PromptsforTeachingProcess1ContextualFactors
Definition: The teacher candidate uses information about the learning‐teaching context and studentindividual differences to set learning objectives and benchmarks and plan instruction and assessmentinformedbytheirunderstandingofrelevantmajorschoolsofthought.Task1.1:Describecommunity,districtandschoolfactorsthatmayimpactstudentlearning
• What type of geographic community (e.g., rural, urban, suburban, etc.) does the schoolprimarilyserve?
• What type of social community (e.g., working class, farm,middle‐class, etc.) does the schoolprimarilyserve?
• Inwhattype(e.g.,small,large;regular,charter,etc.)ofschooldistrictistheschoolembedded?How typical, relative to other schools in the district is your school (ethnically, politically,progressive/experimental,etc.)?
• What are the specific characteristics of the school itself (e.g., age of the building, number ofclassrooms,typicalclassroomsize,etc.)
Task1.2:Describeclassroomfactorsthatmayimpactstudentlearning
• Whatgradelevelisyourclassroom?• Where in thebuilding is your classroom located andwhat are the chief characteristics of the
classroomspace?• Defineanddiscusstheclassroomatmosphere(e.g.,brightandcolorful,noisy,quiet,etc.).• What is the classroom management system (e.g., procedures, rules, routines, etc. For more
examples,seeWong&Wong,unitonclassroommanagement)?• Isthisasingleteacherclassroom?Areanyteachingaidesorassistantspresent?• Are any new initiatives or curriculum changes (e.g., RTI, differentiated instruction, block
scheduling,etc.)impactingyourclassroom?Task1.3:Describestudentcharacteristicsthatmayimpactstudentlearning
• Howmanystudentsarethere?Whatistheirethnic,gender,linguistic,etc.,composition?• Are there any students needing special accommodations? If so, what are those
accommodations?• Whatdevelopmentallevel(s)(developmentalstages,skilllevel,etc.)is/arerepresented?• Identifyanddiscussallgroups,ifany,inyourclassroomintermsofability,motivation,etc.?
Task1.4:Informedbyyourunderstandingofrelevantmajorschoolsofthought,identifyanddiscussthe potential instructional implications of one or more contextual factor(s) identified above. Forexample:
• Given the sociocultural/multicultural theories discussed in EIS 302, describe any key socialand/or cultural/multicultural factors specific to your classroom that may impact studentlearninginyoursetting.
• Giventhepsychologicaltheories(e.g.,learning,motivation,development,etc.)discussedinEIS201andEIS301,whatstudentcharacteristicsspecifictoyourclassroomdoyouneedtokeepinmindasyouselectbenchmarks,objectives,andbegintheprocessofdesigningyourinstructionalstrategy?
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• Given your knowledge of legal and ethical issues as discussed in EIS 401, what studentcharacteristics specific to your classroom do you need to keep in mind as you selectbenchmarks,objectives,andbegintheprocessofdesigningyourinstructionalstrategy?
TEACHINGPROCESS1RUBRICContextualFactors
Indicator Unacceptable(1) Acceptable(2) Target(3) ScoreDescriptionofcommunity,districtandschoolfactorsthatmayimpactstudentlearning
Task1.1
Descriptionofcommunity,districtandschoolfactorsthatmayimpactstudentlearningisseverelylimited,irrelevant,inaccurate,and/ormissing.
Basic,accurateandperceptivedescriptionofcommunity,districtandschoolfactorsthatmayimpactstudentlearningisprovided.
Detailed,accurateandperceptivedescriptionofcommunity,districtandschoolfactorsthatmayimpactstudentlearningisprovided.
Descriptionofclassroomfactorsthatmayimpactstudentlearning
Task1.2
Descriptionofclassroomfactorsthatmayimpactstudentisseverelylimited,irrelevant,inaccurate,and/ormissing.
Basic,accurateandperceptivedescriptionofclassroomfactorsthatmayimpactstudentlearningisprovided.
Detailed,accurateandperceptivedescriptionofclassroomfactorsthatmayimpactstudentlearningisprovided.
Descriptionofstudentcharacteristicsthatmayimpactstudentlearning
Task1.3
Descriptionofstudentcharacteristicsthatmayimpactstudentlearningisseverelylimited,irrelevant,inaccurate,and/ormissing.
Basic,accurateandperceptivedescriptionofstudentcharacteristicsthatmayimpactstudentlearningisprovided.
Detailed,accurateandperceptivedescriptionofstudentcharacteristicsthatmayimpactstudentlearningisprovided.
Identificationanddiscussionofthepotentialinstructionalimplicationsofoneormorecontextualfactor(s)asinformedbyyourunderstandingofrelevantmajorschoolsofthought
Task1.4
Identificationanddiscussionofthepotentialinstructionalimplicationsofoneormorecontextualfactor(s)informedbyunderstandingoftherelevantmajorschoolsofthoughtseverelyislimited,irrelevant,inaccurate,and/ormissing.
Basicandaccurateidentificationandthoughtfuldiscussionofthepotentialinstructionalimplicationsofoneormorecontextualfactor(s)informedbyunderstandingoftherelevantmajorschoolsofthoughtisprovided.
Detailedandaccurateidentificationandthoughtfuldiscussionofthepotentialinstructionalimplicationsofoneormorecontextualfactor(s)informedbyunderstandingoftherelevantmajorschoolsofthoughtisprovided.
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PromptsforTeachingProcess2
LearningObjectivesandBenchmarksDefinition:Theteachercandidatesetssignificant,challenging,varied,andappropriatelearningobjectivesandbenchmarks.Task2.1:ListthebenchmarksfromtheIllinoisLearningStandardsthatyourunitisdesignedtoaddress.
• Identifyoneormorespecificbenchmark(s)foreachILSthatwillbeaddressedinthisunit(e.g.,20.A.3bfora7thgradeunit).
Task2.2:StatedailyobjectivesbasedontheidentifiedbenchmarksfromtheIllinoisLearningStandards.
• Stateoneormoreobjective(s)(asappropriate)foreachdailylessonplanyouwillteachduringtheunit.Thedailyobjective(s)shouldidentifythecontentand/orskillsthestudentsshouldacquireeachday(i.e.,whattheyshouldknowandbeabletodo).Thedailyobjective(s)shouldalsobealignedwiththebenchmark(s)identifiedinTask2.1.
• Eachdailyobjectiveshouldbesignificant(i.e.,itshouldreflectthebigideasorstructureofthediscipline),challenging,varied,achievable,anddevelopmentallyappropriate.
Task2.3:Discusswhythebenchmarksandobjectivesareappropriateintermsofdevelopment,pre‐requisiteknowledge,skills,andotherneeds.
• ProvidearationalefortheobjectivesidentifiedinTask2.2.Considerdevelopmentallevel,pre‐requisiteknowledgeand/orskills,performancedescriptor(s)(e.g.,StageF,G,orHforbenchmark20.A)andothercontextualfactorsasappropriateformeetingtheneedsofthestudentsintheclassroom.
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TEACHINGPROCESS2RUBRICLearningObjectivesandBenchmarks
Indicator Unacceptable(1) Acceptable(2) Target(3) Score
BenchmarksandIllinoisLearningStandardsforunitplan
Task2.1
Benchmarksfortheunitplanareinappropriate,insufficientinnumber,and/ornotidentifiedbynumberandnameforthecontenttobetaughtintheunit.
Benchmarksfortheunitplanareappropriateandsufficientinnumberforthecontenttobetaughtintheunit.
Benchmarksareappropriate,sufficientinnumber,andlabeledbybothnumberandnametodescribethecontenttobetaughtintheunit.
Alignmentofdailyobjectiveswithbenchmarksidentifiedfortheunitplan
Task2.2
Inappropriatenumberofdailyobjectivesforeachbenchmarkidentifiedfortheunitplan.
Appropriatenumberofdailyobjectivesthatarealignedwitheachbenchmarkidentifiedfortheunitplan.
Appropriatenumberofdailyobjectivesthatareclearlyalignedwitheachbenchmarkidentifiedfortheunitplan.
Rationaleforappropriatenessofdailyobjectives
Task2.3
Dailyobjective(s)is/areinappropriatebecausetheyfailtoconsiderthedevelopmentallevel,pre‐requisiteknowledge/skills,andcontextualfactorsofthestudentsintheclassroom.
Themajorityofdailyobjectivesareappropriatebecausetheyconsiderthedevelopmentallevel,pre‐requisiteknowledge/skills,andcontextualfactorsofthestudentsintheclassroom.
Allofthedailyobjectivesareappropriatebecausetheyconsiderthedevelopmentallevel,pre‐requisiteknowledge/skills,andcontextualfactorsofthestudentsintheclassroom.
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PromptforTeachingProcess3AssessmentPlan
Definition:The teacher candidate usesmultiple assessmentmodes and approaches to assess studentlearningbefore,during,andafterinstruction.Task3.1:Provideanoverviewoftheassessmentplanusingavisualorganizersuchastable3.1below.
• UsethebenchmarksandobjectivesfromTeachingProcess2‐LearningObjectivesandBenchmarks
tocompletethefirstcolumn.Theobjectivesforthepre‐assessment,duringtheunitassessments,andthepostassessmentwillbeidentical.
• In the type and/or nature of assessment column of the table, briefly describe the types ofassessments that will be used (e.g., test withmultiple choice questions, short answer questions,quickwrite, observations of student performance, etc.) for the pre‐assessment, formativeassessments,andpost‐assessment.Considercontextualfactorsasappropriate.
• In theadaptations column, list themodifications (e.g., reading the questions/task to the studentwho is unable to do so independently, recording the response of a student who struggles withwriting,etc.)thatyouwillneedtomakeineachassessmenttoenableallstudents,includingthosewithatypicalneeds, as identified in contextual factors, to representwhat theyknowand/orhavelearned.(Ideally,variedadaptationsareplanned.)
Table3.1Benchmark/Objectives Phasesof
AssessmentTypeand/orNatureoftheAssessment
AssessmentAdaptations
Benchmark:Objective1:
Pre‐assessmentFormative(duringtheunit)assessmentsPost‐assessment
Benchmark:Objective2:
Pre‐assessmentFormative(duringtheunit)assessmentsPost‐assessment
Task3.2:Providearationalefortheassessmentplan.
• Explain(1)howyourpre‐assessmentalignswithyourinstructionalobjectivesand,usingtable
3.2andtheaccompanyingrulesandguidelines,(2)howitreflectsanaccurate,consistent,andfairevaluationofstudentlearning.
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Table3.2
Rules1.Thenumberofitemsforeachobjectiveshouldberoughlyequaland/orproportional(P).2.Itemsshouldalignwiththematerialcoveredandobjectivesspecified.3.Anitemanalysisshouldbeconducted(bothdifficultyanddiscriminationindexesforeachitem,followedbyageneraldiscussionofthepropertiesoftheassessment).GuidelinesIfyourassessment(s) is/areoftheobjectivevariety(e.g.,multiple‐choice.matching,etc .),adapttable3.2 to fit your assessmentplan. If your assessment(s) is/areperformancebased (e.g., essay, project,demonstration, etc.), describe (1) whether or not it/they is/are school mandated, or teacherconstructed, and (2) how you, or the school, dealt with the critical question of whether or not theassessment(s)is/areconsistent,accurate,andfair.
• Explainhowyourformativeassessmentsalignwithyourinstructionalobjectivesandhowtheyreflectanaccurate,consistent,andfairevaluationofstudentlearningandstudents’progresstowardachievingtheunitbenchmarksandobjectives.
• Explainhowyourpost‐assessmentalignswithyourinstructionalobjectivesandhowitreflectsanaccurate,consistent,andfairevaluationofstudentlearningandstudents’progresstowardachievingtheunitbenchmarksandobjectives.
Task3.3:Describeandincludeacopyofthepre‐andpost‐assessmentsfortheunit.
• Includeacopyofthepre‐assessment.Indicatehowyouwillevaluateorscorethepre‐assessment,includingthecriteriayouwillusetodeterminetheextenttowhichstudentshavealreadyachievedtheobjectivesorhavetheprerequisiteskillorknowledgetoachievetheobjectivesoftheunit.
• Includeacopyofthepost‐assessment.Indicatehowyouwillevaluateorscorethepost‐assessment,includingthecriteriayouwillusetodeterminetheextenttowhichstudentshaveachievedtheobjectives.
LearningObjectives
AssessmentAnalysis
Instrument
Objective1
P=20%
Objective2
P=20%
Objective3
P=10%
Objective4
P=10%
Objective5
P=20%
Objective6
P=20%
Specificitems
3,7,11,18
1,4,9,14
2,5,
6,10
8,13,16,19
12,15,17,20
#ofitemsTotalitems=20
4
4 2 2 4 4
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Task3.4:Describetheplanforformativeassessment.
• Describetheformativeassessmentsyouwilluseduringtheunittomonitorstudentlearning.• Indicatehowyouwillevaluateeachformativeassessment,includingthecriteriayouwilluseto
determinetheextenttowhichstudentsareachievingorprogressingtowardsachievingtheunitobjectives.
Task3.5:Providearationaleforadaptationsofassessmentsbasedontheindividualneedsofstudents.
• Describehowtheadaptationforthepre‐assessmentwillenableindividualstudentstodemonstratewhattheyknow.
• Describehowtheadaptationfortheformativeassessmentswillenableindividualstudentstodemonstratewhattheyknow.
• Describehowtheadaptationforthepost‐assessmentswillenableindividualstudentstodemonstratewhattheyknow.
TEACHINGPROCESS3RUBRIC
AssessmentPlan
Indicator Unacceptable(1) Acceptable(2) Target(3) ScoreDescriptionofthetypeofassessment
Task3.1
Thetypeofassessmentplannedforoneormoreofthethreephasesofassessment(pre‐assessment,formativeassessment,post‐assessment)isinappropriate,inadequate,ormissingfortheobjectives.
Thetypeofassessmentplannedforeachofthethreephasesofassessment(pre‐assessment,formativeassessment,post‐assessment)isappropriateandadequatefortheobjectives.
Thetypeofassessmentplannedforeachofthethreephasesofassessment(pre‐assessment,formativeassessment,post‐assessment)willenablethecandidatetogatherhighlyrelevantandcomprehensivedataaboutstudents’knowledgeandskillsinmeetingtheobjectives.
Descriptionoftheadaptationsfortheassessments
Task3.1
Theadaptationsareinadequateorinappropriateforthetypeofassessmentand/oroflimitedvalueinhelpingalllearnersdemonstratetheirknowledge/skills.
Theadaptationsareadequate,appropriatefortypeofassessment,andenablealllearnerstodemonstratetheirknowledge/skills.
Theadaptationsarevaried,appropriateforthetypeofassessment,andenablealllearnerstofullydemonstratetheirknowledge/skills.
Rationalefortheselectionofthepre‐assessment
Task3.2
Therationaledoesnotprovideanadequateandappropriateexplanationofthealignmentofthepre‐assessmentwith
Therationaleprovidesanadequateandappropriateexplanationofthealignmentofthepre‐assessmentwith
Therationaleprovidesacomprehensiveandinsightfulexplanationofthealignmentofthepre‐assessmentwithinstructionalobjectives
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instructionalobjectivesand/ordoesnotexplainhowitreflectsanaccurate,consistent,andfairevaluationofstudentlearning.
instructionalobjectivesandadequatelydescribeshowitreflectsanaccurate,consistent,andfairevaluationofstudentlearning.
andincludesathoroughandcleardiscussionofhowitreflectsanaccurate,consistentandfairevaluationofstudentlearning.
Rationalefortheselectionoftheformativeassessments
Task3.2
Therationaledoesnotprovideanadequateandappropriateexplanationofthealignmentoftheformativeassessmentswithinstructionalobjectivesand/ordoesnotexplainhowtheyreflectanaccurate,consistent,andfairevaluationofstudentlearningandprogresstowardsachievingtheunitbenchmarksandobjectives.
Therationaleprovidesanadequateandappropriateexplanationofthealignmentoftheformativeassessmentswithinstructionalobjectivesandadequatelydescribeshowtheyreflectanaccurate,consistent,andfairevaluationofstudentlearningandprogresstowardsachievingtheunitbenchmarksandobjectives.
Therationaleprovidesacomprehensiveandinsightfulexplanationofthealignmentoftheformativeassessmentswithinstructionalobjectivesandincludesathoroughandcleardiscussionofhowtheyreflectanaccurate,consistentandfairevaluationofstudentlearningandprogresstowardsachievingtheunitbenchmarksandobjectives.
Rationalefortheselectionofthepost‐assessment
Task3.2
Therationaledoesnotprovideanadequateandappropriateexplanationofthealignmentofthepost‐assessmentwithinstructionalobjectivesand/ordoesnotexplainhowitreflectsanaccurate,consistent,andfairevaluationofstudentlearning.
Therationaleprovidesanadequateandappropriateexplanationofthealignmentofthepost‐assessmentwithinstructionalobjectivesandadequatelydescribeshowitreflectsanaccurate,consistent,andfairevaluationofstudentlearning.
Therationaleprovidesacomprehensiveandinsightfulexplanationofthealignmentofthepost‐assessmentwithinstructionalobjectivesandincludesathoroughandcleardiscussionofhowitreflectsanaccurate,consistentandfairevaluationofstudentlearning.
Pre‐assessment
Task3.3
Oneormoreoftheunitobjectivesarenotassessed;theitemsortasksarenotalignedwiththeunit’sinstructionalobjectives;and/orthecriteriaforscoringareinappropriateordonotprovideobjectiveandsufficientinformationabouttheextenttowhichstudentshave
Alloftheunitobjectivesareassessed;theitemsandtasksareadequatelyalignedwiththeinstructionalobjectives;andthecriteriaforscoringareappropriateandprovideobjectiveandsufficientinformationabouttheextenttowhichstudentshavealready
Alloftheunitobjectivesareassessed;theitemsortasksarefullyalignedwiththeinstructionalobjectives;andthecriteriaforscoringaretargetedtoprovideobjectiveandspecificinformationabouttheextenttowhichstudentshavealreadyachievedorare
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alreadyachievedorarepreparedtoachievetheobjectives.
achievedorarepreparedtoachievetheobjectives.
preparedtoachievetheobjectives.
Post–assessment
Task3.3
Oneormoreoftheunitobjectivesarenotassessed;theitemsortasksarenotalignedwithinstructionalobjectives;and/orthecriteriaforscoringareinappropriateordonotprovideobjectiveandsufficientinformationabouttheextenttowhichstudentsachievedtheobjectives.
Alloftheunitobjectivesareassessed;theitemsandtasksareadequatelyalignedwithinstructionalobjectives;andthecriteriaforscoringareappropriateandprovideobjectiveandsufficientinformationabouttheextenttowhichstudentsachievedtheobjectives
Alloftheunitobjectivesareassessed;theitemsarefullyalignedwiththeinstructionalobjectives;andthecriteriaforscoringaretargetedtoprovideobjectiveandspecificinformationabouttheextenttowhichstudentshaveachievedtheobjectives.
Formativeassessments
Task3.4
Theformativeassessmentplan,orcriteriaforevaluationtodeterminehowstudentsareprogressingtowardachievingallunitobjectivesislimitedornotprovidedandprovideslittleornoinformationabouttheextenttowhichstudentsareachievingtheobjectives.
Theformativeassessmentplan,orcriteriaforevaluationtodeterminehowstudentsareprogressingtowardachievingallunitobjectivesis/areappropriateandadequateandprovidessomeinformationabouttheextenttowhichstudentsareachievingtheobjectives.
Theformativeassessmentplan,orcriteriaforevaluationtodeterminehowstudentsareprogressingtowardachievingallunitobjectivesis/arehighlyrelevantandcomprehensiveandprovidesspecificinformationabouttheextenttowhichstudentsareachievingtheobjectives.
Rationalefortheassessmentadaptations
Task3.5
Therationaledescribinghowtheadaptationwillenableindividualstudentstodemonstratewhattheyknowislimitedordoesnotreflectanunderstandingofthedifficultiesstudentsmayencounterwhencompletingthepre‐assessment,formativeassessments,orpost‐assessmentfortheunit.
Therationaledescribinghowtheadaptationwillenableindividualstudentstodemonstratewhattheyknowisadequateandreflectsanunderstandingofthedifficultiesstudentsmayencounterwhencompletingthepre‐assessment,formativeassessments,andpost‐assessmentfortheunit.
Therationaledescribinghowtheadaptationwillenableindividualstudentstodemonstratewhattheyknowisinsightfulandreflectsasophisticatedunderstandingofthedifficultiesallstudentsmayencounterwhencompletingthepre‐assessment,formativeassessments,andpost‐assessmentfortheunit.
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PromptforTeachingProcess4DesignforInstruction
Definition: Based upon previously identified benchmarks, objectives, and assessment(s), the teachercandidate designs a unit of instruction targeted at student needs and characteristics (includingbehaviors)specifictothelearningcontext.
Task4.1:Presentanddiscusstheresultsofthepre‐assessment(s).
• Theresultsofthepre‐assessmentshouldbeanalyzedimmediatelyandonlyusedtomodifytheunit,notaspartofthefinalgrade.Donotaskstudentstocorrect/revisethepre‐assessment.
• Createavisualrepresentation(e.g.,chart,bargraph,linegraph)thatdisplaystheresultsofthepre‐assessmentforeachobjectiveand/orassessmentinstrumentused.Indicatethenumberofcorrect items/total number of items, the number of points awarded/total number of pointsavailablefortheassessmentofeachobjective,thelevelofskill,etc.
Example1:Pre‐AssessmentDataAnalysisChartbyObjectives
Objective1
Thestudentswillconvertamongcustomaryunitsoflength.
Objective2
Thestudentswillconvertamongcustomaryunitsofweight.
Objective3
Thestudentswillconvertamongcustomaryunitsofcapacity.
Objective4
Thestudentswilldecideifanestimateisenough.
Objective5
Thestudentswilladd,subtract,multiply,anddividewithcustomaryunitsofmeasure.
4/15or27%exceeded5/15or33%met6/15or40%showedsignificantweakness
6/15or40%exceeded3/15or20%met3/15or20%didnotmeet3/15or20%showedsignificantweakness
4/15or27%exceeded6/15or40%met5/15or33%showedsignificantweakness
10/15or67%exceeded5/15or33%showedsignificantweakness
7/15or47%exceeded8/15or53%showedsignificantweakness
Criteria:90%oraboveontheassessment:studentsexceededexpectationsfortheobjective.80%to89%ontheassessment:studentsmettheobjective.79%to62%ontheassessment:studentsdidnotmeettheobjective.61%andbelowontheassessment:studentshavesignificantweaknessinthisarea.
Example2:GraphofPre‐assessmentResultsfor20Students
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• Discusswhatyou learnedfromthepre‐assessmentdataabout thecurrent levelofmasteryoftheknowledge/skillsidentifiedforeachobjective.
• Discusswhatthepre‐assessmentdataindicateaboutstudents’priorknowledge/skills,patternsoferrors,andmisconceptions.
Task4.2:Describetheinstructionaltechnologiesyouplantouseinyourunit.
• Identify the specific instructional technologies that youwill useduring the implementationoftheunit.
• Discusshow theuseof these instructional technologieshas thepotential topositively impactstudentlearning.
Task4.3:Providethelessonplansusedintheunit.Amongthemanycomponentsofthelessonplan,besuretoaddressrelevantstudentbehavior,classroommanagement,andaccommodationsforindividuallearners.
• Theunitmust includeat leastfiveconsecutive lessonplans. Daysusedtoadministerthepre‐and post‐assessments cannot be used to fulfill this requirement for five consecutive lessonplans. Notes: (a) Some programsmay require additional lessons; (b) use lesson plan formatspecifiedbyyourdepartment,program,orstudentteachingsetting.
• Each lessonplanmust includeoneormoredaily objectives identified in TeachingProcess 2 ‐LearningObjectivesandBenchmarks.
• Design the sequential instructional procedures for each lesson that will enable students toachievethelessonobjectives.Includetheprocess(e.g.,specificquestions)youwillusetocheckforunderstandingaswellaspromotecriticalandcreativethinking.
• Identify the techniques that you will use to address student behaviors that may negativelyimpactstudentlearningduringthislesson.
• Identify the classroom management procedures that you will use to ensure that the lessonproceedssmoothly,efficientlyandwithoutconfusion.
• Identifytheproceduresyouwilluseduringtheunittoaccommodatetheneedsoflearnerswhomaystruggletolearn,whospeakEnglishastheirsecondlanguage,whomaygraspthecontentquickly,orwhomayhaveadisabilitythataffectsthisparticularlesson.Includeproceduresusedduring the delivery of the lesson as well as the accommodations you will make duringindependentpractice.
Task4.4:Discusshowthecontextualinformationandpre‐assessmentdatawereusedtoselectappropriateactivities,assignments,andresources.
• Identifyanyrelevantcommunity,district, school factorsand/orclassroomfactorsdescribed inTeaching Process 1 ‐ Contextual Factors that are likely to impact student learning during thisunit.Discusshowyourinstructionalplanwasinformedbytheconsiderationofthosefactors.
• IdentifythestudentcharacteristicsdescribedinTeachingProcess1,ContextualFactors,thatarelikelyto impactstudent learningduringthisunit. Discusshowthosecharacteristics influencedyourselectionofactivities,assignments,andresources.
• Discuss the decisions youmade about the activities, assignments, and resources for this unitbasedonthepre‐assessmentdata.
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Task4.5:Providearationaleforyourinstructionaldesign.
• Discusshowthisunitreflectswhatyouknowregardingrelevantmajorschoolsofthought(e.g.,specific theories) about how students best learn, what you know about children and theirlearninganddevelopment,andwhatyouknowaboutbestpractice in thecontentarea(s)youareteaching.Includespecificexamplesfromlessonplansasevidence.
• Discussthecognitiveproceduresthatstudentswilluseduringthisunit,suchascriticalthinking,problemsolving,decision‐making,drawingconclusions, creative thinking,etc. Includespecificexamplesofactivitiesand/orteachingstrategiesthatrequirestudentstousetheseprocedures.
• Discuss the specific instructional activities in this unit that aremost likely to promote activeengagementinlearning.Indicatewhyorhowtheseactivitieswillpromoteactiveengagement.
• Discusstechniques,strategies,oractivitiesinthisunitthatbestreflectyourabilitytocreateandimplement instruction that is achievable, meaningful, motivating and, therefore, provide anopportunityforallstudentsinyourclassroomtolearn.
• TeachingProcess4RubricDesignforInstruction
Indicator Unacceptable(1) Acceptable(2) Target(3) ScorePresentationoftheresultsofthepre‐assessment
Task4.1
Visualrepresentationofpre‐assessmentdatadoesnotincluderesultsforeachunitobjectiveand/orpre‐assessment,thedataareincomplete,and/orerrorsincalculationsareevident.
Visualrepresentationofpre‐assessmentdataincludesresultsforeachunitobjectiveand/orassessment,thedataarecomplete,andthecalculationsarecorrect.
Visualrepresentationofpre‐assessmentdataincludesresultsforeachunitobjectiveand/orpre‐assessment,andthedataarecomplete,correct,andpresentedinawaythatfacilitatesanalysis.
Discussionofthepre‐assessmentdata
Task4.1
Discussionofoneormoreobjectivesismissing,limited,orinconsistentwiththedatainthevisualrepresentation;theextenttowhichstudentshavealreadyacquiredtheknowledge/skillsintheobjectivesisnotclearlyoraccuratelydescribed;and/ordiscussionofwhatthedataindicateaboutstudents’priorknowledge,patternsoferrors,andmisconceptionsislimited.
Discussionadequatelyaddresseseachobjectiveandisconsistentwiththedatainthevisualrepresentation;theextenttowhichstudentshavealreadyacquiredtheknowledge/skillsintheobjectivesisclearlyandaccuratelydescribed;andsomediscussionofwhatthedataindicateaboutstudents’priorknowledge,patternsoferrors,andmisconceptionsisprovided.
Discussionofeachobjectiveisdetailedandconsistentwiththedatainthevisualrepresentation;theextenttowhichstudentshavealreadyacquiredtheknowledge/skillsintheobjectivesisthoroughlydescribed;andathoroughdiscussionofwhatthedataindicateaboutstudents’priorknowledge,patternsoferrors,andmisconceptionsisprovided.
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Discussionoftheuseofinstructionaltechnology
Task4.2
Discussionofspecificinstructionaltechnologiesimplementedintheunitand/orhowthosetechnologieshavethepotentialtoimpactstudentlearningislimited.
Adequatediscussionofspecificinstructionaltechnologiesimplementedintheunitandhowthosetechnologieshavethepotentialtoimpactstudentlearningisprovided.
Detaileddiscussionofspecificinstructionaltechnologiesimplementedintheunitwithspecificevidenceofhowthosetechnologieshavethepotentialtopositivelyimpactstudentlearningisprovided.
Numberoflessonplans
Task4.3
Fewerthanfivelessonplans(excludingdaysforadministeringpre‐andpostassessments)areincludedand/oroneormorelessonplansareinadequateinthefollowingways:(1)previouslyidentifiedobjectivesarenotincluded;(2)instructionalproceduresarenotsequentialand/ordonotclearlyandsufficientlyaddresstheobjectives;(3)process/questionstocheckforunderstandingorpromotecriticalorcreativethinkingarelimited,irrelevant,ormissing.
Atleastfivelessonplans(excludingdaysforadministeringpre‐andpostassessments)areincludedandeachlessonplan(1)addressespreviouslyidentifiedobjectives;(2)providessequentialinstructionalproceduresthatclearlyandsufficientlyaddresstheobjectives;and(3)includessufficientandrelevantquestions/processestocheckforunderstandingandpromotecriticalorcreativethinking.
Atleastfivelessonplans(excludingdaysforadministeringpre‐andpostassessments)areincludedandeachlessonplan(1)addressespreviouslyidentifiedobjectives;(2)providesdetailed,highlyrelevantinstructionalproceduresthatutilizebestteachingpracticesspecificallytargetedtoachieveeachlessonobjective;and(3)includesanappropriatenumberofrelevantprocesses/questionsdesignedtocheckforunderstanding;toelicitstudents’misconceptions;andtopromotecriticalandcreativethinkingandadeeperunderstandingoftheobjectives.
Techniquestoaddressstudentbehaviors
Task4.3
Techniquestoaddressstudentbehaviorswhichmaynegativelyimpactstudentlearningarenotrelevantorhavenotbeenincluded.
Relevanttechniqueswhichaddressstudentbehaviorsthatmaynegativelyimpactstudentlearningareincluded.
Highlyrelevantandeffectivetechniqueswhichaddressstudentbehaviorsthatmaynegativelyimpactstudentlearningareincluded.
Classroommanagementprocedures
Managementprocedurestoensurethateachlessonproceeds
Adequatemanagementprocedurestoensure
Highlyeffectivemanagementprocedureswhich
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Task4.3
smoothly,efficiently,andwithoutconfusionareinadequateornotprovided.
thateachlessonproceedssmoothly,efficiently,andwithoutconfusionareprovided.
ensurethateachlessonproceedssmoothly,efficiently,andwithoutconfusionareintegratedthroughouttheunit.
Procedurestoaccommodatingalllearners
Task4.3
Procedurestoaccommodatealllearnersarenotspecifiedforboththedeliveryofinstructionandindependentpracticeand/oraccommodationswillhavealimitedimpactontheabilityofalllearnerstoachievethelessonobjectives.
Procedurestoaccommodatealllearnersarespecifiedforboththedeliveryofinstructionandindependentpracticeandaccommodationswillpositivelyimpacttheabilityofalllearnerstoachievesomeofthelessonobjectives.
HighlyeffectiveproceduresthataccommodatealllearnersdiscussedinContextualFactorsareintegratedintoboththedeliveryofinstructionandindependentpracticeandaccommodationswillpositivelyimpacttheabilityofalllearnerstoachieveorextendbeyondtheknowledge/skillsincludedinthelessonobjectives.
Community,district,schoolandclassroomfactorsthatimpactstudentlearning
Task4.4
Alimitednumberofrelevantcommunity,district,school,andclassroomfactorsthatimpactstudentlearningduringtheunitarediscussed.
Asufficientnumberofrelevantcommunity,district,schoolandclassroomfactorsthatimpactstudentlearningduringtheunitarediscussed.
Highlyrelevantcommunity,district,school,andclassroomfactorsthatimpactstudentlearningduringtheunitarediscussedindetail.
Studentcharacteristicsthatimpactstudentlearning
Task4.4
Alimitednumberofrelevantstudentcharacteristicsthatimpactstudentlearningduringtheunitarediscussed.
Asufficientnumberofrelevantstudentcharacteristicsthatimpactstudentlearningduringtheunitarediscussed.
Highlyrelevantstudentcharacteristicsthatimpactstudentlearningduringtheunitarediscussedindetail.
Pre‐assessmentdatathatimpactsstudentlearning
Task4.4
Discussionofhowpre‐assessmentdatawasusedtoselectactivities,assignments,andresourcesislimitedornotrelevant.
Discussionofhowpre‐assessmentdatawasusedtoselectactivities,assignments,andresourcesisadequateandrelevant.
Discussionoftheuseofpre‐assessmentdatatoselectactivities,assignments,andresourcesishighlyrelevant,detailedandcomprehensive.
Theoriesutilizedtocreateunit.
Discussionand/orrelevantexamplesofhowtheunitreflectsanunderstandingofspecific
Adequatediscussionandsufficientrelevantexamplesofhowtheunitreflectsan
Detailed,thorough,andinsightfuldiscussionandsufficientrelevantexamplesofhowthe
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Task4.5 theoriesofhowstudentsbestlearn,therelationshipbetweendevelopmentandlearning,andtheuseofbestpracticesforthiscontentareaislimited.
understandingofspecifictheoriesofhowstudentsbestlearn,therelationshipbetweendevelopmentandlearning,andtheuseofbestpracticesforthiscontentareaisprovided.
unitreflectsanunderstandingofspecifictheoriesofhowstudentsbestlearn,therelationshipbetweendevelopmentandlearning,andtheuseofbestpracticesforthiscontentareaisprovided.
Cognitiveproceduresusedduringtheunit
Tasks4.5
Examplesofactivitiesandteachingstrategiesimplementedintheunitthatelicitcriticalthinking,problem‐solving,decision‐making,ordrawingconclusionsarelimitedand/ornotrelevant.
Sufficientandrelevantexamplesofactivitiesandteachingstrategiesimplementedintheunitthatelicitcriticalthinking,problem‐solving,decision‐making,ordrawingconclusionsareprovided.
Activitiesandteachingstrategiesthatelicitcriticalthinking,problem‐solving,decision‐making,anddrawingconclusionsandleadtodeeperunderstandingofthecontentand/orenhanceddevelopmentofskillsincludedintheobjectivesareintegratedthroughouttheunit.
Activeengagement
Task4.5
Examplesofinstructionalactivitiesthatactivelyengagestudentsinlearningand/ortherationaledescribinghowtheseactivitiespromoteactiveengagementarelimitedornotrelevant.
Sufficientandrelevantexamplesofinstructionalactivitiesthatactivelyengagestudentsinlearningandanadequaterationaledescribinghowtheseactivitiespromoteactiveengagementareprovided.
Activitiesthatactivelyengagestudentsinlearningandleadtodeeperunderstandingofthecontentand/orenhanceddevelopmentofskillsincludedintheobjectivesareintegratedthroughouttheunit.
Meaningful,motivatingandappropriatelychallengingactivitiesthatenablealltolearn
Tasks4.5
Examplesofinstructionalactivitiesthatareachievable,meaningful,andmotivating,andprovideanopportunityforallstudentsintheclassroomtolearnarelimitedornotrelevant.
Sufficientandrelevantexamplesofinstructionalactivitiesthatareachievable,meaningful,andmotivating,andprovideanopportunityforallstudentsintheclassroomtolearnareprovided.
Achievable,meaningful,andmotivatingactivitiesthatenableallstudentstodevelopadeeperunderstandingofthecontentand/orenhanceddevelopmentofskillsincludedintheobjectivesareintegratedthroughouttheunit.
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PromptsforTeachingProcess5InstructionalDecision‐Making
Definition: The teacher candidate uses ongoing (daily) analysis of student learning and studentbehaviorsbasedupondailyassessmentstomakeinstructionaldecisions.
Task 5.1: Describe the changes you made, if any, to your lesson while teaching it and provide arationaleforthechangesyoumade.
• Clearlydescribeeachchangeyoumadetoyourlesson(s).• Describetheprocess (e.g., formativeassessments)youusedasthebasis foranalyzingstudent
learningandmakinganychanges.• Provide a coherent rationale (the reasonsor basis) for any andall changesmadeandexplain
how they fit into your overall instructional strategy. Be certain to tie your decisions toinformation(e.g.,data,observations)obtainedthroughyourformativeassessment(s).
Task5.2:Discusstheimpactofthechangesdescribedabovecitingevidenceorexamplestosupportyourassertion.
• Describehowstudentsrespondedingeneralwhenyoumadeeachchange.Besuretoprovideexamples.
• Ifappropriate,describehowspecific students,orgroupsof students, respondeddifferently toeachchange.Besuretoprovideexamples.
• Discusstheimpactonstudentlearningofanyandallchangesyoumadeinyourinstruction.Besuretoidentifytheevidenceonwhichyoubaseyourclaim(s).(e.g.,Eightofthestudentswerethenabletocompletetheproblemcorrectly,twostudentsaskedforadditionalhelp,andfourstudentscompletedtheproblemincorrectly).
Task5.3: Describeanychangesyouneedtomakefortheclassasawhole inthenext lesson intheunitandprovidearationaleforthechangesyouintendtomake.
• Baseduponyourdescriptionof the impactof thechanges thatyouhave implementedonthewholeclasspriortothispoint,clearlydescribeanyadditionalchangesyouwillmakeinyournextlesson.
• Provideareasonedexplanationforanyadditionalchangesyouintendtomake.Task5.4:Describeanychangesyouneedtomakeforanyindividualorgroupintheclassinthenextlessonintheunitandprovidearationaleforthechangesyouintendtomake.
• Based upon your description of the impact of the changes that you have implemented onindividualstudentsand/orgroupsofstudentspriortothispoint,clearlydescribeanyadditionalchangesyouwillmake inyournext lesson thatare focusedon those specific studentsand/orgroupsofstudents.
• Providea reasonedexplanation foranyadditional changesyou intend tomake for individualsand/orgroupsofstudents.
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TEACHINGPROCESS5RUBRICInstructionalDecisionMaking
Indicator Unacceptable(1) Acceptable(2) Target(3)Score
Descriptionofandrationaleforchangesmadewhileteaching
Task5.1
Descriptionof,andrationalefor,changesmadewhileteachingareseverelylimited,irrelevant,inaccurate,and/ormissing.
Basic,accurate,andperceptivedescriptionof,andsufficientrationalefor,changesmadewhileteachingisprovided.
Detailed,accurate,andperceptivedescriptionof,andthoroughrationalefor,changesmadewhileteachingisprovided.
Discussionofimpact,includingevidenceandexamples
Task5.2
Evidenceandexamplesofimpactonstudentlearningofchangesmadeareseverelylimited,irrelevant,inaccurate,and/ormissing.
Basic,accurate,andinsightfuldiscussionofimpactonstudentlearningofanychangesmadeisprovided
Detailed,accurate,andinsightfuldiscussionofimpactonstudentlearningofanychangesmadeisprovided.
Descriptionandrationaleforglobalchangestofuturelessonsintheunit
Task5.3
Descriptionof,andexplanationfor,globalchangesisseverelylimited,irrelevant,inaccurate,and/ormissing.
Basic,accurate,andinsightfuldescriptionof,andexplanationfor,globalchangestofuturelessonsisprovided
Adetailed,accurate,andinsightfuldescriptionof,andexplanationfor,globalchangestofuturelessonsisprovided.
Descriptionandrationaleforchangesspecifictoindividualsorgroupsinfuturelessonsintheunit
Task5.4
Descriptionof,andexplanationfor,changesspecifictoindividualsand/orgroupsisseverelylimited,irrelevant,inaccurate,and/ormissing.
Basic,accurate,andinsightfuldescriptionof,andexplanationfor,changesspecifictoindividualsand/orgroupsisprovided.
Adetailed,accurate,andinsightfuldescriptionof,andexplanationfor,changesspecifictoindividualsand/orgroupsisprovided.
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PromptsforTeachingProcess6AnalysisandInterpretationofStudentLearningandPerformance
Definition: The teacher candidate uses assessment data collected from all students in the class toanalyze student learning and performance and communicate this information about student progressandachievement.
Task6.1:Describetheresultsofstudentlearningandperformance,usingvisualrepresentationsandnarrative,basedonyoursummativeassessments.
• Addthepost‐assessment(summative)datatothevisualrepresentationdevelopedfor4.1(seeexamples1&2below).
• Provideadescriptionofoneormoreexamplesofthelearningobjectiveswherestudentsweremostsuccessfulandutilizepost‐assessment(summative)datatoexplainwhy.
• Provideadescriptionofoneormoreexamplesofthelearningobjectiveswherestudentswereleastsuccessfulandutilizeyourpost‐assessment(summative)datatoexplainwhy.
• Provide a description of the successful adaptations you made throughout the unit to helpindividualstudentsachieveyouroveralllearningobjectives.
Task6.2:AnalyzeallstudentdatatoexplainprogressandachievementtowardlessonobjectivesandILSbenchmarks.
• Summarize,innarrativeform,whatyourdataindicateaboutyourstudents’learningspecifictothisunit.
• Analyze and evaluate the performance of all students toward meeting your stated lessonobjectivesinlightoftheirperformanceonthepre‐assessment(s).
Task6.3:Provideaninterpretationofyourresultsanddiscusstheimplications.
• Provide a clear interpretation ofwhat your post‐assessment (summative) data indicate aboutstudentlearningandperformance.
• Discuss how the results and your interpretation of the data will impact your teaching in thefuturetopositively impactstudentlearning.Wherenecessary,provideadiscussionofpossibleinterventionsneededforlow‐performingstudents.
Example1:ComparisonofHypotheticalPreandPostTestResults–Barchart
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Example2:ComparisonofHypotheticalPreandPostTestResults–Linegraph
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TeachingProcess6RubricAnalysisandInterpretationofStudentLearningandPerformance
Indicator Unacceptable(1) Acceptable(2) Target(3) ScoreVisualrepresentationofpost‐assessmentresultsTask6.1
Post‐assessmentdatahasnotbeenaddedtothepre‐assessmentvisualrepresentation,resultsforeachunitobjectivearenotincluded,and/orthedataareincompleteorcontainerrorsincalculations.
Visualrepresentationofdataiscomplete,theresultsforeachunitobjectiveareincluded,andthecalculationsarecorrect.
Visualrepresentationofdataiscomplete,resultsforeachunitobjectiveareincluded,thecalculationsarecorrect,andthedataispresentedinawaythatfacilitatesanalysis.
MostsuccessfullearningobjectivesTask6.1
Descriptionorexamplesofstudents’successinmeetingobjectiveswereinaccurate,inappropriate,missingand/ornotsupportedbydata.
Adequateandappropriatedescriptionandexamplesofstudents’successinmeetingobjectiveswereprovidedwithappropriatesupportingdata.
Detailedandthoroughdescriptionandexamplesofstudents’successinmeetingobjectiveswereprovidedwithhighlyrelevantandcomprehensivesupportingdata.
LeastsuccessfullearningobjectivesTask6.1
Descriptionorexamplesofstudents’difficultyinmeetingobjectiveswerelimitedormissingand/ornotsupportedbydata.
Adequateandappropriatedescriptionandexamplesofstudents’difficultyinmeetingobjectiveswereprovidedwithappropriatesupportingdata.
Detailedandthoroughdescriptionandexamplesofstudents’difficultyinmeetingobjectiveswereprovidedwithhighlyrelevantandcomprehensivesupportingdata.
SuccessfuladaptationsTask6.1
Descriptionofsuccessfuladaptationsmadethroughouttheunitisinappropriate,limited,ormissing.
Adequateandappropriatedescriptionofsuccessfuladaptationsmadethroughouttheunitisprovided.
Detailed,appropriate,andinsightfuldescriptionofsuccessfulandvariedadaptationsmadethroughouttheunitisprovided.
Summaryofpost‐assessmentdata
Summaryislimited,inaccurate,missing,ordoesnotaddress
Basicandaccuratesummaryofpost‐assessmentdata
Detailed,accurate,andinsightfulsummaryofpost‐assessmentdata
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Task6.2
studentlearninginthisunit.
relativetostudentlearninginthisunitisprovided.
relativetostudentlearninginthisunitisprovided.
AnalysisofstudentperformanceTask6.2
Analysisandevaluationofstudentperformanceandtheirprogresstowardmeetinglessonobjectivesinlightofpre‐assessmentdataarelimited,missing,orinaccurate.
Basicandaccurateanalysisandevaluationofstudentperformanceandtheirprogresstowardmeetinglessonobjectivesinlightofpre‐assessmentdataareprovided.
Detailed,accurate,andinsightfulanalysisandevaluationofstudentperformanceandprogresstowardmeetinglessonobjectivesinlightofpre‐assessmentdataareprovided.
InterpretationofDataTask6.3
Interpretationofpost‐assessmentdatarelativetostudentlearningandperformanceislimited,notrelevant,ormissing.
BasicandrelevantInterpretationofpost‐assessmentdatarelativetostudentlearningandperformanceisprovided.
InsightfulandrelevantInterpretationofpost‐assessmentdatarelativetostudentlearningandperformanceisprovided.
ImplicationsofthedataforstudentlearningTask6.3
Interpretationofthedatarelativetoitsimplicationsforstudents’futurelearningandperformanceislimited,notrelevant,ormissing.
BasicandrelevantInterpretationofthedatarelativetoitsimplicationsforstudents’futurelearningandperformanceisprovided.
InsightfulandrelevantInterpretationofitsdatarelativetoitsimplicationsforstudents’futurelearningandperformanceisprovided.
ImplicationofthedataforfutureteachingTask6.3
Interpretationofthedatarelativetoitsimplicationsforfutureteachingislimited,notrelevant,ormissing.
BasicandrelevantInterpretationofthedatarelativetoitsimplicationsforfutureteachingisprovided.
InsightfulandrelevantInterpretationofitsdatarelativetoitsimplicationsforfutureteachingisprovided.
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PromptsforTeachingProcess7ReflectionandSelf‐Evaluation
Definition:Theteachercandidatereflectsonhisorherinstructionandstudentlearningtoimprovehisorherteaching.Task7.1:Discussyourimplementationofthisunitintermsofitsimpactonstudentlearninginlightofthemajorschoolsofthoughtthatyoupreviouslydiscussedundercontextualfactors.
• Brieflysummarizetheunityoutaughtintermsof(1)studentcharacteristicsconsidered,(2)content,(3)generalobjectives,and(4)ILSbenchmarks.
• Discusssuccessesandchallengesyourstudentsexperiencedduringthisunitandtheroleyourteachingskills(contentknowledge,strategies,used,behaviormanagementapproach,etc.)playedinthestudents’learning.Pleaseprovidespecificexamples.
• Givenyourexperience,describeanddiscussanygeneralinsightsintothenatureofstudentlearningandmotivationprocessesyouhavegainedthatwillmakeyouabetterteacher.
Task7.2:Discusswhatyoulearnedaboutyourselfasateacher.
• Brieflydescribewhatyoulearnedaboutyourteaching/leadershipstyle,abilitytomanagetheclassroom,organizeclassroomroutines,andstudentbehaviorduringyourexperience(seeWong&Wong,chapter18:Disciplineplans)
• Whatdidyoudiscovertobeyourgreateststrength(s)asateacher?Besuretoprovidespecificexamples.
• Whatdidyoudiscoveraboutyourselfasateacherthatyoustillneedtoworkontoimprove?Besuretoprovidespecificexamples.
• NowthatyouhavecompletedthisexperiencewiththeWTWS,whathaveyoulearnedaboutyourcommitmenttodowhatittakestobecomeaneffectiveteacher?
Task7.3:Reflectonpossibilitiesforyourownprofessionaldevelopment.
• Howcanyoubestuseyourstrengthsasateachertomaximizethepositiveimpactyouwillhaveonstudentlearning?
• Havingidentifiedtheareasofyourteaching(e.g.content,pedagogicalskills,behaviormanagementskills,etc.)mostinneedofimprovement,discusswhatyouwilldotostrengthenandcultivateneededimprovement.Bespecific.
• Inwhatwaysdoyouintendtoinsureyourcontinualdevelopmentasateachingprofessionalinordertobepreparedtopositivelyimpactstudentlearning?Bespecific.
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TEACHINGPROCESS7RUBRICReflectionandSelf‐Evaluation
Indicator Unacceptable(1) Acceptable(2) Target(3) Score
Summarizationofunittaught.Task7.1
Summaryofunitisincomplete,inadequate,and/ormissing.
Basicandcompletesummaryofunittaughtisprovided.
Detailedandthoroughsummaryofunittaughtisprovided.
ImpactofteachingonstudentlearningTask7.1
Discussionofthesuccessesandchallengesstudentsexperiencedandtheroleofteachingskillsinfacilitatingstudents’learningislimited,notrelevant,and/ormissing.
Basicandrelevantdiscussionofthesuccessesandchallengesstudentsexperiencedandtheroleofteachingskillsinfacilitatingstudents’learningisprovided.
Detailed,insightful,andthoroughdiscussionofthesuccessesandchallengesstudentsexperiencedandtheroleofteachingskillsinfacilitatingstudents’learningisprovided.
Insightintothestudentlearning/motivationprocess.Task7.1
Descriptionanddiscussionofinsightsintothestudentlearning/motivationprocessisseverelylimited,irrelevant,and/ormissing.
Basicdescriptionanddiscussionofinsightsintothestudent/motivationlearningprocessisprovided.
Detailed,insightful,andthoroughdiscussionofinsightsintothestudentlearning/motivationprocessisprovided.
Knowledgeofselfasateacher.Task7.2
Discussionofteaching/leadership,style,classroommanagement,strengths,areasneedingimprovement,andcommitmentisseverelylimited,notrelevant,and/ormissing.
Basicandspecificdiscussionofteaching/leadershipstyle,classroommanagement,strengths,areasneedingimprovement,andcommitmentisprovided.
Detailed,insightful,andthoroughdiscussionofteaching/leadershipstyle,classroommanagement,strengths,areasneedingimprovement,andcommitmentisprovided.
ProfessionaldevelopmentTask7.3
Discussionofprofessionaldevelopmentneedsandplanforimprovementisseverelylimited,irrelevant,and/ormissing.
Basicandspecificdiscussionofprofessionaldevelopmentneedsandplanforimprovementisprovided.
Detailed,insightful,andthoroughdiscussionofprofessionaldevelopmentneedsandplanforimprovementisprovided.