Teacher Work Sample AJ/09 - University of Alaska Southeast · Teacher Work Sample AJ/09 UAS School...

Teacher Work Sample AJ/09


UAS Sch ool of Edu cation Vis ion

Our graduates will be informed, reflect ive and responsive teachers with in diverse

classroom, school, and community contexts.

SOE Stu de n t Goals an d P e rform an ce s (K) Kn ow led ge (S ) S k i l l (D) Disp osi t ion

Goal 1: Te ach e rs articu late , m ain tain an d deve lop a ph ilosoph y of

e du cation th at th e y a lso de m on strate in practice .

P e rform an ce s

a . Support their philosophy of educat ion with research -based theory and

evidence. (K)

b. Apply philosophy, beliefs and theory to pract ice. (S)

c. Abide by a philosophy of educa t ion and remain flexible to revising it based on

new research and teaching exper ience. (D)

Goal 2: Te ach e rs u n de rstand h ow h u m an de ve lopm e n t affe cts l e arn in g

an d apply th at u n de rstan din g to practice .

P e rform an ce s

a . Ident ify ways students‟ developmenta l levels affect their th inking processes

and learn ing. (K)

b. Accommodate differences in how students learn based on knowledge of

individual‟s socia l, emotional and in tellectua l matura t ion. (S)

c. Appreciate unique th inking processes of learners at different stages of

development . (D)

Goal 3: Te ach e rs diffe re n tiate in stru ction w ith respe ct for in dividu al an d

cu ltu ral ch aracte ris tics .

P e rform an ce s

a . Ident ify st ra tegies for different iat ing inst ruct ion based on student

differences. (K).

b. Design inst ruct ion tha t incorpora tes character ist ics of the loca l community‟s

cu lture and tha t is appropr ia te to students‟ individual and special needs. (S)

c. Apply loca l and Alaska knowledge to the select ion of inst ruct ional st ra tegies,

mater ials and resources (S)

d. Appreciate mult iple perspect ives and va lue individual differences. (D)


Goal 4: Te ach e rs posse ss cu rre n t academ ic con ten t kn ow le dge .

P e rform an ce s

a . Demonstra te knowledge of the content a rea taught , including st ructure of the

cur r icu lum, the tools of inquiry, cent ral concepts and connect ions to other

a reas of knowledge. (K)

b. Connect the content a rea to other content a reas and to pract ica l situa t ions

encountered out side the school. (S)

c. Commit to professional discourse about content knowledge and student

learn ing of content . (D)

Goal 5: Te ach e rs fac ilitate s tu de n t le arn in g by u sin g asse ssme n t to gu ide

plan n in g, in struction an d m odification of te ach in g practice .

P e rform an ce s

a . Understand how to plan for inst ruct ion based on student needs and

cur r icu lum goals. (K)

b. Plan , teach and assess for opt imal student learn ing. (S)

c. Value assessment and inst ruct ion as in tegrated processes. (D)

Goal 6: Te ach e rs cre ate an d m an age a s tim u lating,

in c lu s ive an d safe le arn in g comm u nity in w h ich

s tu de n ts take in te llectu al risks an d w ork

in de pe n de n tly an d collaborative ly .

P e rform an ce s

a . Invest iga te and use a var iety of classroom management t echniques to

establish and mainta in a responsive environment in which a ll students a re

able to learn. (K,S)

b. Establish and mainta in a posit ive classroom climate in which students

develop self-direct ion and collabora t ive skills. (S)

c. Commit to ensur ing student well being and development of self-regula t ion

and group in teract ion skills. (D)


P e rform an ce s

a . Develop a sound, broad-based understanding of students‟ families and loca l

communit ies. (K)

b. Communicate effect ively with parents and community and incorpora te loca l

ways of knowing in to decision making about all levels of schooling. (S)

c. Recognize the school as an in tegra l par t of the community and va lue parents

as par tners in promot ing student learn ing. (D)

Goal 8: Te ach e rs de ve lop an d m ain tain profess ion al, m oral an d e th ical

attitu de s , be h aviors , re lation sh ips an d h abits of m in d.

P e rform an ce s

a . Keep current in knowledge of content and teaching pract ice. (K)

b. Par t icipate in and cont r ibute to the teaching profession. (S)

c. Communicate effect ively with students, colleagues, and supervisors. (S)

d. Value professional eth ics, democrat ic pr inciples and collabora t ive learning

communit ies. (D)

Goal 9: Te ach e rs u se te ch n ology e ffe ctive ly , cre ative ly an d w ise ly .

P e rform an ce s

a . Opera te computers and other t echnologies and eva lua te their potent ia ls

and limitat ions (K).

b. In tegra te t echnology in planning, inst ruct ion , and assessment to suppor t

student learn ing. (S)

c. Value technology as a tool for student and teacher lifelong learn ing. (D)

Goal 7: Te ach e rs w ork as partn e rs w ith paren ts , fam ilie s an d th e

com mu n ity .


Student Guidelines for Construction of the Teacher Work Sample

Successful Interns in the Elementary MAT Juneau/Southeast Program

support student learning by developing a Teacher Work Sample (TWS) that

evidences a range of strategies and builds on each student‟s strengths, needs,

cultures, and prior experiences. Through this performance assessment,

Interns substantiate their ability to facilitate learning by meeting Association

for Childhood Education International (ACEI) standards, UAS School of

Education Goals (SOE Goals) the Alaska Beginning Teacher Standards and

Expectations (AK BTSE), and the Alaska Cultural Standards for Educators

(ACSE).

The TWS contains ten teaching processes identified by research and

best practice as fundamental to improving student learning:

I. Teaching philosophy

II. Contextual Factors

III. Learning Goals

IV. Assessment Plan

V. Design for Instruction

VI. Classroom Management

VII. Family and Community Involvement Plan

VIII. Analysis of Student Learning

IX. Instructional Decision Making

X. Reflection and Self-evaluation

Each teaching process is developed in a section of the TWS. Rubrics based

on SOE Goals, ACEI Standards, AK BTSE and ACSE establish criteria for

evaluation of work on each section. The TWS is developed throughout the

Elementary MAT Juneau/Southeast program coursework and directly relates

to both Internship practice and the Full Time Residency experience.


Format of the TWS

Two “focus students” are chosen. These two students must include a cultural

or linguistic minority student or special education student, and an additional

cultural or linguistic minority student or special education student, or an

extended learning student.

To ensure the anonymity of the students, DO NOT include any student’s

names or other identification in any part of the TWS.

Each section of the TWS is defined in detail in the pages that follow the

TWS outline. Included in these pages are the standards, goals, and

expectations each section exemplifies, the program course that supports

development of the section, a description of the specific task for the section,

page length range, items to include, and an evaluation rubric for the section.

Each section of the TWS is evidenced with photographs, lesson plans,

student work etc. as they are relevant to the expectations for that section.

Each section of the TWS is further supported by appropriate Knowledge

Statements developed for each program course supplemented by personal

reflections.

Some sections require the display of data in charts or graphs.

Assessment tools are included where necessary and/or appropriate.

When referring to another person‟s work, ideas, or materials, cite them on a

Reference Page at the end of the TWS in APA format.

There is flexibility of length across the TWS sections; however the complete

TWS including charts, diagrams, assessment tools, and all evidence is no

longer than 50 pages (be sure to check page requirements for each section)

double-spaced in 12 point Times New Roman font, with 1-inch margins.

Two CD-ROMs are submitted, containing only the TWS, one for each

evaluator.


Organization of Work Sample Product

I. Teaching Philosophy

Standards, goals, and expectations:

SOE Goal 1: Teachers articulate, maintain, and develop a philosophy of education

that they also demonstrate in practice.

AK BTSE 1A: A teacher can describe the teacher‟s philosophy of education and

demonstrate its relationship to the teacher‟s practice.

ACSE Standard A: Culturally-responsive educators incorporate local ways of knowing

and teaching in their work.

ACSE Standard B: Culturally-responsive educators use the local environment and

community resources on a regular basis to link what they are teaching to the

everyday lives of the students.

ASCE Standard C: Culturally-responsive educators participate in community events and

activities in an appropriate and supportive way.

ASCE Standard D: Culturally-responsive educators work closely with parents to achieve

a high level of complementary educational expectations between home and

school.

ASCE Standard E: Culturally-responsive educators recognize the full educational

potential of each student and provide the challenges necessary for them to achieve

that potential.

Coursework supporting development of this section:

ED 691 Elementary Teaching Internship I and II

Task:

Articulate your philosophy of practice. Describe who you are as a teaching professional.

Explain your life experiences, skills, and talents that can be effectively

implemented to enhance student learning in an elementary classroom.

Guiding questions:

Why do you teach the way you do? What should students expect of you as a teacher? What is a method of teaching you rely on frequently? Why don‟t you use a

different method? What do you want students to learn? How do you know your goals for students

are being met? How can your teaching facilitate student learning? How do you as a teacher create an engaging or enriching learning environment? What specific activities or exercises do you use to engage your students? What

do you want your students to learn from these activities?


What might you notice or say about any of the following?

teacher-student relationship? end-products? standards of quality? student transformations? learning environment? attitudes, motivations or other emotions? long-term vs. short-term perspectives? implicit or explicit values?

2-3 pages


Teaching Philosophy Evaluation Rubric:

1-Developing 2-Proficient 3-Optimal Definitions of teaching

and learning

The terms „teaching‟

and „learning‟ are not

discussed and/or

experiences and

reflection are not

provided.


and „learning‟ are

defined but not

personalized. Vague

examples and reflections

are given that do not add

to or develop the

statement.


and „learning‟ are

clearly defined and

personalized with

extensive and

appropriate examples

and reflections on

experiences.

View of the learner A view of the learner is

not presented or the

importance of learner

characteristics is

misunderstood.

A view of the learner is

vague and/or

understanding of the


characteristics is vague

or inappropriate.

A view of the learner is

clearly articulated. An



characteristics is

evident.

View of the teacher A view of the teacher

within the classroom is

not presented and/or an


importance of the

teacher‟s characteristics

and their influence or

learning is

misunderstood or

absent.

A view of the teacher


vague and/or an


importance of an

effective teacher‟s

characteristics and their

influence or learning are

vague or inappropriate.

A view of the teacher


clearly articulated. An


importance of an

effective teacher‟s

characteristics and their

influence or learning are

evident.

Goals and expectations

of the student-teacher

relationship

A discussion of this

relationship is in

congruent with the

writer‟s definition of

teaching and learning

and with their view or

the learner or not

presented. Examples

and reflections are not

provided.


relationship shows some

congruence with the

writer‟s definition of

teaching and learning

and with their view or

the learner. Examples

and reflections on the

nature of the student

teacher relationship as

well as an identification

of critical elements of

the relationship are

vague or inappropriate.


relationship is congruent

with the writer‟s

definition of teaching

and learning and with

their view or the learner.

Examples and

reflections are given that

strongly illustrate both

the nature of the student

teacher relationship as

well as an identification

of critical elements of

the relationship.

Biographical sketch Life experiences, skills,

and talents that can be

effectively implemented

to enhance student

learning in an

elementary classroom

are in appropriate or not

presented and/or no

examples are given.

Life experiences, skills,



to enhance student

learning in an


are vague or not well

thought out. Only vague

or superficial examples

are provided.

Life experiences, skills,



to enhance student

learning in an


are clearly articulated.

Concrete examples are

provided.


II. Context


SOE Goal 2 Teachers understand how human development affects learning and apply

that understanding to practice.

SOE Goal 7: Teachers work as partners with parents, families, and communities.

ACEI Standard 1: Candidates know, understand and use the major concepts, principles,

and theories, and research relate to development of young children and young

adolescents to construct learning opportunities that support individual students‟

development, acquisition of knowledge, and motivation

AK BTSE II: A teacher understands how students learn and develop and applies that

knowledge in the teacher‟s practice.






school.


ED 626 Classroom Research

Task: Investigate and present relevant demographic factors and how they affect the teaching-

learning process. Include any supports and challenges that affect instruction and student

learning. In a narrative, demonstrate general and specific knowledge and understanding

of student differences and present specific implications for teaching and learning based

on individual differences.

Address geographic location, community and school population, socio-economic profile

and race/ethnicity (Cushner‟s 12 Aspects of Culture). You might also address community

stability, political climate, community support for education, and other environmental

factors. The Alaska Standards for Culturally Responsive Educators are referenced.

Included in this section (2-3 pages):

Demographic information for your school

Demographic information for your class

Demographic information for your two focus students

Assessment data for your class

Assessment data for your two focus students

Charts, graphs, and diagrams as necessary


Context Evaluation Rubric:

1-Developing 2-Proficient 3-Optimal

Knowledge of

characteristics of

students

Minimal,

stereotypical, or

irrelevant knowledge

presented

General knowledge

presented

General and specific

knowledge and

understanding of

student differences

presented

Knowledge of

students’ varied

approaches to

learning

Minimal,

stereotypical, or


presented

General knowledge

presented


knowledge and

understanding of

student differences

presented

Knowledge of

students’ skills

and prior learning

Minimal,

stereotypical, or


presented

General knowledge

presented


knowledge and

understanding of

student differences

presented

Implications for

Instructional

Planning and

Assessment Plan

Implications not

provided, or

inappropriate

implications are

made

General implications

made

Specific implications

based on individual

differences made

Evidence/Artifacts Evidence is

incomplete, unclear,

or contains irrelevant

information

Evidence is

complete, clear, and

relevant

Evidence is

complete, clear, and

relevant and

demonstrates depth

and complexity of

understanding


III. Learning Goals


SOE Goal 2: Teachers understand how human development affects learning and apply


SOE Goal 3: Teachers differentiate instruction with respect for individual and cultural

characteristics.


SOE Goal 9: Teachers use technology effectively, creatively, and wisely.




development, acquisition of knowledge, and motivation.

ACEI Standard 2.1: Reading, Writing, and Oral Language—Candidates demonstrate a

high level of competence in use of English language arts and they know,

understand, and use concepts from reading, language and child development, to t

each reading, writing, speaking, viewing, listening, and thinking skills and to help

students successfully apply their developing skills to many different situations,

materials, and ideas.

ACEI Standard 2.2: Science—Candidates know, understand, and use fundamental

concepts of physical, life, and earth/space sciences. Candidates can design and

implement age-appropriate inquiry lessons to teach science, to build student

understanding for personal and social applications, and to convey the nature of

science.

ACEI Standard 2.3: Mathematics—Candidates know, understand, and use the major

concepts and procedures that define number and operations, algebra, geometry,

measurement, and data analysis and probability. In doing so they consistently

engage problem solving, reasoning and proof, communication, connections, and

representation.

ACEI Standard 2.4: Social studies—Candidates know, understand, and use the major

concepts and modes of inquiry from the social studies—the integrated study of

history, geography, the social sciences, and other related areas—to promote

elementary students‟ abilities to make informed decisions as citizens of a

culturally diverse democratic society and interdependent world.

ACEI Standard 2.5: The arts—Candidates know, understand, and use—as appropriate to

their own understanding and skills—the content, functions, and achievements of

the performing arts (dance, music, theater) and the visual arts as primary media

for communication, inquiry, and engagement among elementary students.

ACEI Standard 2.6: Health education—Candidates know, understand, and use the major

concepts in the subject matter of health education to create opportunities for

student development and practice of skills that contribute to good health.

ACEI Standard 2.7: Physical education—Candidates know, understand, and use—as

appropriate to their own understanding and skills—human movement and

physical activity as central elements to foster active, healthy life styles and

enhanced quality of life for elementary students.


ACEI Standard 3.1: Integrating and applying knowledge for instruction—Candidates

plan and implement instruction based on knowledge of students, learning theory,

connections across the curriculum, curricular goals, and community.

ACEI Standard 3.2: Adaptation to diverse students—Candidates understand how

elementary students differ in their development and approaches to learning, and

create instructional opportunities that are adapted to diverse students.

ACEI Standard 4: Assessment for instruction- Candidates know, understand, and use

formal and informal assessment strategies to plan, evaluate, and strengthen

instruction that will promote continuous intellectual, social, emotional, and

physical development of each elementary student.


knowledge in the teacher‟s practice

AK BTSE VI: A teacher works with parents, families, and the community.



that potential.


ED 620 Curriculum Development

ED 645 Designing Curriculum for Effective Instruction.

Task:

Provide and justify learning goals for the unit. Show how learning goals are aligned with

student expectations and how they are aligned with the Assessment Plan. Be

explicit about how learning is differentiated for your two focus students, learner

diversity in general, and is culturally responsive.


Stage 1 of the Understanding by Design Plan


Learning Goals Evaluation Rubric:

NOTE: EACH CONTENT AREA IS EVALUATED SEPERATELY AND AS PART

OF THE INTEGRATED UNIT FOR A TOTAL OF 8 EVALUATIONS


Significance, challenge,

and variety

Goals reflect only one

type or level of learning

Goals reflect several

types or levels of

learning but lack

significance or

challenge

Goals reflect several

types or levels of

learning and are

significant and

challenging

Clarity Goals are not stated

clearly and are activities

rather than learning

outcomes

Some or the goals are

clearly stated as learning

outcomes

Most of the goals are

clearly stated as learning

outcomes

Appropriateness for

students

Goals are not

appropriate for the

development and/or

funds of knowledge of

the students and/or are

not culturally responsive

Some goals are not

appropriate for the

development and/or


the students and/or are

culturally responsive

Most goals are

appropriate for the

development and/or


the students and are


Alignment with grade

level expectations and

standards

Goals are not aligned

with grade level

expectations and

standards

Some goals are not

aligned with grade level

expectations and

standards

Most goals are aligned

with grade level

expectations and

standards


IV. Assessment Plan


SOE Goal 4: Teachers possess current academic content knowledge.

SOE Goal 5: Teachers facilitate student learning by using assessment to guide planning,

instruction, and modification of teaching practice.


SOE Goal 9: Teachers use technology effectively, creatively, and wisely.

ACEI Standard 2.1: Reading, Writing, and Oral Language—Candidates demonstrate a

high level of competence in use of English language arts and they know,

understand, and use concepts from reading, language and child development, to t

each reading, writing, speaking, viewing, listening, and thinking skills and to help

students successfully apply their developing skills to many different situations,

materials, and ideas.

ACEI Standard 2.2: Science—Candidates know, understand, and use fundamental

concepts of physical, life, and earth/space sciences. Candidates can design and

implement age-appropriate inquiry lessons to teach science, to build student

understanding for personal and social applications, and to convey the nature of

science.

ACEI Standard 2.3: Mathematics—Candidates know, understand, and use the major

concepts and procedures that define number and operations, algebra, geometry,

measurement, and data analysis and probability. In doing so they consistently

engage problem solving, reasoning and proof, communication, connections, and

representation.

ACEI Standard 2.4: Social studies—Candidates know, understand, and use the major

concepts and modes of inquiry from the social studies—the integrated study of

history, geography, the social sciences, and other related areas—to promote

elementary students‟ abilities to make informed decisions as citizens of a

culturally diverse democratic society and interdependent world.

ACEI Standard 2.5: The arts—Candidates know, understand, and use—as appropriate to

their own understanding and skills—the content, functions, and achievements of

the performing arts (dance, music, theater) and the visual arts as primary media

for communication, inquiry, and engagement among elementary students.

ACEI Standard 2.6: Health education—Candidates know, understand, and use the major

concepts in the subject matter of health education to create opportunities for

student development and practice of skills that contribute to good health.

ACEI Standard 2.7: Physical education—Candidates know, understand, and use—as

appropriate to their own understanding and skills—human movement and

physical activity as central elements to foster active, healthy life styles and

enhanced quality of life for elementary students.

ACEI Standard 3.1: Integrating and applying knowledge for instruction—Candidates



ACEI Standard 3.2: Adaptation to diverse students—Candidates understand how




ACEI Standard 4: Assessment for instruction—Candidates know, understand, and use

formal and informal assessment strategies to plan, evaluate and strengthen



AK BTSE III: A teacher teaches with respect for their individual and cultural

characteristics.

AK BTSE IV: A teacher knows the teacher‟s content area and how to teach it.

AK BTSE V: A teacher facilitates, monitors, and assesses student learning.

AK BTSE VI: A teacher works with parents, families and the community.


potential of each student and provide the challenges necessary for them to

achieve that potential.


ED 626 Classroom research

Task:

Design an assessment plan to monitor student progress toward learning goals. Use

multiple assessment modes and approaches aligned with learning goals to assess

student learning before, during, and after instruction of the unit. Justify how

assessments chosen meet the general and individual needs of the students

including your two focus students. Describe why your assessments are

appropriate for measuring the learning goals and how they are culturally relevant.


Stage 2 of Understanding by Design Plan

Pre- and post assessments of Integrated unit learning goals

Formative assessments taken during implementation Integrated Unit

Summative assessments taken during implementation of Integrated Unit

Data for all students collected for formative, summative pre-and post- assessments

Data for your focus students collected for formative, summative pre-and post-

assessments

Evidence and artifacts of sharing of assessment data

This section will include charts, graphs, and diagrams as necessary.


Assessment Plan Evaluation Rubric:


Alignment with

Learning Goals and

Instruction

Content and methods of

assessment lack

congruence with

learning goal or lack

cognitive complexity

Some of the learning

goals are assessed

through the assessment

plan, but many are not

congruent with learning

goals

Each of the learning

goals is assessed

through the assessment

plan; assessments are

congruent with the

learning goals and are

cognitively complex

Clarity of criteria and

standards for

performance

The assessments contain

no clear criteria for

measuring student

performance relative to

the learning goals

Assessment criteria are

developed, but they are

not clear or are not

explicitly linked to the

learning goals

Assessment criteria are

clear and are explicitly

linked to the learning

goals

Multiple modes and

approaches

The assessment plan

includes only one

assessment mode and

/or does not include

both formative and

summative assessments

The assessment plan

includes multiple modes

but all are not

performance

assessments

(paper/pencil tests)

and/or do not requires

integration of

knowledge, skills, and

reasoning, and/or are

not cognitively rigorous

The assessment plan

includes multiple

assessment modes

(including performance

assessments) and

assesses student

performance throughout

the unit at a high level

of cognitive rigor

Technical soundness Assessments are not

valid, scoring

procedures are absent or

inaccurate, items are

poorly written

Assessments have some

validity. Some scoring

procedures are

explained, some item

are clearly written

Assessments appear to

be valid, scoring

procedures are

explained, items are

clearly written

Adaptations based on

individual student needs

(Differentiation)

No evidence of

differentiation is

presented and/or

assessments for students

with special needs are

inappropriate and/or not


Assessments are

adapted to meet the

individual needs of

some students and

attempt to be culturally

responsive

Assessments are

adapted and appropriate

for the individual needs

of most of the students

and are culturally

responsive

Opportunities for

students to self-evaluate,

set, monitor, and adjust

learning goals

No evidence of

opportunities for

students to self-evaluate,

set, monitor, and adjust

learning goals is

presented

Few opportunities for

students to self-

evaluate, set, monitor,

and adjust learning

goals are presented

The capacity to actively

engage students in their

own learning, self-

evaluation, set, monitor,

and adjust learning

goals is presented

Evidence/Artifacts Evidence is incomplete,

unclear, or contains

irrelevant information

Evidence is complete,

clear, and relevant

Evidence is complete,

clear, and relevant and

demonstrates depth and

complexity of

understanding


V. Design for Instruction


SOE Goal 1: Teachers articulate, maintain, and develop a philosophy of education that

they also demonstrate in practice.




characteristics.

Goal 6: Teachers create and manage a stimulating, inclusive and safe learning

community in which students take intellectual risks and work independently and

collaboratively.

SOE Goal 9: Teachers use technology effectively, creatively and wisely.




development, acquisition of knowledge, and motivation.

ACEI Standard 3.1 Integrating and applying knowledge for instruction—Candidates



ACEI Standard 3.2 Adaptation to diverse students. Candidates understand how



AK BTSE I: A teacher can describe the teacher‟s philosophy of education and





characteristics.

AK BTSE IV: A teacher knows the teacher‟s content area and how to teach it.

AK BTSE VI: A teacher works with parents, families and the community.

AK BTSE VIII: A teacher participates in and contributes to the teaching profession.


and teaching in their work






that potential.




ED 645 Designing Curriculum for Effective Instruction

ED 636A, 636B, 636C Educational Technology

Task:

Describe how you will design your unit instruction related to unit learning goals,

students‟ characteristics, and needs, and the specific learning context. Explain

how learning activities are differentiated for your two focus students and for

individual student needs in general. Justify how learning activities chosen meet

the general and individual needs of the students including your two focus

students. Describe why your learning goals are pedagogically appropriate and

culturally relevant.


Stage 3 of Understanding by Design Plan

Evidence and artifacts of student engagement (including your two focus students) in the

described learning activities.


Design for Instruction Evaluation rubric:


Alignment with

learning goals

Few lessons are

explicitly linked to

learning goals. Few

learning activities,

assignments, and

resources are aligned

with learning goals. Few

learning goals are

covered in the design.

Most lessons are

explicitly linked to

learning goals. Most

learning activities,

assignments, and


with learning goals.

Most learning goals are


All lessons are explicitly

linked to learning goals.

All learning activities,

assignments, and


with learning goals. All

learning goals are


Accurate representation

of content

Teacher‟s use of content

appears to contain

numerous inaccuracies.

Content is viewed more

as isolated skills and

facts rather than as part

of a larger conceptual

structure.


appears to be mostly

accurate. Shows some

awareness of the big

ideas or structure of the

discipline.


appears to be accurate.

Focus of the content is

congruent with the big

ideas or structure of the

discipline.

Lesson and unit

structure

The lessons within the

unit are not logically

organized.

The lessons within the

unit have some logical

organization and appear

to be somewhat useful

in moving students

toward achieving the

learning goals.

All lessons within the

unit are logically

organized and appear to

be useful in moving

students toward

achieving the learning

goals.

Use of a variety of

instruction, activities,

assignments, and

resources

Little variety across


assignments, and

resources. There is

heavy reliance on

textbook or single

resource.

Some variety across


assignments, and

resources. This variety

makes a limited

contribution to learning.

Significant variety

across instruction,

activities, assignments,

and resources. This

variety makes a clear

contribution to learning.

Use of contextual

information and data to

select appropriate and

relevant activities,

assignments, and

resources based on

individual learners’

needs.

Instruction has not been

designed with reference

to contextual factors and

pre-assessment data.

Activities and

assignments do not

appear productive and

appropriate for each

student. Differentiation

of instruction is evident.

Activities are not


Some instruction has

been designed with

reference to contextual

factors and pre-

assessment data. Some

activities and

assignments appear

productive and


student. Some

differentiation of

instruction is evident.

Some activities are


Most instruction has

been designed with

reference to contextual

factors and pre-

assessment data. Most

activities and

assignments appear

productive and


student. Thoughtful

differentiation of

instruction is evident.

Many activities are


Use of technology Technology is used

inappropriately or

teacher does not use

technology.

Teacher uses technology

but it does not make a

significant contribution

to teaching and learning.

Teacher integrates

appropriate technology

that makes a significant

contribution to teaching

and learning.


VI. Classroom Management






SOE Goal 6: Teachers create and manage a stimulating, inclusive and safe learning

community in which students take intellectual risks and work independently and

collaboratively.

ACEI Standard 5: Professional growth, reflection, and evaluation—Candidates are aware

of and reflect on their practice in light of research on teaching, professional ethics,

and resources available for professional learning; they continually evaluate the

effects of their professional decisions and actions on students, families and other

professionals in the learning community and actively seek out opportunities to

grow professionally.

ACEI Standard 1: Development, Learning, and Motivation--Candidates know,

understand, and use the major concepts, principles, theories, and research related

to development of children and young adolescents to construct learning

opportunities that support individual students‟ development, acquisition of

knowledge, and motivation.

ACEI Standard 3:Active engagement in learning—Candidates use their knowledge and

understanding of individual and group motivation and behavior among students at

the K-6 level to foster active engagement in learning, self motivation, and positive

social interaction and to create supportive learning environments.

AK BTSE I: A teacher can describe the teacher‟s philosophy of education and


AK BTSE: II A teacher understands how students learn and develop and applies that


AK BTSE VI: A teacher creates and maintains a learning environment in which all

students are actively engaged and contributing members.


and teaching in their work



school.


ED 643 Learning Theory, Development, and Guidance

ED 680 Advanced Multicultural Education



Task:

Describe your plan for student motivation and classroom management that addresses

strategies to manage the goals of group and individual performance. Justify your

choice of management techniques. Explain how your classroom management

system was developed and maintained. Explain and justify consequences for

unwanted student behavior.

Included in this section (2-3 pages)

Classroom arrangement diagram

Evidence of management of transitions

Evidence of monitoring of student behavior

Evidence of parent involvement with classroom management


Classroom Management Evaluation Rubric:

1-Developing 2-Proficient 3-Optimal Importance of content The plan lists strategies

but they do not

sufficiently convey the

importance of and an

interest in students‟

learning.

The plan lists one

strategy teacher will use

to convey the

importance of and an

interest in students‟

learning.

The plan demonstrates

multiple strategies

teacher will use to

convey the importance

of and an interest in

students‟ learning.

Management of

transitions

No considerations for

student transitions form

one activity to another

are made. The learning

environment is not

predictable. The

development of student

responsibility is not

considered.

There is some evidence

the transitions between

activities have been

considered. The plan

encourages limited

development of student

responsibility.

The plan lists examples

of transitions that will

be used between unit

activities to create a

secure and predictable

learning environment

and develop student

responsibility.

Expectations Minimal standards for

classroom conduct by

children and adults are

in place. There is no

plan for communication

with parents.

Standards for classroom

conduct by children

and/or adults are

established but no

communication with

parents about the plan

occurs.

Standards for classroom

conduct by children and

adults are clear with a

plan for communication

with parents are in place

and implemented.

Monitoring of student

behavior

The plan has little

evidence the teacher will

use culturally

appropriate verbal, non-

verbal interventions to

monitor student

behavior, help students

self-monitor or help

students develop self-

regulation.

The plan has multiple

culturally appropriate

verbal, non-verbal,

strategies but is teacher

directed and will not

help students self-

monitor or develop self-

regulation.

The plan has multiple

culturally appropriate

verbal, non-verbal,

proactive, and

preventative strategies

for monitoring behavior

including student self-

monitoring, and helping

students develop self-

regulation.

Guidance and

discipline strategies

Consequences for

misbehavior

Plan list strategies but is

unrelated to guidance

and discipline. No

consequences for

student behavior are

listed. Seating

arrangement is not

included.

The plan uses limited

strategies to meet

students‟ behavioral

needs. Consequences

have been developed,

but are unrelated to

student actions or focus

on punitive actions.

Plan is general and does

not address individual

student needs. Seating

arrangement will have

little impact on student

learning.

The plan demonstrates a

variety of guidance

approaches to meet the

group and individual

student‟s behavior

needs, with natural

consequences for

positive and negative

behaviors shared with

all stake holders.

Classroom seating

arrangement contributes

to student learning.

Motivation The plan only lists

extrinsic motivation

strategies.

The plan describes a few

motivational strategies

with the primary focus

on intrinsic motivation.

The plan describes

multiple effective

motivational strategies

with the focus on

intrinsic motivation.


VII. Family and Community Involvement Plan



characteristics.

SOE Goal 7: Teachers work as partners with parents, families and the community.

ACEI Standard 5: Collaboration with families, colleagues, and community

agencies—Candidates know the importance of establishing and maintaining a

positive collaborative relationship with families, school colleagues, and agencies

in the larger community to promote the intellectual, social, emotional, physical

growth and well-being of children.

ACEI Standard 3: Adaptation to diverse students—Candidates understand how

elementary students differ in their development and approaches to learning,

and create instructional opportunities that are adapted to diverse students.

AK BTSE VII: A teacher works with parents, families and the community.


characteristics.




ASCE Standard C: Culturally-responsive educators participate in community events and

activities in an appropriate and supportive way.



school.




Tasks:

Describe how families and the community are involved during instruction of the unit.

Justify how your involvement opportunities for families and the community support

student and community diversity and are culturally responsive.


Evidence of opportunities for family and community involvement.

Artifacts of family and/or community involvement


Family and Community Involvement Plan Evaluation Rubric:

1-Developing 2-Proficient 3-Optimal Family and community

resources

The plan does not include

family and/or community resources or resources

included are only school

based.

The plan includes one or

two family and/or community resources that

will be used to support

student learning during the unit. Resources included

may be unrelated to unit

topic.

The plan includes three

family and community resources that will be used

to support student learning

during the unit.

Family communication Communication examples will not meaningfully

inform families about the

unit.

The plan includes one or two examples of

communication with family

about the unit.

The plan includes three examples of

communication with at

least one being a reciprocal communication with family

about the unit.

Family involvement: School

based activity

The plan does not include a school-based activity for

family involvement.

The plan includes one way families can be involved

during this unit through a

school-based activity and/or the activity is not

meaningful or culturally

relevant to families and/or will not support student

learning.

The plan includes at least one way families can be

involved during this unit

through a school-based activity. The activity is

meaningful and culturally

relevant to families and will support student

learning.

Family involvement: Home

activity

A home activity is not included in the plan.

A home activity is included, but directions are

vague or not included or

the activity requires unusual or expensive

materials or a large amount

of time to complete or the home activity is not related

to unit goals and/or is not

culturally relevant

The plan includes at least one way families can be

involved during this unit

through a home-based activity. The activity is

does not require unusual or

expensive materials to complete and is easy for

families to understand.

Home activity is related to the unit goals and is

culturally relevant

Family letter No credible evidence

provided.

The letter partially

describes the unit activities,

and/or does not provide a rationale for the unit, letter

lists some unit goals or

goals are in technical terms that may not be

understandable by families.

A suggestion for a home activity and/or an invitation

to participate in a school-

based activity is not included. The letter is

plain in appearance, and/or

not reader friendly, and/or has spelling, grammatical

or typing errors.

The letter describes the unit

activities, provides a strong

rationale for doing the unit, and informs families about

the unit goals. Letter

includes suggestions for a home activity related to the

unit and an invitation to

participate in a school-based activity. The letter is

attractive, reader friendly

with graphics and easy to read font. Letter has no

spelling, grammatical or

typing errors.


VIII. Analysis of Student Learning



















ED 626 Classroom Research

Task:

Analyze your assessment data, including pre/post assessments and formative assessments

to determine students‟ progress related to the unit learning goals. Use visual

representations and narrative to communicate the performance of the whole class,

sub-groups, and your two focus students.


Assessment data

Student work samples

Evidence of sharing assessment results with peers, colleagues and parents


Analysis of Student Learning Evaluation Rubric:


Clarity and accuracy of

presentation

Presentation is not clear

and/or accurate and/or it

does not accurately

reflect the data.

Presentation is

understandable and

contains few errors.

Presentation is easy to

understand and contains

no errors of

presentation.

Alignment with

learning goals

Analysis of student

learning is not aligned


Analysis of student

learning is partially

aligned with learning

goals and/or fails to

provide a

comprehensive profile

of student learning

relative to the goals for

the whole class, sub-

groups, and your two

focus students.

Analysis is fully aligned

with learning goals and

provides a

comprehensive profile

of student learning for

the whole class, sub-

groups, and your two

focus students.

Interpretation of data Interpretation is not

presented, or is

inaccurate or

conclusions are made

without supporting data.

Interpretation is

technically accurate, but

conclusions are missing

or not fully supported by

data.

Interpretation is

meaningful and

appropriate with

conclusions drawn from

the data.

Evidence of impact on

student learning

Analysis of student

learning fails to include

evidence of impact on

student learning in terms

of numbers of students

who achieved and/or

made progress toward

each learning goal.

Analysis of student

learning includes

incomplete evidence of

impact on student

learning in terms of

numbers of students

who achieved and/or


each learning goal.

Analysis of student

learning includes

evidence of impact on

student learning in terms

of numbers of students

who achieved and/or


each learning goal.


IX. Instructional Decision Making





characteristics.








ACEI Standard 3.2 Adaptation to diverse students. Candidates understand how



ACEI Standard 3.5: Communication to foster collaboration—Candidates use their

knowledge and understanding of effective verbal, nonverbal, and media

communication techniques to foster active inquiry, collaboration, and supportive

interaction in the elementary classroom.








characteristics.




EDSE 666 The Exceptional Learner


Task:

Provide two examples of culturally appropriate instructional decision-making based on

students‟ learning or responses. Describe decisions you made based on data from

the two focus students.



Pedagogical decisions taken

Modifications from Learning Plan made in response to formative assessments or student

responses

Re- alignment of content, context and cognition (as appropriate)

A narrative plan for „next steps‟


Instructional Decision Making Evaluation Rubric:


Sound professional

practice

Most instructional

decisions are not

pedagogically sound

and/or not culturally

appropriate.

Instructional decisions

are mostly appropriate,

but some decisions are

not pedagogically sound

or culturally appropriate.

Most instructional

decisions are

pedagogically sound and

culturally appropriate.

Modifications based on

analysis of student

performance

Little or no

modifications are made.

Some modifications of

the instructional plan are

made to address

individual student needs,

but are not based on the

assessment of student

learning, nest practice,

or contextual factors.

Appropriate

modification of the

instructional plan is

made to address

individual student needs.

These modifications are

informed by the

assessment of student

learning/performance,

best practice, or

contextual factors.

Included is an

explanation of why the

modification will

improve student

progress.

Congruence between

modifications and

learning goals

Modifications in

instruction show little

congruence with

learning goals or no

evidence of

modification is

presented.

Modifications in

instruction are

somewhat congruent


Modifications in

instruction are

congruent with learning

goals.


X. Reflection and Self-Evaluation




SOE Goal 8: Teachers develop and maintain professional, moral, and ethical attitudes,

behaviors, relationships, and habits of mind.

ACEI Standard 5.1: Professional growth, reflection, and evaluation—Candidates are

aware of and reflect on their practice in light of research on teaching, professional

ethics, and resources available for professional learning; they continually evaluate

the effects of their professional decisions and actions on students, families and

other professionals in the learning community and actively seek out opportunities

to grow professionally.

AK BTSE IA: A teacher can describe the teacher‟s philosophy of education and


AK BTSE VIII: A teacher participates in and contributes to the teaching profession.

Task:

Reflect on your performance as a teacher in guiding the instructional processes of this

unit and link your performance to student learning results. Evaluate your

performance relative to the UAS School of Education Goals, the ACEI Standards

and the Alaska Beginning Teacher Standards and Expectations. Identify areas for

future professional growth.

(3-5 pages):


Reflection and Self-Evaluation Evaluation Rubric:

1-Developing 2-Proficient 3-Optimal Reflection on instruction

and student learning

Provides no rationale for

why some strategies or

activities were successful.

Identifies successful

instructional strategies or

activities but only

superficially explores

reasons for success.

Identifies successful

strategies and activities and

provides plausible reasons

for their success.

Barriers to student

learning

No evidence or reasons

provided to support

conclusions in “Analysis of

Student Learning” section.

Provides evidence, but no

(or only superficial)

reasons to support

conclusions drawn from

“Analysis of Student

Learning” section.

Uses evidence to support

conclusions drawn in

“Analysis of Student

Learning” section.

Explores multiple barriers

to student success.

Alignment among goals,

instruction and

assessment

Discussion shows no

alignment among goals,

instruction, and assessment

results.

Discussion displays some

sense of aligning goals,

instruction and assessment

but misunderstandings or

conceptual gaps are

evident.

Logically connects

learning goals, instruction,

and assessment results in

the discussion of student

learning and effective

instruction.

Implications for future

teaching

Provides no ideas or

inappropriate ideas for

redesigning instruction.

Provides ideas for

redesigning instruction but

offers no explanation of

why these modifications

will improve student

learning.

Provides ideas for

redesigning instruction and

explains why these

modifications will improve

student learning.

Reflection on community Show no evidence or

superficial evidence of

working with the larger

learning community.

Describes relationships but

not how to support student

learning.

Demonstrates ability to

work with school

colleagues, parents, and

educational partners in the

larger community to

support student learning

and well being.

Accessing specialized

services

Knowledge of when and

how to access specialized

services is absent.

Knowledge of when and

how to access specialized

services is superficial. No

evidence of accessing

special services is

provided.

Demonstrates knowledge

of when and how to access

specialized services.

Evidence is provided of

accessing special services.

Ethical practice No evidence that ethical

standards are considered or

practiced is presented or

they are presented

superficially.

Applies professional

ethical standards to

situations encountered

while teaching unit or

demonstrates

understanding and

application of the social,

ethical, legal and human

issues surrounding the use

of technology.

Applies professional

ethical standards in

practice. Demonstrates

understanding and

application of the social,

ethical, legal and human

issues surrounding the use

of technology.

Implications for

professional development

Provides no professional

learning goals or goals are

inappropriate or not related

to experiences.

Presents professional

learning goals which are

either vague or not strongly

related to the insights and

experiences described in

this section. The plan for

meeting development goals

is vague.

Presents a number or

professional learning goals

that clearly emerge from

the insights and

experiences described in

this section. Describes a

plan for meeting those

goals.


Reference Section (1-2 pages):

As necessary

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