, special needs learners, ELL’s, etc.) ______ Plans assessments to guide instruction and measure learning outcomes. _______Plans instructional strategies and activities that address learning outcomes for all students. _____ Plans instructional strategies and activities that facilitate multiple levels of learning.
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STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE
Directions: After repeated observations of the teacher candidate in teaching lessons, circle one of the rubric levels. Then follow directions for that level with regard to the indicators.
1 2 3 4
BEGINNING DEVELOPING PROFICIENT ADVANCED The teacher candidate fails to create a learning climate that supports the development of student abilities to grow through the instruction. No indicators below are
performed.
The teacher candidate shows limited ability to create a learning climate that develops student abilities to grow through the instruction. Check the indicators below that the candidate performed
adequately.
The teacher candidate demonstrates sufficient ability to create a learning climate that develops student abilities to grow through the instruction. Check the indicators below to show the candidate’s strengths.
The teacher candidate demonstrates exemplary ability to create a learning climate that develops student abilities to grow through the instruction. The candidate performed all
indicators below.
Indicators: _____ Communicates high expectations. _____ Establishes a positive learning environment. _____ Values and supports student diversity and addresses individual needs. _____ Fosters mutual respect between teacher and students and among students.
_____ Provides a safe environment for learning.
STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION
Directions: After repeated observations of the teacher candidate in teaching lessons, circle one of the rubric levels. Then follow directions for that level with regard to the indicators.
1 2 3 4
BEGINNING DEVELOPING PROFICIENT ADVANCED The teacher candidate fails to introduce, implement, manage instruction that develops student
abilities to grow through the instruction. No indicators below are performed.
The teacher candidate shows limited ability to introduce, implement, manage
instruction that develops student abilities to grow through the instruction. Check the indicators below that the candidate performed adequately.
The teacher candidate demonstrates sufficient ability to introduce,
implement, manage instruction that develops student abilities to grow through the instruction. Check the indicators below to show the candidate’s strengths.
The teacher candidate demonstrates exemplary ability to introduce,
implement, manage instruction that develops student abilities to grow through the instruction. The candidate performed all indicators below.
Indicators: _______ Uses a variety of instructional strategies that align with learning objectives and actively engage students. _______ Implements instruction based on diverse student needs and assessment data.
_______ Uses time effectively. _______ Uses space and materials effectively. _______ Implements and manages instruction in ways that facilitate higher order thinking.
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STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS
Directions: After repeated observations of the teacher candidate in teaching lessons, circle one of the rubric levels. Then follow directions for that level with regard to the indicators.
1 2 3 4
BEGINNING DEVELOPING PROFICIENT ADVANCED The teacher candidate fails to assess learning and communicate results to students and others with respect to
student growth resulting from the instruction. No indicators below are performed.
The teacher candidate shows limited ability to assess learning and communicate results to students and others with respect to student growth
resulting from the instruction. Check the indicators below that the candidate performed adequately.
The teacher candidate demonstrates sufficient ability to assess learning and communicate results to students and others with respect
to student growth resulting from the instruction. Check the indicators below to show the candidate’s strengths.
The teacher candidate demonstrates exemplary ability to assess learning and communicate results to students and others with respect to
student growth resulting from the instruction. The candidate performed all indicators below.
Indicators: ______ Uses pre-assessments to establish baseline knowledge and skills for all students. ______ Uses formative assessments to determine each student’s progress and guide instruction. ______ Uses summative assessments to measure student achievement. ______ Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups. ______ Communicates learning results to students and parents that provide a clear and timely understanding of learning progress relative to objectives. ______ Allows opportunity for student self-assessment.
STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY
Directions: After repeated observations of the teacher candidate in teaching lessons, or in other school situations where technology may be used, circle one of the rubric levels. Then follow directions for that level with regard to the indicators.
1 2 3 4
BEGINNING DEVELOPING PROFICIENT ADVANCED The teacher candidate fails to use technology to
support instruction or to enhance effectiveness as a professional teacher. No indicators below are performed.
The teacher candidate makes limited use of technology to
support instruction or to enhance effectiveness as a professional teacher. Check the indicators below that the candidate performed adequately.
The teacher candidate demonstrates sufficient use of
technology to support instruction or to enhance effectiveness as a professional teacher. Check the indicators below to show the candidate’s strengths.
The teacher candidate demonstrates exemplary use
of technology to support instruction or to enhance effectiveness as a professional teacher. The candidate performed all indicators below.
Indicators: ______ Uses available technology to design and plan instruction. ______ Uses available technology to implement instruction that facilitates student learning.
______ Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs. ______ Uses technology to assess and communicate student learning. ______ Ensures that personal use and student use of technology are ethical and legal.
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STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING.
Directions: After repeated observations of the teacher candidate in teaching lessons, or in conference with the candidate about
his/her practices in reflection, and reading teacher candidate reflections following lessons taught, circle one of the rubric levels. Then follow directions for that level with regard to the indicators.
1 2 3 4
BEGINNING DEVELOPING PROFICIENT ADVANCED The teacher candidate fails to reflect on and evaluate specific teaching/learning situations and/or programs.
No indicators below are performed.
The teacher candidate shows limited use of reflecting on and evaluating specific teaching/learning situations and/or programs.
Check the indicators below that the candidate performed adequately.
The teacher candidate demonstrates sufficient use of reflecting on and evaluating specific teaching/learning situations and/or programs. .
Check the indicators below to show the candidate’s strengths.
The teacher candidate demonstrates exemplary use of reflecting on and evaluating specific teaching/learning situations and/or programs.
The candidate performed all indicators below.
Indicators: ______ Reflects on and accurately evaluates student learning using appropriate data. ______ Reflects on and accurately evaluates instruction practice using appropriate data. ______ Uses data to reflect on and identify areas for professional growth.
STANDARD 8: COLLABORATES WITH COLLEAGUES AND/OR PARENTS AND/OR OTHERS
Directions: After discussion with the cooperating teacher and/or other teachers, or the school principal, circle one of the rubric levels which best applies with regard to the candidate’s use and skills of collaboration. Then follow directions for that level with regard to the indicators.
1 2 3 4
BEGINNING DEVELOPING PROFICIENT ADVANCED The teacher candidate fails
to collaborate with colleagues, parents, and other agencies to design, implement, and support learning programs for improved student learning. No indicators below are
performed.
The teacher candidate shows
limited use of collaboration with colleagues, parents, and other agencies to design, implement, and support learning programs for improved student learning. Check the indicators below
that the candidate performed adequately.
The teacher candidate
demonstrates sufficient use of collaboration with colleagues, parents, and other agencies to design, implement, and support learning programs for improved student learning. Check the indicators below to
show the candidate’s strengths.
The teacher candidate
demonstrates exemplary use of collaboration with colleagues, parents, and other agencies to design, implement, and support learning programs for improved student learning.
The candidate performed all indicators below.
Indicators:
______ Identifies students whose learning could be enhanced by collaboration. ______ Designs a plan to enhance student learning that includes all parties in the collaborative effort. ______ Implements planned activities that enhance student learning and engage all parties. ______ Analyzes data to evaluate the outcomes of collaborative efforts.
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STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT
Directions: After conference with the teacher candidate and/or cooperating teacher about the teacher candidate’s implementation of a professional development plan, circle one of the rubric levels which best applies. Then follow directions for that level with regard to the indicator.
1 2 3 4
BEGINNING DEVELOPING PROFICIENT ADVANCED The teacher candidate fails
to evaluate his/her overall
performance with respect
to modeling and teaching
Kentucky’s learning goals,
and does not implement a
professional development
plan.
No indicators below are performed.
The teacher candidate shows
limited use of evaluation of
his/her overall performance
with respect to modeling and
teaching Kentucky’s learning
goals for the purpose of
implementing a professional
development plan.
Check the indicators below that the candidate performed adequately.
The teacher candidate
demonstrates sufficient use of
evaluation of his/her overall
performance with respect to
modeling and teaching
Kentucky’s learning goals for
the purpose of, implementing a
professional development plan.
Check the indicators below to show the candidate’s strengths.
The teacher candidate
demonstrates exemplary use
of evaluation of his/her
overall performance with
respect to modeling and
teaching Kentucky’s learning
goals, for the purpose of
implementing a professional
development plan.
The candidate performed all
indicators below.
Indicators: ______ Self assesses performance relative to Kentucky’s Teacher Standards. ______ Identifies priorities for professional development based on data from self- assessment, student performance and feedback from colleagues. ______ Designs a clear, logical professional growth plan that addresses all priority areas. ______ Shows clear evidence of professional growth and reflection on the identified priority areas and impact on instructional effectiveness and student learning.
STANDARD 10: PROVIDES LEADERSHIP WITHIN THE SCHOOL OR COMMUNITY OR PROFESSION
Directions: After conference with the teacher candidate and/or cooperating teacher about the teacher candidate’s leadership role
in the school, or community, or profession, circle one of the rubric levels which best applies. Then follow directions for that level with regard to the indicators.
1 2 3 4
BEGINNING DEVELOPING PROFICIENT ADVANCED The teacher candidate
fails to provide
professional leadership
within the school,
community, and
education profession to
improve student
learning and well-being.
No indicators below are performed.
The teacher candidate provides
only limited professional
leadership within the school,
community, and education
profession to improve student
learning and well-being.
Check the indicators below that the candidate performed adequately.
The teacher candidate provides
sufficient professional
leadership within the school,
community, and education
profession to improve student
learning and well-being.
Check the indicators below to show the candidate’s strengths.
The teacher candidate
demonstrates exemplary
professional leadership within
the school, community, and
education profession to
improve student learning and
well-being.
The candidate performed all indicators below.
Indicators:
______ Identifies and selects leadership opportunities that enhance student learning and/or professional environment of the school. ______ Develops a plan for engaging in leadership activities. ______ Implements a plan for engaging in leadership activities. ______ Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed
leadership effort.
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AP-Table 10: KTS STUDENT TEACHER EVALUATION FORM Boyce College Department of Teacher Education
KTS Student Teacher Evaluation Form
PURPOSE OF THIS FORM: This form is to be used as the final evaluation for the student teacher. From the results of evaluation
observations using the KTS Teacher Observation Rubrics, complete each of the KTS evaluations below. All 10 standards must
have an evaluation; however, if you are unable to evaluate the teacher candidate on any particular indicator, please use the “NA”,
meaning “Not Assessed” or not observed. The use of the “NA” must be used sparingly since it is desired to assess the teacher
candidate on as many of the indicators as possible. The 10 standards below cover the important knowledge and skills that the
Boyce Teacher Education Program desires for its teacher candidates to demonstrate during the Supervised Teaching experience.
Guidelines for Assigning the Final Grade: A: Candidate is Advanved on most of the Standards evaluations on this form and is not below Proficient on any of the Standards. The Dispositions Questionnaire is no lower than a 2.5 mean score out of the possible 3.0 and the Boyce Teacher Dispositions Inventory final score is no lower than 85% correct.
B: Candidate is about equally Advancedd and Proficient on all of the Standards of this form. The Dispositions Questionnaire is no lower than a 2.5 mean score out of the possible 3.0 and the Boyce Teacher Dispositions Inventory is no lower than 85% correct C: Candidate is Proficient on most of the Standards (more than 6) and is not below Developing on any other Standard. The Dispositions Questionnaire is no lower than a 2.0 mean score out of the possible 3.0.and the Boyce Teacher Dispositions Inventoryis no lower than 80%. F: If the teacher candidate does not meet the requirements for any of the three grade categories above, the teacher candidate has not passed Student Teaching and must repeat the Supervised Teaching in a future semester.
The Teacher Candidate’s FINAL GRADE: ________ (The grade assigned MUST match the above criteria for that grade)
PLEASE SUBMIT THIS FORM WITH THE GRADE RECORDED TO THE COORDINATOR OF SUPERVISED
TEACHING BEFORE THE BEGINNING OF THE FINAL EXAM WEEK.
STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE
1.1 Communicates concepts, processes, and knowledge O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
1.2 Connects content to life experiences of students. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
1.3 Demonstrates instructional strategies that are appropriate for
content and contributes to student learning.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
1.4 Guides students to understand content from various
perspectives.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
1.5 Identifies and addresses students’ misconceptions of content O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 1 Performance O Distinguished O Proficient O Developing O Novice
STUDENT NAME _________________________________________________ BOYCE STUDENT ID# _____________
YEAR: ______ SEMESTER: ____ Fall ____ Spring ST MAJOR ____ Elem.Ed.
PLACEMENT TYPE ____ Single PLACEMENT GR. LEVEL: ____
PLACEMENT SCHOOL: _________________________PLACEMENT SCHOOL DISTRICT: ___________________
66
STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION
2.1 Develops significant objectives aligned with standards O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
2.2 Uses contextual data to design instruction relevant to
students.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
2.3 Plans assessments to guide instruction and measure learning
objectives.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
2.4 Plans instructional strategies that address learning objectives
for all students.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
2.5 Plans instructional strategies and activities that facilitate
multiple levels of learning.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 2 Performance O Distinguished O Proficient O Developing O Novice
STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE
3.1 Communicates high expectations. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
3.2 Establishes a positive learning environment O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
3.3 Values and supports student diversity and addresses
individual needs.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
3.4 Fosters mutual respect between teacher and students and
among students.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
3.5 Provides a safe environment for learning O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 3 Performance O Distinguished O Proficient O Developing O Novice
STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION
STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS
4.1 Uses a variety of instructional strategies that align with
learning objectives and actively engage students.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
4.2 Implements instruction based on diverse student needs and
assessment data.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
4.3 Uses time effectively. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
4.4 Uses space and materials effectively. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
4.5 Implements and manages instruction in ways that facilitate
higher order thinking.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 4 Performance O Distinguished O Proficient O Developing O Novice
5.1 Uses pre-assessments O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
5.2 Uses formative assessments. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
5.3 Uses summative assessments. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
5.4 Describes, analyzes, and evaluates student performance data. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
5.5 Communicates learning results to students and parents. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
5.6 Allows opportunity for student self-assessment. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 5 Performance O Distinguished O Proficient O Developing O Novice
67
STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY
STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING
7.1 Uses data to reflect and evaluate student learning. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
7.2 Uses data to reflect on and evaluate instructional practice. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
7.3 Uses data to reflect on and identify areas for professional
growth
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 7 Performance O Distinguished O Proficient O Developing O Novice
STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS
STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT
STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION
6.1 Uses available technology to design and plan instruction. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
6.2 Uses available technology to implement instruction that
facilitates student learning
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
6.3 Integrates student use of available technology into instruction. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
6.4 Uses available technology to assess and communicate student
learning.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
6.5 Demonstrates ethical and legal use of technology. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 6 Performance O Distinguished O Proficient O Developing O Novice
8.1 Identifies students whose learning could be enhanced by
collaboration.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
8.2 Designs a plan to enhance student learning using all parties in
collaboration.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
8.3 Implements planned activities to enhance student learning and
engage all parties.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
8.4 Analyzes data to evaluate the outcomes of collaborative efforts. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 8 Performance O Distinguished O Proficient O Developing O Novice
9.1 Self assesses performance relative to Kentucky’s Teacher
Standards
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
9.2 Identifies priorities for professional development based on data
from self-assessment, student performance and feedback from
colleagues.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
9.3 Designs a professional growth plan that addresses identified
priorities.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
9.4 Shows evidence of professional growth and reflection on the
identified priority areas and impact on instructional
effectiveness and student learning.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 9 Performance O Distinguished O Proficient O Developing O Novice
10.1 Identifies leadership opportunities that enhance student
learning and/or professional environment of the school.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
10.2 Develops a plan for engaging in leadership activities. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
10.3 Implements a plan for engaging in leadership activities. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
10.4 Analyzes data to evaluate the results of planned and executed
leadership efforts.
O Demonstrated O Partially Demonstrated O Not Demonstrated O NA
Final Standard 10 Performance O Distinguished O Proficient O Developing O Novice