PREPARING TO TEACH FALL 2010 - ric.edu... · Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the world

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FEINSTEIN SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT

PREPARING TO TEACH FALL 2010

CONTENTS Teacher Candidate Mini Work Sample - Unit ........................................................................... 3

Teacher Preparation Program ................................................................................................................... 3

Learning Goals and Unit Objectives .......................................................................................................... 4

Assessment Plan ....................................................................................................................................... 5

Design for Instruction ............................................................................................................................... 6

Rhode Island Professional Teaching Standards ........................................................................................ 7

Conceptual Framework ............................................................................................................................. 9

Culturally Competent Teaching Area ...................................................................................................... 10

Disposition .............................................................................................................................................. 12

Appendix ................................................................................................................................................. 14

Teacher Candidate Mini Work Sample - Program ...................................................... 16 Teacher Preparation Program ................................................................................................................. 16

Learning Goals and Unit Objectives ........................................................................................................ 17

Assessment Plan ..................................................................................................................................... 22

Design for Instruction ............................................................................................................................. 27

Rhode Island Professional Teaching Standards ...................................................................................... 33

Conceptual Framework ........................................................................................................................... 39


Disposition .............................................................................................................................................. 49

Appendix ................................................................................................................................................. 54

Implemented Lesson Plan – Unit ............................................................................... 56 Teacher Preparation Program ................................................................................................................. 56

Planning .................................................................................................................................................. 57

Implementation ...................................................................................................................................... 59

Content ................................................................................................................................................... 61

Climate .................................................................................................................................................... 62

Classroom Management ......................................................................................................................... 64

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Reflection ................................................................................................................................................ 66

Professional Behavior ............................................................................................................................. 67

Technology .............................................................................................................................................. 69

Implemented Lesson Plan (discontinued) † ............................................................................................ 71

Rhode Island Professional Teaching Standards ...................................................................................... 73

Conceptual Framework ........................................................................................................................... 75


Disposition .............................................................................................................................................. 78

Appendix ................................................................................................................................................. 80

Implemented Lesson Plan - Program ......................................................................... 82 Teacher Preparation Program ................................................................................................................. 82

Planning .................................................................................................................................................. 83

Implementation ...................................................................................................................................... 89

Content ................................................................................................................................................... 95

Climate .................................................................................................................................................. 101

Classroom Management ....................................................................................................................... 107

Reflection .............................................................................................................................................. 113

Professional Behavior ........................................................................................................................... 118

Technology ............................................................................................................................................ 125

Implemented Lesson Plan (discontinued) † .......................................................................................... 129

Rhode Island Professional Teaching Standards .................................................................................... 133

Conceptual Framework ......................................................................................................................... 140

Culturally Competent Teaching Area .................................................................................................... 146

Disposition ............................................................................................................................................ 152

Appendix ............................................................................................................................................... 158

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TEACHER CANDIDATE MINI WORK SAMPLE - UNIT

Teacher Preparation Program

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TEACHER CANDIDATE MINI WORK SAMPLE - UNIT

Learning Goals and Unit Objectives Indicators:

1. Learning Goals 2. Alignment with National, State or Local Standards 3. Classification of Unit Objectives 4. Clarity 5. Appropriateness for Students 6. Rationale/Purpose 7. Organization, Readability, Spelling, and Grammar

Learning Goals and Unit Objectives * Unit

N=101

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TEACHER CANDIDATE MINI WORK SAMPLE – UNIT

Assessment Plan Indicators:

1. Visual Organizer Format 2. Multiple Forms of Assessment 3. Alignment of Unit Objectives and Assessments 4. Justification for Assessment Choices 5. Adaptations Based on Individual Needs of Students 6. Rationale for Assessment Plan 7. Scoring Procedures 8. Organization, Readability, Spelling, and Grammar

Assessment Plan * Unit

N=101

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Design for Instruction Indicators:

1. Use of Pre-Assessment Data 2. Unit Visual Organizer 3. Lesson Plans 4. Alignment with Learning Goals and Unit Objectives 5. Classroom Climate 6. Use of Technology 7. Organization, Readability, Spelling, and Grammar 8.

Design for Instruction * Unit

N=101

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Rhode Island Professional Teaching Standards

RIPTS 1: Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the world in which we live.

RIPTS 2: Teachers create learning experiences that reflect an understanding of central concepts, structures, and tools of inquiry of the disciplines they teach.

RIPTS 3: Teachers create instructional opportunities that reflect an understanding of how children learn and develop.

RIPTS 4: Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning.

RIPTS 5: Teachers create instructional opportunities to encourage students' development of critical thinking, problem solving, and performance skills.

RIPTS 6: Teachers create a learning environment that encourages appropriate standards of behavior, positive interaction, active engagement, and self-motivation.

RIPTS 7: Teachers foster collaborative relationships with colleagues and families to support students' learning.

RIPTS 8: Teachers use effective communication as the vehicle through which students explore, conjecture, disc

RIPTS 9: Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner.

RIPTS 10: Teachers reflect on their practice and assume responsibility for their own professional development.

RIPTS 11: Teachers maintain professional standards guided by legal and ethical principles.

Note: RIPTS1, RIPTS7, RIPTS10, RIPTS11 not represented in Mini Work Sample.

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RIPTS *Unit

N=101

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Conceptual Framework Knowledge: Teachers engage in an ongoing pursuit of personal, professional , and content area knowledge that models the process of inquiry and l i felong learning. Pedagogy: Teachers demonstrate an understanding of instructional methods and performance assessment with a personal phi losophy that guides instruct ion and the repertoire of ski l ls to carry it out. Diversity: Teachers appreciate the s imilar it ies and di fferences that dist inguish individuals and groups, and are committed to educational equity accommodating the needs of students of diverse backgrounds and abil it ies. Professionalism: Teachers demonstrate commitment to professional ethics, col laboration, and student advocacy, and professional development.

Conceptual Framework *Unit

N=101

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Culturally Competent Teaching Area

Planning and Instruction: The culturally competent student teacher should be able to account for, demonstrate awareness of and responsiveness to the sociocultural distinctiveness of his or her students, families and communities when planning for and delivering instruction.

Assessment: The culturally competent student teacher should be able to use a variety of assessment techniques appropriate to diverse learners and accommodate socio-cultural differences that affect learning.

Professional Behavior: The culturally competent student teacher is aware of the diverse cultural groups represented in his/her classroom, investigates the sociocultural factors which influence student learning, and is able to integrate this knowledge into his/her teaching.

Collaboration: The culturally competent student teacher involves and works with families and community resources, understanding the differences in families, the important influence of family participation in students’ learning, and the benefit of collaborating with the wider school community.

Communication: The culturally competent student teacher communicates in ways that demonstrate sensitivity to sociocultural and linguistic differences, using a variety of verbal and non-verbal communication techniques that encourage positive social interaction and support learning in their classroom.

Note: Collaboration, Professional Behavior not represented in Mini Work Sample.

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Culturally Competent Teaching Area * Unit

N=101

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Disposition

Passion for Learning: Committed to continuous learning; enthusiastic about one's content area(s)/discipl ine(s); wil l ing to learn new knowledge and ski l l s (Conceptual Framework: Knowledge)

Adaptabil ity: Values f lexibi l ity and reciprocity; bel ieves that plans must be open to adjustment and rev ision; values ongoing assessment; committed to refining practice. (Conceptual Framework: Pedagogy/Practice)

Commitment to Equity: Respects constituents as diverse individuals; disposed to use constituent strengths as bas is for growth; appreciates mult iple perspectives; is fa ir; bel ieves a l l constituents can learn/advance (Conceptual Framework: Diversity)

Caring Nature/ Concern for Others: Concerned about a l l aspects of constituents ' well-being; is wil l ing to consult with others and receive help to promote constituent well-being; respectful of others' privacy and confidential ity (Conceptual Framework: Professional ism)

Work Ethic: Rel iable and trustworthy; takes pride in one's work; responsible for one's actions; has integrity; is wil l ing to take init iat ive, fol low through, and work cooperatively (Conceptual Framework: Professionalism)

Note: Adaptability, Caring nature/ Concern for Others not represented in Mini Work Sample.

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Disposition * Unit

N=101

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Appendix

LGUO: L ea rning Goal s a nd U nit Objec tives – 7 indica tors DI: Des ign for I nstruct ion – 7 indica tors AP: Ass essment Pla n – 8 indicators

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Appendix


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TEACHER CANDIDATE MINI WORK SAMPLE - PROGRAM


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TEACHER CANDIDATE MINI WORK SAMPLE – PROGRAM

Learning Goals and Unit Objectives Indicators:

1. Learning Goals 2. Alignment with National, State or Local Standards 3. Classification of Unit Objectives 4. Clarity 5. Appropriateness for Students 6. Rationale/Purpose 7. Organization, Readability, Spelling, and Grammar

Learning Goals and Unit Objectives * Program

continued

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continued

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continued

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Note: contiguous equal means not displayed

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Assessment Plan

Indicators: 1. Visual Organizer Format 2. Multiple Forms of Assessment 3. Alignment of Unit Objectives and Assessments 4. Justification for Assessment Choices 5. Adaptations Based on Individual Needs of Students 6. Rationale for Assessment Plan 7. Scoring Procedures 8. Organization, Readability, Spelling, and Grammar

Assessment Plan * Program

continued

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continued

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continued

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Design for Instruction Indicators:

1. Use of Pre-Assessment Data 2. Unit Visual Organizer 3. Lesson Plans 4. Alignment with Learning Goals and Unit Objectives 5. Classroom Climate 6. Use of Technology 7. Organization, Readability, Spelling, and Grammar

Design for Instruction * Program

continued

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continued

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continued

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RIPTS 1: Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the world in which we live.

RIPTS 2: Teachers create learning experiences that reflect an understanding of central concepts, structures, and tools of inquiry of the disciplines they teach.

RIPTS 3: Teachers create instructional opportunities that reflect an understanding of how children learn and develop.

RIPTS 4: Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning.

RIPTS 5: Teachers create instructional opportunities to encourage students' development of critical thinking, problem solving, and performance skills.

RIPTS 6: Teachers create a learning environment that encourages appropriate standards of behavior, positive interaction, active engagement, and self-motivation.

RIPTS 7: Teachers foster collaborative relationships with colleagues and families to support students' learning.

RIPTS 8: Teachers use effective communication as the vehicle through which students explore, conjecture, discuss, and investigates new ideas.

RIPTS 9: Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner.

RIPTS 10: Teachers reflect on their practice and assume responsibility for their own professional development.

RIPTS 11: Teachers maintain professional standards guided by legal and ethical principles.

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continued

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continued

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continued

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Conceptual Framework Knowledge: Teachers engage in an ongoing pursuit of personal, professional , and content area knowledge that models the process of inquiry and l i felong learning. Pedagogy: Teachers demonstrate an understanding of instructional methods and performance assessment with a personal phi losophy that guides instruct ion and the repertoire of ski l ls to carry it out.

Diversity: Teachers appreciate the s imilar it ies and di fferences that dist inguish individuals and groups, and are committed to educational equity accommodating the needs of students of diverse backgrounds and abil it ies.

Professionalism: Teachers demonstrate commitment to professional ethics, col laboration, and student advocacy, and professional development.

continued

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continued

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continued

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Culturally Competent Teaching Area Planning and Instruction: The culturally competent student teacher should be able to account for, demonstrate awareness of and responsiveness to the sociocultural distinctiveness of his or her students, families and communities when planning for and delivering instruction. Assessment: The culturally competent student teacher should be able to use a variety of assessment techniques appropriate to diverse learners and accommodate socio-cultural differences that affect learning.

Professional Behavior: The culturally competent student teacher is aware of the diverse cultural groups represented in his/her classroom, investigates the sociocultural factors which influence student learning, and is able to integrate this knowledge into his/her teaching.

Collaboration: The culturally competent student teacher involves and works with families and community resources, understanding the differences in families, the important influence of family participation in students’ learning, and the benefit of collaborating with the wider school community.

Communication: The culturally competent student teacher communicates in ways that demonstrate sensitivity to sociocultural and linguistic differences, using a variety of verbal and non-verbal communication techniques that encourage positive social interaction and support learning in their classroom

continued

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continued

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continued

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Disposition

Passion for Learning: Committed to continuous learning; enthusiastic about one's content area(s)/discipl ine(s); wil l ing to learn new knowledge and ski l l s (Conceptual Framework: Knowledge) Adaptabil ity: Values f lexibi l ity and reciprocity; bel ieves that plans must be open to adjustment and rev ision; values ongoing assessment; committed to refining practice. (Conceptual Framework: Pedagogy/Practice)

Commitment to Equity: Respects constituents as diverse individuals; disposed to use constituent strengths as bas is for growth; appreciates mult iple perspectives; is fa ir; bel ieves a l l constituents can learn/advance (Conceptual Framework: Diversity)

Caring Nature/ Concern for Others: Concerned about a l l aspects of constituents ' well-being; is wil l ing to consult with others and receive help to promote constituent well-being; respectful of others' privacy and confidential ity (Conceptual Framework: Professional ism)

Work Ethic: Rel iable and trustworthy; takes pride in one's work; responsible for one's actions; has integrity; is wil l ing to take init iat ive, fol low through, and work cooperatively (Conceptual Framework: Professionalism)

continued

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continued

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continued

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Appendix


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Appendix


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IMPLEMENTED LESSON PLAN – UNIT


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I M P L E M E N T E D L E S S O N P L AN - U N I T

Planning Indicators:

1. The design of the lesson demonstrates careful planning and organization, from appropriate set induction to closure.

2. Lesson objectives are measurable and observable.

3. The lesson plan objectives are aligned with GLEs, GSEs, and/or appropriate standards.

4. The instructional strategies, activities and technical resources (e.g. manipulatives, adaptive or

assistive technologies, electronic technology) in this lesson plan demonstrate attention to students’ experience, preparedness, and/or learning styles.

5. The instructional strategies, activities and technical resources (e.g. manipulatives, adaptive or

assistive technologies, electronic technology) in this lesson plan demonstrate attention to issues of access, equity, and diversity for students.

6. The lesson design demonstrates an accurate understanding of content.

7. The lesson is designed to engage students in meaningful instructional tasks related to content.

8. The lesson is designed to be student-centered, take advantage of students’ curiosity, and be

highly engaging.

9. Formative and/or summative assessments are aligned with objectives.

10. The lesson incorporates flexibility and plans for reteaching and/or extension, if needed.

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Planning * Unit

N=139

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I M P L E M E N T E D L E S S ON P L AN – U N I T

Implementation Indicators:

1. The teacher candidate arranges the physical environment to maximize learning in this particular lesson.

2. The teacher candidate attends to individual student needs, including learning and behavioral

issues.

3. The teacher candidate designs or adapts relevant learning experiences that incorporate digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology) to promote student learning and creativity.

4. The pace of the lesson is appropriate for the developmental levels/needs of the students and

the purposes of the lesson.

5. The teacher candidate customizes and personalizes learning activities using digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology).

6. The teacher candidate uses multiple forms of assessment (e.g., observation, rubrics, oral

questioning, etc.) to measure student learning.

7. The teacher candidate’s questioning strategies are likely to enhance the development of student conceptual understanding/problem solving (e.g., emphasized higher order questions, appropriately used “wait time” identified prior conceptions and misconceptions).

8. The lesson is modified as needed based on formative assessment within the lesson.

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Implementation * Unit

N=132

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Content Indicators:

1. The content of the lesson is significant and worthwhile. 2. The content of the lesson is appropriate for the developmental levels of the students in this

class. 3. Students are intellectually engaged with important ideas relevant to the focus of the lesson. 4. The teacher candidate provides accurate content information and displays an understanding of

important concepts. 5. Appropriate connections are made to other areas of the discipline, to other disciplines, and/or

to real-world contexts. Content * Unit

N=140

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I M P L E M E N T E D L E S S ON P L AN - U N I T

Climate Indicators:

1. The teacher candidate demonstrates positive relationships with his/her students through interactions, including talk, body language, comments on papers, etc. **

2. There is a sense of community in the classroom. Students treat each other and the teacher

candidate with respect. **

3. Active participation of all is encouraged and valued.

4. The teacher candidate’s language and behavior clearly demonstrate that she/he is approachable, sensitive, and supportive to all students.

5. The climate of the lesson encourages students to generate ideas, questions, conjectures, and/or

propositions.

6. Intellectual rigor, constructive criticism, and the challenging of ideas are evident.

7. There was a high proportion of student-to-student communication about the content of the lesson.

** optional

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Climate * Unit

N=90

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Classroom Management Indicators:

1. The teacher candidate has an effective way of getting all students in the class to be attentive.

2. The teacher candidate does not try to “talk over” the students.

3. The majority of class time is spent devoted to academic tasks, and time is divided in a meaningful, constructive way.

4. The teacher candidate circulates the room in order to keep students on task, to listen, and to

challenge students with questions, when appropriate.

5. The teacher candidate provides clear, concise, and specific directions prior to transitions and checks for understanding before moving on to the next task or activity.

6. The teacher candidate applies a set of fair classroom rules and behavioral interventions , and

behavioral interventions are based on logical consequences. ** ** optional

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Classroom Management * Unit

N=55

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Reflection Indicators:

1. The teacher candidate describes how s/he made decisions for planning and implementation 2. The teacher candidate discusses the strengths and weaknesses of the lesson and generates appropriate ideas for

possible improvements. 3. The teacher candidate accurately analyzes and assesses student engagement, progress toward meeting the

lesson objectives, and classroom management issues. 4. The teacher candidate is aware of how his/her demeanor, actions, and reactions affect the classroom climate

and individual students. 5. Based on this lesson, the teacher candidate sets concrete goals (e.g. related to flexibility, pace, response to

behavioral issues, etc.) s/he will focus on for future lessons.

Reflection * Unit

N=138

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Professional Behavior Indicators:

1. The teacher candidate treats his/her cooperating teacher, administrators, other teachers, and paraprofessionals with courtesy, respect, and honesty.

2. The teacher candidate is on time and is prepared.

3. The teacher candidate dresses professionally.

4. The teacher candidate attends, is attentive, and when applicable, takes an active role in

department, faculty and other meetings relating to students (i.e., IEP meetings, parent conferences, Open House). **

5. The teacher candidate is able to accept constructive feedback and make the appropriate

adjustments.

6. The teacher candidate balances collaboration (with his/her cooperating teacher, special education teachers, etc.) and independent work in a professional manner.

7. The teacher candidate is a thoughtful listener to his/her students, colleagues, and parents.

8. The teacher candidate maintains a nonjudgmental stance toward students, parents, and

colleagues.

9. The teacher candidate is a student advocate. **

10. The teacher candidate reacts professionally to distractions, schedule changes, or new responsibilities.

11. The teacher candidate maintains confidentiality when speaking with other professionals or with

a child.

12. The teacher candidate seeks extra responsibility, as appropriate. ** ** optional

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Professional Behavior * Unit

N=33, equal contiguous means not displayed

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Technology Indicators:

1. The teacher candidate designs or adapts relevant learning experiences that incorporate digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology) to promote student learning and creativity. **

2. The teacher candidate develops technology-enriched learning environments that enable all

students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.**

3. The teacher candidate customizes and personalizes learning activities using digital tools and

resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology).**

4. The teacher candidate demonstrates fluency with available technology systems.**

5. The teacher candidate communicates relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.**

6. The teacher candidate models and facilitates effective use of current and emerging digital tools

to locate, analyze, evaluate, and use information resources to support research and learning.**


8. The teacher candidate develops technology-enriched learning environments that enable all

students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.**

9. The teacher candidate customizes and personalizes learning activities using digital tools and

resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology).**

10. The teacher candidate demonstrates fluency with available technology systems.**

11. The teacher candidate communicates relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.**

12. The teacher candidate models and facilitates effective use of current and emerging digital tools

to locate, analyze, evaluate, and use information resources to support research and learning.** ** optional

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Technology * Unit

N=20

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Implemented Lesson Plan (discontinued) †

Indicators: 1. The implemented lesson plan reflected an understanding of central concepts, structures, and

tools of inquiry of the discipline the candidate taught.

2. The implemented lesson plan reflected an understanding of how children learn and develop.

3. The implemented lesson plan reflected an understanding of how students differ in their approaches to learning.

4. The implemented lesson plan provided evidence of students developing critical thinking,

problem solving, and performance skills.

5. The lesson plan was implemented in an appropriate learning environment where positive social interaction, active engagement in learning, and self-motivation were evident.

6. The candidate used effective communication in implementing the lesson plan such that

students explored, conjectured, discussed, and investigated new ideas.

7. Formal and informal assessment strategies were integrated in the lesson plan to support student learning.

† Scores: 1 – Weakness, 2 – Developing, 3 – Competence, 4 - Strength

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Implemented Lesson Plan * Unit

N=109, equal contiguous means not displayed

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RIPTS 1: Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the world in which we live. RIPTS 2: Teachers create learning experiences that reflect an understanding of central concepts, structures, and tools of inquiry of the disciplines they teach. RIPTS 3: Teachers create instructional opportunities that reflect an understanding of how children learn and develop. RIPTS 4: Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning. RIPTS 5: Teachers create instructional opportunities to encourage students' development of critical thinking, problem solving, and performance skills. RIPTS 6: Teachers create a learning environment that encourages appropriate standards of behavior, positive interaction, active engagement, and self-motivation. RIPTS 7: Teachers foster collaborative relationships with colleagues and families to support students' learning. RIPTS 8: Teachers use effective communication as the vehicle through which students explore, conjecture, discuss, and investigates new ideas. RIPTS 9: Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner. RIPTS 10: Teachers reflect on their practice and assume responsibility for their own professional development. RIPTS 11: Teachers maintain professional standards guided by legal and ethical principles.

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RIPTS * Unit

N=104

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Conceptual Framework * Unit

N=141

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Planning and Instruction: The culturally competent student teacher should be able to account for, demonstrate awareness of and responsiveness to the sociocultural distinctiveness of his or her students, families and communities when planning for and delivering instruction. Assessment: The culturally competent student teacher should be able to use a variety of assessment techniques appropriate to diverse learners and accommodate socio-cultural differences that affect learning. Professional Behavior: The culturally competent student teacher is aware of the diverse cultural groups represented in his/her classroom, investigates the sociocultural factors which influence student learning, and is able to integrate this knowledge into his/her teaching. Collaboration: The culturally competent student teacher involves and works with families and community resources, understanding the differences in families, the important influence of family participation in students’ learning, and the benefit of collaborating with the wider school community. Communication: The culturally competent student teacher communicates in ways that demonstrate sensitivity to sociocultural and linguistic differences, using a variety of verbal and non-verbal communication techniques that encourage positive social interaction and support learning in their classroom

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Culturally Competent Teaching Area * Unit

N=127

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Disposition

Adaptabil ity: Values f lexibi l ity and reciprocity; bel ieves that plans must be open to adjustment and rev ision; values ongoing assessment; committed to refining practice. (Conceptual Framework: Pedagogy/Practice) . Caring Nature/ Concern for Others: Concerned about a l l aspects of constituents ' well-being; is wil l ing to consult with others and receive help to promote constituent well-being; respectful of others' privacy and confidential ity (Conceptual Framework: Professional ism). Commitment to Equity: Respects constituents as diverse individuals; disposed to use constituent strengths as bas is for growth; appreciates mult iple perspectives; is fa ir; bel ieves a l l constituents can learn/advance (Conceptual Framework: Diversity). Passion for Learning: Committed to continuous learning; enthusiastic about one's content area(s)/discipl ine(s); wil l ing to learn new knowledge and ski l l s (Conceptual Framework: Knowledge). Work Ethic: Rel iable and trustworthy; takes pride in one's work; responsible for one's actions; has integrity; is wil l ing to take init iat ive, fol low through, and work cooperatively (Conceptual Framework: Professionalism).

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Disposition * Unit

N=141

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Appendix

CLASS: Class room Ma nagement – 6 indicators . CLIM: Cl imate – 7 indicators . CON T: C ontent – 5 indicators . IM PL: Impl ementa tion – 8 indicators . PLAN: Pla nning – 10 indica tors . PR OF: Profess ional B eha vior – 12 indicators . REFL: R efl ec tion – 5 indica tors . TE CH: Tech nology – 6 indica tors .

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Appendix


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IMPLEMENTED LESSON PLAN - PROGRAM


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I M P L E M E N T E D L E S S ON P L AN – P R OGR AM

Planning

Indicators:

1. The design of the lesson demonstrates careful planning and organization, from appropriate set induction to closure.

2. Lesson objectives are measurable and observable. 3. The lesson plan objectives are aligned with GLEs, GSEs, and/or appropriate standards. 4. The instructional strategies, activities and technical resources (e.g. manipulatives, adaptive

or assistive technologies, electronic technology) in this lesson plan demonstrate attention to students’ experience, preparedness, and/or learning styles.

5. The instructional strategies, activities and technical resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology) in this lesson plan demonstrate attention to issues of access, equity, and diversity for students.

6. The lesson design demonstrates an accurate understanding of content. 7. The lesson is designed to engage students in meaningful instructional tasks related to

content. 8. The lesson is designed to be student-centered, take advantage of students’ curiosity, and be

highly engaging. 9. Formative and/or summative assessments are aligned with objectives. 10. The lesson incorporates flexibility and plans for reteaching and/or extension, if needed.

Planning * Program

continued

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continued

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continued

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continued

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Implementation

Indicators:

1. The teacher candidate arranges the physical environment to maximize learning in this particular lesson.

2. The teacher candidate attends to individual student needs, including learning and behavioral issues.

3. The teacher candidate designs or adapts relevant learning experiences that incorporate digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology) to promote student learning and creativity.

4. The pace of the lesson is appropriate for the developmental levels/needs of the students and the purposes of the lesson.

5. The teacher candidate customizes and personalizes learning activities using digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology).

6. The teacher candidate uses multiple forms of assessment (e.g., observation, rubrics, oral questioning, etc.) to measure student learning.

7. The teacher candidate’s questioning strategies are likely to enhance the development of student conceptual understanding/problem solving (e.g., emphasized higher order questions, appropriately used “wait time” identified prior conceptions and misconceptions).

8. The lesson is modified as needed based on formative assessment within the lesson.

Implementation * Program

continued

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continued

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continued

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continued

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Content Indicators:

1. The content of the lesson is significant and worthwhile. 2. The content of the lesson is appropriate for the developmental levels of the students in this

class. 3. Students are intellectually engaged with important ideas relevant to the focus of the lesson. 4. The teacher candidate provides accurate content information and displays an understanding

of important concepts. 5. Appropriate connections are made to other areas of the discipline, to other disciplines,

and/or to real-world contexts.

Content * Program

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Climate

Indicators: 1. The teacher candidate demonstrates positive relationships with his/her students through

interactions, including talk, body language, comments on papers, etc. ** 2. There is a sense of community in the classroom. Students treat each other and the teacher

candidate with respect. ** 3. Active participation of all is encouraged and valued. 4. The teacher candidate’s language and behavior clearly demonstrate that she/he is

approachable, sensitive, and supportive to all students. 5. The climate of the lesson encourages students to generate ideas, questions, conjectures,

and/or propositions. 6. Intellectual rigor, constructive criticism, and the challenging of ideas are evident. 7. There was a high proportion of student-to-student communication about the content of the

lesson. ** optional

Climate * Program

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Classroom Management Indicators:

1. The teacher candidate has an effective way of getting all students in the class to be attentive.

2. The teacher candidate does not try to “talk over” the students. 3. The majority of class time is spent devoted to academic tasks, and time is divided in a

meaningful, constructive way. 4. The teacher candidate circulates the room in order to keep students on task, to listen, and

to challenge students with questions, when appropriate. 5. The teacher candidate provides clear, concise, and specific directions prior to transitions and

checks for understanding before moving on to the next task or activity. 6. The teacher candidate applies a set of fair classroom rules and behavioral interventions ,

and behavioral interventions are based on logical consequences. ** ** optional

Classroom Management * Program

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Reflection Indicators:

1. The teacher candidate describes how s/he made decisions for planning and implementation 2. The teacher candidate discusses the strengths and weaknesses of the lesson and generates

appropriate ideas for possible improvements. 3. The teacher candidate accurately analyzes and assesses student engagement, progress

toward meeting the lesson objectives, and classroom management issues. 4. The teacher candidate is aware of how his/her demeanor, actions, and reactions affect the

classroom climate and individual students. 5. Based on this lesson, the teacher candidate sets concrete goals (e.g. related to flexibility,

pace, response to behavioral issues, etc.) s/he will focus on for future lessons.

Reflection * Program

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Professional Behavior Indicators:

1. The teacher candidate treats his/her cooperating teacher, administrators, other teachers, and paraprofessionals with courtesy, respect, and honesty.

2. The teacher candidate is on time and is prepared. 3. The teacher candidate dresses professionally. 4. The teacher candidate attends, is attentive, and when applicable, takes an active role in

department, faculty and other meetings relating to students (i.e., IEP meetings, parent conferences, Open House). **

5. The teacher candidate is able to accept constructive feedback and make the appropriate adjustments.

6. The teacher candidate balances collaboration (with his/her cooperating teacher, special education teachers, etc.) and independent work in a professional manner.

7. The teacher candidate is a thoughtful listener to his/her students, colleagues, and parents. 8. The teacher candidate maintains a nonjudgmental stance toward students, parents, and

colleagues. 9. The teacher candidate is a student advocate. ** 10. The teacher candidate reacts professionally to distractions, schedule changes, or new

responsibilities. 11. The teacher candidate maintains confidentiality when speaking with other professionals or

with a child. 12. The teacher candidate seeks extra responsibility, as appropriate. **

** optional

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Professional Behavior * Program

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IMPLEMENTED LESSON PLAN – PROGRAM

Technology Indicators:


2. The teacher candidate develops technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.**

3. The teacher candidate customizes and personalizes learning activities using digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology).**

4. The teacher candidate demonstrates fluency with available technology systems.** 5. The teacher candidate communicates relevant information and ideas effectively to students,

parents, and peers using a variety of digital-age media and formats.** 6. The teacher candidate models and facilitates effective use of current and emerging digital tools

to locate, analyze, evaluate, and use information resources to support research and learning.** 7. The teacher candidate designs or adapts relevant learning experiences that incorporate digital

tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology) to promote student learning and creativity. **

8. The teacher candidate develops technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.**

9. The teacher candidate customizes and personalizes learning activities using digital tools and resources (e.g. manipulatives, adaptive or assistive technologies, electronic technology).**

10. The teacher candidate demonstrates fluency with available technology systems.** 11. The teacher candidate communicates relevant information and ideas effectively to students,

parents, and peers using a variety of digital-age media and formats.** 12. The teacher candidate models and facilitates effective use of current and emerging digital tools

to locate, analyze, evaluate, and use information resources to support research and learning.** ** optional

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Technology * Program

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Implemented Lesson Plan (discontinued) †

Indicators:

1. The implemented lesson plan reflected an understanding of central concepts, structures, and tools of inquiry of the discipline the candidate taught.

2. The implemented lesson plan reflected an understanding of how children learn and develop. 3. The implemented lesson plan reflected an understanding of how students differ in their

approaches to learning. 4. The implemented lesson plan provided evidence of students developing critical thinking,

problem solving, and performance skills. 5. The lesson plan was implemented in an appropriate learning environment where positive

social interaction, active engagement in learning, and self-motivation were evident. 6. The candidate used effective communication in implementing the lesson plan such that

students explored, conjectured, discussed, and investigated new ideas. 7. Formal and informal assessment strategies were integrated in the lesson plan to support

student learning. † Scores: 1 – Weakness, 2 – Developing, 3 – Competence, 4 - Strength

Implemented Lesson Plan * Program

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RIPTS 1: Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the world in which we live. RIPTS 2: Teachers create learning experiences that reflect an understanding of central concepts, structures, and tools of inquiry of the disciplines they teach. RIPTS 3: Teachers create instructional opportunities that reflect an understanding of how children learn and develop. RIPTS 4: Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning. RIPTS 5: Teachers create instructional opportunities to encourage students' development of critical thinking, problem solving, and performance skills. RIPTS 6: Teachers create a learning environment that encourages appropriate standards of behavior, positive interaction, active engagement, and self-motivation. RIPTS 7: Teachers foster collaborative relationships with colleagues and families to support students' learning. RIPTS 8: Teachers use effective communication as the vehicle through which students explore, conjecture, discuss, and investigates new ideas. RIPTS 9: Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner. RIPTS 10: Teachers reflect on their practice and assume responsibility for their own professional development. RIPTS 11: Teachers maintain professional standards guided by legal and ethical principles.

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Planning and Instruction: The culturally competent student teacher should be able to account for, demonstrate awareness of and responsiveness to the sociocultural distinctiveness of his or her students, families and communities when planning for and delivering instruction. Assessment: The culturally competent student teacher should be able to use a variety of assessment techniques appropriate to diverse learners and accommodate socio-cultural differences that affect learning. Professional Behavior: The culturally competent student teacher is aware of the diverse cultural groups represented in his/her classroom, investigates the sociocultural factors which influence student learning, and is able to integrate this knowledge into his/her teaching. Collaboration: The culturally competent student teacher involves and works with families and community resources, understanding the differences in families, the important influence of family participation in students’ learning, and the benefit of collaborating with the wider school community. Communication: The culturally competent student teacher communicates in ways that emonstrate sensitivity to sociocultural and linguistic differences, using a variety ofverbal and non-verbal communication techniques that encourage positive social interaction and support learning in their classroom

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Disposition

Adaptabil ity: Values f lexibi l ity and reciprocity; bel ieves that plans must be open to adjustment and rev ision; values ongoing assessment; committed to refining practice. (Conceptual Framework: Pedagogy/Practice) . Caring Nature/ Concern for Others: Concerned about a l l aspects of constituents ' well-being; is wil l ing to consult with others and receive help to promote constituent well-being; respectful of others' privacy and confidential ity (Conceptual Framework: Professional ism). Commitment to Equity: Respects constituents as diverse individuals; disposed to use constituent strengths as bas is for growth; appreciates mult iple perspectives; is fa ir; bel ieves a l l constituents can learn/advance (Conceptual Framework: Diversity). Passion for Learning: Committed to continuous learning; enthusiastic about one's content area(s)/discipl ine(s); wil l ing to learn new knowledge and ski l l s (Conceptual Framework: Knowledge). Work Ethic: Rel iable and trustworthy; takes pride in one's work; responsible for one's actions; has integrity; is wil l ing to take init iat ive, fol low through, and work cooperatively (Conceptual Framework: Professionalism).

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Appendix


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Appendix


Documents

PREPARING TO TEACH FALL 2010 - ric.edu... · Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the world