Program Report for the Initial Preparation of Early ... · candidates complete one eight-week placement and one seven-week placement, one in urban schools and one in suburban programs

Program Report for the Initial Preparation of Early Childhood Teachers

National Association for the Education for Young Children (NAEYC)

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

COVER SHEET

1. Institution NameUniiversity of Memphis

2. StateTennessee

3. Date submitted

MM DD YYYY

09 / 16 / 2007

4. Report Preparer's Information:

Name of Preparer:

Sally Blake

Phone: Ext.

( ) -901 678 4861

E-mail:

[email protected]

5. NCATE Coordinator's Information:

Name:

John M. Johnston

Phone: Ext.

( ) -901 678 3443

E-mail:

[email protected]

6. Name of institution's programEarly Childhood Licensure (PreK-3) and Master of Arts in Teaching Degree ( MAT)

Early Childhood Licensure (PreK-3) and Master of Arts in Teaching Degree

( MAT)

Assessment #2 Student Teacher Unit

1. Description of Assessment

Student Teacher Unit: The unit plans are a set of related lessons, centering on a topic or theme, and are generally one to four weeks in length. Early Childhood units are structured as interdisciplinary units and incorporate objectives and activities from several different subject areas. Requirements include documentation of a variety of appropriate assessments, objectives, national standards, pedagogical approaches, diverse learners, communication, and approaches to teaching. Attachment A has detailed criteria for this assessment. The candidates plan two different units appropriate for their student teaching placements. It is expected that any problems with the first unit will be corrected in the second unit to finalize the assessment score. The unit is one of the three capstone assessments for program completion.

2. NAEYC standards addressed by this assessment

Components of Student Teacher Unit

NAEYC Standards Addressed

Goal or purpose - includes an overview of the overall purpose for the week of study and why this topic is important.

4.c

5.a

Specific instructional objectives - stated in terms of what you expect the students to be able to do by the end of each lesson and by the end of the five day period.

4.b, 4.c

Content outline – identified standards-based content o be taught

4.c, 4.d

Procedures and Activities - including introductory, developmental, and culminating, alternative and supplemental activities

4.b

Resources Used and Materials Needed

4.b

Evaluation/Assessment - both formative (often includes a rubric) and summative.

4.c

5.b

3. Summary of the Data Findings

Data from the Fall semester of 2006 and Spring semester of 2007 are in Attachment C. As shown in Attachment C, the candidates have a consistent, acceptable pattern of scores on the Unit Plan, supporting their knowledge of criteria for planning and the theoretical implementation of planning. There are seven subcategories evaluated in this assessment. These are: 1) Objectives identified & related to students. 2 ) Quality of guiding questions. 3) Quality of motivation provided 4).Varied, appropriate instructional strategies.5) Quality of distributed practice. 6) Effectiveness of closure. and 7) Opportunities to extend & refine learning. All candidates earned ratings of 1 or 2 under these categories for both semesters.

4. Interpretation of How the Data Provides Evidence that NAEYC Standards Have Been Met

The data from the Unit Plan does show that candidates are developing early childhood

planning skills for teaching and learning. This first unit plan assessment occurs relatively early in the semester, and thus provides a good formative indicator of candidates’ knowledge base in the areas of growth and development and planning for teaching and learning as well as an opportunity for refinement of the second unit plan. The Student Teacher Unit addresses planning for instruction. The assignment is designed to access NAEYC Standards IV: Teaching and Learning and V: Becoming a Professional.

Standard 4.a The candidates plan for preparation of parent communication information, and when possible, plans and participates in parent activity nights. This documents the candidates’ connections with parents and communities.

Standard 4.b The candidates plan for multiple instructional strategies at different grade levels as they work through their student teaching placements to address developmental needs of students which supports their understanding of developmentally effective practice. Candidates use small group work, large group direct teaching, investigations, presentations, center-based instruction and other appropriate instructional strategies. The candidates are assessed by the cooperating teacher and the university supervisor to determine appropriate use of developmental activities.

Standard 4.c The candidates plan for instruction based on the state and district standards required for content areas which illustrates their understanding of content knowledge in early education.

Standard 4.d The candidates plan for all curriculum areas based on state and district standards to document their understanding of meaningful curriculum

Standard 5.a In order to develop a comprehensive unit appropriate for young children the candidates have to explore multiple ideas concerning instructional practice. This includes state and district standards, forms of assessment, family involvement strategies, developmentally appropriate recommendations, and work with their university supervisor and cooperating faculty. This process helps the candidates focus on their involvement and identification of their role in the field of early childhood education.

Standard 5.b The candidates learn about ethical standards through applications of data confidentiality and their responsibilities to the child, family and school. They learn about professional guidelines as they plan for instruction and work in the school environment.

Attachment A


( MAT)


During the student teaching semester, students are required to submit for evaluation a five-day unit plan. All Student Teachers should prepare and teach at least one unit in each of their two placements. Unit plans are planned in conjunction with the Cooperating Teacher (CT) are based on the curriculum regularly covered by the particular class during the time of the student teaching placement. Activities must use multiple assessments and at least one student activity in the unit must use a rubric as an evaluation tool. The unit plans are evaluated by the University Supervisor, who should have the opportunity to observe at least one lesson in the unit. Unit plans are evaluated on a scale of 0-2, with 0 indicating that the plan is unacceptable, and 2 indicating that the plan is Exemplary Work for Certification.

1. Promoting Child Development and Learning. Candidates use their understanding of young children’s characteristics and needs, and of multiple

interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for all

children.

2. Building Family and Community Relationships. Candidates know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families,

and to involve all families in their children’s development and learning.

3. Observing, Documenting, and Assessing to Support Young Children and Families.

Candidates know about and understand the goals, benefits, and uses of assessment. They know about

and use systematic observations, documentation, and other effective assessment strategies in a

responsible way, in partnership with families and other professionals, to positively influence

children’s development and learning.

4. Teaching and Learning. Students integrate their understanding of and relationships with children and families: their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive learning for all children.

The extent to which the student:

· Uses understanding of children’s characteristics and needs for planning instruction.

· Uses developmental knowledge to create environments that are respectful, supportive, and challenging for all children for planning instruction.

· Uses individual information about families and community for planning instruction.

· Uses family empowerment strategies.

· Uses families as resources for planning instruction.

· Uses prior assessments to plan instruction.

· Uses observational instruments to document assessment.

· Uses a variety of assessment instruments for student outcomes.

· Uses clear and thought provoking question(s).

· Uses vocabulary related to students’ backgrounds.

· Relates research and standards to analysis of the teaching/learning experience.

· Uses the NAEYC standards as points of reference for reflections on student development.

· Uses the NAEYC standards as points of reference for unit planning, teaching, and assessment.

· Uses the NAEYC standards as points of reference for analysis of self and peer evaluations.

· Uses the NAEYC standards as points of reference for assessment of student out comes.

· Uses content that is relevant and age appropriate.

Attachment B


( MAT)


Clinical Student Teaching Unit Plan Rubric

This rubric is designed to evaluate a minimum of five days of lesson plans that have an integrated theme/topic. The candidate is encouraged to provide samples of any materials that were used or produced while teaching these lessons such as: assessments, student work samples, technology integration, overheads, etc. The ST must submit at least one rubric for student assessment in the unit plan.

Student Teacher:

Semester/Year:

School:

Placement: 1st or 2nd (circle one)

CT:

US:

Lesson Element

Proficient

Rating C

Acceptable Rating B

Developing

Rating A

US Rating

Curriculum Connections

Each Lesson clearly identified the appropriate curriculum guide and TCAP/Gateway objectives as well as the SPI/Gateway Indicators. All listed applied to the content of the lesson.

Each Lesson

identified the appropriate curriculum guide and TCAP/Gateway objectives as well as the SPI/Gateway Indicators. All listed, however, were not connected directly to the content of the lessons.

There were missing objectives or indicators. The list of objectives was limited or did not apply to the remainder of the lessons.

Guiding Questions

Clear and thought provoking question(s) were evident and concepts and vocabulary were related to students’ backgrounds. Students would have a clear idea of what they were studying and have ample opportunity to interact.

A guiding question or concept was posed but limited interaction would be possible and vocabulary was introduced by definition only.

No guiding question or concept was clearly identified and only limited attention was given to vocabulary. The students would probably not be very involved or focused.

Motivation

The design of the lessons clearly attempts to motivate students in creative ways.

The design of the lessons had adequate motivation built into them.

The design of the lessons did not reflect attention to student motivation.

Proficient: Rating 3

Adequate: Rating 2

Inadequate: Rating 1

US Rating

Strategies

Multiple strategies of value were used across all lessons. A great deal of student interaction was evident across all lessons.

Some variability of strategies was evident across the lessons. Opportunities for students to interact were evident in the lessons design.

Lessons reflect limited strategy use and some lessons were all teacher directed.

Distributed Practice

Clearly all practice activities were meaningful and spread across the week.

Most practice activities were meaningful but some bordered on rote learning.

The quality of practice activities was limited and most was oriented toward rote learning.

Closure

Closure was built into each lesson and would be effective.

Closure was evident but not addressed in detail enough.

Closure activities were not evident across lessons.

Extend & Refine Knowledge

Across the lessons there were multiple opportunities for students to use what they had learned in a meaningful and productive manner.

Across the lessons there were some opportunities for students to use the knowledge they had gained in meaningful ways.

Across the lessons it is apparent that more attention needed to be given to extending students’ knowledge about what they were studying.

Assessment

Across all lessons all assessments related directly to identified SPIs and guiding questions. There were a variety of assessments used to determine student performance/understanding.

Across all lessons most assessments related directly to identified SPIs and guiding questions. Some variety was noted.

Across all lessons there is no evidence of a correlation between assessments and the SPIs or the number and type of assessments were limited.

Summary Comments (use back if necessary):

University Supervisor

Student Teacher

Attachment C


( MAT)


Class

Term

Item

Total

0

1

2

ICL 4800

2006F

Unit Plan: Objectives identified & related to stds

16 / 16

0(0%)

6(37.5%)

10(62.5%)

ICL 4800

2006F

Unit Plan: Curriculum connections

1 / 1

0(0%)

1(100%)

0(0%)

ICL 4800

2006F

Unit Plan: Quality of guiding questions

15 / 15

0(0%)

5(33.33%)

10(66.66%)

ICL 4800

2006F

Unit Plan: Quality of motivation provided

16 / 16

0(0%)

9(56.25%)

7(43.75%)

ICL 4800

2006F

Unit Plan: Varied, appropriate instruct'l strateg

16 / 16

0(0%)

8(50%)

8(50%)

ICL 4800

2006F

Unit Plan: Quality of distributed practice

16 / 16

0(0%)

7(43.75%)

9(56.25%)

ICL 4800

2006F

Unit Plan: Effectiveness of closure

16 / 16

0(0%)

8(50%)

8(50%)

ICL 4800

2006F

Unit Plan: Opportunities to extend & refine learn

16 / 16

1(6.25%)

6(37.5%)

9(56.25%)

ICL 7993

2007S

Unit Plan: Objectives identified & related to stds

2 / 2

0(0%)

2(100%)

0(0%)

ICL 7993

2007S

Unit Plan: Quality of guiding questions

2 / 2

0(0%)

2(100%)

0(0%)

ICL 7993

2007S

Unit Plan: Quality of motivation provided

2 / 2

0(0%)

2(100%)

0(0%)

ICL 7993

2007S

Unit Plan: Varied, appropriate insruct'l stratgie

2 / 2

0(0%)

2(100%)

0(0%)

ICL 7993

2007S

Unit Plan: Quality of distributed practice

2 / 2

0(0%)

2(100%)

0(0%)

ICL 7993

2007S

Unit Plan: Effectiveness of closure

2 / 2

0(0%)

2(100%)

0(0%)

ICL 7993

2007S

Unit Plan: Learners extend & refine knowledge

2 / 2

0(0%)

2(100%)

0(0%)

PAGE

9

MAT IV.2.doc


( MAT)

Assessment #3 Integrated Thematic Unit


Integrated Thematic Unit: During the final semester of the MAT program sequence the candidates create a unit that is focused on assessment and mathematics and science early childhood instruction. The unit is planned throughout the course with a focus on the national and state mathematics and science standards and the use of multiple assessments to document student learning. The candidates select a theme for their unit and use a lesson plan format from the local urban school district. This unit is a preliminary assignment that prepares the candidates for their comprehensive unit (Assessment 2) during their student teaching experience. MAT candidates participate in twenty hours of field work during this class. The unit is a five day unit appropriate for the age group in the candidate’s field experience classroom. The candidate teaches one integrated mathematics and science lesson to the university class from their integrated thematic unit and receives peer and faculty feedback. If possible this lesson is taught in their field experience work after reflection and revisions have been made during the class presentation session. The candidates are allowed one rewrite on the unit after comments have been made by faculty. The assessment is part of the grade for ECED 4530 Planning and Facilitating Math & Science Learning and ECED 4525 Practicum in Early Childhood Teaching & Learning.

2. NAEYC Standards Addressed in this Assessment

The Integrated Unit Plan is designed to specifically address NAEYC Standards 3 and 4. Observing, Documenting, and Assessing to Support Young Children and Families and Teaching and Learning.

Components of Integrated Thematic Unit


Specific instructional objectives - stated in terms of what you expect the students to be able to do by the end of each lesson and by the end of the five day period.

4.b, 4.c, 4.d

Content outline – identified standards-based content o be taught

4.c, 4.d

Procedures and Activities - including introductory, developmental, and culminating, alternative and supplemental activities

4.a, 4.b

Evaluation/Assessment - both formative (often includes a rubric) and summative.

3.a, 3.b, 3.c,


See attachment B for the rubric used to score this assignment which is included in the course syllabus and given to the students the first class session. A review of data show that over the course of Fall 2006 all MAT teacher candidates performed at the Proficient or Exemplary level on the Integrated Thematic Unit Assessment. All candidates have earned a rating of 1 or 2 on this assessment on a scale of : 0 = Not Acceptable for Certification, 1= Acceptable for Certification and 2= Exemplary Work for Certification. The data in attachment C reflect the final overall score for candidate work after revisions. During 2006-2007 academic year, the final score for this assessment was computed by taking a mean of the individual components of the rubric. The Early Childhood faculty plan to revise the scoring guide to better reflect individual NAEYC standards and the key elements assessed. Attachment C has one semester of data and there is a mistake in the Item title on the COEAS web site. Reflective paper is listed there but the mean score is from the integrated thematic unit.


Standard 3.

3.a In order for candidates to earn scores of one or two on this assessment they must include assessments that are aligned to learning outcomes. The must also include a brief narrative about how they will use the information from the assessment ratings of children. This documents their understanding of assessment goals, benefits, and uses.

3.b The Integrated Thematic Unit assessment requires multiple forms of assessment to address diversity among students. The assessment should match the goal of each lesson. This component indicates the candidates understanding of use of appropriate assessments

3.c We have identified responsible assessment as confidentiality of student scores and the accountability for planning based upon student scores. The candidates are required to explain how they will maintain confidentiality of student scores to document their understanding of practicing responsible assessment.

Standard 4.

4.a Connecting with children and families is documented through a required assessment that includes lessons for home. These plans are ideas for student and parent or family member to explore together that support learning.

4.b Using developmentally effective approaches is documented through planning based on use of national and state standards which is required in this assessment.

4.c Understanding content knowledge in early childhood is evident through the sequencing and planning of lessons for this assessment. The candidate must organize their plans around their field placement grade level.

4.d Building meaningful curriculum is documented through the use of state and national standards required for all aspects of this assessment.

Attachment A


( MAT)

Assessment 3 Integrated Thematic Unit

The Integrated Unit assignment is part of the COEAS plan and is placed in the students’ professional portfolios to document development of planning, instruction, and assessment. The integrated unit plan documents the candidates’ understanding of planning goals and uses of assessment by having supporting assessment for each learning outcome. Multiple assessments are required in this assignment to determine candidates’ understanding of appropriate assessment tools and approaches. Alternative assessments and instruments used for assessment are included that address different approaches to learning. The assessments are age appropriate determined by the field placement grade level. The integrated unit documents understanding of content knowledge in early education through planning of instruction that incorporates content and pedagogical standards from professional organizations. The activities are age appropriate determined by the field placement grade level. The curriculum planning is based on state objectives required for individual grade levels. The unit includes planning for home activities that incorporate family involvement.

Core Standard(s)

Scoring Criteria

3. Observing, Documenting, and Assessing to Support Young Children and Families.

Candidates know about and understand the goals, benefits, and uses of assessment. They know about

and use systematic observations, documentation, and other effective assessment strategies in a

responsible way, in partnership with families and other professionals, to positively influence

children’s development and learning.

4. Teaching and Learning. Students integrate their understanding of and relationships with children and families: their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive learning for all children.

The extent to which the student:

· Relates research and standards to analysis of the teaching/learning experience.

· Uses the NCTM, NSTA, and NAEYC standards as points of reference for reflections on student development.

· Uses the NCTM, NSTA, and NAEYC standards as points of reference for unit planning, teaching, and assessment.

· Uses the NCTM, NSTA, and NAEYC standards as points of reference for analysis of self and peer evaluations.

· Uses the NCTM, NSTA, and NAEYC standards as points of reference for assessment of student out comes.

· Uses content that is relevant and age appropriate.

Attachment B


( MAT)

Assessment III Integrated Unit

All NCAATE/NAEYC assignments will be scored on a scale from 0-2 and adjusted to your 5 family grading scale. 0 = Not Acceptable for Certification, 1= Acceptable for Certification and 2= Exemplary, Perfect Work for Certification.

Scoring Rubric for Integrated Unit Professional Assessment

0

Not Acceptable for Certification

Limited or no evidence of NCTM, NSTA, and NAEYC standards as points of reference for reflections on student development.

Limited or no evidence of NCTM, NSTA, and NAEYC standards as points of reference for unit planning and teaching.

Limited or no evidence of NCTM, NSTA, and NAEYC standards as points of reference for analysis of self and peer evaluations.

Limited or no evidence of NCTM, NSTA, and NAEYC standards as points of reference for assessment of student out comes.

Limited or no content that is relevant and age appropriate.

1

Acceptable for Certification

Strong evidence of NCTM, NSTA, and NAEYC standards as points of reference for reflections on student development.

Strong evidence of NCTM, NSTA, and NAEYC standards as points of reference for unit planning and teaching.

Strong evidence of NCTM, NSTA, and NAEYC standards as points of reference for analysis of self and peer evaluations.

Strong evidence of NCTM, NSTA, and NAEYC standards as points of reference for assessment of student out comes.

Content is relevant and age appropriate.

2

Exemplary for Certification

Outstanding use of NCTM, NSTA, and NAEYC standards as points of reference for reflections on student development.

Outstanding use of NCTM, NSTA, and NAEYC standards as points of reference for unit planning and teaching.

Outstanding use of NCTM, NSTA, and NAEYC standards as points of reference for analysis of self and peer evaluations.

Outstanding use of NCTM, NSTA, and NAEYC standards as points of reference for assessment of student out comes.

Content is relevant and age appropriate.

In the event a student is not satisfied with the assigned grade for the two NCATE/NAEYC Assignments they may redo the work within a reasonable timeline and resubmit.

Attachment C


( MAT)

Assessment 3 Integrated Thematic Unit

Class

Term

Item

Total

0

1

2

ECED 6530

2006F

Integrated Thematic Unit

3 / 3

0(0%)

1(33.33%)

2(66.66%)

Class

Term

Item

Total

0

1

2

ECED 6530

2007F

Integrated Thematic Unit

1 / 1

0(0%)

1(33.33%)

(66.66%)

PAGE

5

MAT IV.3.doc


( MAT)

Assessment #4 Student Teaching Evaluation


Student Teaching Evaluation: Student Teaching Evaluation: The Student Teaching Evaluation is a comprehensive assessment that is used to determine successful understanding and application of all coursework from the University of Memphis educational experience. This assessment occurs in the final semester of the program progression and is one of three capstone assessments for teacher candidates. The assessment is conducted in the student teaching placement classrooms and includes at least three observations and is a collaborative assessment between university faculty, classroom teacher, and the student teacher. After each observation the supervising faculty, classroom teacher and teacher education candidate meet to discuss the observation. Plans are made to improve any areas of weakness and suggestions for standards-based teaching are made. Successful scores on the Student Teaching Evaluation are required for graduation.

2. NAEYC Standards Addressed in this Assessment

The Student Teacher Evaluation is designed to specifically address Professional Teaching Standards.

Components of Unit


Domain I Planning

4.b, 4.c, 4.d

Domain II Teaching Strategies

4.b, 4.c, 4.d

Domain III Assessment and Evaluation

3.a, 3.b, 3.c, 3.d

Domain IV Learning Environment

2.a

2.c

Domain V Professional Growth/Dispositions

5.a, 5.b, 5.c, 5.d, 5.e

Domain VI Communication

2.b


Attachment B has the rubric and performance standards for this assessment. The rating scale for the Student Teacher Assessment is a three point scale with Level C being the highest score. Performance Level A (Developing) Performance Level B (Acceptable) and Performance Level C (Proficient). A review of data show that over the course of Fall and Spring semesters the majority of teacher candidates performed at the performance levels B and C. In the Fall semester there were two students rated Developing in the Diverse Student and Quality of Planning components of this assessment. While not a significant number, we are seeing a potential problem with understanding of approaches to teaching Diverse Students. Performance level A was earned by 1 student in three areas in the Spring semester. These areas were Communication of Student Progress, Diverse Learners, and Reflection. While one student may not seem drastic we are concerned how even one student can make it this far in our program and not understand appropriate teaching expectations.


The data in attachment C indicate that the majority of our students are competent in the following standard areas and have an understanding of expectations for future teaching performance in early childhood classrooms. Assessment IV documents competence in three NAEYC Standard areas.

Standard 2: Building Family and Community Relationships.

2. a The candidates develop plans and teach lessons in their student teaching placements that are specifically designed to address the learning modalities of diverse learners. These plans are based on understanding of individual differences in the students’ environments. These plans and lessons indicate the candidates’ knowing about family and community characteristics and how these variables can influence learning.

2.b The candidates are rated according to their ability to communicate student progress to the students and families through graded assessments, home activity assignments, and when possible, participation in parent activity nights and conferences. This indicates their understanding of supporting, and empowering families through respectful relationships.

Standard 3: Observing, Documenting, and Assessing to Support Young Children and Families.

3.a The candidates are expected to match assessment outcomes to learning goals, develop plans based on assessment information of student outcomes, and demonstrate their knowledge of uses of assessment through their planning and adjusted plans.

3.b The candidates develop and use a variety of assessment approaches to evaluate student outcomes and address instructional goals. These may include observations, performance tasks, journal writing, investigations, or other appropriate assessments.

3.c Responsible assessment is considered maintaining confidentiality of student data, using data to inform practice, and adjustment of assessment tools to fit the needs of individual children. The candidates adjust instructional planning based on prior assessments and participate, when school districts permit, planning of IEP meetings with parents and other professionals. Candidates are informed of the importance of confidentiality of student data.

3.d The candidates are encouraged to develop assessments that support work with families of children that might include home assignments or parent interviews.

Standard 4: Teaching and Learning

4.a Candidates observe one or more parent meetings and assist in preparation of parent report activities to develop their understanding of connecting with children and families. Some schools develop family activity nights in which the candidates assist with the planning and participate in the activity.

4.b The instructional planning for teaching requires principles of developmentally effective practice. Observations of candidates teaching selected lessons by cooperating teachers and faculty further document the understanding and application of developmentally effective practice.

Attachment A

MAT Student Teaching Evaluation Assessment Tool

Assessment 4

University of Memphis

Framework for Evaluation and Professional Growth of Student Teachers

Name __________________________________________________________________________SSN ________-_____-________

Term ____________________________________School/Gr Place/Subj______________________________________________

University Supervisor ____________________________________Cooperating Teacher_________________________________

Dates of Placement_______________________________ Observation Dates______________ _____________ _____________

Directions for Use of Evaluation Form: Use comments or examples to describe performance and make suggestions for future evaluations. Use the rubric on each page to indicate the appropriate level of progress. The University Supervisor (US) and Cooperating Teacher (CT) will evaluate the Student Teacher (ST) independently. However, the US and CT should meet to discuss progress of ST if necessary. After each evaluation, a post conference should be held with the ST. Student teachers will be responsible for making copies of their own evaluation forms and submitting them to the university in the manner prescribed by the university. ST must be formally evaluated at least tree times during placement one, and three times during placement two (Progress Report 1,2,3 and Final Evaluation.) For each indicator an average performance level (A, B, or C) should be noted. NOTE: Indicator behaviors are aligned with performance level behaviors (i.e. Indicator A behavior 1 aligns with Rubric Performance Level A, B, or C behavior 1, etc.)

Final Comments: (Additional comments may be attached.)

CT: _____Satisfactory _____Unsatisfactory ______In Progress, _____additional weeks recommended

CT Initial_________

US: _____Satisfactory _____Unsatisfactory ______In Progress, _____additional weeks recommended

CT Initial_________


Memphis Area Teacher Education Collaborative

Performance Standards

Domain One : Planning

INDICATOR A: Establishes appropriate instructional goals and objectives.

1. Selects goals and objectives aligned with the Tennessee academic content standards and state assessments.

2. Gives instructional priority to content goals and objectives that have been identified as high stakes assessment items.

3. Identifies goals and objectives that include the key concepts of the content area and are developmentally appropriate for all students.

4. Includes goals and objectives that emphasize higher order thinking skills appropriate to the content area and the students.

Data Sources:

Educator Information Record

Planning Information Records

Classroom Observations

Reflecting Information Records

Rubric for Performance Standards

Domain One: Planning

PERFORMANCE LEVEL A (Developing)

1. The textbook and the curriculum drive goals

and objectives with some attention to students’

needs and achievement.

2. Alignment with academic content standards and state performance indicators is incidental.

3. Goals and objectives are taken from the textbook with minimal attention to students’ developmental levels.

4. Recall and comprehension are the primary levels of understanding in the planning of goals and objectives.

PERFORMANCE LEVEL B (Acceptable)

1. Goals and objectives are generally determined by the assessment and evaluation of the class as a whole.

2. Attempts are made to align goals and objectives with academic content standards and state performance indicators.

3. The teacher focuses on key concepts of the content with some attention to a developmental sequence of goals appropriate for all students.

4. Goals and objectives for students to engage in higher levels of thinking are planned occasionally.

PERFORMANCE LEVEL C (Proficient)

1. Instructional goals and objectives are clearly aligned and referenced to the content standards and state performance indicators.

2. Decisions regarding the sequencing of the content are made using the academic content standards with the prioritization of the state performance indicators.

3. Goals and objectives are differentiated based on development levels of students.

4. Goals and objectives provide for deliberate skill development in the higher order thinking process

Domain 1: Planning


Cooperating Teacher

DATE EVAL

Progress Report 1 _______ a _______a

Progress Report 2 _______a _______

Progress Report 3 _______ _______

FINAL _______a _______a


DATE EVAL




FINAL _______a _______

COMMENTS – Cooperating Teacher

COMMENTS – University Supervisor





INDICATOR B: Plans instruction and student evaluation based on an in-depth understanding of the content, student needs, curriculum standards, and the community.

1. Uses state performance indicators and multiple classroom assessments within the content to obtain information about students, their achievement, and uses this information to design and deliver appropriate instruction.

2. Plans and designs instruction and evaluation aligned with state academic content standards and state performance indicators that are developmentally appropriate for all students.

3.Selects research-based strategies, methods, activities, and materials validated as sound practice within the content area.

4. Plans student evaluation and assessments that will allow all students ample opportunity to demonstrate what they have learned on the identified content goals and objectives.

5. Designs instruction to cause students to integrate content knowledge, skills, and inquiry across content areas.

6. Designs instruction that utilizes materials, human and community resources, and technology in ways appropriate to the content area.

7. Includes instructional experiences relevant to students, real life, and student career pathways.

Data Sources:


Planning Information




1. Methods and activities that relate to the textbook are the primary guide for instructional planning.

2. Little consideration is given to student developmental levels.

3. Materials and methods are selected based on their relevance to the textbook.

4. Student assessments and evaluations are generally designed for the whole class in an objective format for ease of scoring.

5. Learning experiences provide little opportunity for the integration of knowledge and skills from related subject areas.

6. Materials and technology are chosen based on their relevance to the textbook.

7. The teacher plans few activities for students that are related to real life.


1. The teacher designs whole class instruction using classroom assessment data.

2. Plans reflect developmental needs in short-term learning.

3. There is some evidence of methods, activities, and materials aligned to instructional objectives.

4. Student assessments and evaluations are generally designed in varied formats, including but not limited to, multiple choice, matching, short answer, and essay.

5. Plans include learning experiences that require the integration of knowledge and skills from related subject areas.

6. Materials and technology are chosen based on their relevance to the topic and support the achievement of goals and objectives.

7. The teacher plans activities for students that are related to real life.


1. The teacher designs instructional plans and evaluations based on state and classroom assessments.

2. Instructional plans are aligned with state academic content standards and state assessments with developmental needs of students identified within the instructional plan.

3. The teacher develops instructional plans that include research-based strategies, methods, activities, and materials that are age appropriate and aligned with content standards.

4. Student assessments and evaluations are aligned to the goals and objectives and provide ample opportunity for students to demonstrate what they know.

5. In addition to Performance Level B, the teacher designs inquiry assessments that require higher order thinking across the content areas.

6. Materials and technology are selected to facilitate, extend, and enrich student learning and achievement within the content areas. Community resources are included in ways that are respectful of the community culture.

7. Curricular goals, students’ experiences, and real life choices are imbedded within the instructional plans.

Domain 1: Planning


Cooperating Teacher

DATE EVAL




FINAL _______a _______a


DATE EVAL




FINAL _______a _______







INDICATOR C: Adapts instructional opportunities for diverse learners.

1. Uses aggregated and disaggregated data from state assessments, and classroom formal and informal assessments to identify the diverse needs of students as a whole class, as groups, and as individuals.

2. Plans and designs content instruction that is developmentally appropriate and includes strategies, activities, and assessments appropriate to the content and learner.

3. Plans and designs evaluations and assessments for diverse students.

Data Sources:








1. Physical adaptations are the primary consideration when designing content instruction for student learning.

2. Strategies and materials are selected for diverse group learning styles. Cognitive needs are addressed as they arise in the classroom. Modifications as directed on students’ IEPs are implemented.

3. Diverse learners are administered the same assessments and evaluations as the whole class, with extra time allotted to students identified as having special needs.


1. Available data are used in the planning process to design lessons that accommodate group differences.

2. Differentiated content assignments are planned for students as appropriate. Recommendations on IEPs are correctly interpreted and appropriately implemented.

3. Classroom assessments and evaluations are adapted for use with diverse learners.


1. Aggregated and disaggregated data are supplemented with classroom assessments to design instruction to meet the diverse needs of all students.

2. Plans are specifically designed to meet the needs for the whole class and all student groups. Learning experiences, as necessary, are tailored for individuals. IEPs are correctly interpreted and implemented.

3. Classroom evaluations and assessments are specifically designed to meet the needs of diverse learners

Domain 1: Planning


Cooperating Teacher

DATE EVAL




FINAL _______a _______a


DATE EVAL




FINAL _______a _______






Domain Two: Teaching Strategies

INDICATOR A: Demonstrates a deep understanding of the central concepts, assumptions, structures, and pedagogy of the content area.

1. Presents the content correctly in a logical, coherent fashion, building on content previously mastered and connecting to content to be learned in the future.

2. Paces the presentation of concepts appropriately to build students’ capacity for critical thinking, problem solving, and clarifies when students misunderstand.

3. Uses questioning techniques appropriate to the content and structures activities that require students to use higher order thinking.

4. Facilitates students in constructing their own understanding of the content in large group, small group, and independent settings, and provides specific, corrective feedback relevant to the task.

5. Assures that students have ample opportunity to explore, respond, and extend their thinking through technology, as appropriate to the content area.

Data Sources:






1. Students are provided access to definitions, examples, and explanations. Information given to students has a few inconsistencies or errors.

2. The appropriateness of the pacing and the clarity of the presentation vary. Clarification occurs only when students ask questions.

3. Instructional activities, including questioning, focuses upon literal recall.

4. Instruction primarily occurs with the whole class, with general, non-specific feedback from the teacher.

5. The use of technology is treated as a separate class or separate skill.


1. The content is presented correctly. Definitions, examples, and explanations are chosen to encourage student understanding of concepts.

2. Content is paced as determined by the difficulty of the material.

3. The teacher uses some activities and questioning that cause higher order thinking, but the primary focus is on literal recall.

4. Students are provided opportunities for small group interaction to make the subject matter meaningful, with feedback focused on the whole class.

5. Technology is used as a supplement to the lesson in the classroom, but is not imbedded in the lesson.


1. The teacher conveys the content correctly with coherence and precision, communicating key concepts linked to students’ prior understanding.

2. The lesson is paced appropriately with multiple representations and explanations of the content to assure students’ understanding.

3. Activities, including higher order questioning, are used to develop higher order thinking processes.

4. The role of the teacher varies in the instructional process according to the content and purposes of instruction and the needs of students; feedback is immediate and specific.

5. Technology to facilitate student learning is integrated into the lesson.

Domain 2: Teaching Strategies


Cooperating Teacher

DATE EVAL




FINAL _______a _______a


DATE EVAL




FINAL _______a _______







INDICATOR B: Uses research-based classroom strategies that are grounded in higher order thinking, problem-solving, and real world connections for all students.

1. Emphasizes student ownership of learning through connecting the content and content standards to employability and/or postsecondary education.

2. Promotes positive intellectual interactions among students and teacher through instructional experiences that result in student investigation of theories, facts, and opinions related to the content area.

3. Provides opportunities for students to learn and challenge each other through planned, cooperative peer interaction.

4. Communicates the content to students through research based methods, activities, and materials specific to the content that are differentiated for diverse learners.

Data Sources:







1. Students are provided with activities that are related to the content but may not be connected to real world experiences.

2. The methods and activities used by the teacher emphasize recall and rote drill without attention to the development of higher order thinking processes.

3. The classroom is teacher-centered with minimum student participation. Student activities are completed independently as silent seatwork.

4. Students are provided with activities from the textbook, specific to the content but are not differentiated for varied needs or learning styles.


1. Practice and review activities reinforce students’ learning through linkages with other learning and have real world connections.

2. Methods and activities center on recall, comprehension, and application of the content, with some attention to higher order thinking processes.

3. Students are provided some opportunity to interact with the teacher and other students through planned activities.

4. The teacher uses some strategies that are research-based and there is evidence of attempts to differentiate instruction for diverse learners.


1. The teacher relates the content to students’ prior knowledge, experiences, and backgrounds through strategies that foster student ownership of the work.

2. Methods and activities center on higher order thinking processes. Problem solving, and decision making skills are emphasized.

3. In addition to Performance Level B, the teacher organizes and monitors differentiated, independent, and group work that allows for full and varied participation of all students.

4. The teacher provides differentiated tasks to meet the varied learning styles and needs of students. Best practices that support the standards and promote student engagement are evidenced.



Cooperating Teacher

DATE EVAL




FINAL _______a _______a


DATE EVAL




FINAL _______a _______






Domain Three: Assessment and Evaluation

INDICATOR A: Uses appropriate evaluation and assessments to determine student mastery of content and make instructional decisions.

1. Aligns classroom assessments with state performance indicators and grade level accomplishments.

2. Uses multiple evaluations and assessments to evaluate student mastery of content and to inform instruction for the class as a whole, as individuals, and within diverse groups.

Data Sources:



Classroom Observations,


Educator Conferences




1. Classroom assessment is not aligned with state performance indicators.

2. Student mastery of content is determined through teacher-developed tests for the class as a whole.


1. Classroom assessments are used to make instructional decisions in the course of study, but are not aligned with state assessments.

2. Teacher developed tests are used to determine mastery of content for the class as a whole and for diverse groups.


1. Classroom assessments are aligned with state performance indicators and grade level accomplishments, with students provided classroom assessment items written in formats similar to state assessment items.

2. Multiple classroom evaluations and assessments provide ample and varied opportunity for all students to demonstrate what they know. Ongoing assessment is systematically used to inform the content instruction and provide feedback to all students

Domain 3: Assessment and Evaluation


Cooperating Teacher

DATE EVAL




FINAL _______a _______a


DATE EVAL




FINAL _______a _______







INDICATOR B: Communicates student achievement and progress to students, their parents, and appropriate others.

1. Uses state assessment data for communicating student achievement in the content area to students, parents and other stakeholders.

2. Maintains correct and useful records of student work within the content area and communicates student performance correctly and responsibly to students, parents, and other stakeholders, with prompt and useful feedback given to students.

Data Sources:







1. Reports about student performance are provided to students and appropriate others at required intervals.

2. The teacher accurately maintains required records of student work and performance, and students are provided general feedback.


1. In addition to Performance Level A, students are informed regularly in the classroom regarding their mastery of student performance indicators.

2. The teacher maintains accurate, current records of student work.


1. In addition to Performance Level B, the teacher completes an item analysis on classroom assessments to determine specific areas for further instruction.

2. In addition to Performance Level B, the teacher has data accessible upon request and refines communication strategies to assure student feedback will effect a change.



Cooperating Teacher

DATE EVAL




FINAL _______a _______a


DATE EVAL




FINAL _______a _______







INDICATOR C: Reflects on teaching practice through careful examination of classroom evaluation and assessments.

1. Uses state and national academic content standards, curriculum guides, and state assessment outcomes as a framework for reflection.

2. Analyzes state academic content standards and state performance indicators to assure that standards have been taught to the level of understanding assessed by the standard.

3. Reflects on strategies, methods, materials, and activities used in instruction and seeks feedback from colleagues.

4. Demonstrates efficacy with struggling students and diverse groups.

Data Sources:







1. Reflections are about the lesson in general, with no framework evident for context.

2. There is no evidence that content standards have been analyzed.

3. The educator’s reflections include descriptions of classroom behaviors including sequence of events, and teacher behaviors.

4. The teacher tends to blame poor student performance on factors outside the classroom.


1. The educator uses classroom assessments and evaluations as a framework for examining teaching practices.

2 The concepts and thinking processes required in the content standards are examined for the class as a whole.

3. The teacher occasionally seeks feedback from the cooperating teacher and the supervising faculty member regarding materials, methods, and activities.

4. Some attention is given to strategies, methods, activities, and materials to assist struggling students and diverse groups.


1. The teacher reflects about group and individual performance using goals and objectives developed from academic content standards and state performance indicators.

2. The content standards are examined to determine if they were presented in varied formats that would meet the needs of all students.

3. The teacher constantly interacts with the cooperating teacher and the supervising faculty member seeking feedback and suggestions for materials and methods and activities to accommodate all students.

4. The teacher reviews instruction to determine what additional interventions can be implemented to assist struggling students.



Cooperating Teacher

DATE EVAL




FINAL _______a _______a


DATE EVAL




FINAL _______a _______






Domain Four: Learning Environment

INDICATOR A: Creates a classroom culture that develops student intellectual capacity in the content area.

1. Exhibits enthusiasm and positive disposition toward the content area and conveys high expectations for success to students.

2. Establishes clear classroom standards and expectations for behavior that emphasize self-control, self-discipline, collaboration, and mutual respect among students and teacher.

3. Establishes clear classroom standards and expectations for achievement that focus upon content knowledge, engagement in purposeful learning, high academic performance, and ownership of learning.

Data Sources:





Domain Four: Learning Environment


1. The teacher demonstrates a positive disposition toward the content area, but high expectations for all students are not verbalized.

2. Expectations for student behavior are inconsistent. When inappropriate behavior is recognized, the teacher demonstrates knowledge of reasonable and acceptable management techniques.

3. Students are held accountable for completing assignments, and participating in classroom discussions.


1. The teacher displays a positive disposition toward the content and sometimes verbalizes the belief that all students can be successful.

2. The teacher uses classroom management techniques that encourage student self-control and self-discipline. When inappropriate behavior is recognized, the teacher demonstrates knowledge of reasonable and acceptable management techniques.

3. In addition to Performance Level A, purposeful, challenging learning interactions are generally evident.


1. The teacher is enthusiastic about the content and regularly voices high expectations for all students.

2. Students and teacher engage in purposeful communication and mutual respect for ideas is apparent. When disruptions or inappropriate behaviors do occur, the teacher demonstrates respect to the students while restoring classroom order.

3. In addition to Performance Level B, students are encouraged to experiment with new ideas and ways of learning. Expectations for student interactions, academic discussions, and individual and group responsibilities are explicit.

Domain 4: Learning Environment

INDICATOR A: Creates a classroom culture that develops student intellectual capacity in the content area.

Cooperating Teacher

DATE EVAL




FINAL _______a _______a


DATE EVAL




FINAL _______a _______



Attachment B

BSEd Student Teaching Evaluation Scoring Guide

Assessment 4



Domain 1: Planning




5. Selects goals and objectives aligned with the Tennessee academic content standards and state assessments.

6. Gives instructional priority to content goals and objectives that have been identified as high stakes assessment items.

7. Identifies goals and objectives that include the key concepts of the content area and are developmentally appropriate for all students.

8. Includes goals and objectives that emphasize higher order thinking skills appropriate to the content area and the students.

Data Sources:








5. The textbook and the curriculum drive goals

and objectives with some attention to students’

needs and achievement.

6. Alignment with academic content standards and state performance indicators is incidental.

7. Goals and objectives are taken from the textbook with minimal attention to students’ developmental levels.

8. Recall and comprehension are the primary levels of understanding in the planning of goals and objectives.


5. Goals and objectives are generally determined by the assessment and evaluation of the class as a whole.

6. Attempts are made to align goals and objectives with academic content standards and state performance indicators.

7. The teacher focuses on key concepts of the content with some attention to a developmental sequence of goals appropriate for all students.

8. Goals and objectives for students to engage in higher levels of thinking are planned occasionally.


5. Instructional goals and objectives are clearly aligned and referenced to the content standards and state performance indicators.

6. Decisions regarding the sequencing of the content are made using the academic content standards with the prioritization of the state performance indicators.

7. Goals and objectives are differentiated based on development levels of students.

8. Goals and objectives provide for deliberate skill development in the higher order thinking process




3. Uses state performance indicators and multiple classroom assessments within the content to obtain information about students, their achievement, and uses this information to design and deliver appropriate instruction.

4. Plans and designs instruction and evaluation aligned with state academic content standards and state performance indicators that are developmentally appropriate for all students.

3.Selects research-based strategies, methods, activities, and materials validated as sound practice within the content area.

6. Plans student evaluation and assessments that will allow all students ample opportunity to demonstrate what they have learned on the identified content goals and objectives.

7. Designs instruction to cause students to integrate content knowledge, skills, and inquiry across content areas.

8. Designs instruction that utilizes materials, human and community resources, and technology in ways appropriate to the content area.

9. Includes instructional experiences relevant to students, real life, and student career pathways.

Data Sources:


Planning Information




8. Methods and activities that relate to the textbook are the primary guide for instructional planning.

9. Little consideration is given to student developmental levels.

10. Materials and methods are selected based on their relevance to the textbook.

11. Student assessments and evaluations are generally designed for the whole class in an objective format for ease of scoring.

12. Learning experiences provide little opportunity for the integration of knowledge and skills from related subject areas.

13. Materials and technology are chosen based on their relevance to the textbook.

14. The teacher plans few activities for students that are related to real life.


8. The teacher designs whole class instruction using classroom assessment data.

9. Plans reflect developmental needs in short-term learning.

10. There is some evidence of methods, activities, and materials aligned to instructional objectives.

11. Student assessments and evaluations are generally designed in varied formats, including but not limited to, multiple choice, matching, short answer, and essay.

12. Plans include learning experiences that require the integration of knowledge and skills from related subject areas.

13. Materials and technology are chosen based on their relevance to the topic and support the achievement of goals and objectives.

14. The teacher plans activities for students that are related to real life.


8. The teacher designs instructional plans and evaluations based on state and classroom assessments.

9. Instructional plans are aligned with state academic content standards and state assessments with developmental needs of students identified within the instructional plan.

10. The teacher develops instructional plans that include research-based strategies, methods, activities, and materials that are age appropriate and aligned with content standards.

11. Student assessments and evaluations are aligned to the goals and objectives and provide ample opportunity for students to demonstrate what they know.

12. In addition to Performance Level B, the teacher designs inquiry assessments that require higher order thinking across the content areas.

13. Materials and technology are selected to facilitate, extend, and enrich student learning and achievement within the content areas. Community resources are included in ways that are respectful of the community culture.

14. Curricular goals, students’ experiences, and real life choices are imbedded within the instructional plans.




1. Uses aggregated and disaggregated data from state assessments, and classroom formal and informal assessments to identify the diverse needs of students as a whole class, as groups, and as individuals.

2. Plans and designs content instruction that is developmentally appropriate and includes strategies, activities, and assessments appropriate to the content and learner.

3. Plans and designs evaluations and assessments for diverse students.

Data Sources:








1. Physical adaptations are the primary consideration when designing content instruction for student learning.

2. Strategies and materials are selected for diverse group learning styles. Cognitive needs are addressed as they arise in the classroom. Modifications as directed on students’ IEPs are implemented.

3. Diverse learners are administered the same assessments and evaluations as the whole class, with extra time allotted to students identified as having special needs.


1. Available data are used in the planning process to design lessons that accommodate group differences.

2. Differentiated content assignments are planned for students as appropriate. Recommendations on IEPs are correctly interpreted and appropriately implemented.

3. Classroom assessments and evaluations are adapted for use with diverse learners.


1. Aggregated and disaggregated data are supplemented with classroom assessments to design instruction to meet the diverse needs of all students.

2. Plans are specifically designed to meet the needs for the whole class and all student groups. Learning experiences, as necessary, are tailored for individuals. IEPs are correctly interpreted and implemented.

3. Classroom evaluations and assessments are specifically designed to meet the needs of diverse learners.







1. Presents the content correctly in a logical, coherent fashion, building on content previously mastered and connecting to content to be learned in the future.

2. Paces the presentation of concepts appropriately to build students’ capacity for critical thinking, problem solving, and clarifies when students misunderstand.

3. Uses questioning techniques appropriate to the content and structures activities that require students to use higher order thinking.

4. Facilitates students in constructing their own understanding of the content in large group, small group, and independent settings, and provides specific, corrective feedback relevant to the task.

5. Assures that students have ample opportunity to explore, respond, and extend their thinking through technology, as appropriate to the content area.

Data Sources:






1. Students are provided access to definitions, examples, and explanations. Information given to students has a few inconsistencies or errors.

2. The appropriateness of the pacing and the clarity of the presentation vary. Clarification occurs only when students ask questions.

3. Instructional activities, including questioning, focuses upon literal recall.

4. Instruction primarily occurs with the whole class, with general, non-specific feedback from the teacher.

5. The use of technology is treated as a separate class or separate skill.


1. The content is presented correctly. Definitions, examples, and explanations are chosen to encourage student understanding of concepts.

2. Content is paced as determined by the difficulty of the material.

3. The teacher uses some activities and questioning that cause higher order thinking, but the primary focus is on literal recall.

4. Students are provided opportunities for small group interaction to make the subject matter meaningful, with feedback focused on the whole class.

5. Technology is used as a supplement to the lesson in the classroom, but is not imbedded in the lesson.


1. The teacher conveys the content correctly with coherence and precision, communicating key concepts linked to students’ prior understanding.

2. The lesson is paced appropriately with multiple representations and explanations of the content to assure students’ understanding.

3. Activities, including higher order questioning, are used to develop higher order thinking processes.

4. The role of the teacher varies in the instructional process according to the content and purposes of instruction and the needs of students; feedback is immediate and specific.

5. Technology to facilitate student learning is integrated into the lesson.




1. Emphasizes student ownership of learning through connecting the content and content standards to employability and/or postsecondary education.

2. Promotes positive intellectual interactions among students and teacher through instructional experiences that result in student investigation of theories, facts, and opinions related to the content area.

3. Provides opportunities for students to learn and challenge each other through planned, cooperative peer interaction.

4. Communicates the content to students through research based methods, activities, and materials specific to the content that are differentiated for diverse learners.

Data Sources:







1. Students are provided with activities that are related to the content but may not be connected to real world experiences.

2. The methods and activities used by the teacher emphasize recall and rote drill without attention to the development of higher order thinking processes.

3. The classroom is teacher-centered with minimum student participation. Student activities are completed independently as silent seatwork.

4. Students are provided with activities from the textbook, specific to the content but are not differentiated for varied needs or learning styles.


1. Practice and review activities reinforce students’ learning through linkages with other learning and have real world connections.

2. Methods and activities center on recall, comprehension, and application of the content, with some attention to higher order thinking processes.

3. Students are provided some opportunity to interact with the teacher and other students through planned activities.

4. The teacher uses some strategies that are research-based and there is evidence of attempts to differentiate instruction for diverse learners.


5. The teacher relates the content to students’ prior knowledge, experiences, and backgrounds through strategies that foster student ownership of the work.

6. Methods and activities center on higher order thinking processes. Problem solving, and decision making skills are emphasized.

7. In addition to Performance Level B, the teacher organizes and monitors differentiated, independent, and group work that allows for full and varied participation of all students.

8. The teacher provides differentiated tasks to meet the varied learning styles and needs of students. Best practices that support the standards and promote student engagement are evidenced.







1. Aligns classroom assessments with state performance indicators and grade level accomplishments.

2. Uses multiple evaluations and assessments to evaluate student mastery of content and to inform instruction for the class as a whole, as individuals, and within diverse groups.

Data Sources:



Classroom Observations,






1. Classroom assessment is not aligned with state performance indicators.

2. Student mastery of content is determined through teacher-developed tests for the class as a whole.


1. Classroom assessments are used to make instructional decisions in the course of study, but are not aligned with state assessments.

2. Teacher developed tests are used to determine mastery of content for the class as a whole and for diverse groups.


1. Classroom assessments are aligned with state performance indicators and grade level accomplishments, with students provided classroom assessment items written in formats similar to state assessment items.

2. Multiple classroom evaluations and assessments provide ample and varied opportunity for all students to demonstrate what they know. Ongoing assessment is systematically used to inform the content instruction and provide feedback to all students.




1. Uses state assessment data for communicating student achievement in the content area to students, parents and other stakeholders.

2. Maintains correct and useful records of student work within the content area and communicates student performance correctly and responsibly to students, parents, and other stakeholders, with prompt and useful feedback given to students.

Data Sources:







1. Reports about student performance are provided to students and appropriate others at required intervals.

2. The teacher accurately maintains required records of student work and performance, and students are provided general feedback.


1. In addition to Performance Level A, students are informed regularly in the classroom regarding their mastery of student performance indicators.

2. The teacher maintains accurate, current records of student work.


1. In addition to Performance Level B, the teacher completes an item analysis on classroom assessments to determine specific areas for further instruction.

2. In addition to Performance Level B, the teacher has data accessible upon request and refines communication strategies to assure student feedback will effect a change.




1. Uses state and national academic content standards, curriculum guides, and state assessment outcomes as a framework for reflection.

2. Analyzes state academic content standards and state performance indicators to assure that standards have been taught to the level of understanding assessed by the standard.

3. Reflects on strategies, methods, materials, and activities used in instruction and seeks feedback from colleagues.

4. Demonstrates efficacy with struggling students and diverse groups.

Data Sources:







1. Reflections are about the lesson in general, with no framework evident for context.

2. There is no evidence that content standards have been analyzed.

3. The educator’s reflections include descriptions of classroom behaviors including sequence of events, and teacher behaviors.

4. The teacher tends to blame poor student performance on factors outside the classroom.


1. The educator uses classroom assessments and evaluations as a framework for examining teaching practices.

2 The concepts and

Documents

Program Report for the Initial Preparation of Early ... · candidates complete one eight-week placement and one seven-week placement, one in urban schools and one in suburban programs