Nebraska Department of Education Rule 24 Report€¦ · Nebraska Department of Education Rule 24...

Nebraska Department of Education Rule 24 Report

(Content Area)

Educator Preparation Content Program Review

Name of institution Grace University

Date Submitted August 15, 2014

Contact Person Susan F. Alford, Ph.D.

Phone/Fax 402.449.2932

Email [email protected]

Program(s) Covered by this Folio Press tab in last column to add rows

Endorsement(s)/Type Grade Level Program Level

(F) Social Science 7-12 Undergraduate

(S) History 7-12 Undergraduate

(F) Social Science 7-12 Post-baccalaureate

(S) History 7-12 Post-baccalaureate

Is the endorsement offered at more than one site? Yes X No

If yes, list additional sites where endorsement is offered:

Institution Accreditation Status: NCATE TEAC CAEP X State

Section 1: Contextual Information 1a. Describe the standards for admission, retention, and completion of the endorsement, including required GPAs and minimum grade requirements for the courses accepted for the endorsement. Traditional Undergraduate Program

Acceptance into the Grace University Teacher Education undergraduate program requires candidates to successfully complete ED 200 Orientation and Field Experience. Successful completion of ED 200 requires a notarized Felony and Misdemeanor Form, a grade of ‘C’ or better in all English and Math coursework, and a cumulative 2.5 GPA. In addition, candidates are required to complete the Grace University Teacher Education Admission Application and the corresponding entrance essay. Following ED 200 and prior to entering Teacher Education method courses, candidates must take and pass the Reading, Writing, and Mathematics portions of the Praxis I: PPST. The minimum scores required by the State of Nebraska determine passing criteria.

Each semester, candidates meet with an assigned Teacher Education faculty advisor to discuss

course selection, program requirements, current GPA, and any other issues related to successful progress in the program. Candidates whose cumulative GPA falls below the minimum 2.5 requirement are placed on an academic “hold,” assigned to the Academic Resource Center (ARC), and prevented from taking other method courses until the minimum GPA is met. Candidates are advised to take general education courses and/or Teacher Education Core courses while on “hold.” The candidate’s advisor also provides recommendations and guidance for completing the endorsement program successfully and efficiently.

Upon completion of all program coursework and practicum experiences with a cumulative GPA of

2.5, candidates may apply for Student Teaching. All candidates must obtain a current background check within 90 days of the anticipated start date for the Student Teaching experience. Program assessments and portfolio artifacts must be submitted to the Teacher Education Coordinator prior to the start of the Student Teaching semester. Successful completion of Student Teaching requires their respective Cooperating Teacher and University Supervisor evaluate candidates as proficient. Post-Baccalaureate Program

Grace University’s post-baccalaureate, Fast-Track to Teaching program, now the Masters of Teaching program requires candidates to submit a graduate application, graduate essay, a notarized Felony and Misdemeanor Form, transcripts with evidence of a bachelor’s degree with a cumulative GPA of 3.0 to apply. In addition, the graduate Teacher Education faculty interviews candidates and candidates must submit passing scores for the Reading, Writing, and Mathematics portions of the Praxis I: PPST prior to admittance. The minimum scores required by the State of Nebraska determine passing criteria.

Candidates meet with an assigned Teacher Education faculty advisor to discuss course selection,

program requirements, current GPA, and any other issues related to successful progress in the program. Candidates whose cumulative GPA falls below the minimum 3.0 requirement are placed on an academic probation and given one, eight-week course cycle to obtain the minimum GPA. The candidate’s advisor also provides recommendations and guidance for completing the program successfully and efficiently.

Upon completion of all program coursework and practicum experiences with a cumulative GPA of

3.0, candidates may apply for Student Teaching. All candidates must obtain a current background check within 90 days of the anticipated start date for the Student Teaching experience. Program assessments and portfolio artifacts must be submitted to the Teacher Education Coordinator prior to the start of the Student

Teaching semester. Successful completion of Student Teaching requires their respective Cooperating Teacher and University Supervisor evaluate candidates as proficient. 1b. Provide a table showing the major transition points or endorsement gateways and related expectations/assessments for the endorsement.

Traditional Undergraduate – Teacher Education

Transition Points Expectations/Assessments

Gateway I

Field Orientation

Submit a Teacher Education application and essay

Submit a Felony and Misdemeanor Form

Earn a grade of “C” or better in all English and Mathematics coursework

Earn a 2.5 or above cumulative GPA

Take Praxis I: PPST

Gateway II

Methods Block I

Practicum I

Pass all parts of Praxis I: PPST Math: 171 Reading: 170 Writing: 172

Earn “C” or better in Teacher Education coursework

Submit appropriate portfolio artifacts

Submit an updated Felony and Misdemeanor Form

Pass Practicum I


Gateway III Methods Block II Practicum II/III



Pass Practicum II & III


Gateway IV Pre-Student Teaching Application

Complete all coursework



Pass Practicum IV & Practicum in SPED


Complete a background check

Submit Application to Student Teach

Gateway V Post Student Teaching


Pass Student Teaching


Fast-Track to Teaching / Masters of Teaching


Gateway I

Program Admission

Submit a Graduate application and essay

Submit a Felony and Misdemeanor Form

Submit transcript of baccalaureate degree


Pass all parts of Praxis I: PPST

Fast-Track to Teaching / Masters of Teaching


Math: 171 Reading: 170 Writing: 172

Gateway II Pre-Student Teaching Application

Complete all coursework



Pass Practicums

Complete a background check


Submit Application to Student Teach

Gateway III Post Student Teaching


Pass Student Teaching


1c. Describe all field experiences required for the endorsement, including the number of hours for practicum experiences and the number of hours/weeks of clinical experience or internships.

Each candidate in the traditional undergraduate program must complete six field experiences, a combined 160 hours, prior to the clinical Student Teaching Experience. The initial field experience is embedded into ED 200 Orientation and Field Experience. This 25-hour practicum is an introduction to working in the classroom and is based on observation of effective teacher pedagogy. Candidates must complete the following field experiences upon acceptance into the Grace University Teacher Education Program: ED 300 Practicum in Education 1, ED 350 Practicum in Education 2, ED 400 Practicum in Education 3, ED 450 Practicum in Education 4, and ED 423 Practicum in Special Education. The Practicum in Education 1, 2, 3, and 4 each requires 30 hours of classroom experience. The Practicum in Special Education requires 15 hours of classroom experience. All of the field experiences are zero credit courses.

Candidates complete a 12 credit clinical experience, ED 424 Student Teaching. The clinical

experience requires candidates to serve in assigned classrooms for 16 weeks, 8 hours a day, excluding school holidays and breaks. Cooperating teacher and university supervisors evaluate the clinical experience at the mid-point and the end of the semester.

Post-baccalaureate candidates complete field experiences, a combined of 100 hours, prior to the clinical Student Teaching Experience. All of the field experiences are zero credit courses. Fast-Track and MAT candidates complete a 12 credit clinical experience, ED 521 Student Teaching. The clinical experience requires candidates to serve in assigned classrooms for 16 weeks, 8 hours a day, excluding school holidays and breaks. Cooperating teacher and university supervisors evaluate the clinical experience at the mid-point and the end of the semester.

1d. Provide enrollment and completion information about program completers for 2 academic years.

Program Completers and Level – Social Science

Academic Year Number of Completers

Baccalaureate Post Baccalaureate

20 11 to 20 12 0 4

20 12 to 20 13 0 1

20 13 to 20 14 0 0

Program Completers and Level – History

Academic Year Number of Completers

Baccalaureate Post Baccalaureate

20 11 to 20 12 0 2

20 12 to 20 13 3 0

20 13 to 20 14 1 1

1e. Attach student advising sheet as Appendix A.

Section 2: Key Assessments 2a. The following Table of Key Assessments represents the unit assessments for this endorsement area. As indicated, multiple assessment measures are used in some of the assessment categories. This is to provide evidence the new standards in the State Approval Review Process have been met. Grace University is a pilot institution for the Nebraska Student Teaching Evaluation. Beginning with the 2013-2014 reporting year, the Nebraska Student Teaching Evaluation will become the evaluation for Assessment 2 –Content, 3 – Learner/ Learning Environments, 4– Instructional Practices, and 6–Professional Responsibility, as instructed in the Nebraska State Educator Preparation Program Review Guidance Manual (2013).

Name of Assessment* Type or Form of Assessment

Brief Description of Assessment

When Assessment is Administered

1 Endorsement GPA GPA Comparison Evaluation of content knowledge

Admission to Student Teaching

2 Student Teaching Evaluation

Performance Evaluation

Evaluation of teaching performance

Completion of Student Teaching

3

Classroom Management & Discipline Plan

Project Evaluation of planning for positive learning environments

During Methods Coursework

Student Teaching Evaluation




4

Exemplary Unit Plan Project Evaluation of content planning

During Methods Coursework





5 Teacher Work Sample Project Evaluation of planning, assessment, and student learning

During Student Teaching

6

Student Teaching Reflective Essay

Reflection Evaluation of professionalism and leadership






7 Employer Follow-up Surveys



Post-graduate

8 Teacher Education Portfolio

Project Collection Comprehensive Evaluation of planning and assessment

Admission to Student Teaching

2b. DATA TABLES: Data for Social Science endorsement candidates is reported for both years for the post-baccalaureate program only. There were 5 completers during the last two years in the post-baccalaureate program. Therefore, to ensure candidate privacy, data is reported for all Social Science endorsement candidates in the last two years. There were no Social Science endorsement completers for the 2013-2014. Data for History endorsement candidates are reported for both years and for both the baccalaureate and post-baccalaureate programs. There were only five completers across both program levels during the last two years. Therefore, to ensure candidate privacy, data are reported for all History endorsement candidates in the last two years. There was only one History endorsement completer for the fall 2013 semester in the post-baccalaureate program. Data was only collected for the assessments administered as part of the admission process and the Student Teaching Experience for the post-baccalaureate program (Fast-Track) in 2011-2012 and 2012-2013. The post-baccalaureate, Master of Arts in Teaching program began collecting data on all assessments in the fall 2013 semester. These procedures account for unavailable data. Some key assessment tables may not report data due to the availability of less than 5 scores. Some key assessment tables may report Social Science and History endorsement data together.

KEY ASSESSMENT I: CONTENT Endorsement GPA

DESCRIPTION: The Social Science and History coursework GPA is used to document candidate content knowledge for this endorsement area. The Nebraska Department of Education Rule 24 regulations determines the content coursework required for each of these endorsement areas. The endorsement GPA is calculated on those courses that meet Rule 24 for the Social Science and History endorsements.

Endorsement Content GPA

Social Science Endorsement

Scale = 4.0 Post-Baccalaureate 2011-2013

N = 5

Mean Endorsement Content GPA 3.39

History Endorsement

Scale = 4.0 Traditional Undergraduate & Post-Baccalaureate 2011-2013

N = 5

Mean Endorsement Content GPA 3.45

KEY ASSESSMENT 2: CONTENT Student Teaching Evaluation

DESCRIPTION: The assessment used to demonstrate candidate performance on the Nebraska Educator Standards: Content Knowledge (005.02D-E) is the Student Teaching Evaluation. The Student Teaching Evaluation, criterion INQ 5 and INSP 3 are reported to demonstrate candidate performance on the Content Knowledge Standard for the 2011-2012 and 2012-2013 completers. The Nebraska Student Teaching

Evaluation was piloted at Grace University for 2013-2014. Data is not presented on Standard 4 and Standard 5 for the two 2013-2014 completers. The table entitled Nebraska Student Teaching Evaluation Aligned to the Grace University Student Teaching Evaluation shows specific benchmark correlations.


Social Science & History Endorsement

Scale = 4.0 Traditional Undergraduate & Post-Baccalaureate 2011-2013*

N = 8

Mean Score INQ 5 3.5

Mean Score INSP 3 3.8

*Fall semester only

KEY ASSESSMENT 3: LEARNER/LEARNING ENVIRONMENTS Classroom Management & Discipline Plan; Student Teaching Evaluation

DESCRIPTION: There are two assessments used to demonstrate candidate performance on the Nebraska Educator Standards: Learner/Learning Environments (005.02A-C). The Classroom Management & Discipline Plan assesses candidate’s understanding of how to develop a positive and engaging learning environment. The Student Teaching Evaluation, criterion INST 6, INQ 4, INST 5, INST 7 and INSP 7 are reported to demonstrate candidate performance on the Learner/Learning Environments standard for the 2011-2012 and 2012-2013 completers. The Nebraska Student Teaching Evaluation was piloted at Grace University for 2013-2014. Standards 1, 2, and 3 on the Nebraska Student Teaching Evaluation relates to this Nebraska Educator Standard, however data is not reported for 2013-2014 since there were only two completers. The table entitled Nebraska Student Teaching Evaluation Aligned to the Grace University Student Teaching Evaluation shows specific benchmark correlations.

Classroom Management & Discipline Plan



N = 5*

Mean Scores

*Some Post-Baccalaureate data unavailable



Scale = 4.0 Post-Baccalaureate 2011-2013*

N = 8

Mean Score INST 6 3.8





*Fall semester only

KEY ASSESSMENT 4: INSTRUCTIONAL PRACTICES Exemplary Unit Plan; Student Teaching Evaluation

DESCRIPTION: There are two assessments used to demonstrate candidate performance on the Nebraska Educator Standards: Instructional Practices (005.F-H). The Exemplary Unit Plan is a subject-based, interdisciplinary unit that addresses English Language Learners. This unit plan demonstrates the candidates’ ability to use appropriate instructional practices in meeting the needs of diverse students. The Student Teaching Evaluation, criterion INST 8, INST 9, INST 1, INST 2, INST 11, INST 4, and INST 10 are reported to demonstrate candidate performance on the Instructional Practices standard for the 2011-2012 and 2012-2013 completers. The Nebraska Student Teaching Evaluation was piloted at Grace University for 2013-2014. Standards 6, 7, and 8 on the Nebraska Student Teaching Evaluation relates to this Nebraska Educator Standard, however data is not reported for 2013-2014 since there were only two completers. The table entitled Nebraska Student Teaching Evaluation Aligned to the Grace University Student Teaching Evaluation shows specific benchmark correlations.

Exemplary Unit Plan



N = 5*

Mean Scores 2.54





N = 8








*Fall semester only

KEY ASSESSMENT 5: INSTRUCTIONAL PRACTICES Teacher Work Sample

DESCRIPTION: The assessment used to demonstrate candidate performance on the Nebraska Educator Standards: Instructional Practices is the Teacher Work Sample. The Teacher Work Sample requires candidates to develop a unit plan including diagnostic, formative, and summative assessments during the

clinical experience. Candidates administer a pre-assessment, teach the unit, and administer the post-assessment. Candidates report the collected data to demonstrate the degree of student learning, and then reflect on strength and weaknesses of planning, and teaching performance.

Teacher Work Sample



N = 8

Mean Scores 2.4

*Fall semester only

KEY ASSESSMENT 6: PROFESSIONAL RESPONSIBILITY Student Teaching Reflective Essay; Student Teaching Evaluation

DESCRIPTION: There are two assessments used to demonstrate candidate performance on the Nebraska Educator Standards: Professional Responsibility (005.02 I-J). The Student Teaching Reflective Essay demonstrates candidates’ knowledge and skills related to ethical practice and professional responsibilities to students, parents, and colleagues. The Student Teaching Evaluation, criterion INQ 1, INQ 2, INSP 8, and INSP 9 are reported to demonstrate candidate performance on the Professional Responsibility standard for the 2011-2012 and 2012-2013 completers. The Nebraska Student Teaching Evaluation was piloted at Grace University for 2013-2014. Standard 9 and Standard 10 on the Nebraska Student Teaching Evaluation relates to this Nebraska Educator Standard, however data is not reported for 2013-2014 since there were only two completers. The table entitled Nebraska Student Teaching Evaluation Aligned to the Grace University Student Teaching Evaluation shows specific benchmark correlations.

Student Teaching Reflective Essay



N = 8*

Mean Scores 4.2





N = 8





*Fall semester only

KEY ASSESSMENT 7: OVERALL PROFICIENCY Employer Survey

DESCRIPTION: The assessment used to demonstrate candidate performance on the Nebraska Educator Standards: Overall Proficiency is the Employer Survey. The Employer Survey is given to principals and administrators of Grace University graduates. The survey collects data on graduates’ level of preparation for teaching in the elementary classroom. Data for the Employer Survey is not reported for Social Science and History candidates. There were zero surveys returned during the last two years. Therefore, there is no data to report.

KEY ASSESSMENT 8: OVERALL PROFICIENCY Teacher Education Portfolio

DESCRIPTION: The assessment used to demonstrate candidate performance on the Nebraska Educator Standards: Overall Proficiency is the Teacher Education Portfolio. The Teacher Education Portfolio is a best-work portfolio that includes evidence of proficiency in Content Knowledge and Pedagogy, Human Development, Adapting Instruction to Diverse Learners, Instructional Strategies, Motivation and Classroom Management, Communication and Technology, Planning, Assessment and Evaluation, Reflection and Professional Development, School and Community Relationships, and Personal Characteristics and Interpersonal Skills. The Teacher Education Portfolio is scored prior to the Student Teaching Experience.

Teacher Education Portfolio



N = 6*

Mean Scores 2.9


2c. See Appendix B for copies of the assessment instruments. 2d. FINDINGS AND INTERPRETATIONS CONTENT – KEY ASSESSMENTS 1 & 2 All candidates who completed the Secondary Social Science and Secondary History programs demonstrated strong performance on the Nebraska Educator Standards: Content Knowledge as evidenced by the mean GPA of 3.39 on Social Science endorsement coursework and the mean GPA of 3.45 on History endorsement coursework. Faculty used the mean GPA to compare data and to determine patterns or trends. The candidate data above does not indicate a specific area of weakness. Post-baccalaureate scores were consistent with the traditional undergraduate completers. Since data indicates that Secondary Social

Science and Secondary History candidates are prepared to teach Social Science/History content, no programs changes have been made based on this assessment data. The data documents the mean performance level of the candidates on criterion INQ 5 and INSP 3 on the Grace Student Teaching Evaluation. All candidates achieved an average rating of 3.5 to 3.8 on these criterions. Post-baccalaureate scores were overall consistent with the traditional undergraduate completers. Consistent weaknesses in candidate performance on criterion are not evident. Candidates’ strong performance on these assessments indicates that candidates have the knowledge, skills, and dispositions relating specifically to Nebraska Educator Standards: Content Knowledge. Faculty believes the any differences in criterion means are attributed to a few weak candidates. Due to the small number of candidates in the program, it was easy for faculty to identify the candidates who are weak in content areas. Weak candidates are provided support through the Grace University Academic Resource Center (ARC) and/or provided a plan for remediation in the areas of weakness. The candidates who do not meet set expectations or program gateways are exited from the program. LEARNER/LEARNING ENVIRONMENT Candidates who completed the Secondary Social Science and Secondary History programs scored consistently well on the Classroom Management and Discipline Plan and the Student Teaching Evaluation for the criterion related to Learning and Learning Environments. Post-baccalaureate scores were slightly higher than the traditional undergraduate completers’ scores on the Student Teaching Evaluation. Candidates’ overall strong performance indicates that candidates have the knowledge, and skills relating specifically to the Nebraska Educator Standards: Learner/Learning Environment. Faculty used the mean score to compare data and to determine patterns or trends. The candidate data above does not indicate a specific area of weakness. Since data indicates that Secondary Social Science and Secondary History candidates perform well on the Learner/Learning Environment criterions, no program changes were made based on the assessment data. INSTRUCTIONAL PRACTICES All candidates who completed the Secondary Social Science and Secondary History programs scored consistently well on the Exemplary Unit Plan and the Student Teaching Evaluation for the criterion related to Instructional Practices. Post-baccalaureate scores were consistent with the traditional undergraduate completers’ scores on the Student Teaching Evaluation. Completers were particularly strong on INST 10: Demonstrates proper use of technology. Consistent weaknesses in candidate performance on criterion are not evident. Candidates’ overall strong performance indicates that candidates have the knowledge, and skills relating specifically to the Nebraska Educator Standards: Instructional Practices. Faculty used the mean score to compare data and to determine patterns or trends. The candidate data does not indicate a specific area of weakness. Since data indicates that Secondary Social Science and Secondary History candidates perform well on the Instructional Practices criterions, no program changes were made based on the assessment data. Qualitative data and candidate struggles indicated a need for a consistent and standardized Unit Plan format across the Teacher Education Department. A standardized format was developed in fall 2013 and implemented in spring 2014. Faculty anticipates higher candidate performance and greater candidate satisfaction ratings with the Unit Planning process.

INSTRUCTIONAL PRACTICES - IMPACT ON STUDENT LEARNING Secondary Social Science and Secondary History candidates performed well on the Teacher Work Sample. Candidates’ overall strong performance indicates that candidates have the knowledge, and skills relating specifically to the Nebraska Educator Standards: Instructional Practices. Faculty used the mean score to compare data and to determine patterns or trends. The candidate data above does not indicate a specific area of weakness. Post-baccalaureate scores were consistent with the overall traditional undergraduate completers. Since data indicates that Secondary Social Science and Secondary History candidates perform well on the Instructional Practices criterions, no program changes were made based on the assessment data. The changes in the Nebraska Educator Standards indicated a need for an updated Teacher Work Sample, with a stronger component to document the candidate’s impact on student learning. The new project guidelines were developed and piloted in spring 2014. Faculty anticipates lower performance this semester due to the increase in expectations. Final project guidelines will be established based on the performance data for spring 2014 and implemented fall 2015. PROFESSIONAL RESPONSIBILITY All candidates who completed the Secondary Social Science and Secondary History programs scored consistently well on the Student Teaching Reflective Essay and the Student Teaching Evaluation for the criterion related to Professional Responsibility. Post-baccalaureate scores were consistent with the traditional undergraduate completers’ scores, performing well on both assessments. Candidates scored significantly higher on the Student Teaching Evaluation criterions, scoring “Exemplary” or very close to “Exemplary.” Consistent weaknesses in candidate performance on specific criterion are not evident. Since data on the Student Teaching Evaluation for the Secondary Social Science and Secondary History completers indicate that candidates perform well on the Professional Responsibility criterions, no program changes were made based on this assessment data. Data collected 2011-2012 across all Teacher Education programs indicated the lack of interest and value in the Student Teaching Reflective Essay assessment, which prompted faculty intervention. This assessment is currently in development to improve the structure, clarify expectations in a formal way. The rubric is being revised as well. The new Student Teaching Reflective Essay assessment is scheduled for administration in fall of 2014. OVERALL PROFICIENCY – EMPLOYER SURVEY Data was not reported for the Employer Survey because there were zero completed assessments. Generally, Secondary Social Science and Secondary History completers appear to be well prepared for the classroom in all areas based on qualitative, informal data. The efforts of the Nebraska Department of Education to connect Teacher Preparation Programs with employers of graduates should increase the potential for obtaining this data in the future. OVERALL PROFICIENCY

Candidates who completed the Secondary Social Science and Secondary History programs demonstrated Overall Proficiency on the Nebraska Educator Standards by scoring consistently well on the Teacher Education Portfolio. Candidates’ overall strong performance indicates that candidates have the knowledge, skills, and dispositions relating to the Nebraska Educator Standards. The efforts of the new employee in the

Teacher Educator Coordinator position have improved departmental communication and motivation related to all program assessments. Post-baccalaureate data is now consistently collected, which will provide more data to base decisions and program changes.

PROGRAM CHANGES AND IMPROVEMENTS The program changes and improvements since the last Program Review has primarily been department wide, across all endorsement programs. Improvements to specific Key Assessments were noted above. Additionally, all departmental assessments are in the process of being standardized to reflect the same rubric scale. As indicated in the Data Tables, the scale for the assessments ranged from 3.0 to a 5.0 scale. This has made data cumbersome to compare, as well as fostered uncertainty in candidates due to varying expectations. Fall 2014 should see implementation of all new rubrics designed with a 4.0 scale: 4 = Exemplary, 3 = Proficient, 2 = Developing, 1 = Needs Intervention. The Teacher Education Coordinator has had four different employees in the position since the last review, and in the last 3 years. This has proven to be the largest issue with data collection and data analysis. Some individuals were less competent in the position than others. Some data was apparently lost, mainly specific criterion performance scores. In fall 2013, Grace University subscribed to an internet database designed for collecting assessment data, called Chalk & Wire. Over the course of the 2013-2014 year, the program assessments are updated and loaded into the Chalk & Wire system. Spring 2014 is the pilot and training semester for the Teacher Education candidates and faculty. All spring semester assessments are being submitted and graded in Chalk & Wire. Candidates submit projects, which builds into their personal electronic portfolio. Faculty assesses the projects in the Chalk & Wire system, which builds the assessment database. This allows assessment reports to be generated using multiple and varied statistical analyses. This allows faculty to obtain information on overall performance as well as candidate performance on specific assessment criterions. Disaggregated data is also obtained using the Chalk & Wire system. Faculty anticipates this will improve data analysis efforts and information obtained to base departmental decisions and improvements. Data collection will become more automated and less subject to employee error. Faculty believes the program improvements have been beneficial in effectively preparing the candidates for classroom teaching. Data results from program assessments as well as qualitative information related to this process support this conclusion. Although faculty are always seeking to continue improving candidate learning, student learning, and program effectiveness, faculty overall are satisfied with program advancements and believe the Grace University Teacher Education program appropriately prepares Secondary Social Science and Secondary History candidates with the knowledge, skills, and dispositions needed to make a positive effect on student learning.

Changes in programs and offerings are made as a result of discussion of the unit faculty and data sources (both formal and informal) before final decisions are made. Major program shifts and changes are discussed with the Professional Advisory Team consisting of teachers, principals, and superintendents in the local Omaha area. Program changes are encouraged by the university at the decision-making level of the department. Any curricular changes are required to be submitted to the Curriculum Committee and presented to the faculty as a whole. Program Changes at the Initial Level since 2008 Expanded endorsement areas were initiated in the content areas of PE, Early Childhood Education and

Theater Supplemental to offer more endorsement choices for candidates.

ED 416 Content Reading Across the Curriculum was added to the secondary endorsement areas to provide opportunity for candidates to learn more literacy strategies for content area teaching.

School Partnerships were explored with three area diverse K-8 Catholic schools: All Saints, Holy Name, and Sacred Heart. Candidates and faculty worked together to K-8 teachers in a lab school-type setting developing relationships between the college classroom and the K-12 classroom. The goal is to provide professional development for the schools while providing an authentic practicum setting for candidates with more regular visitation from faculty. A relationship was also established with the South Omaha Language Center to allow all candidates to work with ELLs in a community setting.

Chalk and Wire, an electronic portfolio system, was implemented university-wide and has allowed the Teacher Education data system to provide a way to seamlessly collect data from the learning management system, It’s Learning, and upload the data to Chalk and Wire. This is aligned with the Conceptual Framework and 400+ different data pieces collected during the candidate’s time in the program.

Technology additions were made to the department including iPads for all faculty and administrative personnel, Apple TV to all classrooms, and a portable ELMO device for use in classrooms.

The Academic Resource Center (ARC) was expanded to include tutoring for ELL candidates, study sessions for candidates requesting extra help, and candidates with academic issues. Study sessions were also created for Praxis I and II tests. Study guides are being purchased for the expanded content area Praxis tests that will be required in the next year.

Since 2008, an additional faculty member was added to the graduate level program. Program Changes at the Post-Baccalaureate level since 2008 Fast Track to Teaching was re-designed to become the MAT program with permission from the Higher

Learning Commission (Fall, 2013). MSEd in Curriculum and Development as added with a specialty in Multicultural schools. The degree

also includes an online ELL endorsement. Permission for Master’s degree expansion was granted by the Higher Learning Commission (Fall, 2013).

Grace University has added 1 new full-time graduate faculty member since 2008 to accommodate the two new Master’s degree programs.

Program Changes planned beginning fall 2014 An extensive review of the program is planned with a curriculum-mapping project that will align

curriculum to the new InTASC standards and allow the unit to see the progression of pedagogical concepts and content across the program.

Increases in resources have been requested from the university administration to update the curriculum lab and to add curriculum samples for new endorsement areas.

Expansion of Master’s programs with a contract agreement with a recruitment service may allow us to expand our MSEd’s concentration areas.

Exploration of a Special Education endorsement offering is being studied to allow more variety in the endorsement areas.

Appendix A

Advising Sheet Traditional Undergraduate

Advising Sheet Fast-Track to Teaching/MAT

Secondary Education Social Science Field Endorsement

Bible and Teacher Education Major

(B.S. Degree)

Total Hours (157) Hrs. Transferred____________ Hrs. Needed_________

Biblical/Theology Requirements (30)

_____BS 101 Old Testament Survey (4) _____TH 203 Theology of Church Mission (2) _____BS 102 New Testament Survey (4) _____TH 301 Theology 1 (3) _____BS 103 Hermeneutics (3) _____TH 302 Theology 2 (3) _____BS 110 Evangelism & Spiritual Life (2) _____ BS/TH Bible or Theology electives (3)† _____BS 406 Romans or Gospels (3) _____ __________________________________ _____HU 414 Ethics (3) _____ __________________________________

General Education Requirements (41) (Students who transfer 14 or more hrs of General Education are required to take Ethics or World Views.

_____ EN 101 College Composition 1 (3) _____ PE 101 Introduction to Health & Wellness (2) _____ EN 103 College Composition 2 (3) _____ PSY 211 Child Development (3) †† _____ HU 382 American Literature (3) _____ SCI 341/341L Biology & Lab (4) _____ HU 321 World’s Living Religions (3) †† _____ SP 120 Oral Communications (3) _____ HU/MU (Art or Music Elective) (3) _____ SS 101 College Orientation (0) _____ MA Elective (3) _____ SS 214 Cultural Anthropology (3) †† _____ MA Elective (3) _____ SS 331/431 World Civ 1 or Amer Civ 1 (3) †† _____ PE Elective (1) _____ SS 400 Senior Integration (1)

Professional Requirements (86)

Teacher Education Core (26) Endorsement Requirements (60 **) _____ ED 200 Orientation & Field Experience (2) _____ HU 321 World’s Living Religious (3) †† _____ ED 201 Educational Psychology (3) _____ PSY 101 General Psychology (3) _____ ED 202 Classroom Management (2) _____ PSY 211 Child Development (3) †† _____ ED 203 Pluralism and Cultural Diversity (2) _____ PSY 302 Theories of Personality (3) _____ ED 301 Assessment, Tests & Measurements (2) _____ SS 201 Microeconomics (3) _____ ED 302 Introduction to Special Education (3) _____ SS 202 Macroeconomics (3) _____ ED 315 Principles and Methods of Sec Ed (3) _____ SS 203 Discovering Geography (3) _____ ED 316 Instructional Technology (3) _____ SS 214 Cultural Anthropology (3) †† _____ ED 402 History & Philosophy of Education (3) _____ SS 222 Principles of Sociology (3) _____ ED 416 Content Reading Across the Curriculum (3) _____ SS 231 Church History (3) _____ SS 232 African-American History (3) _____ SS 233 History of the American People (3) _____ SS 241 Nebraska History (3) _____ SS 303 Physical Geography (3) _____ SS 331 World Civilization 1 (3) †† _____ SS 332 World Civilization 2 (3) _____ SS 333 An Introduction to American Politics (3) _____ SS 431 American Civilization 1 (3) _____ SS 432 American Civilization 2 (3) _____ SS 433 American Government (3)

Teacher Education Practicum Experience (12)

_____ ED 300 Practicum in Education 1 (0) _____ ED 423 Practicum in Special Education (0) _____ ED 350 Practicum in Education 2 (0) _____ ED 424 Student Teaching (12) _____ ED 400 Practicum in Education 3 (0) _____ ED 450 Practicum in Education 4 (0)

†Students completing the summer Edge program may substitute “World’s Living Religions” for a Theology elective †† Teacher Education Core class which also meets endorsement requirements **Credits include Teacher Education Core classes that meet endorsement requirements

Grace University Social Science Endorsement - Bachelor of Science Degree

Biblical Studies Major and Teacher Education Major – 157 Credit Hours

First Year Fall Semester 17 Spring Semester 18

BS 101 Old Testament Survey 4 BS 102 New Testament Survey 4 TH 203 Theology of Church Mission 2 BS 103 Herm. & Bible Study Methods 3 EN 101 College Composition 1 3 BS 110 Evangelism & Spiritual Life 2 SS 101 College Orientation 0 EN 103 College Composition 2 3 PE 101 Introduction to Health & Wellness 2 SP 120 Oral Communication 3 PSY 101 General Psychology 3 SLT 102 Servant Leadership Training 0 SLT 101 Servant Leadership Training 0 SS 222 Principles of Sociology 3 ED 200 Orientation & Field Experience 2 PE --- Elective 1

Second Year Fall Semester 18 Spring Semester 17

TH 301 Theology I 3 TH 302 Theology II 3 SS 201 Microeconomics 3 SS 202 Macroeconomics 3 SS 231 Church History 3 SS 214 Cultural Anthropology 3 MA --- Elective 3 SS 241 Nebraska History * 3 PSY 211 Child Development 3 SS 203 Discovering Geography 3 ED 201 Educational Psychology 3 ED 203 Pluralism & Cultural Diversity 2 SLT 201 Servant Leadership Training 0 ED 423 Practicum in Special Education 0 SLT 202 Servant Leadership Training 0

Winter Session 3

MA --- Elective 3

Third Year Fall Semester 18 Spring Semester 18

HU 321 World’s Living Religions * 3 BS --- Bible/Theology Elective 3 SS 331 World Civilization I 3 PSY 302 Theories of Personality 3 SS 333 Into to American Politics 3 SS 232 African-American History * 3 MU --- Music or Art Elective 3 SS 233 History of American People 3 SCI 341 Principles of Biology 3 SS 332 World Civilization II 3 SCI 341L Biology Lab 1 ED 316 Instructional Technology 3 ED 202 Classroom Management 2 ED 350 Practicum in Education 2 0 ED 300 Practicum in Education 1 0 SLT 302 Servant Leadership Training SLT 301 Servant Leadership Training

Fourth Year Fall Semester 18 Spring Semester 18

SS 303 Physical Geography 3 BS 406 Romans 3 SS 431 American Civilization I 3 SS 432 American Civilization II 3 SS 443 Historiography 3 HU 382 American Literature 3 SS 433 American Government * 3 HU 414 Ethics 3 ED 315 Principles & Methods of Sec. Ed. 3 ED 301 Assessment, Tests & Measurements 2 ED 400 Practicum in Education 3 0 ED 416 Content Reading Across the Curriculum 3 ED 402 History & Philosophy of Education 3 ED 450 Practicum in Education 4 0 SLT 401 Servant Leadership Training SLT 402 Servant Leadership Training SS 400 Senior Integration 1

Final Semester as Scheduled (12)

ED 424 Student Teaching (12) * - these courses may be offered on a two-year rotation Note: Class offering are subject to change. Speak with your advisor for the most up to date information.

Secondary Education History Subject Endorsement

Bible and Teacher Education Major

(B.S. Degree)

Total Hours (139) Hrs. Transferred____________ Hrs. Needed_________ Biblical/Theology Requirements (30) _____BS 101 Old Testament Survey (4) _____TH 203 Theology of Church Mission (2) _____BS 102 New Testament Survey (4) _____TH 301 Theology 1 (3) _____BS 103 Hermeneutics (3) _____TH 302 Theology 2 (3) _____BS 110 Evangelism & Spiritual Life (2) _____ BS/TH Bible or Theology electives (3)† _____BS 406 Romans or Gospels (3) _____ __________________________________ _____HU 414 Ethics (3) _____ __________________________________ General Education Requirements (41) (Students who transfer 14 or more hrs of General Education are required to take Ethics or World Views.

_____ EN 101 College Composition 1 (3) _____ PE 101 Introduction to Health & Wellness (2) _____ EN 103 College Composition 2 (3) _____ PSY 211 Child Development (3) _____ HU 382 American Literature (3) _____ SCI 341/341L Biology & Lab (4) _____ HU Elective (3) _____ SP 120 Oral Communications (3) _____ HU/MU (Art or Music Elective) (3) _____ SS 101 College Orientation (0) _____ MA Elective (3) _____ SS 214 Cultural Anthropology (3) †† _____ MA Elective (3) _____ SS 331/431 World Civ 1 or Amer Civ 1 (3) †† _____ PE Elective (1) _____ SS 400 Senior Integration (1) Professional Requirements (68) Teacher Education Core (26) Endorsement Requirements (36 **) _____ ED 200 Orientation & Field Experience (2) _____ SS 214 Cultural Anthropology (3) †† _____ ED 201 Educational Psychology (3) _____ SS 231 Church History (3) _____ ED 202 Classroom Management (2) _____ SS 233 History of American People (3) _____ ED 203 Pluralism and Cultural Diversity (2) _____ SS 241 Nebraska History (3) _____ ED 301 Assessment, Tests & Measurements (2) _____ SS 331 World Civilization 1 (3) †† _____ ED 302 Introduction to Special Education (3) _____ SS 332 World Civilization 2 (3) _____ ED 315 Principles and Methods of Sec Ed (3) _____ SS 333 Introduction to American Politics (3) _____ ED 316 Instructional Technology (3) _____ SS 336 History of Western Hemisphere (3) _____ ED 402 History & Philosophy of Education (3) _____ SS 431 American Civilization 1 (3) _____ ED 416 Content Reading Across the Curriculum (3) _____ SS 432 American Civilization 2 (3) _____ SS 433 American Government (3)

_____ SS 443 Historiography (3) Teacher Education Practicum Experience (12) _____ ED 300 Practicum in Education 1 (0) _____ ED 423 Practicum in Special Education (0) _____ ED 350 Practicum in Education 2 (0) _____ ED 424 Student Teaching (12) _____ ED 400 Practicum in Education 3 (0) _____ ED 450 Practicum in Education 4 (0)

†Students completing the summer Edge program may substitute “World’s Living Religions” for a Theology elective †† Teacher Education Core class which also meets endorsement requirements **Credits include Teacher Education Core classes that meet endorsement requirements

Grace University History Endorsement - Bachelor of Science Degree

Biblical Studies Major and Teacher Education Major – 139 Credit Hours

First Year Fall Semester 16 Spring Semester 18

BS 101 Old Testament Survey 4 BS 102 New Testament Survey 4 TH 203 Theology of Church Mission 2 BS 103 Herm. & Bible Study Methods 3 EN 101 College Composition 1 3 BS 110 Evangelism & Spiritual Life 2 SS 101 College Orientation 0 EN 103 College Composition 2 3 PE 101 Introduction to Health & Wellness 2 SP 120 Oral Communication 3 SLT 101 Servant Leadership Training 0 MA --- Elective 3 ED 200 Orientation & Field Experience 2 SLT 102 Servant Leadership Training 0

Second Year

Fall Semester 16 Spring Semester 17 TH 301 Theology I 3 TH 302 Theology II 3 SS World Civ 1 or Amer Civ I 3 SS 214 Cultural Anthropology 3 MA --- Elective 3 SS 241 Nebraska History * 3 PSY 211 Child Development 3 SS 233 History of American People 3 ED 201 Educational Psychology 3 ED 203 Pluralism & Cultural Diversity 2 SLT 201 Servant Leadership Training 0 ED 302 Introduction to Special Education 3 PE --- Elective 1 ED 423 Practicum in Special Education 0 SLT 202 Servant Leadership Training 0

Third Year Fall Semester 15 Spring Semester 17

BS --- Bible/Theology Elective 3 SS 332 World Civilization II 3 SS 231 Church History 3 SS 336 History of Western Hemisphere * 3 SS World Civ 1 or Amer Civ I 3 SS 333 Into to American Politics 3 SCI 341 Principles of Biology 3 HU 382 American Literature 3 SCI 341L Biology Lab 1 ED 301 Assessment, Tests & Measurements 2 ED 202 Classroom Management 2 ED 316 Instructional Technology 3 ED 300 Practicum in Education 1 0 ED 350 Practicum in Education 2 0 SLT 301 Servant Leadership Training SLT 302 Servant Leadership Training

Fourth Year

Fall Semester 15 Spring Semester 15 HU --- Elective 3 BS 406 Romans 3 SS 443 Historiography 3 SS 432 American Civilization II 3 SS 433 American Government * 3 HU 414 Ethics 3 ED 315 Principles & Methods of Sec. Ed. 3 ED 416 Content Reading Across the Curriculum 3 ED 400 Practicum in Education 3 0 ED 450 Practicum in Education 4 0 ED 402 History & Philosophy of Education 3 MU --- Music or Art Elective 3 SLT 401 Servant Leadership Training SLT 402 Servant Leadership Training SS 400 Senior Integration 1

Final Semester as Scheduled (12)

ED 424 Student Teaching (12)

* - these courses may be offered on a two-year rotation Note: Class offering are subject to change. Speak with your advisor for the most up to date information.

Social Science Endorsement Transcript Review for Fast Track /MAT

Candidate Name: Review Date: Reviewer: RULE 24 Requirements: This endorsement shall require a minimum of 60 semester hours of coursework in the social sciences (Economics, Geography, History, Political Science, Psychology, and either Anthropology or Sociology) and must include a minimum of 21 semester hours in History, of which nine (9) must be in U.S. History and nine (9) in World History. There must be a minimum of six (6) semester hours in each of the remaining five social sciences areas (Economics, Geography, Political Science, Psychology, and either Anthropology or Sociology).

HISTORY COURSEWORK:

Minimum of 21 semester hours in History, including 9 semester hours in U.S. History and 9 semester hours in World History:

Required Coursework Courses Applied Credit Hours

U.S. History (9)

World History (9)

Other History (3)

TOTAL CREDITS APPLIED:

SOCIAL SCIENCE COURSEWORK: Minimum of 6 semester hours in each of the following areas: Economics, Geography, Political Science, Psychology,

and either Anthropology or Sociology.


Economics (6)

Geography (6)

Political Science (6)

Psychology (6)

Anthropology OR

Sociology (6)

Other Social Science


SUMMARY:

Total Credit Hours Applied: Total Credit Hours Remaining for Social Science Endorsement:

Specific Coursework Required:

Total Credit Hours Required:

Graduate Teacher Education

History Endorsement Transcript Review for Fast Track /MAT

Candidate Name: Review Date: Reviewer:

RULE 24 Requirements: This endorsement shall require a minimum of 36 semester hours including 30 semester hours of history and a minimum of 6 semester hours in one or more of the other social sciences areas (e.g., Economics, Geography, Political Science, Psychology, and/or either Anthropology or Sociology).

HISTORY COURSEWORK:

Minimum of 30 semester hours in History, including 9 semester hours in U.S. History and 9 semester hours in World History:


U.S. History (9)

World History (9)

Other History (3)


SOCIAL SCIENCE COURSEWORK: Minimum of 6 semester hours in one or more of the following areas: Economics, Geography, Political Science,

Psychology, and either Anthropology or Sociology.


Economics

Geography

Political Science

Psychology

Anthropology

Sociology

Other Social Science


SUMMARY:

Total Credit Hours Applied: Total Credit Hours Remaining for History Endorsement:

Specific Coursework Required:

Total Credit Hours Required:

Graduate Teacher Education

Fast Track to Teaching Coursework

TEACHER EDUCATION CORE (24)

CREDIT HOURS OFFERED

ED 500 21st

Century Technologies 3 Fall / Spring

ED 501 Foundations of Education 3 Fall / Spring

ED 502 Managing the Diverse Classroom 3 Fall / Spring

ED 503 Methods & Assessments in Education 3 Fall / Spring

ED 504 Exceptional High Needs Learners 3 Fall / Spring

ED 511 Issues of Pluralism & Diversity in the Classroom 3 Summer

ED 512 Literacy Needs in the Diverse Classroom 3 Summer

ED 513 History & Philosophy of the Diverse Classroom 3 Fall / Spring

TEACHER EDUCATION PRACTICUM EXPERIENCE (12) CREDITHOURS SEMESTERSOFFERED

ED 514 Fast-Track Practicum 0 Fall / Spring

ED 521 Full-Time Student Teaching Experience 12 Fall / Spring

TOTAL: 36

GRACE COLLEGE OF GRADUATE STUDIES

Master of Arts in Teaching (M.A. Degree)

RELIGIOUS STUDIES (4 hrs) ENDORSEMENT COURSEWORK

_____ BS 503 Hermeneutics (2)

_____ TS 502 Introduction to Theological Studies (2)

CORE COURSES (8 hrs) _____ ED 515 Curriculum Design & Program Planning(2)

_____ ED 516 Program Outcomes & Assessment(2)

_____ ED 517 Instructional Leadership for Diverse Classrooms (2)

_____ ED 518 Hot Topics in Education (2)

CONCENTRATION: CERTIFICATION (17 hrs) _____ ED 500 21st Century Technologies (2) _____ ED 501 Learning and Development (2) _____ ED 502 Managing the Diverse Classroom (2) _____ ED 503 Methods in Education (3) _____ ED 504 Exceptional High Needs Learners (2) _____ ED 511 Issues of Culture and Diversity (2) _____ ED 512 Literacy Needs in the Diverse Classroom (2) _____ ED 513 History & Phil of the Diverse Classroom (2) FIELD EXPERIENCE (12 hrs) _____ ED 514 Education Practicum 1 (0) _____ ED 519 Education Practicum 2 (0) _____ ED 520 Integrative Seminar (2) _____ ED 521 Student Teaching Experience (10)

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

Appendix B

Key Assessments

Student Teaching Final Evaluation Completed by the Co-operating Teacher

Student’s Name: Date: School (Name & Address): Grade or Subject: Beginning Date: Ending Date: Total Practicum Hours: Co-operating Teacher:

The evaluation is divided into three sections corresponding to the Conceptual Framework of the Teacher Education Program at Grace University.

I. INSTRUCT Not Yet

Demonstrated Beginning Developing Proficient 1. Demonstrates competence in developing

Unit and Lesson Plans.

2. Demonstrates understanding of subject matter, curriculum goals, students, and community when developing Unit and Lesson Plans.

3. Demonstrates confidence and preparation in presenting lessons.

4. Demonstrates knowledge of and practices a variety of teaching methods.

5. Demonstrates knowledge of learning styles and accommodates them in preparation of lessons.

6. Demonstrates an understanding of student development.

7. Demonstrates effective classroom management skills.

8. Assessment strategies are effective and fair.

9. Demonstrates the proper use of formal and informal assessment strategies to ensure student achievement.

10. Demonstrates proper use of technology.

11. Demonstrates the ability to create inter-disciplinary learning experiences that allow students to integrate knowledge skills and methods of inquiry from several subject areas.

II. INSPIRE Not Yet

Demonstrated Beginning Developing Proficient 1. Demonstrates a passion for teaching.

2. Communicates clearly and effectively.

3. Encourages questioning and higher order

thinking skills.

4. Accepts change productively and positively.

5. Recognizes the importance of the affective domain of teaching.

6. Encourages students to use or seek out practical applications for skills taught.

7. Creates an atmosphere that encourages students to enhance learning on their own initiative.

8. Creates relationships with colleagues, parents, or groups within the community to enhance student learning.

9. Models servant leadership.

III. INQUIRE Not yet

demonstrated Beginning Developing Proficient 1. Demonstrates a desire to learn from other

professionals.

2. Demonstrates evidence of reflective thinking in the improvement of the development and delivery of lessons.

3. Gives evidence of being a creative thinker.

4. Demonstrates sensitivity to and acceptance of cultural, economic, and ethnic diversity.

5. Demonstrates a specialty depth in knowledge.

IV. Overall Reaction To Student Teaching Performance: (Indicated with an “X” the level of the Student Teacher’s performance.)

This student teacher has

done an unacceptable job. Significant and

immediate improvement must be demonstrated.

This teacher candidate is

beginning to develop skills necessary to assume

the teaching role. He/she is beginning to

use feedback to improve teaching.

This teacher candidate has done an acceptable job and can assume the

teaching role successfully under most

circumstances. He/she is willing to learn

and assume new responsibilities.

He/she has the potential to develop into an effective teacher.

This student teacher has

done a thoroughly competent job and

assumes the teaching role effectively.

He/she actively seeks and uses feedback and is enthusiastic about

seeking and trying new ideas, and is willing to

take on additional responsibilities. He/she is

a good prospect for teaching.

This student teacher has done an outstanding job

and assumes the teaching role with ease and

effectiveness under all circumstances.

He/she personally and enthusiastically engages

in all activities in the school setting, and does not hesitate to assume

responsibilities above and beyond the basic

requirements of the student teaching

experience.

Please use the space below to make any other comments regarding the student teacher as to his/her ability.

V. SIGNATURES Teacher Candidate _____________________________________ Date: Co-operating Teacher ____________________________________ Date: University Supervisor: ____________________________________ Date:

Discipline Plan Guidelines

The Classroom Management and Discipline plan is to be developed for the appropriate grade level the teaching

candidate plans to teach. The plan will meet the criteria for a positive climate and well-run classroom in each of

several, well-researched areas. By completing the plan with the necessary components, students will demonstrate

their ability to lay down the framework for a well-managed classroom.

Discipline Plan Rubric

Exemplary Proficient Developing Needs Intervention

Rules and Procedures

There are appropriate number of rules with rationales There are 10 detailed procedures and rationales

There are the appropriate number of rules and rationales but there is not enough details in them or the rationales

The rules and/or rationales are not all there and detail is lacking

The rules and procedures are inappropriate and the rationales are missing or weak

Discipline and Consequences

There are five tangible, appropriate, five tangible consequences, step by step examples of how they would be used and reasons why

Either the rewards or consequences are somewhat inappropriate. The rationales could use more detail

Rewards and/or consequences are not all there and/or rationales are missing

Little thought is shown for the appropriateness and effectiveness of the rewards and consequences

Teacher/Student Relationships

There are seven examples of and descriptions of specific behaviors by teachers that would strengthen relationships

The seven examples would help improve relationships but lack detail

The number of examples is lacking as is the detailed description

The examples are not specific nor do they show an effort to think through how they would improve relationships

Mental Set

There are at least five specific suggestions given to the teacher to increase “with-it-ness”, and three ways to engage in emotionally positive ways

The right number suggestions are given, but the specifics need more development to be practical

Either the suggestions for with-it-ness and/or positive emotional engagement are not fully there or detailed enough

The suggestions given do not encourage teacher with-it-ness or emotionally positive engagement by the teacher

Student Responsibility

There are five specific, detailed suggestions to take certain teacher responsibilities more appropriately those of the students. Excellent reasons and examples are

The five examples are adequate but not supported enough in reasoning to make it clear how to make the shift from teacher to student responsibility

Examples are missing or are too vague to be able to effectively apply to a typical classroom situation

Little thought seems to have been given to the appropriateness of the responsibilities chosen or reasons given


given

Starting the Year

There is a first day specific agenda and guidelines for creative 2 week procedure teaching

The agenda is more general in nature, and the plan for teaching procedures lacks creativity

The agenda and plan for the first two weeks seem incomplete and lacks creativity

The agenda is not detailed, nor is the two week plan. Creativity is absent

Communication

Each part of the Discipline plan explains how the information will be shared with students and their parents

Communication was provided for in most areas of the plan

Communication of the parts of the plan were sporadic

There is little attention given to the communication of the plan to those most impacted

Christian World View

Each part of the discipline plan shows clearly that it is planned through the overriding lens of a Christian teacher

Most of the plan is written with a clear Christian worldview in mind

The Christian worldview within the plan is sporadic at best

The plan shows little to no thought given to creating a discipline plan within a Christian world view

Exemplary Instructional Unit Plan Rubric

Name: Peer Evaluator: Unit Title: Course:

Unit Components and Indicators Rating and Comments

Group Description (5 points)

Grade level and subject Unit Title

Unit Rationale (5 points)

Corresponding State Standards selected and listed Description of why and how you chose this unit Explanation of how it fits into the curriculum

Objectives (10 points)

Stated as learner outcomes Describe adequate amount/level of content Appropriate to ability and grade level Reflect learning styles

Projected Activities & Instructional Plans (5 points)

Content clearly detailed Content sequenced logically Balance of content is appropriate General outline of unit activities

Instructional Plans – Lesson Plans (50 points)

Plans reflect important components of effective lessons showing adequate planning by teacher during initial development of content

Activities are appropriate for student abilities Activities provide learners practice on objectives Information presented is accurate and current Instructional resources are appropriate for activities,

objectives, and students Materials supplement basic curriculum text Opportunities are provided for students to process

content through a variety of instructional strategies (skits, simulations, cooperative learning, and hands-on activities)

Plans alternate activities for students that show awareness of learner style, reading level, and ability level

Plans review and other follow-up activities to reinforce learning

Assessment (15 points)

Determines knowledge of content and or prerequisites through appropriate pre-test

Evaluates and describes pre-test results Informal assessments are included as needed

Unit Components and Indicators Rating and Comments

Criteria or components of satisfactory performance are specified

At least one formative assessment which addresses objectives and provides recordable data on each student

Includes summative test items which elicit the behaviors specified (post-test)

Plans to elicit two or more types (i.e., performance, inquiry, essay, short answer) of responses from students during summative assessment

Assessment tools are coded to unit inquiries

Communication (5 points)

A bibliography of resources and references is included

Interdisciplinary Connections (5 points)

Listing of suggested interdisciplinary topics is included Related activities to other content areas are suggested Linkage to multicultural/diversity topics and activities is

included

Overall Unit Assessment: Comments:

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Teacher Work Sample

Grace University

Teacher Education Program 1311 S. 9th Street

Omaha, NE 68108

P a g e | 34

TEACHER WORK SAMPLE GUIDELINES Introduction

This is an era of accountability and improvement in Nebraska public schools. The focus for all

educators is greater learning and higher achievement for all students. This focus permeates school accountability and school improvement programs, educator evaluation programs, and professional development initiatives.

Effective teachers make an impact student learning. The Teacher Work Sample (TWS) is

designed to provide direct evidence of student learning and demonstrate ability to assess and improve student outcomes. The TWS is a reflective, portfolio artifact to document teaching performance. The TWS includes ten components to document the teaching context, the process of planning, assessment, analysis, decision-making, interpretation of results, and providing student feedback. This systematic process demonstrates the student teacher’s ability to:

Design and implement standards-based

instruction to meet student needs Assess student learning prior to and during

instruction and at the end of the unit Reflect on the teaching and learning process

and identify ways to grow and develop Provide evidence of impact on student

learning

The TWS is submitted to the Director of Student Teaching and includes the plans and results of five days (a unit) of instruction that you delivered to one class of students on one topic or body of content in one subject area. The TWS is scored by rubric.

The Teacher Work Sample is a tool for developing skills that foster student learning. It represents the kind of planning, implementation and assessment that should be ongoing in the classroom.

Guidelines: Teacher Work Sample

A TWS is a 1 to 6 week unit of instruction in one subject area for one class. Do not stop in the middle of whatever you are teaching now to plan, teach, assess, and collect a work sample. Select a body of content (unit of work) you are going to teach later. You do not have to worry about this being an add-on activity in your already busy schedule. The intent is for you to show your skills in planning, teaching, assessing student progress, and producing learning in the instructional areas for which you are responsible. Use the work sample as a way of planning something you are going to teach.

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The TWS is organized using the following headings:

I. Description of Teaching Context

II. Instructional Design

III. Assessment Plan

IV. Work Sample Activation

V. Instructional Decision-Making

VI. Analysis of Student Learning

VII. Sub-group Analysis

VIII. Results of Instruction

IX. Reflection on Teaching and Learning

X. Appendix

A. Assessments, Rubrics/Keys

B. Student Samples

Section I: Description of Teaching Context (½ to 1 page)

A. Describe briefly the community, district, and school factors that affect the classroom. Address geographical location, community and school population, socio-economic profile, and race/ethnicity. Consider including items such as stability of community, climate, community support for education, and other environmental factors.

B. Describe briefly the classroom factors that will affect teaching and learning. Address physical features, availability of technology equipment and resources, and the extent of parental involvement. Describe available assistance such as paraprofessionals, parent volunteers, peer tutors, resource teachers, etc.

C. Describe the student characteristics that need to be considered during the instructional design and assessment process such as number of students in the class, age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles/modalities, and students’ skill level. Be sure to include student’s skills and prior learning that may influence the development of learning goals, instruction, and assessment.

Section II: Instructional Design (½ to 1 page)

A. Briefly describe the instructional unit you plan to teach. This unit should cover at least five days of instruction. This unit is chosen in collaboration with your cooperating teacher.

B. List the learning goals and objectives(not the activities) that define what the students are expected to know and do at the end of the unit. The goals should be significant (reflect the big ideas or structure of the discipline), challenging , varied, and appropriate. Remember that objectives should include the assessment condition and criteria for measure.

C. Show (in table format) the alignment of the learning goals to state standards. Goals must be aligned with Nebraska curriculum standards.

P a g e | 36

D. Explain the rationale for the learning goals in terms of student development, prerequisite knowledge and skills, and other student needs.

E. Describe, briefly, how technology is used in unit planning, instruction, and/or assessment.

Section II: Assessment Plan (½ to 1 page + pre/post-assessments, rubrics/keys + table)

A. Describe briefly the pre, during, and post-assessments that are aligned with your learning goals. Clearly explain how you will evaluate each assessment, including criteria you will use to determine if the students’ performance meets the learning goals. Include copies of assessments, prompts, and/or student directions and the criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key). The assessments can be any form of traditional or alternative assessment, but be sure that the kinds of data available from the pre- and post-assessments are comparable.

B. Include an overview (in table format) of the assessment plan to document the alignment between learning goals and assessments, and the adaptations to meet the individual needs of students or contextual factors. Be sure to include assessments before (pre-assessment), during (formative assessment), and after (post-assessment) instruction. The plan should be designed to monitor student progress towards the learning goals.

Section IV: Work Sample Activation (½ to 1 page)

A. Administer the pre-assessment and briefly describe the testing conditions with special note of any environmental circumstances that could adversely affect student performance.

B. Describe the results of the pre-assessment. Include a table, chart, or graph that depicts the results of the pre-assessment in a format that allows you to find patterns of student performance relative to each learning goal. Describe the pattern you find that will guide your instruction or modification of the learning goals. Be sure to refer to each student by a student number as designated by school, by cooperating teacher, or by candidate in order to preserve student privacy.

Section V: Instructional Decision-Making (1 to 2 pages)

A. Identify and describe at least two examples in which the pre-assessment and/or formative assessment results caused a modification in the original design for instruction. Explain your rationale for the modification in terms of improving student progress toward the learning goal.

Section VI: Analysis of Student Learning (1 page + charts)

A. Administer the post-assessment and briefly describe the testing conditions with special note of any environmental circumstances that could adversely affect student performance.

B. Describe the results of the post-assessment. Include a table, chart, or graph that shows the pre- and post-assessment data on every student for every learning goal. Be sure to refer to

P a g e | 37

each student by a student number as designated by school, by cooperating teacher, or by candidate in order to preserve student privacy.

C. Provide overall summary data. Create a graphic that summarizes the extent to which your students made progress (from pre- to post-) toward the learning goal. Explain what the graph tells you about your students' learning in this unit. Consider whether student performance improved or weakened from the pre-assessment to the post-assessment. Describe specific skills or areas of improvement/regression.

Section VII: Sub-group Analysis (1 page + charts + student work)

A. Select a group characteristic (e.g., gender, performance level, socio-economic status, language proficiency) to form a subgroup. Analyze and describe the subgroup performance in terms of one learning goal. Create a table, chart, or graph that compares pre- and post-assessment results for the subgroup on this learning goal. Summarize what these data show about student learning. Consider how the subgroup performed in relation to the whole class. Did they improve more or less? Did the subgroup perform differently on some aspect of the assessment?

B. Select two students that demonstrated different levels of performance and describe the importance understanding the learning of these particular students. Use pre-, formative, and post-assessment data with examples of the students’ work to draw conclusions about the extent to which these students attained the two learning goals.

Section VIII: Results of Instruction (1 page)

A. Identify the learning goal where your students were most successful and describe two or more possible reasons for this success. Consider the goals, instruction, and assessment along with student characteristics and other contextual factors under teacher control.

B. Identify the learning goal where your students were least successful and describe two or more possible reasons for this lack of success. Consider the goals, instruction, and assessment along with student characteristics and other contextual factors under teacher control. Discuss (1) what could be done differently in the future with this unit to improve students’ performance and (2) what could be done with these students to ensure their mastery of the academic standards related to this learning goal. Specify if these steps apply to the whole class or to the subgroup.

Section IX: Reflection on Teaching and Learning (½ to 1 page)

A. Explain how you communicated the results of the assessment to students and provided feedback. Include specific feedback strategies and follow-up activities you used. How did you help students understand their strengths and weaknesses?

B. Describe what you plan to do differently the next time you teach this content. Include specific actions steps. What will you do in preparation to teach the content? What will you do during instruction or after the post-assessment?

P a g e | 38

Section X: Appendix

A. A copy of the pre-assessment. Be sure to include the answer key, rubric, or scoring guide.

B. A copy of the post-assessment. Be sure to include the answer key, rubric, or scoring guide.

C. A copy of the two student work samples. Be sure to black-out the student name and code with an identifying number.

Teacher Work Sample

Rubric


Description of Teaching Context

Thoroughly describes the community, district, and school factors affecting the classroom; completely explains the classroom factors; fully describes the student characteristics that influence instructional design

Describes several of the community, district, and school factors affecting the classroom; describes various classroom factors; addresses several student characteristics that influence instructional design

Generically outlines the community, district, and school factors affecting the classroom; basically describes a few classroom factors and student characteristics that influence instructional design

Mentions community, district, and school factors affecting the classroom; addresses few classroom factors or student characteristics that influence instructional design

Instructional Design

Specifically summarizes the unit; lists high quality goals and objectives clearly aligned to standards, includes appropriate components and map; explains how the goals address student development, prerequisite knowledge, and other student needs; explains the use of technology

Summarizes the unit; lists quality goals and objectives aligned to standards, includes appropriate components and map; describes how the goals address student development, prerequisite knowledge, and/or other student needs; summarizes the use of technology

States a unit overview; lists goals and objectives that are roughly aligned to standards, includes several components and incomplete map; basically states how the goals address student development, prerequisite knowledge, or other student needs; basically states the use of technology

Mentions the topic of the unit; lists poor goals and objectives that are inaccurately aligned to standards, components and map are incorrect; inaccurately describes how the goals address student development, prerequisite knowledge, or other student needs; indicates a poor use of technology

Assessment Plan

Clearly describes the unit assessments; alignment of learning goals is accurate; Completely explains how assessments are evaluated, including specific criteria used to determine student

Describes the unit assessments; alignment of learning goals is accurate; Clearly describes how assessments are evaluated, including criteria used to determine student

Basically states the unit assessments; alignment of learning goals is imprecise; generally states how assessments are evaluated; includes several assessments and scoring guides;

Lists the unit assessments; alignment of learning goals is inaccurate; mentions how assessments are evaluated; includes few assessments and scoring guides;

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performance on the learning goals; includes all assessments and scoring guides; assessment map is accurate and detailed

performance on the learning goals; includes all assessments and scoring guides; assessment map is accurate

assessment map is incomplete

assessment map is incomplete and incorrect

Work Sample Activation

Thoroughly describes the testing conditions including specifics about circumstances that may affect student performance; completely describes results of the pre-assessment; explains patterns of student performance on specific learning goals; data table is accurate and detailed

Describes the testing conditions including any circumstances that may affect student performance; accurately describes results of the pre-assessment; describes patterns of student performance on learning goals; data table is accurate

Basically states the testing conditions and mentions a circumstance that may affect student performance; states results of the pre-assessment; alludes to a pattern of student performance; data table is incomplete

Lists the testing conditions but fails to mention any circumstances that may affect student performance; generally states results of the pre-assessment; lacks discussion of patterns of student performance; data table is incomplete and incorrect

Instructional Decision-Making

Thoroughly describes at least 3 examples in which the pre-assessment and/or formative assessment results caused a modification in the original design; explains the rationale for the modifications in terms of improving student performance on learning goals

Describes at least 2 examples in which the pre-assessment and/or formative assessment results caused a modification in the original design; describes the rationale for the modifications in terms of improving student performance on learning goals

Describes at least 1 example in which the pre-assessment and/or formative assessment results caused a modification in the original design; basically states a reason for the modification that lacks direct correlation to improving student performance on learning goals

Describes at least 1 example in which the pre-assessment and/or formative assessment results caused a modification in the original design; lacks an appropriate reason for the modification; modification is irrelevant to improving student performance on learning goals

Analysis of Student Learning

Thoroughly describes the testing conditions including specifics about circumstances that may affect student performance; completely describes results of the post-assessment; explains student learning including specific improvements or regressions; data table and summary graphic is accurate and

Describes the testing conditions including any circumstances that may affect student performance; accurately describes results of the post-assessment; describes student learning including improvements or regressions; data table and summary graphic is accurate

Basically states the testing conditions and mentions a circumstance that may affect student performance; states results of the post-assessment; alludes to student learning and general improvements or regressions; data table and summary graphic is incomplete or vague

Lists the testing conditions but fails to mention any circumstances that may affect student performance; generally states results of the post-assessment; lacks discussion of student learning and/or improvements or regressions; data table and summary graphic is incomplete and

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detailed incorrect

Sub-Group Analysis

Thoroughly describes the sub-group performance on one learning goal; completely discusses results of the sub-group in relation to the whole class; explains aspects of the assessment in which the sub-group performed differently; data table is accurate and detailed

Describes the sub-group performance on one learning goal; accurately discusses results of the sub-group in relation to the whole class; describes aspects of the assessment in which the sub-group performed differently; data table is accurate

Basically states the sub-group performance on one learning goal; states the results of the sub-group in relation to the whole class; alludes to aspects of the assessment in which the sub-group performed differently; data table is incomplete

Lists the sub-group performance but fails to mention one learning goal; generally states the results of the sub-group in relation to the whole class; lacks discussion aspects of the assessment in which the sub-group performed differently; data table is incomplete and incorrect

Results of Instruction

Accurately identifies the learning goal students were most successful; thoroughly describes at least 3 reasons for success; accurately identifies the learning goal students were least successful; thoroughly describes at least 3 reasons for lack of success; specifically discusses future changes and current adjustments to ensure mastery of the learning goal

Accurately identifies the learning goal students were most successful; describes at least 2 reasons for success; accurately identifies the learning goal students were least successful; describes at least 2 reasons for lack of success; discusses future changes and current adjustments to ensure mastery of the learning goal

Identifies a learning goal in which students were successful; states at least 1 reason for success; identifies a learning goal in which students were unsuccessful; states at least 1 reason for lack of success; states a future change and/or current adjustment to ensure mastery of the learning goal

Identifies a learning goal in which students were successful, but fails to identify at least 1 reason for success; identifies a learning goal in which students were unsuccessful, but fails to identify at least 1 reason for lack of success; incorrectly lists a future change or current adjustment to ensure mastery of the learning goal

Reflection on Teaching and Learning

Specifically explains how results and feedback are communicated to students; insightfully reflects and describes in what to do differently the next time the unit is taught; includes specific actions steps for all stages of the teaching process

Describes how results and feedback are communicated to students; purposefully reflects and describes in what to do differently the next time the unit is taught; includes specific actions steps

States how results and feedback are communicated to students; generally describes in what to do differently the next time the unit is taught; includes general actions steps

Alludes to how results and feedback are communicated to students; mentions what to do differently the next time the unit is taught; lacks appropriate actions steps

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Appendix; Overall Project

thorough attention to professional standards is evident; includes all appendix documents; minimal errors in punctuation, spelling, capitalization, word choice, and/or grammar

attention to professional standards is evident; includes all appendix documents; only minor errors in punctuation, spelling, capitalization, word choice, and/or grammar

little attention to professional standards is evident; includes several appendix documents; numerous errors in punctuation, spelling, capitalization, word choice, and/or grammar

attention to professional standards is lacking; includes few appendix documents; major errors in punctuation, spelling, capitalization, word choice, and/or grammar

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Student Teaching Reflective Essay Rubric Candidate: Date:

Course: Evaluator:

Score:


Cohesiveness of Essay

Clearly summarizes the “big picture” of the student teaching experience including some details; explains the importance and benefits of specific artifacts; insightfully explains the application of practical and academic knowledge and skills.

Summarizes the “big picture” of the student teaching experience; explains the importance and benefits of specific artifacts; explains the application of practical and academic knowledge and skills.

Basically describes the student teaching experience; generally describes the value of the artifacts; indicates understanding of the application of practical and academic knowledge and skills.

Expresses thoughts about the student teaching experience; lacks understanding in the value of the artifacts; inadequately understands the application of practical and academic knowledge and skills.

Experiences and Accomplishments

Insightfully reflects on the process as well as the needs to be developed in the future; thoroughly articulates what was learned

Reflects on the process as well as the needs to be developed in the future; articulates what was learned

Basically summarizes the process and mentions the needs to be developed in the future; expresses basically what was learned

Expresses random thoughts about the process and/or the needs to be developed in the future

Reflection and Examples

Demonstrates sophisticated reflection skills; personal examples are explained and applied to pedagogical knowledge and skills in the teaching process.

Demonstrates sound reflection skills; personal examples are briefly described and applied to pedagogical knowledge and skills in the teaching process.

Demonstrates emerging reflection skills; personal examples are mentioned, but development of the application of the examples is lacking

Demonstrates basic reflection skills; personal examples and application of the examples to teaching is minimal or lacking.

Effort and Personal Responses

Exceptional effort is seen in the reflection process; a personal perspective is highly evident.

Effort is seen in the reflection process; a personal perspective is evident.

Moderate effort is evident in the reflection process; a personal perspective is developing.

Little effort is evident in the reflection process; a personal perspective is unformulated.

Writing Mechanics

Thorough attention to professional writing standards is evident; minimal errors in punctuation, spelling, capitalization, word choice, and/or grammar

Attention to professional writing standards is evident; only minor errors in punctuation, spelling, capitalization, word choice, and/or grammar

Little attention to professional writing standards is evident; numerous errors in punctuation, spelling, capitalization, word choice, and/or grammar

Attention to professional writing standards is lacking; major errors in punctuation, spelling, capitalization, word choice, and/or grammar

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Teacher Education Department Survey

Name School

Principal____________, the Teacher Education Department would greatly appreciate your response to this survey by__________________. Would you please answer the provided rating questions and leave additional thoughts about the teacher in the provided box.

Survey

1. Rate this teacher’s knowledge in the appropriate content area:

Poor Average Good Very Good Excellent

2. Rate this teacher’s professionalism: (This would include being on time, appearance, and relationships with students and staff)


3. How would you rate this teacher’s classroom management skills:


4. How would you rate the ability of this teacher to inspire a love of learning in the students:


5. Rate the level of variety witnessed in the teacher’s daily lessons:


6. To what level does this teacher display organization in teaching:


7. Overall, please rate this teacher’s employment as a teacher:


Other Comments:

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Portfolio Scoring Guide InTASC/ NCATE/ Grace University

Conceptual Framework

Teacher Candidate: Semester/Year: Endorsement: Evaluator:

Standard Exemplary Proficient Developing Needs Intervention

Content Knowledge and Pedagogy

The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline he or she teachers and can create learning experiences that make these aspects of subject matter meaningful for students.

Demonstration of superior knowledge and the extended or extensive adaptation of that knowledge

E.G., publication, presentation, dean’s list, or significant content leadership

Continual focus on important worthwhile content, skills, and types of reasoning

Shows evidence that knowledge was meaningful to students by consistent growth in student learning

Grades of B or better in all methods and/or GPA of 3.0 in content area courses

Some focus on important, worthwhile content, skills, and types of reasoning to be taught

Shows evidence that knowledge was meaningful to students

Grades are above average, B or better in methods and most subjects

Understands “big ideas” but shows flaws or gaps in knowledge

Gaps or flaws hamper meaningful learning for students

Grades of 2.5 in methods or content area course

Human Development

The teacher candidate understands how children learn and develop and can provide learning opportunities that support a child’s intellectual, social, and personal development.

Demonstration of theoretical underpinnings of Human Development and/or critiques of various discourse related to human development

Instruction and curriculum include age and grade appropriate activities that support cognitive, social, and emotional development.

Allows all students to participate at some level, but also allows more advanced students to keep working

Instruction and curriculum are varied and demonstrate multiple approaches to designing, implementing, and assessing student learning opportunities

Allows all students to participate at some level

Instruction and curriculum are consistently developmentally inappropriate

Adapting Instruction of Diverse Learners

The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are

Demonstration of methods for addressing a range of abilities in the classroom setting including participation in specialized services

Instruction and curriculum adaptations are holistic, (social, physical, academic) research based, and age appropriate with a focus on learner independence

Proof students

Instruction and curriculum adaptations focus on referral or demonstrate teacher dependence on outside specialized services

Instruction and curriculum adaptations demonstrate isolated and/or fractured attempts to accommodate disability and diversity in learning

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adapted to diverse learners.

learned with adaptations

Instructional Strategies

The teacher candidate understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills.

Demonstration of an ability to multi-task various instructional strategies simultaneously

Use of multiple instructional strategies demonstrates a knowledge of the relationship between choice of strategy, available technology, learning goals, and student development

Uses multiple instructional strategies

Uses a preferred and single focus instructional strategy only

Motivation and Classroom

Management The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

Demonstrations the create of classroom community Emphasis is on

proof of responsibility and for self and others

Use of motivation and management strategies include multiple methods and demonstrates application of research based practices

Emphasis on proof of student responsibility for their own actions

Use of motivation and management strategies is varied and demonstrates application of more than one method

Emphasis on student obedience to rules

Use of a motivation or management strategy demonstrates a single application or shallow understanding

Emphasis on teacher-centered obedience

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Communication and Technology

The teacher candida te uses knowledge of effective verbal, nonverbal, media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom

An expanded demonstration of the use of media to facilitate communication

Also fosters polite authentic communication skills among students

Verbal, nonverbal and written communication skills are consistent and demonstrate sensitivity to culture and gender while incorporating multiple uses of media for communication with parents, colleagues, community and students

Engaged students seen in active learning in cooperative groups

Verbal, nonverbal and written communication (including the use of media) are good and demonstrate clarity and communication with parents, colleagues, community, and students

Plans opportunities for discussions and presentations that promote student communication

Verbal, nonverbal and written communication skills are adequate: evidence is limited in scope and depth

Demonstrates single use of media

Plans activities with limited opportunities for student communication

Planning The teacher candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Outstanding demonstration of consistent student learning through a measured and careful analysis of outcomes across multiple students, subjects, and settings

Curriculum blends design, implementation, and assessment of state goals, and learner goals with structured methods for revision and reflection

Evidence of positive learner impact demonstrated

Curriculum is adequate in scope and applied in long term objectives and is connected to the state/national frameworks

Unit plan shows all of the above elements

Curriculum is used in short term or fragmented in its implementation

Unit plan is shallow or unbalanced

Assessment and Evaluation

The teacher candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Evaluates students’ achievement in all assessment types over time.

For elementary: in all areas

Critiques current practices with a deep understanding of national and state reforms

Demonstrates continuous assessment with multiple methods i.e., formative, summative and uses rubrics for assessment areas to be tested.

Proof of positive student learning is seen in a variety of areas

Demonstrates a full understanding of assessment principles and practices by using this knowledge in a variety of ways

Does both formative and summative assessment for all objectives in the lesson plan

Uses basic knowledge of assessment and principles and practices to evaluate students

Does only one assessment type consistently – i.e. formative or summative for some objectives in the lesson plan.

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Reflection and Professional

Development The teacher candidate is reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Reflection includes the evaluation and critique of self and the action of teaching and is grounded in a professional discourse and demonstrates substantial depth and maturity

Reflection involves evaluation and demonstrates critical thinking about the effects of teaching

Reflection encompasses a variety of issues including students and self

Reflection focuses on one issue or theme consistently

School and Community

Relationships The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Creates and maintains collaborative working relationships with services in the school and agencies or organizations outside the school for both self and students

Demonstrates successful integration of “partnering” for self and students in services, organizations, and professional and collaborative relationships

Independently seeks opportunities and plans for involvement for self and students with individuals, services, and organizations outside the classroom.

Demonstrates evidence of working cooperatively with the cooperating teacher to develop partnerships/ relationships outside the classroom for self and students

Personal Characteristics and Interpersonal Skills

The Teacher candidate demonstrates skills, beliefs, values, and behaviors that guide their interactions with students, families, and colleagues during their professional practice problem solving and decisions.

Demonstrates the ability to create opportunities for the ethical development of students through curricular planning

Demonstrates an integration of underlying principles of education with a personal philosophy of teaching and ethics

Understands legal obligations of teaching in ways that are separate and dichotomous

Operates within legal obligations but demonstrates questionable judgment or is overly critical or intolerant of specific groups

Nebraska Department of Education Rule 24 Report€¦ · Nebraska Department of Education Rule 24...

Documents

Transcript of Nebraska Department of Education Rule 24 Report€¦ · Nebraska Department of Education Rule 24...