Prompts(for(Teaching(Process(1 Contextual(Factors( Task1.1 ... · 8/07/09!?!FINAL!...

Prompts for Teaching Process 1 Contextual Factors

Definition: The teacher candidate uses information about the learning-‐teaching context and student individual differences to set learning objectives and benchmarks and plan instruction and assessment informed by their understanding of relevant major schools of thought. Task 1.1: Describe community, district and school factors that may impact student learning

� What type of geographic community (e.g., rural, urban, suburban, etc.) does the school primarily serve?

� What type of social community (e.g., working class, farm, middle-‐class, etc.) does the school primarily serve?

� In what type (e.g., small, large; regular, charter, etc.) of school district is the school embedded? How typical, relative to other schools in the district is your school (ethnically, politically, progressive/experimental, etc.)?

� What are the specific characteristics of the school itself (e.g., age of the building, number of classrooms, typical classroom size, etc.)

Task 1.2: Describe classroom factors that may impact student learning

� What grade level is your classroom? � Where in the building is your classroom located and what are the chief characteristics of the

classroom space? � Define and discuss the classroom atmosphere (e.g., bright and colorful, noisy, quiet, etc.). � What is the classroom management system (e.g., procedures, rules, routines, etc. For more

examples, see Wong & Wong, unit on classroom management)? � Is this a single teacher classroom? Are any teaching aides or assistants present? � Are any new initiatives or curriculum changes (e.g., RTI, differentiated instruction, block

scheduling, etc.) impacting your classroom? Task 1.3: Describe student characteristics that may impact student learning

� How many students are there? What is their ethnic, gender, linguistic, etc., composition? � Are there any students needing special accommodations? If so, what are those

accommodations? � What developmental level(s) (developmental stages, skill level, etc.) is/are represented? � Identify and discuss all groups, if any, in your classroom in terms of ability, motivation, etc.?

Task 1.4: Informed by your understanding of relevant major schools of thought, identify and discuss the potential instructional implications of one or more contextual factor(s) identified above. For example:

� Given the sociocultural/multicultural theories discussed in EIS 302, describe any key social and/or cultural/multicultural factors specific to your classroom that may impact student learning in your setting.

8/07/09 -‐ FINAL

� Given the psychological theories (e.g., learning, motivation, development, etc.) discussed in EIS 201 and EIS 301, what student characteristics specific to your classroom do you need to keep in mind as you select benchmarks, objectives, and begin the process of designing your instructional strategy?

� Given your knowledge of legal and ethical issues as discussed in EIS 401, what student characteristics specific to your classroom do you need to keep in mind as you select benchmarks, objectives, and begin the process of designing your instructional strategy?

TEACHING PROCESS 1 RUBRIC Contextual Factors

Indicator Unacceptable (1) Acceptable (2) Target (3) Score Description of community, district and school factors that may impact student learning

Task 1.1

Description of community, district and school factors that may impact student learning is severely limited, irrelevant, inaccurate, and/or missing.

Basic, accurate and perceptive description of community, district and school factors that may impact student learning is provided.

Detailed, accurate and perceptive description of community, district and school factors that may impact student learning is provided.

Description of classroom factors that may impact student learning

Task 1.2

Description of classroom factors that may impact student is severely limited, irrelevant, inaccurate, and/or missing.

Basic, accurate and perceptive description of classroom factors that may impact student learning is provided.

Detailed, accurate and perceptive description of classroom factors that may impact student learning is provided.

Description of student characteristics that may impact student learning

Task 1.3

Description of student characteristics that may impact student learning is severely limited, irrelevant, inaccurate, and/or missing.

Basic, accurate and perceptive description of student characteristics that may impact student learning is provided.

Detailed, accurate and perceptive description of student characteristics that may impact student learning is provided.

Identification and discussion of the potential instructional implications of one or more contextual factor(s) as informed by your understanding of relevant major schools of thought

Task 1.4

Identification and discussion of the potential instructional implications of one or more contextual factor(s) informed by understanding of the relevant major schools of thought severely is limited, irrelevant, inaccurate, and/or missing.

Basic and accurate identification and thoughtful discussion of the potential instructional implications of one or more contextual factor(s) informed by understanding of the relevant major schools of thought is provided.

Detailed and accurate identification and thoughtful discussion of the potential instructional implications of one or more contextual factor(s) informed by understanding of the relevant major schools of thought is provided.

8/07/09 -‐FINAL

Prompts for Teaching Process 2 Learning Objectives and Benchmarks

Definition: The teacher candidate sets significant, challenging, varied, and appropriate learning objectives and benchmarks. Task 2.1: List the benchmarks from the Illinois Learning Standards that your unit is designed to address.

� Identify one or more specific benchmark(s) for each ILS that will be addressed in this unit (e.g., 20.A.3b for a 7th grade unit).

Task 2.2: State daily objectives based on the identified benchmarks from the Illinois Learning Standards.

� State one or more objective(s) (as appropriate) for each daily lesson plan you will teach during the unit. The daily objective(s) should identify the content and/or skills the students should acquire each day (i.e., what they should know and be able to do). The daily objective(s) should also be aligned with the benchmark(s) identified in Task 2.1.

� Each daily objective should be significant (i.e., it should reflect the big ideas or structure of the discipline), challenging, varied, achievable, and developmentally appropriate.

Task 2.3: Discuss why the benchmarks and objectives are appropriate in terms of development, pre-‐requisite knowledge, skills, and other needs.

� Provide a rationale for the objectives identified in Task 2.2. Consider developmental level, pre-‐requisite knowledge and/or skills, performance descriptor(s) (e.g., Stage F, G, or H for benchmark 20.A) and other contextual factors as appropriate for meeting the needs of the students in the classroom.

8/07/09 -‐FINAL

TEACHING PROCESS 2 RUBRIC Learning Objectives and Benchmarks

Indicator Unacceptable (1) Acceptable (2) Target (3) Score

Benchmarks and Illinois Learning Standards for unit plan

Task 2.1

Benchmarks for the unit plan are inappropriate, insufficient in number, and/or not identified by number and name for the content to be taught in the unit.

Benchmarks for the unit plan are appropriate and sufficient in number for the content to be taught in the unit.

Benchmarks are appropriate, sufficient in number, and labeled by both number and name to describe the content to be taught in the unit.

Alignment of daily objectives with benchmarks identified for the unit plan

Task 2.2

Inappropriate number of daily objectives for each benchmark identified for the unit plan.

Appropriate number of daily objectives that are aligned with each benchmark identified for the unit plan.

Appropriate number of daily objectives that are clearly aligned with each benchmark identified for the unit plan.

Rationale for appropriateness of daily objectives

Task 2.3

Daily objective(s) is/are inappropriate because they fail to consider the developmental level, pre-‐requisite knowledge/skills, and contextual factors of the students in the classroom.

The majority of daily objectives are appropriate because they consider the developmental level, pre-‐requisite knowledge/skills, and contextual factors of the students in the classroom.

All of the daily objectives are appropriate because they consider the developmental level, pre-‐requisite knowledge/skills, and contextual factors of the students in the classroom.

Prompt for Teaching Process 3 Assessment Plan

Definition: The teacher candidate uses multiple assessment modes and approaches to assess student learning before, during, and after instruction. Task 3.1: Provide an overview of the assessment plan using a visual organizer such as table 3.1 below.

� Use the benchmarks and objectives from Teaching Process 2 -‐ Learning Objectives and Benchmarks

to complete the first column. The objectives for the pre-‐assessment, during the unit assessments, and the post assessment will be identical.

� In the type and/or nature of assessment column of the table, briefly describe the types of assessments that will be used (e.g., test with multiple choice questions, short answer questions, quickwrite, observations of student performance, etc.) for the pre-‐assessment, formative assessments, and post-‐assessment. Consider contextual factors as appropriate.

� In the adaptations column, list the modifications (e.g., reading the questions/task to the student who is unable to do so independently, recording the response of a student who struggles with writing, etc.) that you will need to make in each assessment to enable all students, including those with atypical needs, as identified in contextual factors, to represent what they know and/or have learned. (Ideally, varied adaptations are planned.)

Table 3.1 Benchmark/Objectives Phases of

Assessment Type and/or Nature of the Assessment

Assessment Adaptations

Benchmark: Objective 1:

Pre-‐assessment Formative (during the unit) assessments Post-‐assessment

Benchmark: Objective 2:

Pre-‐assessment Formative (during the unit) assessments Post-‐assessment

Task 3.2: Provide a rationale for the assessment plan.

� Explain (1) how your pre-‐assessment aligns with your instructional objectives and, using table

3.2 and the accompanying rules and guidelines, (2) how it reflects an accurate, consistent, and fair evaluation of student learning.

Table 3.2

Rules 1. The number of items for each objective should be roughly equal and/or proportional (P). 2. Items should align with the material covered and objectives specified. 3. An item analysis should be conducted (both difficulty and discrimination indexes for each item, followed by a general discussion of the properties of the assessment). Guidelines If your assessment(s) is/are of the objective variety (e.g., multiple-‐choice. matching, etc .), adapt table 3.2 to fit your assessment plan. If your assessment(s) is/are performance based (e.g., essay, project, demonstration, etc.), describe (1) whether or not it/they is/are school mandated, or teacher constructed, and (2) how you, or the school, dealt with the critical question of whether or not the assessment(s) is/are consistent, accurate, and fair.

� Explain how your formative assessments align with your instructional objectives and how they reflect an accurate, consistent, and fair evaluation of student learning and students’ progress toward achieving the unit benchmarks and objectives.

� Explain how your post-‐assessment aligns with your instructional objectives and how it reflects an accurate, consistent, and fair evaluation of student learning and students’ progress toward achieving the unit benchmarks and objectives.

Task 3.3: Describe and include a copy of the pre-‐ and post-‐assessments for the unit.

� Include a copy of the pre-‐assessment. Indicate how you will evaluate or score the pre-‐assessment, including the criteria you will use to determine the extent to which students have already achieved the objectives or have the prerequisite skill or knowledge to achieve the objectives of the unit.

� Include a copy of the post-‐assessment. Indicate how you will evaluate or score the post-‐assessment, including the criteria you will use to determine the extent to which students have achieved the objectives.

Assessment Analysis

Instrument

Learning Objectives

Objective

1 P=20%

Objective 2

P=20%

Objective 3

P=10%

Objective 4

P=10%

Objective 5

P=20%

Objective 6

P=20% Specific items

3, 7,11,18

1, 4,9,14

2, 5,

6, 10

8,13,16,19

12,15,17,20

# of items Total items = 20

4

4 2 2 4 4

Task 3.4: Describe the plan for formative assessment.

� Describe the formative assessments you will use during the unit to monitor student learning. � Indicate how you will evaluate each formative assessment, including the criteria you will use to

determine the extent to which students are achieving or progressing towards achieving the unit objectives.

Task 3.5: Provide a rationale for adaptations of assessments based on the individual needs of students.

� Describe how the adaptation for the pre-‐assessment will enable individual students to demonstrate what they know.

� Describe how the adaptation for the formative assessments will enable individual students to demonstrate what they know.

� Describe how the adaptation for the post-‐assessments will enable individual students to demonstrate what they know.

TEACHING PROCESS 3 RUBRIC Assessment Plan


Description of the type of assessment

Task 3.1

The type of assessment planned for one or more of the three phases of assessment (pre-‐assessment, formative assessment, post-‐assessment) is inappropriate, inadequate, or missing for the objectives.

The type of assessment planned for each of the three phases of assessment (pre-‐assessment, formative assessment, post-‐assessment) is appropriate and adequate for the objectives.

The type of assessment planned for each of the three phases of assessment (pre-‐assessment, formative assessment, post-‐assessment) will enable the candidate to gather highly relevant and comprehensive data about students’ knowledge and skills in meeting the objectives.

Description of the adaptations for the assessments

Task 3.1

The adaptations are inadequate or inappropriate for the type of assessment and/or of limited value in helping all learners demonstrate their knowledge/skills.

The adaptations are adequate, appropriate for type of assessment, and enable all learners to demonstrate their knowledge/skills.

The adaptations are varied, appropriate for the type of assessment, and enable all learners to fully demonstrate their knowledge/skills.

Rationale for the selection of the pre-‐assessment

Task 3.2

The rationale does not provide an adequate and appropriate explanation of the alignment of the pre-‐assessment with instructional objectives and/or does not explain how it reflects an accurate, consistent, and fair evaluation of student learning.

The rationale provides an adequate and appropriate explanation of the alignment of the pre-‐assessment with instructional objectives and adequately describes how it reflects an accurate, consistent, and fair evaluation of student learning.

The rationale provides a comprehensive and insightful explanation of the alignment of the pre-‐assessment with instructional objectives and includes a thorough and clear discussion of how it reflects an accurate, consistent and fair evaluation of student learning.

Rationale for the selection of the formative assessments

Task 3.2

The rationale does not provide an adequate and appropriate explanation of the alignment of the formative assessments with instructional objectives and/or does not explain how they reflect an accurate, consistent, and fair

The rationale provides an adequate and appropriate explanation of the alignment of the formative assessments with instructional objectives and adequately describes how they reflect an accurate, consistent,

The rationale provides a comprehensive and insightful explanation of the alignment of the formative assessments with instructional objectives and includes a thorough and clear discussion of how they reflect an accurate, consistent and fair

evaluation of student learning and progress towards achieving the unit benchmarks and objectives.

and fair evaluation of student learning and progress towards achieving the unit benchmarks and objectives.

evaluation of student learning and progress towards achieving the unit benchmarks and objectives.

Rationale for the selection of the post-‐assessment

Task 3.2

The rationale does not provide an adequate and appropriate explanation of the alignment of the post-‐assessment with instructional objectives and/or does not explain how it reflects an accurate, consistent, and fair evaluation of student learning.

The rationale provides an adequate and appropriate explanation of the alignment of the post-‐assessment with instructional objectives and adequately describes how it reflects an accurate, consistent, and fair evaluation of student learning.

The rationale provides a comprehensive and insightful explanation of the alignment of the post-‐assessment with instructional objectives and includes a thorough and clear discussion of how it reflects an accurate, consistent and fair evaluation of student learning.

Pre-‐assessment

Task 3.3

One or more of the unit objectives are not assessed; the items or tasks are not aligned with the unit’s instructional objectives; and/or the criteria for scoring are inappropriate or do not provide objective and sufficient information about the extent to which students have already achieved or are prepared to achieve the objectives.

All of the unit objectives are assessed; the items and tasks are adequately aligned with the instructional objectives; and the criteria for scoring are appropriate and provide objective and sufficient information about the extent to which students have already achieved or are prepared to achieve the objectives.

All of the unit objectives are assessed; the items or tasks are fully aligned with the instructional objectives; and the criteria for scoring are targeted to provide objective and specific information about the extent to which students have already achieved or are prepared to achieve the objectives.

Post –assessment

Task 3.3

One or more of the unit objectives are not assessed; the items or tasks are not aligned with instructional objectives; and/or the criteria for scoring are inappropriate or do not provide objective and sufficient information about the extent to which students achieved the objectives.

All of the unit objectives are assessed; the items and tasks are adequately aligned with instructional objectives; and the criteria for scoring are appropriate and provide objective and sufficient information about the extent to which students achieved the objectives

All of the unit objectives are assessed; the items are fully aligned with the instructional objectives; and the criteria for scoring are targeted to provide objective and specific information about the extent to which students have achieved the objectives.

Formative assessments

Task 3.4

The formative assessment plan, or criteria for evaluation to determine how students are progressing toward achieving all unit objectives is limited or not provided and provides little or no information about the extent to which students are achieving the objectives.

The formative assessment plan, or criteria for evaluation to determine how students are progressing toward achieving all unit objectives is/are appropriate and adequate and provides some information about the extent to which students are achieving the objectives.

The formative assessment plan, or criteria for evaluation to determine how students are progressing toward achieving all unit objectives is/are highly relevant and comprehensive and provides specific information about the extent to which students are achieving the objectives.

Rationale for the assessment adaptations

Task 3.5

The rationale describing how the adaptation will enable individual students to demonstrate what they know is limited or does not reflect an understanding of the difficulties students may encounter when completing the pre-‐assessment, formative assessments, or post-‐assessment for the unit.

The rationale describing how the adaptation will enable individual students to demonstrate what they know is adequate and reflects an understanding of the difficulties students may encounter when completing the pre-‐assessment, formative assessments, and post-‐assessment for the unit.

The rationale describing how the adaptation will enable individual students to demonstrate what they know is insightful and reflects a sophisticated understanding of the difficulties all students may encounter when completing the pre-‐assessment, formative assessments, and post-‐assessment for the unit.

8/07/2009 -‐ FINAL

Prompt for Teaching Process 4 Design for Instruction

Definition: Based upon previously identified benchmarks, objectives, and assessment(s), the teacher candidate designs a unit of instruction targeted at student needs and characteristics (including behaviors) specific to the learning context. Task 4.1: Present and discuss the results of the pre-‐assessment(s).

� The results of the pre-‐assessment should be analyzed immediately and only used to modify the unit, not as part of the final grade. Do not ask students to correct/revise the pre-‐assessment.

� Create a visual representation (e.g., chart, bar graph, line graph) that displays the results of the pre-‐assessment for each objective and/or assessment instrument used. Indicate the number of correct items/total number of items, the number of points awarded/total number of points available for the assessment of each objective, the level of skill, etc.

Example 1: Pre-‐Assessment Data Analysis Chart by Objectives

Objective 1 The students will convert among customary units of length.

Objective 2 The students will convert among customary units of weight.

Objective 3 The students will convert among customary units of capacity.

Objective 4 The students will decide if an estimate is enough.

Objective 5 The students will add, subtract, multiply, and divide with customary units of measure.

4/15 or 27% exceeded 5/15 or 33% met 6/15 or 40% showed significant weakness

6/15 or 40% exceeded 3/15 or 20% met 3/15 or 20% did not meet 3/15 or 20% showed significant weakness

4/15 or 27% exceeded 6/15 or 40% met 5/15 or 33% showed significant weakness

10/15 or 67% exceeded 5/15 or 33% showed significant weakness

7/15 or 47% exceeded 8/15 or 53% showed significant weakness

Criteria: 90% or above on the assessment: students exceeded expectations for the objective. 80% to 89% on the assessment: students met the objective. 79% to 62% on the assessment: students did not meet the objective. 61% and below on the assessment: students have significant weakness in this area.

Example 2: Graph of Pre-‐assessment Results for 20 Students

� Discuss what you learned from the pre-‐assessment data about the current level of mastery of

the knowledge/skills identified for each objective. � Discuss what the pre-‐assessment data indicate about students’ prior knowledge/skills, patterns

of errors, and misconceptions.

Task 4.2: Describe the instructional technologies you plan to use in your unit.

� Identify the specific instructional technologies that you will use during the implementation of the unit.

� Discuss how the use of these instructional technologies has the potential to positively impact student learning.

Task 4.3: Provide the lesson plans used in the unit. Among the many components of the lesson plan, be sure to address relevant student behavior, classroom management, and accommodations for individual learners.

� The unit must include at least five consecutive lesson plans. Days used to administer the pre-‐and post-‐assessments cannot be used to fulfill this requirement for five consecutive lesson plans. Notes: (a) Some programs may require additional lessons; (b) use lesson plan format specified by your department, program, or student teaching setting.

� Each lesson plan must include one or more daily objectives identified in Teaching Process 2 -‐ Learning Objectives and Benchmarks.

� Design the sequential instructional procedures for each lesson that will enable students to achieve the lesson objectives. Include the process (e.g., specific questions) you will use to check for understanding as well as promote critical and creative thinking.

� Identify the techniques that you will use to address student behaviors that may negatively impact student learning during this lesson.

� Identify the classroom management procedures that you will use to ensure that the lesson proceeds smoothly, efficiently and without confusion.

� Identify the procedures you will use during the unit to accommodate the needs of learners who may struggle to learn, who speak English as their second language, who may grasp the content quickly, or who may have a disability that affects this particular lesson. Include procedures used during the delivery of the lesson as well as the accommodations you will make during independent practice.

Task 4.4: Discuss how the contextual information and pre-‐assessment data were used to select appropriate activities, assignments, and resources.

� Identify any relevant community, district, school factors and/or classroom factors described in

Teaching Process 1 -‐ Contextual Factors that are likely to impact student learning during this unit. Discuss how your instructional plan was informed by the consideration of those factors.

� Identify the student characteristics described in Teaching Process 1, Contextual Factors, that are likely to impact student learning during this unit. Discuss how those characteristics influenced your selection of activities, assignments, and resources.

� Discuss the decisions you made about the activities, assignments, and resources for this unit based on the pre-‐assessment data.

Task 4.5: Provide a rationale for your instructional design.

� Discuss how this unit reflects what you know regarding relevant major schools of thought (e.g., specific theories) about how students best learn, what you know about children and their learning and development, and what you know about best practice in the content area(s) you are teaching. Include specific examples from lesson plans as evidence.

� Discuss the cognitive procedures that students will use during this unit, such as critical thinking, problem solving, decision-‐making, drawing conclusions, creative thinking, etc. Include specific examples of activities and/or teaching strategies that require students to use these procedures.

� Discuss the specific instructional activities in this unit that are most likely to promote active engagement in learning. Indicate why or how these activities will promote active engagement.

� Discuss techniques, strategies, or activities in this unit that best reflect your ability to create and implement instruction that is achievable, meaningful, motivating and, therefore, provide an opportunity for all students in your classroom to learn.

8/07/2009

Teaching Process 4 Rubric Design for Instruction

Indicator Unacceptable (1) Acceptable (2) Target (3) Score Presentation of the results of the pre-‐assessment

Task 4.1

Visual representation of pre-‐assessment data does not include results for each unit objective and/or pre-‐assessment, the data are incomplete, and/or errors in calculations are evident.

Visual representation of pre-‐assessment data includes results for each unit objective and/or assessment, the data are complete, and the calculations are correct.

Visual representation of pre-‐assessment data includes results for each unit objective and/or pre-‐assessment, and the data are complete, correct, and presented in a way that facilitates analysis.

Discussion of the pre-‐assessment data

Task 4.1

Discussion of one or more objectives is missing, limited, or inconsistent with the data in the visual representation; the extent to which students have already acquired the knowledge/skills in the objectives is not clearly or accurately described; and/or discussion of what the data indicate about students’ prior knowledge, patterns of errors, and misconceptions is limited.

Discussion adequately addresses each objective and is consistent with the data in the visual representation; the extent to which students have already acquired the knowledge/skills in the objectives is clearly and accurately described; and some discussion of what the data indicate about students’ prior knowledge, patterns of errors, and misconceptions is provided.

Discussion of each objective is detailed and consistent with the data in the visual representation; the extent to which students have already acquired the knowledge/skills in the objectives is thoroughly described; and a thorough discussion of what the data indicate about students’ prior knowledge, patterns of errors, and misconceptions is provided.

Discussion of the use of instructional technology

Task 4.2

Discussion of specific instructional technologies implemented in the unit and/or how those technologies have the potential to impact

Adequate discussion of specific instructional technologies implemented in the unit and how those

Detailed discussion of specific instructional technologies implemented in the unit with specific evidence of how those

student learning is limited.

technologies have the potential to impact student learning is provided.

technologies have the potential to positively impact student learning is provided.

Number of lesson plans

Task 4.3

Fewer than five lesson plans (excluding days for administering pre-‐ and post assessments) are included and/or one or more lesson plans are inadequate in the following ways: (1) previously identified objectives are not included; (2) instructional procedures are not sequential and/or do not clearly and sufficiently address the objectives; (3) process/questions to check for understanding or promote critical or creative thinking are limited, irrelevant, or missing.

At least five lesson plans (excluding days for administering pre-‐ and post assessments) are included and each lesson plan (1) addresses previously identified objectives; (2) provides sequential instructional procedures that clearly and sufficiently address the objectives; and (3) includes sufficient and relevant questions/processes to check for understanding and promote critical or creative thinking.

At least five lesson plans (excluding days for administering pre-‐ and post assessments) are included and each lesson plan (1) addresses previously identified objectives; (2) provides detailed, highly relevant instructional procedures that utilize best teaching practices specifically targeted to achieve each lesson objective; and (3) includes an appropriate number of relevant processes/questions designed to check for understanding; to elicit students’ misconceptions; and to promote critical and creative thinking and a deeper understanding of the objectives.

Techniques to address student behaviors

Task 4.3

Techniques to address student behaviors which may negatively impact student learning are not relevant or have not been included.

Relevant techniques which address student behaviors that may negatively impact student learning are included.

Highly relevant and effective techniques which address student behaviors that may negatively impact student learning are included.

Classroom management procedures

Task 4.3

Management procedures to ensure that each lesson proceeds smoothly, efficiently, and without confusion are in adequate or not provided.

Adequate management procedures to ensure that each lesson proceeds smoothly, efficiently, and without confusion are provided.

Highly effective management procedures which ensure that each lesson proceeds smoothly, efficiently, and without confusion are integrated throughout the unit.

Procedures to Procedures to Procedures to Highly effective

accommodating all learners

Task 4.3

accommodate all learners are not specified for both the delivery of instruction and independent practice and/or accommodations will have a limited impact on the ability of all learners to achieve the lesson objectives.

accommodate all learners are specified for both the delivery of instruction and independent practice and accommodations will positively impact the ability of all learners to achieve some of the lesson objectives.

procedures that accommodate all learners discussed in Contextual Factors are integrated into both the delivery of instruction and independent practice and accommodations will positively impact the ability of all learners to achieve or extend beyond the knowledge/skills included in the lesson objectives.

Community, district, school and classroom factors that impact student learning

Task 4.4

A limited number of relevant community, district, school, and classroom factors that impact student learning during the unit are discussed.

A sufficient number of relevant community, district, school and classroom factors that impact student learning during the unit are discussed.

Highly relevant community, district, school, and classroom factors that impact student learning during the unit are discussed in detail.

Student characteristics that impact student learning

Task 4.4

A limited number of relevant student characteristics that impact student learning during the unit are discussed.

A sufficient number of relevant student characteristics that impact student learning during the unit are discussed.

Highly relevant student characteristics that impact student learning during the unit are discussed in detail.

Pre-‐assessment data that impacts student learning

Task 4.4

Discussion of how pre-‐assessment data was used to select activities, assignments, and resources is limited or not relevant.

Discussion of how pre-‐assessment data was used to select activities, assignments, and resources is adequate and relevant.

Discussion of the use of pre-‐assessment data to select activities, assignments, and resources is highly relevant, detailed and comprehensive.

Theories utilized to create unit.

Task 4.5

Discussion and/or relevant examples of how the unit reflects an understanding of specific theories of how students best learn, the relationship between development and learning, and the use of best practices for this content area is limited.

Adequate discussion and sufficient relevant examples of how the unit reflects an understanding of specific theories of how students best learn, the relationship between development and learning, and the use of best practices for this content area is provided.

Detailed, thorough, and insightful discussion and sufficient relevant examples of how the unit reflects an understanding of specific theories of how students best learn, the relationship between development and learning, and the use of best practices for this content area is provided.

Cognitive procedures used during the unit

Tasks 4.5

Examples of activities and teaching strategies implemented in the unit that elicit critical thinking, problem-‐solving, decision-‐making, or drawing conclusions are limited and/or not relevant.

Sufficient and relevant examples of activities and teaching strategies implemented in the unit that elicit critical thinking, problem-‐solving, decision-‐making, or drawing conclusions are provided.

Activities and teaching strategies that elicit critical thinking, problem-‐solving, decision-‐making, and drawing conclusions and lead to deeper understanding of the content and/or enhanced development of skills included in the objectives are integrated throughout the unit.

Active engagement

Task 4.5

Examples of instructional activities that actively engage students in learning and/or the rationale describing how these activities promote active engagement are limited or not relevant.

Sufficient and relevant examples of instructional activities that actively engage students in learning and an adequate rationale describing how these activities promote active engagement are provided.

Activities that actively engage students in learning and lead to deeper understanding of the content and/or enhanced development of skills included in the objectives are integrated throughout the unit.

Meaningful , motivating and appropriately challenging activities that enable all to learn

Tasks 4.5

Examples of instructional activities that are achievable, meaningful, and motivating, and provide an opportunity for all students in the classroom to learn are limited or not relevant.

Sufficient and relevant examples of instructional activities that are achievable, meaningful, and motivating, and provide an opportunity for all students in the classroom to learn are provided.

Achievable, meaningful, and motivating activities that enable all students to develop a deeper understanding of the content and/or enhanced development of skills included in the objectives are integrated throughout the unit.

8/04/09

8/04/09 -‐ FINAL

Prompts for Teaching Process 5 Instructional Decision-‐Making

Definition: The teacher candidate uses ongoing (daily) analysis of student learning and student behaviors based upon daily assessments to make instructional decisions.

Task 5.1: Describe the changes you made, if any, to your lesson while teaching it and provide a rationale for the changes you made.

� Clearly describe each change you made to your lesson(s). � Describe the process (e.g., formative assessments) you used as the basis for analyzing student

learning and making any changes. � Provide a coherent rationale (the reasons or basis) for any and all changes made and explain

how they fit into your overall instructional strategy. Be certain to tie your decisions to information (e.g., data, observations) obtained through your formative assessment(s).

Task 5.2: Discuss the impact of the changes described above citing evidence or examples to support your assertion.

� Describe how students responded in general when you made each change. Be sure to provide examples.

� If appropriate, describe how specific students, or groups of students, responded differently to each change. Be sure to provide examples.

� Discuss the impact on student learning of any and all changes you made in your instruction. Be sure to identify the evidence on which you base your claim(s). (e.g., Eight of the students were then able to complete the problem correctly, two students asked for additional help, and four students completed the problem incorrectly).

Task 5.3: Describe any changes you need to make for the class as a whole in the next lesson in the unit and provide a rationale for the changes you intend to make.

� Based upon your description of the impact of the changes that you have implemented on the whole class prior to this point, clearly describe any additional changes you will make in your next lesson.

� Provide a reasoned explanation for any additional changes you intend to make. Task 5.4: Describe any changes you need to make for any individual or group in the class in the next lesson in the unit and provide a rationale for the changes you intend to make.

� Based upon your description of the impact of the changes that you have implemented on individual students and/or groups of students prior to this point, clearly describe any additional changes you will make in your next lesson that are focused on those specific students and/or groups of students.

� Provide a reasoned explanation for any additional changes you intend to make for individuals and/or groups of students.

8/04/09 -‐ FINAL

TEACHING PROCESS 5 RUBRIC Instructional Decision Making


Description of and rationale for changes made while teaching

Task 5.1

Description of, and rationale for, changes made while teaching are severely limited, irrelevant, inaccurate, and/or missing.

Basic, accurate, and perceptive description of, and sufficient rationale for, changes made while teaching is provided.

Detailed, accurate, and perceptive description of, and thorough rationale for, changes made while teaching is provided.

Discussion of impact, including evidence and examples

Task 5.2

Evidence and examples of impact on student learning of changes made are severely limited, irrelevant, inaccurate, and/or missing.

Basic, accurate, and insightful discussion of impact on student learning of any changes made is provided

Detailed, accurate, and insightful discussion of impact on student learning of any changes made is provided.

Description and rationale for global changes to future lessons in the unit

Task 5.3

Description of, and explanation for, global changes is severely limited, irrelevant, inaccurate, and/or missing.

Basic, accurate, and insightful description of, and explanation for, global changes to future lessons is provided

A detailed, accurate, and insightful description of, and explanation for, global changes to future lessons is provided.

Description and rationale for changes specific to individuals or groups in future lessons in the unit

Task 5.4

Description of, and explanation for, changes specific to individuals and/or groups is severely limited, irrelevant, inaccurate, and/or missing.

Basic, accurate, and insightful description of, and explanation for, changes specific to individuals and/or groups is provided.

A detailed, accurate, and insightful description of, and explanation for, changes specific to individuals and/or groups is provided.

8/07/09

Prompts for Teaching Process 6 Analysis and Interpretation of Student Learning and Performance

Definition: The teacher candidate uses assessment data collected from all students in the class to analyze student learning and performance and communicate this information about student progress and achievement. Task 6.1: Describe the results of student learning and performance, using visual representations and narrative, based on your summative assessments.

� Add the post-‐assessment (summative) data to the visual representation developed for 4.1 (see examples 1 & 2 below).

� Provide a description of one or more examples of the learning objectives where students were most successful and utilize post-‐assessment (summative) data to explain why.

� Provide a description of one or more examples of the learning objectives where students were least successful and utilize your post-‐assessment (summative) data to explain why.

� Provide a description of the successful adaptations you made throughout the unit to help individual students achieve your overall learning objectives.

Task 6.2: Analyze all student data to explain progress and achievement toward lesson objectives and ILS benchmarks.

� Summarize, in narrative form, what your data indicate about your students’ learning specific to this unit.

� Analyze and evaluate the performance of all students toward meeting your stated lesson objectives in light of their performance on the pre-‐assessment(s).

Task 6.3: Provide an interpretation of your results and discuss the implications.

� Provide a clear interpretation of what your post-‐assessment (summative) data indicate about student learning and performance.

� Discuss how the results and your interpretation of the data will impact your teaching in the future to positively impact student learning. Where necessary, provide a discussion of possible interventions needed for low-‐performing students.

Example 1: Comparison of Hypothetical Pre and Post Test Results – Bar chart

8/07/09

Example 2: Comparison of Hypothetical Pre and Post Test Results – Line graph

8/07/09

Teaching Process 6 Rubric Analysis and Interpretation of Student Learning and Performance

Indicator Unacceptable (1) Acceptable (2) Target (3) Score Visual representation of post-‐assessment results Task 6.1

Post-‐assessment data has not been added to the pre-‐assessment visual representation, results for each unit objective are not included, and/or the data are incomplete or contain errors in calculations.

Visual representation of data is complete, the results for each unit objective are included, and the calculations are correct.

Visual representation of data is complete, results for each unit objective are included, the calculations are correct, and the data is presented in a way that facilitates analysis.

Most successful learning objectives Task 6.1

Description or examples of students’ success in meeting objectives were inaccurate, inappropriate, missing and/or not supported by data.

Adequate and appropriate description and examples of students’ success in meeting objectives were provided with appropriate supporting data.

Detailed and thorough description and examples of students’ success in meeting objectives were provided with highly relevant and comprehensive supporting data.

Least successful learning objectives Task 6.1

Description or examples of students’ difficulty in meeting objectives were limited or missing and/or not supported by data.

Adequate and appropriate description and examples of students’ difficulty in meeting objectives were provided with appropriate supporting data.

Detailed and thorough description and examples of students’ difficulty in meeting objectives were provided with highly relevant and comprehensive supporting data.

Successful adaptations Task 6.1

Description of successful adaptations made throughout the unit is inappropriate, limited, or missing.

Adequate and appropriate description of successful adaptations made throughout the unit is provided.

Detailed, appropriate, and insightful description of successful and varied adaptations made throughout the unit is provided.

Summary of post-‐assessment data Task 6.2

Summary is limited, inaccurate, missing, or does not address student learning in this unit.

Basic and accurate summary of post-‐assessment data relative to student learning in this unit is provided.

Detailed, accurate, and insightful summary of post-‐assessment data relative to student learning in this unit is provided.

8/07/09

Analysis of student performance Task 6.2

Analysis and evaluation of student performance and their progress toward meeting lesson objectives in light of pre-‐assessment data are limited, missing, or inaccurate.

Basic and accurate analysis and evaluation of student performance and their progress toward meeting lesson objectives in light of pre-‐assessment data are provided.

Detailed, accurate, and insightful analysis and evaluation of student performance and progress toward meeting lesson objectives in light of pre-‐assessment data are provided.

Interpretation of Data Task 6.3

Interpretation of post-‐assessment data relative to student learning and performance is limited, not relevant, or missing.

Basic and relevant Interpretation of post-‐assessment data relative to student learning and performance is provided.

Insightful and relevant Interpretation of post-‐assessment data relative to student learning and performance is provided.

Implications of the data for student learning Task 6.3

Interpretation of the data relative to its implications for students’ future learning and performance is limited, not relevant, or missing.

Basic and relevant Interpretation of the data relative to its implications for students’ future learning and performance is provided.

Insightful and relevant Interpretation of its data relative to its implications for students’ future learning and performance is provided.

Implication of the data for future teaching Task 6.3

Interpretation of the data relative to its implications for future teaching is limited, not relevant, or missing.

Basic and relevant Interpretation of the data relative to its implications for future teaching is provided.

Insightful and relevant Interpretation of its data relative to its implications for future teaching is provided.

Prompts for Teaching Process 7 Reflection and Self-‐Evaluation

Definition: The teacher candidate reflects on his or her instruction and student learning to improve his or her teaching. Task 7.1: Discuss your implementation of this unit in terms of its impact on student learning in light of the major schools of thought that you previously discussed under contextual factors.

� Briefly summarize the unit you taught in terms of (1) student characteristics considered, (2) content, (3) general objectives, and (4) ILS benchmarks.

� Discuss successes and challenges your students experienced during this unit and the role your teaching skills (content knowledge, strategies, used, behavior management approach, etc.) played in the students’ learning. Please provide specific examples.

� Given your experience, describe and discuss any general insights into the nature of student learning and motivation processes you have gained that will make you a better teacher.

Task 7.2: Discuss what you learned about yourself as a teacher.

� Briefly describe what you learned about your teaching/leadership style, ability to manage the classroom, organize classroom routines, and student behavior during your experience (see Wong & Wong, chapter 18: Discipline plans)

� What did you discover to be your greatest strength(s) as a teacher? Be sure to provide specific examples.

� What did you discover about yourself as a teacher that you still need to work on to improve? Be sure to provide specific examples.

� Now that you have completed this experience with the WTWS, what have you learned about your commitment to do what it takes to become an effective teacher?

Task 7.3: Reflect on possibilities for your own professional development.

� How can you best use your strengths as a teacher to maximize the positive impact you will have on student learning?

� Having identified the areas of your teaching (e.g. content, pedagogical skills, behavior management skills, etc.) most in need of improvement, discuss what you will do to strengthen and cultivate needed improvement. Be specific.

� In what ways do you intend to insure your continual development as a teaching professional in order to be prepared to positively impact student learning? Be specific.

8/07/09

TEACHING PROCESS 7 RUBRIC Reflection and Self-‐Evaluation


Summarization of unit taught. Task 7.1

Summary of unit is incomplete, inadequate, and/or missing.

Basic and complete summary of unit taught is provided.

Detailed and thorough summary of unit taught is provided.

Impact of teaching on student learning Task 7.1

Discussion of the successes and challenges students experienced and the role of teaching skills in facilitating students’ learning is limited, not relevant, and/or missing.

Basic and relevant discussion of the successes and challenges students experienced and the role of teaching skills in facilitating students’ learning is provided.

Detailed, insightful, and thorough discussion of the successes and challenges students experienced and the role of teaching skills in facilitating students’ learning is provided.

Insight into the student learning/motivation process. Task 7.1

Description and discussion of insights into the student learning/motivation process is severely limited, irrelevant, and/or missing.

Basic description and discussion of insights into the student/motivation learning process is provided.

Detailed, insightful, and thorough discussion of insights into the student learning/motivation process is provided.

Knowledge of self as a teacher. Task 7.2

Discussion of teaching/leadership, style, classroom management, strengths, areas needing improvement, and commitment is severely limited, not relevant, and/or missing.

Basic and specific discussion of teaching/leadership style, classroom management, strengths, areas needing improvement, and commitment is provided.

Detailed, insightful, and thorough discussion of teaching/leadership style, classroom management, strengths, areas needing improvement, and commitment is provided.

Professional development Task 7.3

Discussion of professional development needs and plan for improvement is severely limited, irrelevant, and/or missing.

Basic and specific discussion of professional development needs and plan for improvement is provided.

Detailed, insightful, and thorough discussion of professional development needs and plan for improvement is provided.

Prompts(for(Teaching(Process(1 Contextual(Factors( Task1.1 ... · 8/07/09!?!FINAL!...

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