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Program Report for the Preparation of Science Teachers National Science Teachers Association (NSTA)

NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

COVER SHEET

1. Institution NameUniversity of Memphis

2. StateTennessee

3. Date submitted

MM DD YYYY

09 / 16 / 2007

4. Report Preparer's Information:

Name of Preparer:

Shirley Key

Phone: Ext.

( ) -901 678 2626

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 programMaster of Arts in Teaching in Secondary Science Education and Teacher Licensure

7. NCATE CategoryScience Education-Biology

Section 1- Context; part 2

Table of hours of field experiences

Course Number

Title

Description of Field Experiences

Hours of Field Experiences and comments

SPED 7000

Introduction to Exceptional Learners

Work with disabled individual outside school setting

4 hours.

NOTE: Not required if equivalent course taken at the undergraduate level. Substitutions must be approved by advisor

ICL 7709

Urban Learning Environment

Observations and work with small group instruction.

10 hours

ICL 7080

C & I in Multiethnic School

10 hours

RDNG 7545

Teaching Reading in the Subject Matter Areas

Teach small groups and whole class

8 hours

ICL 7602

Secondary Science Methods

Observations, teach small groups and whole class

8 hours

ICL 7808

Student Teaching in Middle Schools and High Schools

15 weeks divided between high school and middle school

Two placements: 15 weeks (8 weeks and 7 weeks at a high school and middle school).

Total hours = 600

How many weeks total?

How many hours total? (40 hrs/week times 15 weeks?)

ICL 7992

Masters Project

Candidates complete an action research study aimed at improving their teaching. The project must last for at least 6 weeks during which time data are collected to document teacher behavior and impact on student learning.

Data must be collected in a school classroom setting for at least 6 weeks.

Section 1- Context; part 2-Table of hours of field experiences

COE Conceptual Framework Outcomes

for Professional Educators

NSTA

Outcome Standards

1. Content Knowledge and Skills

1. Content, 2. Nature of science

2. Knowledge of the Learner

6. Curriculum, 7. Science in the Community

3. Pedagogy and Instruction

3. Inquiry, 4. Issues, 5. General Skills of Teaching

4. Assessment and Responsive Practice

8. Assessment

5. Management of Classrooms and Individuals

9. Safety and Welfare

6. Personal and Professional Growth and Development

10. Professional Growth

Section I, part 4: Relationship to Conceptual Framework Table

Relationship to Conceptual Framework

Section 1-Context; part 4 - Relationship to conceptual framework

SECONDARY SCIENCE EDUCATION LICENSURE / DEGREE REQUIREMENTS

Overview

I. Level One courses are the professional core or the foundations for teaching courses, 12 hours. They provide requisite foundations for teaching and should be completed before taking Level Two courses. These courses are also taken after all content requirements have been met. Students must apply to the Teacher Education Program while taking the Level One courses and must submit a writing score of 173 on the PPST or 3.5 on the GRE and passing the appropriate Content Knowledge Exam of the Praxis II.

II. Level Two courses are the Professional Specialization courses, which focus on strategies for teaching and learning. Students must complete 15 hours of the Professional Specialization Courses and 40 clock hours of structured clinical/field experience in secondary settings before student teaching.

III. Level Three courses are the Professional Development Experiences, which include the student teaching and the professional seminars. Seven (7) hours are earned in Level Three courses. Candidates who are teaching on an Alternative License may apply for professional experience in lieu of student teaching with proper documentation and two years of successful school evaluations.

IV. Level Four consists of the research component for degree seeking students. There are 6 required hours including basic research methods and a culminating action research study or thesis.

LEVEL ONE - Professional Core: Foundations for Teaching (12 credit hours)

Level One Professional Core courses provide requisite foundations for teaching and should be completed before taking Level Two Professional Specialization courses focusing on specialized strategies for teaching in elementary programs.

SPED 7000 Introduction to Exceptional Learners

ICL 7059 Models of Instruction

EDPR 7112 Adolescent Psychology

IDT 7061 Media and Technology Utilization

LEVEL TWO - Professional Specialization: Strategies for Teaching and Learning (15 Credit Hours)

Students must be admitted to the Teacher Education Program (TEP) before taking level two courses. Secondary and M.A.T. students are required to complete at least 40 clock hours of structured clinical / field experience in secondary settings before student teaching. Secondary licensure coursework includes these experiences. Students must plan accordingly.

ICL 7709 Urban Learning Environment

ICL 7080 Curriculum and Instruction in Multiethnic Schools

RDNG 7545 Teaching Reading in the Subject Matter Areas

ICL 7030 Assessment and Evaluation

ICL 7602 Teaching Science in the Secondary School

LEVEL THREE - Professional Development (7 Credit Hours)

All Level I and Level II coursework must be completed prior to admission to Student Teaching

ICL 7808 Student Teaching in Middle Schools and High Schools

ICL 7993 Professional Seminar

LICENSURE ONLY: Total 34 credit hours

LEVEL FOUR M.A.T. Degree Requirements (6 credit hours)

Level IV coursework satisfies Graduate School and College of Education research requirements for graduate degree seeking students.

EDPR 7521Introduction to Educational Research

ICL 7992 Masters Project action research study OR

ICL 7996 Masters Thesis

MAT DEGREE with LICENSURE: Total 40 credit hours

Secondary Science Program of Studies

Section IV- Assessment # 2

Science Classroom Presentation

CONTENT KNOWLEDGE: An Assessment that demonstrates candidates' knowledge of the conceptual science to be taught and related fields.

1. A brief description of the assessment and its use in the program:

All students in the Secondary Science Program are required to take a three hour course, ICL 7602: Secondary Science Methods. This course is offered every fall semester. There are several assessments in this course, which help students to become better science practitioners and better science educators. This assessment, science classroom presentation, demonstrates that candidates are well prepared in the breadth of science content knowledge needed to teach in their fields of licensure. This is done early in the program for this format will be used for the four to six lessons in the culminating Unit Plan. The candidates will choose a science concept, write the lesson plan, submit it to be evaluated, and then teach the content lesson to their peers. It is graded using a rubric with a 0-2 scale. A zero grade indicates that criteria were not met or unacceptable; one indicates that the required criteria were acceptable, and a two indicates that criteria were met at an optimal level. This lesson maybe used as one of the four to six lessons in the culminating science unit.

2. A description of how this assessment specifically aligns with the standards.

This assessment aligns with NSTA Standard 1A (Understanding and communicating concepts) and 1B (Understanding and communicating unifying concepts) as shown in the attached rubric. Candidates must choose a concept; relate it to principles, theories, laws and unifying concepts in science; then write an appropriate discipline based lesson plan using the concept, and later teach the lesson to their peers in ICL 7602. In order to teach the concept to others, it is assumed that one must have a level of understanding which will also be elevated through discourse and communicating with others pertaining to the teaching of a concept. Identifying, specifying and explaining which unifying concepts (systems, orders, and organization; evidence, models, and explanation; constancy, change, and measurement; evolution and equilibrium; and form and function) are emphasized in the lessons allow teachers to understand and see a part of science which sometimes is ignored in teaching since they are not grade specific.

3. A brief analysis of the data findings:

SEMESTERS

TOTAL STUDENTS

PROFICIENT

0 Unacceptable

LEVELS

1- Acceptable

2-Optimal

Fall 06

5

0%

0%

100%

Fall 07

The data indicates that the five MAT students in ICL 7602 for Fall 2006 were 100% successful at the optimal level in demonstrating their knowledge of the conceptual science and of unifying concepts to be taught in their fields.

4. An interpretation of how that data provides evidence for meeting standards:

Preservice teachers learn science best when they are placed in an apprentice position or are taught the way that they must teach their students. Through this task the candidates are immersed in the learning process of choosing a concept, writing the lesson plan, reflecting on the evaluation, teaching the content lesson to their peers, and then reflecting on their learning. It is graded on a rubric with 11 items on a scale of 0, 1, 2. An individual score is given for each item which is then averaged and an overall score is given for the entire assessment.


ATTACHMENT A

Assessment # 2 - Science Classroom Presentation

NSTA Standard 1: Content. Teachers of science understand and can articulate the knowledge and practices of contemporary science. They can interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can conduct scientific investigations. To show that they are prepared in content, teachers of science must demonstrate that they

a. understand and can successfully convey to students that major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association;

b. understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards.

Prompt: To demonstrate your understanding of this standard, each candidate is asked to write a content lesson plan in his or her area of licensure and focus on one concept and its unifying concepts. All candidates will use the Lesson Plan Model and Rubric as guides. Each lesson will be presented and taught to your peers in class. This lesson may become a part of your science unit.

Lesson Plan Components

0

Unacceptable

1

Acceptable

2

Optimal

NSTA Standards used

in Planning:

NSTA 1a

No major concept, principle, theory, law, or interrelationship is specified.

Candidate successfully conveys to students a major concept, principles, theories, laws, and interrelationships of their field.

Candidate understands and successfully convey in multiple ways the major concept, principles, theories, laws, and interrelationships of their field.

NSTA 1b

No understanding of the unifying concepts related to this lesson.

Candidate understands and can successfully convey to students the unifying concepts related to this lesson.

Candidate understands and successfully convey in multiple ways, the unifying concepts related to this lesson.

Lesson Plan

Components:

Grade Level, Scope

No demographics; no scope

Candidate lists demographics and scope

Candidate lists appropriate demographics, scope and calendar or timeline

Standards

No standards are listed

Candidate lists national and district standards, which are used in the lesson.

Candidate lists national and district standards, which are used in the lesson with the student indicators.

Guiding Question

No questions are listed

Candidate gives a guiding question.

Candidate gives a guiding question focused on the major concept.

Motivation

No motivation is given

Candidate begins lesson with a motivation.

Candidate begins lesson with a motivation related to students prior learning or environment.

Learning of Science

No specified strategy is given

Candidate varies teaching strategies during the lesson.

Candidate uses multiple student centered teaching strategies during the lesson.

Community Resources

No connection to the community

Candidate uses community resources.

Candidate successfully integrates and uses community resources.

Assessment

No assessments are given

Candidate specifies assessments used in the lesson.

Candidate specifies and uses assessments throughout the lesson.

Technology

No technology is listed

Candidate uses technology and discusses its impact throughout the lesson.

Candidate uses technology with the students and discusses its impact throughout the lesson.

Closure

No academic closure is given

Candidate evaluates students acquisition of knowledge and their ability to apply the knowledge.

Candidate successfully evaluates students acquisition of knowledge and their ability to apply the knowledge.

Section IV -ATTACHMENT B

Assessment #2

Lesson Design for Learning

Daily Lesson Planning Form

Name_______________________Subject/Grade_____________________________Date_____________

Curriculum Connections ___Six Weeks Length of Lesson _________days

Curriculum Guide Objective:

TCAP/Gateway Objectives:

SPI (State Performance Indicators (3-8) Gateway Indicators(s))

Guiding Question

Concepts: Vocabulary:

Motivation Type of Student Participation

Relate to Previous Learning:

Relate to Student Experience:

Strategies/Activities/Distributed Practice/Intervention

Assessment

Closure

Extend and Refine Knowledge

Assessment/Student Products and Performances/Technology

Science Classroom Presentation

Lesson Plan Rubric

Lesson Plan Components

Descriptions

Points

Grade level, Title, Length of time

Title of the lesson and the designated grade (s) with time specified.

0 1 2

Standards

The NSTA, and Memphis City School standards are specified.

0 1 2

Guiding Question

A major question or issue is asked to guide the lesson

0 1 2

Concepts (NSTA 1A)

Major concepts and principles which will be taught are named and explained

0 1 2

Integrated (NSTA 1A)

Theories, Laws, and other supporting fields are specified and taught

0 1 2

Motivation

A type of focus or attention getter is used to start the lesson.

0 1 2

Learning of science

The student-centered method is used with various teaching strategies and activities

0 1 2

Community resources

Some community resources were used to teach the lesson (people, natural, institutional)

0 1 2

Conceptual Understanding

(NSTA 1B)

Concept explained with great understanding and unifying concepts of systems, orders, and organization; evidence, models, and explanations; constancy, change, and measurement; evolution and equilibrium, or form and function.

0 1 2

Assessments

Appropriate and varied assessments are used..

0 1 2

Technology

Technology and its interaction is used and integrated with the understanding of the science concept.

0 1 2

Closure

Students relate science to their lives, can explain the concepts, and apply the concepts.

0 1 2

Total Points

24

Average of Points Earned

Section IV-ATTACHMENT C

Assessment # 2 - Science Classroom Presentation

Candidate data derived from the assessment

Of the 5 MAT students in the Fall 2002 class, 100 % exceeded expectations. This assessment piece addresses the NSTA standards 1a and 1b. The writing of science lesson plans and the teaching of the lessons give the candidates an opportunity to convey their understanding of content and unifying concepts related to the science content. Teachers learn science best when they are placed in positions to teach and be taught, as they will have to do in their own classrooms. This has proven to be an effective assessment based on the students pass rate. Students will get more experience in this skill for candidates will continuously write and understand lesson planning throughout this course for the culminating science unit will consist of 4-6 written lesson plans.

The score derived from the data is a composite score but since each standard is delineated on the rubric, candidates subscore on each standard can be obtained from this assessment also.

Assessment: 02: 7602: Science Content Classroom Presentation

Standard: 01: Science Content: Concepts and principles

Class

Term

Item

Total

0

1

2

ICL 7602

2006F

7602: Science Content Classroom Presentation

5 / 5

0(0%)

0(0%)

5(100%)

Standard: 02: Science Content: Unifying concepts

Class

Term

Item

Total

0

1

2

ICL 7602

2006F

7602: Science Content Classroom Presentation

5 / 5

0(0%)

0(0%)

5(100%)

0 = Unacceptable

1 = Acceptable

2 = Optimal

PAGE

4

Section 4-Assessment 2 Classroom Presentation

Section IV-Assessment # 3

Science Unit Plan

PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: An assessment that demonstrates candidates can effectively plan classroom-based instruction, design assessments, consistent with goals of the National Science Education Standards. NSTA standards that could be addressed by this assessment include, but are not limited to, standards 6 and 8

1. A brief description of the assessment and its use in the program;

Students design an integrated, multidisciplinary science unit, which includes six content lesson plans using strategies taught in ICL 7602, Secondary Science Methods. The unit and 4-6 lessons are aligned with the NSTA Standards. The unit plan demonstrates that the candidates can plan integrated classroom lessons and design appropriate assessments for those lessons. The plan is designed throughout the course and brings together all of the theories and science practices which the candidates have learned throughout the course. Candidates begin the unit by choosing a topic, concept, or theme, making an outline of 4-6 supporting lesson topics, and then submitting the outline for evaluation. After approval of the topic and outline, the candidates strive to align every assigned lesson plan or activity with their topic and theme if possible.


This assessment addresses NSTA Standards 6.0 (Curriculum) and 8.0 (Assessment) and designated sub-standards. Specific components of the unit plan align with a sub-standard of Standard 6.0 and 8.0.

Unit Plan Rubric Category

NSTA Standards

Content Knowledge

6a: Curriculum

Theme

6b.

Focus question

6a.

Instructional Objectives

6b

Materials & Resources

6a

Coherence

6b

Activities

6a,

Assessments

8a, 8b, 8c: Assessment

Reflection

8b


SEMESTERS

TOTAL STUDENTS

PROFICIENT

0

Unacceptable

LEVELS

1

Acceptable

2

Optimal

Fall 06

5

0%

2 (40%)

3 (60%)

Fall 07

The data indicates that the five MAT students in ICL 7602 for Fall 2006 were successful at the acceptable (40%) and the optimal level (60%) in demonstrating their knowledge of planning integrated classroom lessons and designing appropriate assessments for those lessons.


Several sections of the Unit Plan align to the NSTA curriculum and assessment standards. When students look at planning both holistically as a unified system and individually at its components they begin to understand the relationships between planning, student motivation, behavior, and success. The assessment was effective for the MAT students for two or 40% were acceptable and 3 or 60% were optimal. The unit plan focuses on the curriculum and assessment standards but all lessons in the unit have been written to address other standards like Inquiry (3.0) and Issues (4.0). Since students learn best when topics are integrated, connected, and related to their everyday lives, this unit has helped the candidates become proficient in doing this on a secondary level. They have learned that planning includes integration, unifying concepts, and multiple points for assessments.

ATTACHMENT A

Assessment # 3 Science Unit Plan

NSTA Standard 6: Curriculum. Teachers of science plan and implement an active, coherent, and effective curriculum that is consistent with the goals and recommendations of the National Science Education Standards. They begin with the end in mind and effectively incorporate contemporary practices and resources into their planning and teaching. To show that they are prepared to plan and implement an effective science curriculum, teachers of science must demonstrate that they:

a. understand the curricular recommendations of the National Science Education Standards, and can identify, access, and/or create resources and activities for science education that are consistent with the standards;

b. plan and implement internally consistent units of study that address the diverse

goals of the National Science Education Standards and the needs and abilities

of students.

NSTA Standard 8: Assessment. Teachers of science construct and use effective assessment strategies to determine the backgrounds and achievements of learners and facilitate their intellectual, social, and personal development. They assess students fairly and equitably, and require that students engage in ongoing self-assessment. To show that they are prepared to use assessment effectively, teachers of science must demonstrate that they:

a. use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students;

b. use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process;

c. use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.

Unit Plan Prompt

You have just been asked to write a thematic/integrated unit for your department to share with all teachers at the Fall Departmental In-service. This unit should have an overarching theme and contain 4-6 weeks of lessons.The Lesson Design Plan is used as a model for writing all plans. There should be an overall unit objective, a calendar, an inquiry-based introductory activity, and a culminating activity or summative assessment. In each lesson, please include an inquiry focus question, lesson objectives, district and national standards, an assessment, and all other lesson plan components. You should integrate other disciplines throughout the unit. Be able to explain to the new teachers why you have structured the unit as you have, and how you assessed the progress of and the quality of your work.

Lesson Design for Learning

Daily Lesson Planning Form

Name_______________________Subject/Grade_____________________________Date_____________

Curriculum Connections ___Six Weeks Length of Lesson _________days

Curriculum Guide Objective:

TCAP/Gateway Objectives:

SPI (State Performance Indicators (3-8) Gateway Indicators(s))

Guiding Question

Concepts: Vocabulary:

Motivation Type of Student Participation

Relate to Previous Learning:

Relate to Student Experience:

Strategies/Activities/Distributed Practice/Intervention

Assessment

Closure

Extend and Refine Knowledge

Assessment/Student Products and Performances/Technology

ATTACHMENT B


Unit Plan Rubric

Title of Unit:

Components

0

Unacceptable

1

Acceptable

2

Optimal

Content Knowledge: Clear mastery of a range of science content is demonstrated throughout lesson. This includes making multidisciplinary connections.

Little or no content knowledge revealed through planning.

Content knowledge indicated, but few or no connections made.

Content knowledge is deep and integrated with connections.

Theme: Overarching theme of unit should be powerful enough to sustain daily lessons

Some attempt at a theme is evident but mostly unclear; weak discipline connections

Theme is evident

Most disciplines are included

Theme is clear

Purpose of unit is clear

Focus Question: Teacher-driven and student-driven lessons are focused with a question that must be answered with inquiry

Focus question is too specific

Focus question is broad but not necessarily student- oriented

Focus question is broad, encourages exploration, and

applies to real world issues

Instructional Objectives: In addition to the overall unit objectives 4-6 weeks of lesson plans include daily objectives keyed to Memphis and NSTA standards, include other lesson plan components, an overall calendar; the plan is so clear that a stranger could walk in and implement the plan for the day (NSTA 6A)

Goals and objectives lack inter-discipline approach, do not match learning with standards, or are unclear.

Goals and objectives based on standards and are written in measurable terms

Objectives integrate standards with learning outcomes

Encourage higher order thinking skills

Include all components

Materials & Resources: include at least one commonly taught work; various related resources, media, and/or technology; diverse populations; list of materials and appropriate copies (NSTA 6B).

A variety of print sources are made available to students

Inclusion of non-print resources is encouraged andresources are effectively allocated

Students are encouraged to locate resources independently;web resources are appropriate and effective

Coherence: there is an inquiry-based introductory activity for the unit and a culminating activity or assessment; the unit's concepts, objectives, and/or strategies build on one other from day to day or activity to activity; everything flows naturally and hangs together (NSTA 6A).

Evidence of unit thread is sporadic and/or illogical: Does not identify, access, and/or create resources and activities for science education that are consistent with the standards;

Can identify, access, and/or create resources and activities for science education that are consistent with the standards; unit proceeds with some deviations

Can identify, access, and/or create resources and activities for science education that are consistent with the standards such that the unit proceeds in a systematic, consistent, and logical manner

Activities: are varied, appropriate for diverse student learners, appropriate for the concepts/ objectives/ content to be mastered, and require student thinking

Activities focus on knowledge level of Blooms Taxonomy

Students are not given a choice of activities

Activities are project oriented and draw upon several disciplines

Activities provide for multiple intelligences, encourage creative expression and problem-solving, and student oriented

Assessment/Evaluation: there are varied and appropriate assessments and evaluations of student thinking and learning; assessments include rubrics, journals, and self-assessments (NSTA 8A, 8C)

Assessment is conducted only at the culmination of the unit and focuses on student performance. Does not use multiple assessment tools and strategies to achieve important goals for instruction and student self-assessment.

Assessment is a continuous process, developed with student input, and correlates to unit objectives; Uses multiple assessment tools and strategies to achieve important goals for instruction; and

Uses the results of assessments as vehicles for students to analyze their own learning.

Students are encouraged to self-assess performance and participation; peer assessment is utilized; and team members share perceptions throughout the unit and make necessary changes;

Uses multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students; and

Uses the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.

Reflection on Practice

(NSTA 8B)

Does not reflect on lesson components or identify strengths and weaknesses. Does not use reflection to inform future instructional plans. Does not use multiple assessments.

Reflects on lesson components, but does not adequately identify strengths and weaknesses. Uses the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process.

Reflects on lesson components to identify strengths and weaknesses of the various components. Uses the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process.

ATTACHMENT C


Candidate data derived from the assessment

Of the 5 MAT students in the Fall 2002 class, 40 % (2) scored acceptable and 60% (3) scored at the optimal level. This assessment addresses the NSTA standards 6 and 8. The data shows that the five candidates can design integrated lessons with resources and assessments on the secondary level.

The score derived from the data is a composite score but since each standard is delineated on the rubric, candidates subscore on each standard can be obtained from this assessment also.

Assessment: 03: 7602: Science Content Unit Plan

Standard: 19: Curriculum

Class

Term

Item

Total

0

1

2

ICL 7602

2006F

7602: Science Content Unit Plan

5 / 5

0(0%)

2(40%)

3(60%)


Class

Term

Item

Total

0

1

2

ICL 7602

2006F


5 / 5

0(0%)

2(40%)

3(60%)

Standard: 23: Assessment - Multiple Assessments

Class

Term

Item

Total

0

1

2

ICL 7602

2006F


5 / 5

0(0%)

2(40%)

3(60%)

Standard: 24: Assessment - Guide Instruction

Class

Term

Item

Total

0

1

2

ICL 7602

2006F


5 / 5

0(0%)

2(40%)

3(60%)

Standard: 25: Assessment Students self-assessment

Class

Term

Item

Total

0

1

2

ICL 7602

2006F


5 / 5

0(0%)

2(40%)

3(60%)

PAGE

1

Section 4-Assessment 3 Science Unit


PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice.

1. A brief description of the assessment and its use in the program;

Student teachers are evaluated throughout the semester by their cooperating teacher at a minimum of 2 placements, which will include 4 formal observations and visited five times by a university supervisor for a minimum of 4 observations. At the end of each placement, both the University Supervisor and the Cooperating Teacher are required to independently complete an evaluation Summary Form on each candidate. This report covers the four domains including the areas of content knowledge, application of learning theories, addressing standards, systematic integration of science content for instruction and assessment purposes, professionalism, and reflection on instructional practice. Students participate in student teaching for one full semester at the completion of their coursework. Student teaching is a six credit course accompanied by professional seminar wherein students meet with their faculty supervisor six times to discuss progress and issues in a small group setting.


Performance Indicators for Student Teaching

NSTA Standards

Domain 1: Planning

A. Establishes appropriate instructional goals and objectives

1A, 1B, 6A, 6B

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

1A, 4B, 6B,7A, 7B, 8A,8C

C. Adapts instructional opportunities for diverse learners.

5B, 5C

Domain 2: Teaching Strategies

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

1A, 1B

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

5B, 5C, 5E

Domain 3: Assessment and Evaluation

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

8A, 8C

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

8B

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

8A, 8B

Domain 4: Learning Environment

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

5A, 5E, 5F

B. Manages classroom resources effectively.

5D, 5F, 9D

Domain 5: Professional Growth/Dispositions

A. Demonstrates professional behavior and work habits.

9A, 9B, 9C

10A, 10B, 10C

Domain Six: Communication

A. Communicates clearly and correctly with students, parents, and other stakeholders.

10D

Because student teaching is a comprehensive assessment, it covers many of the standards NSTA has established. Student teaching is a culminating activity for the licensure preparation program. It provides an opportunity for candidates to demonstrate mastery in applying content and pedagogy in practice. The student teaching assessment is designed to assess most areas of practice articulated by NSTA.


Assessment: 04: Student Teaching Evaluation


Class

Term

Item

Total

0

1

2

ICL 0000

2006F

Strategies A: Content Knowledge

25 / 8

3(12%)

9(36%)

13(52%)

Standard: 11: General Skills of Teaching: Diverse learners

Class

Term

Item

Total

0

1

2

ICL 0000

2006F

Planning C: Diverse Learners

25 / 8

4(16%)

8(32%)

13(52%)

Standard: 16: General Skills of Teaching: Environment

Class

Term

Item

Total

0

1

2

ICL 0000

2006F

Environment A: Classroom Culture

25 / 8

6(24%)

5(20%)

14(56%)


Class

Term

Item

Total

0

1

2

ICL 0000

2006F

Planning A: Goals and Objectives

25 / 8

3(12%)

9(36%)

13(52%)


Class

Term

Item

Total

0

1

2

ICL 0000

2006F

Assessment A: Appropriateness

25 / 8

2(8%)

14(56%)

9(36%)

ICL 0000

2006F

Assessment B: Communication of Student Progress

25 / 8

0(0%)

12(48%)

13(52%)

Standard: 25: Professional Growth- Prof learning and leadership

Class

Term

Item

Total

0

1

2

ICL 0000

2006F

Dispositions A: Professional Behavior

25 / 8

1(4%)

8(32%)

16(64%)

Standard: 26: Professional Growth - Reflect on teaching

Class

Term

Item

Total

0

1

2

ICL 0000

2006F

Assessment C: Reflection on Practice

25 / 8

2(8%)

11(44%)

12(48%)

Standard: 27: Professional Growth - Use advice to improve teach

Class

Term

Item

Total

0

1

2

ICL 0000

2006F


25 / 8

2(8%)

11(44%)

12(48%)

Standard: 28: Professional Growth - Interact effectively w/co

Class

Term

Item

Total

0

1

2

ICL 0000

2006F


25 / 8

1(4%)

8(32%)

16(64%)


Student teaching is a summative evaluation. It is rated with Satisfactory or Unsatisfactory after the cooperating teacher and university supervisor have assessed candidate mastery. The first and second placement cooperating teachers and the university supervisor work closely to ensure consistent and reliable data for student teachers. Pass/fail rates indicate the most accurate account of our students mastery of the program content.

5. Attachment of assessment documentations

5 A: Description of Student Teaching

Overview

BSEd program candidates are required to complete a semester of student teaching as required by the Tennessee State Department of Education. This student teaching experience is a planned professional semester which includes full day teaching and observation activities as an initial step in the induction process for teacher candidates. The experience of each individual student teacher is planned jointly by the institution of higher education and the local school system with significant input from principals and teachers.

Student teachers spend at least 15 weeks (one semester) in full day classroom teaching experiences. The professional semester focuses on direct teaching experience in at least two classrooms which may be at different schools. Regular seminars are held with higher education faculty to focus on application and analysis of teaching knowledge in the classroom, but no other courses may be taken by student teachers during the professional semester. Cooperating teachers assume mentoring roles and orchestrate, in cooperation with higher education faculty mentors, the activities of student teachers in the classroom. Orientation, continuing training, and support are provided cooperating teachers and faculty mentors to enhance their abilities in mentoring and supervision.

The beginning and ending of the professional semester is normally defined by the calendar of the institution of higher education and coordinated with the schedule of the local school system. The beginning and/or ending of the local school system semester is incorporated when possible. The performance of student teachers is evaluated by cooperating teachers and supervising higher education faculty with shared responsibility for formative evaluation. Summative evaluation is the responsibility of higher education faculty with significant input from and consultation with members of the student teaching team. The U of M has determined instruments and procedures for evaluation and utilizes the local evaluation model.

Master of Arts in Teaching (MAT) degree candidates and Post-Baccalaureate Licensure Only candidates must also complete either the 15 week student teaching professional semester; or, may apply for consideration of professional teaching experience in lieu of student teaching if they have been employed by a school system and are teaching on an Alternative License. Consideration of teaching experience in lieu of student teaching requires the following documentation:

Candidates must be admitted to and in good standing with the University of Memphis Teacher Education Program.

A letter or Experience Verification form from the school district verifying employment dates and licensure type(s), and dated no earlier than the end of the school year.

Letter requesting use of teaching experience in lieu of student teaching, signed by the candidate, and endorsed by school principal.

Evidence of school-based mentoring (e.g. collaborative logs, mentoring journal, observation record, or letter from mentor and administrator).

Copies of evaluations from all teaching years (minimum 2, different academic years).

All documents verifying successful completion of all pre-student teaching coursework and program deficiencies.

Passing scores on all state-mandated PRAXIS II tests.

Requirements for Admission to Student Teaching

Have an overall GPA of 2.5 Undergraduates and 3.0 Graduates.

Successfully complete all approved pre-student teaching clinical experiences in conjunction with class work.

Must take and pass the Content Knowledge portion of the Praxis II exam prior to student teaching.

Take or register for the remaining Praxis II exams before the end of the student teaching semester.

Must have positive evaluations from all pre-student teaching field experiences.

Be fully admitted to the Teacher Education Program one FULL semester before student teaching.

All course work required for initial licensure must be finished prior to the student teaching semester.

Schedule

Student teaching requires the commitment of a full 15 week semester. The semester is divided into an 8 week placement and a 7 week placement. Special Education placements are divided differently in order to fulfill all requirements. Student teachers must be present at their school for the full day and are required to participate in faculty meetings, PTO/PTA meetings, parent teacher conferences, etc.

Seminar

All students must take a professional seminar with student teaching. No other courses may be taken during student teaching.

Placement

All student teaching placements are made in accordance with how many hours are spent in field experiences in urban, rural, and suburban areas. The general criteria will be 30 hours in urban/rural areas and 30 hours in suburban areas. Placements are generally made in Shelby, Tipton, Dyer, Fayette, and Jackson-Madison counties. Placements in other counties will be considered upon request.

Students must have experience at different grade levels of the licensure programs.

Elementary education majors must have an experience at the primary and intermediate level or upper-level grades.

Pre-K through third grade majors must have a PreK or K experience and a primary grade-level experience.

Secondary education majors must have an experience at the high school level and middle school or junior high level.

Physical education, music and art majors must have both a secondary and elementary placement. Music majors will be placed by the music department according to their areas of specialization.

Special education majors will complete three types of experiences: six weeks will be spent in a modified setting, six weeks in a comprehensive setting, and three weeks in a regular classroom.

The Cooperating Teacher

Cooperating teachers are selected according to criteria specified by the Tennessee Department of Education, which include:

A regular Tennessee License for the teaching assignment,

at least three years of teaching experience,

and a history of positive evaluations from their principal or supervisor.

See The Student Teaching Handbook for details, rules, and responsibilities.

The College of Education Supervisors

The college supervisor must hold a certification and/or experience in teaching along with a master's degree and assumes the responsibility for supervising the activities of the student teacher in the cooperating school. The supervisor works in conjunction with the student teaching placement coordinator.

Legal Responsibilities

The student teacher is not licensed and, hence, must work under the supervision of certified personnel. When the cooperating teacher is absent, the school will provide a substitute teacher. The student teacher may not supervise children on the playground without a certified teacher. Student teachers are not allowed to administer medication, nor are they allowed to perform medical procedures such as catheterization or trachea cleaning.

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

INDICATOR A: Establishes appropriate instructional goals and objectives.

Cooperating Teacher

DATE EVAL

Progress Report 1 _______ a _______a

Progress Report 2 _______a _______

Progress Report 3 _______ _______

FINAL _______a _______a

University Supervisor

DATE EVAL

Progress Report 1 _______ a _______a

Progress Report 2 _______a _______

Progress Report 3 _______ _______

FINAL _______a _______

COMMENTS Cooperating Teacher

NOTE TO PROGRAM REVIEWERS: This page is a sample of what follows each Domain Indicator. These blank pages are deleted below to save space in the report.

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.





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 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.





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.




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





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.





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 educators 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.




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:







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.





INDICATOR B: Manages classroom resources effectively.

1. Creates a classroom environment that organizes and manages time, space, facilities, and other resources for maximum engagement of students in the content.

2. Demonstrates flexibility in restructuring time, space, facilities, and other resources as the situation demands.

Data Sources:

Planning Information Records, Classroom

Observations, Reflecting Information

Records, Educator Conferences



PERFORMANCE LEVEL A

1. Class time is generally used for instructional purposes; however, attention to administrative and management duties distracts from the learning process.

2. Flexibility may not be demonstrated when unexpected situations require reorganization or reallocation of classroom resources.

PERFORMANCE LEVEL B

1. Class time is spent in teaching and learning with minimal attention to administrative duties.

2. Classroom resources are accessible to students to support learning in the content. Flexibility is demonstrated as situations demand that classroom processes and instructional procedures be modified.

PERFORMANCE LEVEL C

1. In addition to Performance Level B, the resources of time, space, and attention are appropriately managed to provide equitable opportunity for students to engage in learning the content.

2. The teacher effectively modifies classroom processes and instructional procedures as the situation demands. Classroom resources are readily available to students to facilitate efficient and effective learning of content. Routines are established for handling non-instructional matters quickly and efficiently.




Domain Five: Professional Growth/Dispositions

INDICATOR A: Demonstrates professional behavior and work habits

1. Maintains a professional appearance as appropriate to school setting.

2. Displays poise and self-control in all interactions.

a. Uses appropriate conflict resolution skills.

b. Adjusts to changes that affect learning environment.

c. Accepts and uses constructive criticism.

d. Works effectively with diverse populations.

3. Displays proper work habits.

a. Maintains satisfactory record of attendance.

b. Arrives and departs at appropriate times.

c. Participates fully in school activities.

d. Completes assigned tasks on schedule.

4. Follows professional code of ethics and all applicable policies and procedures.

Data Sources:


Evaluator Data

Growth Plan


Domain Five: Professional Growth/Dispositions


(comment required)

1. Dress is inappropriate to setting.

2. Lacks poise and does not maintain self-control.

a. Conflict resolution skills are ineffective.

b. Inflexible in dealing with changes.

c. Unwilling to accept or apply suggestions.

d. Displays intolerance.

3. Poor work habits.

a. Unexcused and/or excessive absences.

b. Does not adhere to assigned work schedule.

c. Does not attend school activities.

d. Assigned tasks are not completed, late, or poorly done.

4. Is unfamiliar with professional code of ethics, but follows policies and procedures.


1. Dress is appropriate to setting.

2. Is poised and maintains self-control in most interactions.

a. Uses conflict resolution skills.

b. Displays flexibility in dealing with changes.

c. Accepts suggestions and attempts to apply.

d. Displays tolerance in working with diverse populations.

3. Work habits are appropriate.

a. Absences are excused and not excessive.

b. Adheres to assigned work schedule.

c. Attends most school activities.

d. Assigned tasks completed on schedule.

4. Is familiar with professional code of ethics and follows all applicable policies and procedures.


In addition to Performance Level B,

1. Dress and appearance is consistently professional.

2. Always maintains poise and self-control when dealing with difficult situations.

3. Displays excellent work habits.

4. Displays ethical behavior in all interactions.





INDICATOR A: Communicates clearly and correctly with students, parents, and other stakeholders.

1. Uses effective and correct verbal and nonverbal language appropriate to the audience and models effective communication strategies through questioning, listening, clarifying, and restating.

2. Communicates subject matter clearly and correctly, verbally and written, in a style easily understood by stakeholders in the education community.

Data Sources:


Evaluator Data





1. Communications contain inappropriate grammar, but a logical organization of information is evident. The teacher speaks clearly, using appropriate vocabulary.

2. The teacher uses vocabulary that reflects knowledge of the content. Written information contains grammar, spelling, and vocabulary errors.


1. Appropriate grammar and word choice are used for the clear and concise exchange of information. The teacher models effective communication strategies through questioning, listening, clarifying, and restating.

2. An appropriate volume and pace are used to communicate the content for the specific audience. Written information is logically organized and complete for the intended purpose and audience, with correct grammar and mechanics.


1. In addition to Performance Level B, the teacher models effective communication strategies with students, parents, and other stakeholders in conveying ideas and information, questioning, clarifying, and restating. The teacher understands the cultural dimensions of communication and responds appropriately.

2. In addition to Performance B, written information is structured for clear and concise communication with the identified audience. The readers experiences, perspectives, and skills are considered when composing written documents. The teacher uses a variety of tools to enrich communication opportunities.

Assessment: 04: Student Teaching Evaluation


Class

Term

Item

Total

0

1

2

ICL 0000

2006F

Strategies A: Content Knowledge

25 / 8

3(12%)

9(36%)

13(52%)

Standard: 11: General Skills of Teaching: Diverse learners

Class

Term

Item

Total

0

1

2

ICL 0000

2006F

Planning C: Diverse Learners

25 / 8

4(16%)

8(32%)

13(52%)

Standard: 16: General Skills of Teaching: Environment

Class

Term

Item

Total

0

1

2

ICL 0000

2006F

Environment A: Classroom Culture

25 / 8

6(24%)

5(20%)

14(56%)


Class

Term

Item

Total

0

1

2

ICL 0000

2006F

Planning A: Goals and Objectives

25 / 8

3(12%)

9(36%)

13(52%)


Class

Term

Item

Total

0

1

2

ICL 0000

2006F

Assessment A: Appropriateness

25 / 8

2(8%)

14(56%)

9(36%)

ICL 0000

2006F

Assessment B: Communication of Student Progress

25 / 8

0(0%)

12(48%)

13(52%)

Standard: 25: Professional Growth- Prof learning and leadership

Class

Term

Item

Total

0

1

2

ICL 0000

2006F


25 / 8

1(4%)

8(32%)

16(64%)

Standard: 26: Professional Growth - Reflect on teaching

Class

Term

Item

Total

0

1

2

ICL 0000

2006F


25 / 8

2(8%)

11(44%)

12(48%)

Standard: 27: Professional Growth - Use advice to improve teach

Class

Term

Item

Total

0

1

2

ICL 0000

2006F


25 / 8

2(8%)

11(44%)

12(48%)

Standard: 28: Professional Growth - Interact effectively w/co

Class

Term

Item

Total

0

1

2

ICL 0000

2006F


25 / 8

1(4%)

8(32%)

16(64%)

5 B: Scoring Guide for Assessment 4

PAGE

10

Section 4-Assessment 4 Student Teaching Assessment


Science Research Project

EFFECT ON STUDENT LEARNING: An assessment that demonstrates candidate effects on student learning of science, including major concepts, principles, theories, laws; the unifying concepts of science; the nature of science; the practice of inquiry (including student engagement in inquiry); analysis of issues related to science and technology and the impact of science on themselves and their community. NSTA standards that must be addressed by this assessment include, but are not limited to standards 1A-1C, 2C, 3B, 4B, and 7B.

1. A brief description of the assessment and its use in the program:

This assessment, science research project, demonstrates that candidates are cognizant of their teaching on student science learning. Teachers work in pairs or groups to design an issue oriented disciplined based research project, teach the project to public school students, and then analyze the student work for effectiveness.

The candidates will write the lesson plan, submit it to be evaluated, and then teach the content lesson to their students or an available secondary class of students. The project is graded on a 0, 1, 2 scale with 2 measuring exceeded expectations.


This assessment aligns with NSTA Standard NSTA standards that must be addressed by this assessment include, but are not limited to standards Content (1A-1C, 2C), Inquiry (3B), Issues (4B), and Science in the Community (7B).


Semester

Total Students

0

Unacceptable

1

Acceptable

2

Optimal

Fall 2006

5

1(20%)

4(80%)

Fall 2007

There were only 5 MAT Science students in the ICL 7602 class during the Fall of 2006 and 80% (4 students) scored a 2, Optimal..


Through this task the candidates are immersed in the learning process of evaluating their teaching and its effect on student learning. Eighty percent or 4 students scored optimal and only one or 20% was acceptable. There were no students who were not successful on this task.

ATTACHMENT A

Assessment # 5 Science Research Project

1. Content. Teachers of science understand and can articulate the knowledge and practices of contemporary science. They can interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can conduct scientific investigations. To show that they are prepared in content, teachers of science must demonstrate that they

(a) understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association;

(b) understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards;

(c) understand and can successfully convey to students important personal and technological applications of science in their fields of licensure;

2. Nature of Science. Teachers of science engage students effectively in studies of the history, philosophy, and practice of science. They enable students to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. To show they are prepared to teach the nature of science, teachers of science must demonstrate that they:

(c) engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science

3. Inquiry. Teachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences. To show that they are prepared to teach through inquiry, teachers of science must demonstrate that they:

(b) engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.

4. Issues. Teachers of science recognize that informed citizens must be prepared to make decision

Documents

Program Report for the Preparation of Science Teachers ... · Program Report for the Preparation of Science Teachers National Science Teachers Association ... 12.€€If your answer