California Standards Implementation. Teacher Survey
|
|
- Stephany Parker
- 8 years ago
- Views:
Transcription
1 California Standards Implementation Teacher Survey October 2015 Thank you for taking this survey endorsed by the California State Board of Education and California Department of Education. Its purpose is to learn more about your experiences implementing California s English Language Arts and mathematics standards. Results from the survey will help state leaders learn more about the ways the California standards are affecting classroom instruction and professional development. Your privacy is important to us. To reach a representative sample of California teachers, WestEd and Civis Analytics are working with a consumer research firm that uses a proprietary list of contact information for teachers in the state. Results of the survey will be reported only in summary form so that neither individuals nor their schools can be identified. This is not an evaluation of any program or individual. All respondents who complete the survey will receive a $10 Amazon gift card. The survey will take approximately 15 minutes to complete. 1
2 A. CALIFORNIA S NEW ENGLISH LANGUAGE ARTS AND MATHEMATICS STANDARDS *A1. Please indicate your level of agreement with the following statements about California s new standards. (If you do not teach the subject in question, please check the box labeled I do not teach this subject. ) [Response options: I do not teach this subject; Disagree, Somewhat Disagree, Neither Agree Nor Disagree, Somewhat Agree, Agree] *a. The English Language Arts (ELA) standards are more rigorous than the previous state standards. *b. The ELA standards set appropriate expectations for student learning at each grade level. *c. The ELA standards are presented clearly. d. The English Language Development (ELD) standards set appropriate expectations for student learning at each grade level. e. The ELD standards are presented clearly. *f. The mathematics standards are more rigorous than the previous state standards. *g. The mathematics standards set appropriate expectations for student learning at each grade level. *h. The mathematics standards are presented clearly. *i. Clear expectations about California s standards have been communicated to teachers. *j. California s new ELA/ELD and mathematics standards will positively affect the degree to which students are prepared for college and careers. *k. California s new standards make learning more relevant to students everyday lives. *A2. Which of the following supports for implementing California s new standards have you received, how helpful were these supports, from whom did you receive these supports, and do you need more support? *A2a. Support received? [Response options: Yes, No] *A2b. How helpful was support? [Response options: Not Helpful, Somewhat Helpful, Helpful, Very Helpful] *A2c. What was the source of the support? [Response options: Yourself or Colleague(s), Administrator or District Staff, Other Provider] *A2d. Do you need more of this type of support? [Response options: Yes, No] *a. Curriculum materials aligned to California s new English Language Arts (ELA) standards *b. Diagnostic assessments aligned to California s new ELA standards *c. Curriculum materials aligned to California s new mathematics standards *d. Diagnostic assessments aligned to California s new mathematics standards *e. Digital tools (on-line textbooks, webinars, on-line communities, applications/apps, etc.) f. Smarter Balanced Digital Library resources *g. Information about how California s new standards change what is expected of teachers instructional practices *h. Information about how California s new standards change what is expected of students *i. Professional development on California s new ELA standards *j. Professional development on California s new mathematics standards *k. Other (please specify): * A version of this question appears on teacher surveys in other states. 1
3 A3. Please indicate your level of agreement with the following statements about support for implementing California s new standards. [Response options: Disagree, Somewhat Disagree, Neither Agree Nor Disagree, Somewhat Agree, Agree] a. I have adequate time to successfully implement California s new standards. b. I have adequate support from teachers, coaches, and school leaders to successfully implement California s new standards. c. My school administrators have sufficient expertise, or access to experts, to support my implementation of California s new standards. d. My district included teachers in developing its strategy for implementing California s new standards. A4. Please indicate your level of agreement with the following statements about your school s implementation of California s new standards with English Learners (ELs). [Response options: Disagree, Somewhat Disagree, Neither Agree Nor Disagree, Somewhat Agree, Agree] a. My school highly prioritizes ensuring that ELs are able to meet the rigor of California s new standards. b. I am prepared to ensure that ELs are able to meet the rigor of California s new standards. c. English Learner and general education teachers at my school are collaborating to ensure ELs are able to meet the rigor of California s new standards. d. My school ensures that ELs have access to the entire curriculum. 2
4 B. TEACHER DEVELOPMENT The next set of questions asks about your overall teacher professional development experiences. B1. During the school year (including summer 2014), how often did you participate in each of the following activities with other teachers at your school? [Response options: never, About Once a Semester or Less, About Once a Month, Two or Three Times a Month, About Once a Week, More Than Once a Week] a. Met with other teachers to discuss standards, instruction, and/or student learning b. Worked with other teachers to develop materials or activities for particular classes c. Observed another teacher's classroom to get ideas for my instruction or to offer feedback d. Another teacher or teachers observed my classroom *B2. Indicate your level of agreement with the following statements. [Response options: Disagree, Somewhat Disagree, Neither Agree Nor Disagree, Somewhat Agree, Agree] a. My school provides me with adequate time in the school day to collaborate with my peers. *b. My school principal and administrators make sure that my peers and I have adequate expertise and guidance for our collaborations. *c. My school principal and administrators provide materials and tools that help us work together more effectively. d. Collaborative sessions with other teachers in my school are usually productive. * A version of this question appears on teacher surveys in other states. 3
5 B3. During the school year (including summer 2014), which of the following professional development activities did you participate in? [Response options: Not Available, Available But Did Not Participate, Participated In] B3a. If participated in (3), mark how often. [Response options: Once or Twice a Year, Three to Six Times a Year, Once or Twice a Month, Once or Twice a Week, More Than Twice a Week] a. Participated in the development of my district s professional development plan b. Attended workshops, seminars, institutes or conferences organized by my school or district c. Utilized online professional development resources (such as webinars, videos, online articles, etc.) offered by or through my district d. Attended workshops, seminars, institutes or conferences organized by organization(s) outside my school or district e. Took graduate courses in education and/or my subject area f. Participated in professional learning communities or other discussion groups g. Acted as a coach or mentor to other teachers or staff in your school or district h. Received coaching or mentoring about my instruction from an activity leader, coach, or mentor i. Worked on a committee or task force focused on curriculum and instruction j. Engaged in informal self-directed learning (e.g., discussions with colleagues, reading articles, using internet resources) to enrich your subject area knowledge and skills. k. Participated in professional development sessions about Smarter Balanced Digital Library l. Participated in professional development sessions about Smarter Balanced Interim Assessments m. Participated in professional development sessions on how to use Brokers of Expertise/My Digital Chalkboard. n. Did something else? (Please specify) *B4. Were you offered any of the following supports to encourage your participation in professional development activities? [Response options: Yes, No, Don t Know] *a. Release time from teaching (such as regular teaching responsibilities temporarily assigned to someone else) *b. Scheduled time in the contract year for professional development *c. Stipend for professional development activities that take place outside regular work hours *d. Full or partial reimbursement of college tuition *e. Reimbursement for conference or workshop fees *f. Reimbursement for travel and/or daily expenses to attend conferences or workshops * A version of this question appears on teacher surveys in other states. 4
6 *B5. Indicate your level of agreement with the following statements about all the professional development activities in which you participated during the school year (including summer 2014). My professional development activities [Response options: Disagree, Somewhat Disagree, Neither Agree Nor Disagree, Somewhat Agree, Agree] *a. Improved my content knowledge of the academic subject(s) I teach. *b. Advanced my understanding of effective instructional strategies. *c. Had a positive and lasting impact on my classroom instruction. *d. Helped me improve in my teaching toward California s new standards. *e. Were well-aligned with California s new standards and/or the curriculum based on these standards. *f. Were designed to address needs revealed by analysis of students performance on state assessments. g. Helped me improve in my teaching with English Learners. h. Helped me improve in my teaching with students with special needs. B6. During the school year (including summer 2014), how much emphasis did your professional development activities place on the following topics? [Response options: None, Minor, Moderate, Major] a. Alignment of instruction to curriculum frameworks and/or California s new standards b. Instructional approaches c. In-depth study of your subject area or specific concepts within your subject area d. Study of how children learn particular topics in your subject area e. Individual differences in student learning f. Meeting the learning needs of special populations of students (e.g., English Learners, students with disabilities) g. Classroom assessment (e.g., formative, diagnostic, textbook-linked tests, teacher-developed tests) h. State or district assessment (e.g., preparing, understanding, interpreting assessment data) i. Interpretation of assessment data to inform instruction j. Technology to support student learning B7. During the school year, including summer 2014, how often did your district solicit feedback from you about your professional development activities? Please select only one Never Rarely Sometimes Frequently Always * A version of this question appears on teacher surveys in other states. 5
7 C. DEMOGRAPHICS C1. During the school year, what grade(s) did you teach? Please select all that apply. Pre-K grade 1 grade 2 grade 3 grade 4 grade 5 Transitional kindergarten Kindergarten grade 6 grade 7 grade 8 grade 9 grade 10 grade 11 grade 12 C2. During the school year, what subject(s) did you teach? Please select all that apply. English/Language arts/reading/writing English language development Mathematics Social Studies Science World language(s) Visual or performing arts (art, music, dance, theater) Health/physical education Career/technical education Special education Other (Please specify) C3. Prior to this school year, how long have you worked as a teacher? Please do not include student teaching or any time you have been teaching this school year. a. Total amount of time teaching Years Months b. Total amount of time teaching in current school Years Months c. Total amount of time teaching in current district Years Months 6
8 D. ENGLISH LANGUAGE ARTS INSTRUCTIONAL PRACTICES [NOTE: Only those teachers responding that they taught 1. English/Language arts/reading/writing on question C2 will receive the following questions [D1 to D8] below.] The following set of questions refer to activities that are part of English Language Arts (ELA) instruction. If you teach more than one class, for all of the questions, please think about and respond only for one class that you teach each week. If that is a split class (i.e., the class contains more than one group for language arts instruction and each group is taught separately), please respond for only one group. D1. How many students are in the class? Please select one only. 10 or fewer 11 to to to to or more D2. What percentage of students in the class are English Learners (ELs)? Please select one only. None Less than 10% 10% to 25% 26% to 50% More than 50% D3. What percentage of the students in the class have IEPs? Please select one only. Less than 10% 10% 20% 30% 40% 50% 60% 70% 80% 90+ % 2
9 D4. Please indicate how each of the following influences what you teach in the class. [Response options: Strong Negative Influence, Somewhat Negative Influence, Little or No Influence, Somewhat Positive Influence, Strong Positive Influence] a. California s curriculum framework or new standards b. Your district's curriculum c. Textbook or instructional materials d. State assessments e. District assessments f. Screening, formative, diagnostic, or classroom assessment results g. National Council of Teachers of English Language Arts and Reading Education Standards h. Your pre-service preparation i. Students' special needs j. Preparation of students for next grade or level k. Local priorities, directives, or policies l. Your professional development experiences 3
10 D5. For the following items please indicate how well prepared you are to [Response options: Not Well Prepared, Somewhat Prepared, Well Prepared, Very Well Prepared] a. Use/manage cooperative learning groups in English, language arts, and reading b. Integrate English, language arts, and reading with other subjects c. Provide instruction that meets state English, language arts, and/or reading standards d. Use a variety of assessment strategies e. Teach reading at your assigned level f. Teach writing at your assigned level g. Teach language arts at your assigned level h. Teach literature at your assigned level i. Teach critical thinking at your assigned level j. Select and/or adapt instructional materials to implement the prescribed curriculum k. Teach students with physical disabilities l. Help students document and evaluate their own work m. Teach classes for students with diverse abilities and learning styles n. Teach students from a variety of cultural backgrounds o. Teach students who are English Learners p. Teach students who have learning disabilities that impact language arts learning q. Organize and manage the classroom r. Support students' developmental and maturational needs s. Involve parents in the English, language arts, and reading education of their children t. Adapt instructional materials to enhance understanding of academic content u. Integrate instruction of language arts content with real-world or life skills v. Teach students who are persistently low performers 4
11 D6. Listed below are questions about the types of activities that students in your class may engage in during ELA instruction. Please rate the relative amount of time a typical student in your class will spend engaged in each activity over the course of a school year. [Response options: None, Little, Some, Moderate, Considerable] a. Listen to the teacher explain, or observe the teacher demonstrate or model a concept or procedure b. Read and comprehend information from multiple sources c. Collect, summarize, and/or analyze information or data from multiple sources d. Present or demonstrate to others e. Work individually on assignments f. Participate in whole-class discussions g. Explain their reasoning or thinking in solving problems h. Engage in a writing process to support arguments with evidence i. Use hands-on materials j. Work in pairs or small groups k. Engage in learning activities outside the classroom l. Use computers, calculators, or other educational technology to learn, practice or explore m. Maintain and reflect on a portfolio of their own work n. Practice test-taking strategies o. Take a quiz or test D7. Please rate the relative level of emphasis you place on assessment practices that [Response options: None, Little, Some, Moderate, Considerable] a. Focus on application of content b. Focus on recall of information c. Focus on applying understandings and knowledge d. Use authentic contexts (e.g., real-world simulation, project-based or cross-disciplinary problems) e. Provide written feedback to develop further student understanding f. Provide verbal feedback to develop further student understanding g. Require students to explain, reason, support conclusions, and use appropriate sources as evidence h. Use rubrics/scoring guides to analyze student work i. Generate results used to adjust teaching methods within current unit j. Provide students opportunities to evaluate their own work k. Intentionally use informal assessments during a unit (e.g., exit cards, check for understanding, etc.) l. Use various assessment data in adjusting the curriculum and/or instruction 5
12 D8. Please indicate your level of agreement with each of the statements below: [Response options: Disagree, Somewhat Disagree, Neither Agree Nor Disagree, Somewhat Agree, Agree] a. Students learn language arts best when they engage in reading and writing to solve problems. b. Students need extensive practice applying specific grammar, usage, and mechanics skills. c. All students can learn challenging content in English, language arts, and reading. d. Students learn English, language arts, and reading best in classes with students of similar abilities. e. It is important for students to learn basic language arts skills before engaging in critical thinking. f. I enjoy teaching English, language arts, and reading. g. I am supported by colleagues to try out new ideas in teaching English, language arts, and reading. h. English, language arts, and reading teachers in this school regularly share ideas and materials. i. English, language arts, and reading teachers in this school regularly observe each other teaching j. I have adequate curriculum materials available for instruction. k. I have many opportunities to learn new things about teaching English, language arts, and reading in my present job. l. I have adequate time during the regular school week to work with my peers on English, language arts, and reading curriculum or instruction. m. Most teachers in this school contribute actively to making decisions about the curriculum. n. My school supports co-teaching and collaboration between general and special educators in the teaching of language arts and reading. o. My school supports co-teaching and collaboration between general and EL educators in the teaching of language arts and reading. p. Instructional coaches or district specialists work with teachers at my school. q. The resources in My Digital Chalkboard support my work. r. The resources in the Smarter Balanced Digital Library support my work. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION. 6
13 E. MATH TEACHER INSTRUCTIONAL PRACTICES (NOTE: Only those teachers responding that they taught 3. Mathematics on question C2 should receive the following questions [E1 to E8] below, which concludes their survey.) The following set of questions refer to activities that are part of mathematics instruction. If you teach more than one class, for all of the questions, please think about and respond only for one class that you teach each week. If that is a split class (i.e., the class contains more than one group for mathematics instruction and each group is taught separately), please respond for only one group. E1. How many students are in the class? Please select one only. 10 or fewer 11 to to to to or more E2. What percentage of students in the class are English Learners (ELs)? Please select one only. None Less than 10% 10% to 25% 26% to 50% More than 50% E3. What percentage of the students in the class have IEP's? (Mark nearest 10%) Please select one only. Less than 10% 10% 20% 30% 40% 50% 60% 70% 80% 90+ % 7
14 E4. Please indicate how much each of the following influences what you teach in the class. [Response options: Strong Negative Influence, Somewhat Negative Influence, Little or No Influence, Somewhat Positive Influence, Strong Positive Influence] a. California s curriculum framework or new standards b. Your district's curriculum c. Textbook or instructional materials d. State test or results from test e. District test or results from test f. Screening, diagnostic, formative or classroom assessment results g. National Council of Teachers of Mathematics Education Standards h. Your pre-service preparation i. Students' special needs j. Preparation of students for next grade or level k. Local priorities, directives, or policies l. Your professional development experiences 8
15 E5. For the following items please indicate how well prepared you are to: [Response options: Not Well Prepared, Somewhat Prepared, Well Prepared, Very Well Prepared] a. Use/manage cooperative learning groups as part of mathematics instruction b. Integrate mathematics with other subjects c. Provide mathematics instruction that meets state content standards (e.g., district, state, or national) d. Use a variety of assessment strategies (including objective and open-ended formats) e. Teach problem-solving strategies f. Teach mathematics with manipulatives, such as counting blocks or geometric shapes g. Teach mathematics arts at your assigned level h. Develop students communication skills in expressing mathematical concepts and procedures i. Teach students to reason mathematically, and to evaluate mathematical claims j. Select and/or adapt instructional materials to implement the district s curriculum k. Teach students with physical disabilities l. Help students document and evaluate their own work m. Teach classes for students with diverse abilities and learning styles n. Teach students in a culturally relevant manner o. Teach mathematics students who are English Learners p. Teach students who have learning disabilities that impact mathematics learning q. Organize and manage the classroom r. Support students' developmental and emotional needs s. Involve parents in the mathematics education of their children t. Adapt instructional materials to enhance understanding of mathematics content u. Integrate instruction of mathematics content with real-world or life skills v. Teach students who are persistently low performers 9
16 E6. Listed below are questions about the types of activities that students in your class may engage in during mathematics instruction. Please rate the relative amount of time a typical student in your class will spend engaged in each activity over the course of a school year. [Response options: None, Little, Some, Moderate, Considerable] a. Listen to the teacher explain, or observe the teacher demonstrate or model a mathematics procedure or solve a problem b. Read and comprehend mathematics information from multiple sources c. Collect, summarize, and/or analyze information or data from multiple sources d. Present or demonstrate to others e. Work individually on mathematics assignments f. Participate in whole-class discussions about mathematics g. Explain their reasoning or thinking in solving problems h. Engage in a writing process to support arguments with evidence i. Use hands-on materials (manipulatives) j. Work in pairs or small groups on mathematics exercises, problems, investigations, or tasks k. Engage in learning activities outside the classroom l. Use computers, calculators, or other educational technology to learn, practice or explore m. Maintain and reflect on a portfolio of their own work n. Practice test-taking strategies o. Take a quiz or test E7. Please rate the relative level of emphasis you place on assessment practices that [Response options: None, Little, Some, Moderate, Considerable] a. Focus on application of content b. Focus on information recall c. Focus on applying understandings and knowledge d. Use authentic contexts (e.g., real-world simulation, project- based or cross-disciplinary problems) e. Provide written feedback to develop further student understanding f. Provide verbal feedback to develop further student understanding g. Require students to explain, reason, support conclusions, and use appropriate sources as evidence h. Use rubrics/scoring guides to analyze student work i. Generate results used to adjust teaching methods within current unit j. Provide students opportunities to evaluate their own work k. Intentionally use informal assessments during a unit (e.g., exit cards, check for understanding, etc.) l. Use various assessment data in adjusting the curriculum and/or instruction 10
17 E8. Please indicate your level of agreement with each of the statements below: [Response options: Disagree, Somewhat Disagree, Neither Agree Nor Disagree, Somewhat Agree, Agree] a. Students learn mathematics best when they ask a lot of questions b. Students need to practice mathematical computation skills regularly to perform well on tests c. All students can learn challenging content in mathematics. d. Students learn mathematics best in classes with students of similar abilities. e. It is important for students to learn basic mathematics skills before engaging in critical thinking. f. I enjoy teaching mathematics. g. I am supported by colleagues to try out new ideas in teaching mathematics. h. Mathematics teachers in this school regularly share ideas and materials. i. Mathematics teachers in this school regularly observe each other teaching classes. j. I have adequate curriculum materials available for instruction. l. I have adequate time during the regular school week to work with my peers on mathematics curriculum or instruction. m. Most teachers in this school contribute actively to making decisions about the curriculum. n. My school supports co-teaching and collaboration between general and special educators in the teaching of mathematics. o. My school supports co-teaching and collaboration between general and EL educators in the teaching of mathematics. p. The resources in the Smarter Balanced Digital Library support network are helpful. THANK YOU VERY MUCH FOR YOUR TIME AND COOPERATION. 11
Teacher Questionnaire
PCAP Main Administration (2010) Teacher Questionnaire Council of Ministers of Education, Canada Funds for the Pan Canadian Assessment Program are provided by participating jurisdictions through the Council
More informationYOUNG FIVES PROGRAM 2009-2012 THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT. Palo Alto Unified School District
YOUNG FIVES PROGRAM THREE-YEAR SINGLE PLAN FOR STUDENT ACHIEVEMENT 2009-2012 Palo Alto Unified School District DISTRICT GOAL: Create an exceptional learning environment that engages, challenges, and supports
More informationTOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
More informationSection Two: Ohio Standards for the Teaching Profession
12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how
More informationNew Hampshire Department of Education Special Education Program Approval and Improvement Process
New Hampshire Department of Education Special Education Program Approval and Improvement Process The mission of NHDOE Special Education Program Approval is to improve education results for all learners.
More informationOFF-CAMPUS MASTER S PROGRAMS M.Ed. in Educational Leadership. The Head, Hand, and Heart of School Leadership. Degree Requirements:
M.Ed. in Educational Leadership This program is for experienced classroom teachers who have an inner passion for facilitating student achievement and school improvement. These educators will find the graduate
More informationEARLY EDUCATION. ADMPS 1001 SOCIAL FOUNDATIONS OF EDUCATION 3 cr. I&L 0020 DIRECTED TUTORING 1-3 cr.
EARLY EDUCATION ADMPS 1001 SOCIAL FOUNDATIONS OF EDUCATION 3 cr. This course is a broad-based overview of education addressing education issues and policies in the United States. An interdisciplinary approach
More informationCALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)
CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple
More informationColorado Professional Teaching Standards
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
More informationProgram Models. proficiency and content skills. After school tutoring and summer school available
Holyoke English Language Learners Program Opportunities & Services Program Models ELL students ts participate i t in mixed groupings so they can learn with English-speaking peers. Certified ESL, ELL or
More informationFordham University Graduate School of Education
Fordham University Graduate School of Education Teacher residency Model March 13, 2015 Teacher residency Scholars Program (TRIP) Trip Scholarship Benefits Stipend - $30,000 living expense stipend (paid
More informationLANG 557 Capstone Paper . Purpose: Format: Content: introduction view of language
Masters of Science in Curriculum & Instruction Special Education Emphasis Alignment of Summative Assessments to InTASC Standards The Courses in the TESL Emphasis are aligned to MN Board of Teaching Standards
More informationNew High School Chemistry Teaching Program
Master s of Education in Chemistry Teaching Real Chemistry Content for Real- World Classrooms The Center for Science and Math Education and the School of Education at Loyola University Chicago introduces
More informationInformation by Assessment
Information by Assessment Prepared by Pearson for submission under contract with the National Board for Professional Teaching Standards CTRC_elec_01 Contents This document is a reference guide for candidates
More informationMaster s in Educational Leadership Ed.S. in Administration and Supervision
Master s in Educational Leadership Ed.S. in Administration and Supervision Austin Peay State University Professional Educational Standards, TILS Standards, and NCATE Standards Austin Peay State University
More informationProject-Based Learning for all students entering Kindergarten to Grade 12. Used by Missouri school districts since 2000! New STEM. Courses for 2016!
Used by Missouri school districts since 2000! Created for Missouri Students Project-Based Learning for all students entering Kindergarten to Grade 12 New STEM Courses for 2016! Reduce Summer Learning Loss
More informationPBS TeacherLine Course Syllabus
1 Title Inspire Elementary Students with Engineering Target Audience This course is intended for pre-service and in-service teachers of grades PreK to 6 th grade. Prerequisites To successfully participate
More informationIf students are to succeed
Preparing to Implement the Citywide Instructional Expectations: Ensuring curricula that are appropriate in all subjects Exploring Expectations for content-area teachers In this session, participants will
More informationStandards of Quality and Effectiveness for Professional Teacher Preparation Programs APPENDIX A
APPENDIX A Teaching Performance Expectations A. MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction Background Information: TPE 1. TPE 1 is
More informationNW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative
More informationACTION 100 and Students Receiving Special Education Services
ACTION 100 and Students Receiving Special Education Services Approximately 12% of students in grades K-12 currently receive special education services. These students include: those with diagnosed learning
More informationFlorida Educator Certification
Florida Educator Certification Overview Draft Not Official Licensure Structure Florida Approach: K-12 non-categorical license for ESE teachers. Specifics Additional Certification Options Hearing Impaired
More informationCurriculum and Instruction
Curriculum and Instruction Core curriculum is the foundation of Tier 1 instruction and is the basis for building K-12 literacy in Arizona students. The curriculum at each level must be based upon the 2010
More informationKey Principles for ELL Instruction (v6)
Key Principles for ELL Instruction (v6) The Common Core State Standards (CCSS) in English Language Arts and Mathematics as well as the soon-to-be released Next Generation Science Standards (NGSS) require
More informationVancouver Board of Education. PROGRAMS AND SERVICES For GIFTED/HIGHLY-ABLE STUDENTS
Vancouver Board of Education PROGRAMS AND SERVICES For GIFTED/HIGHLY-ABLE STUDENTS Definition: Gifted Exceptionally high capability with respect to intellect, creativity, or skills in specific disciplines
More informationWV e-learning 2013-2014. Early Childhood Classroom Assistant Teacher. Requirements for Authorization
WV e-learning 2013-2014 Early Childhood Classroom Assistant Teacher Requirements for Authorization Early Childhood Classroom Assistant Teacher - Permanent Authorization 2 Early Childhood Classroom Assistant
More informationNC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
More informationGEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS
GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,
More informationTeacher Questionnaire
[Placeholder for identification label] (105 x 35 mm) OECD Teaching and Learning International Survey (TALIS) Teacher Questionnaire Main Study Version (MS-12-01) [International English, UK Spelling] [National
More informationTHE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION
THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Definition of an Endorsement Certificate... 3 Introduction to Instructional Coach Endorsement
More informationLetter of Endorsement Teacher Leadership and Instructional Coaching Online Graduate Education for Today s Teachers and Leaders
Letter of Endorsement Teacher Leadership and Instructional Coaching Online Graduate Education for Today s Teachers and Leaders Motivate Educators. Enrich Teaching Experiences. Letter of Endorsement: TEacher
More informationEDU 330: Developmental and Educational Psychology Course Syllabus Spring 2015
EDU 330: Developmental and Educational Psychology Course Syllabus Spring 2015 Professor: Dr. Daniel C. Moos Office: (507) 933-7448 Email: dmoos@gustavus.edu Class: Tuesday & Thursday (Mattson, 102) 9:00
More informationNExT Common Metrics TTS Last updated January 27, 2014
2014 Transition to Teaching Survey Which communication method most prompted you to complete this survey today? (Select one only.) Email message(s) from Hezel Associates Mailed letter from Hezel Associates
More informationMaster Technology Teacher Standards
Master Technology Teacher Standards FINAL Approved on January 4, 2002 Texas State Board for Educator Certification MASTER TECHNOLOGY TEACHER STANDARDS Standard I. Standard II. Standard III. Standard IV.
More informationBest Virtual School Solution for Students
Best Virtual School Solution for Students Background K12 Inc. (NYSE: LRN), a technology-based education company, is the nation s largest provider of proprietary curriculum and online education programs
More informationB.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook
B.A. in Education Specialization: Early Childhood Education (P-3) Student Handbook Rowan University College of Education Teacher Education Department 1 Table of Contents Program Description 3 ECED Program
More informationNew Mexico 3-Tiered Licensure System
New Mexico 3-Tiered Licensure System Requirements & Guidelines for the Preparation of the New Mexico Professional Development Dossier (PDD) for Teachers Prepared by the New Mexico Public Education Department
More informationNorth Carolina School Library Media Coordinators Standards
North Carolina School Library Media Coordinators Standards Every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in
More informationEarly Childhood; Elementary/Middle Grades; Special K-12; and Teacher Leader Endorsements
Early Childhood; Elementary/Middle Grades; Special K-12; and Teacher Leader Endorsements 1 FALL 2013 ILLINOIS STATE BOARD OF EDUCATION LICENSURE OFFICER TRAINING WEBINAR 3 Early Childhood Endorsement Completion
More informationPosition Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008
Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 The Connecticut State Board of Education believes a high-quality, comprehensive prekindergarten-12
More informationNew Teacher Preparation Partnership Program 2015-2016
New Teacher Preparation Partnership Program 2015-2016 Thank you for your interest in the New Teacher Preparation Partnership Program. You can find the Word version of the online application on the following
More informationSpecial Education Endorsement, or Early Childhood Special Education, or. Pre- 87 (Unendorsed) Certificate K-12, or
The Washington -Based HOUSSE Content Knowledge Matrix (SPED-only) Directions: 1. A total of 100 points is required on the Washington -Based HOUSSE Content Knowledge Matrix to meet ESEA highly qualified
More informationSpecial Education Teachers
Requirements to be Considered Highly Qualified by the Federal No Child Left Behind Standards April 15, 2005 Pursuant to the No Child Left Behind Act of 2001 (NCLB), teachers of core academic subjects (i.e.,
More informationNote: Survey responses are based upon the number of individuals that responded to the specific question. Response Responses Responses
State: IN Results based on 133 survey(s). Note: Survey responses are based upon the number of individuals that responded to the specific question. What is your current job responsibility? (select one)
More informationState of Colorado K-12 Mandate
State of Colorado K-12 Mandate Below is a partial list of state and federal mandates for school districts in Colorado: Minimum Number of Days of Instruction Every child who has attained the age of six
More informationDepartment of Teacher Education. Graduate Programs. Reading Teacher Internship Guidelines. Masters Degree in Education: Reading Teacher Endorsement
Department of Teacher Education Graduate Programs Reading Teacher Internship Guidelines Masters Degree in Education: Reading Teacher Endorsement Revised Fall 2012 Table of Contents To The Candidate...3
More informationA Collaborative Approach to Engage All Students in the Paramount Unified School District
: A Collaborative Approach to Engage All Students in the Paramount Unified School District Sonya Cuellar, Board Member Herman Mendez, Superintendent Deborah Stark, Ed.D., Assistant Superintendent Kimberly
More informationAlignment Table School Counseling. Austin Peay State University Professional Educational Standards, CACREP STANDARDS, and NCATE Standards
Alignment Table School Counseling Austin Peay State University Professional Educational Standards, CACREP STANDARDS, and NCATE Standards Austin Peay State University Professional Educational Standards
More informationMSGP Associated Course Codes with Descriptions
MSGP Course Codes Current Course Codes 2014-15 Course Codes 2015-16 Math 270201 Sixth Grade Mathematics 270201 Sixth Grade Mathematics 270202 Seventh Grade Mathematics 270202 Seventh Grade Mathematics
More informationGeorgia s New Tests. Language arts assessments will demonstrate: Math assessments will demonstrate: Types of assessments
Parents Guide to New Tests in Georgia In 2010, Georgia adopted the Common Core State Standards (CCSS) in English language arts and mathematics and incorporated them into the existing Georgia Performance
More informationCurriculum Development, Revision, and Evaluation Processes
Curriculum Development, Revision, and Evaluation Processes Connections Education has substantial resources for curriculum development and instructional support. The company s team of talented, experienced
More informationHigh Schools That Work in Indiana A Progress Report
High Schools That Work in Indiana A Progress Report High Schools That Work is a comprehensive, results-based school-improvement initiative of the Southern Regional Education Board-State Vocational Education
More informationNYC Department of Education Flexible Programming Guide. March 2012
NYC Department of Education Flexible Programming Guide (Using the Full Continuum of Special Education Programs and Services) March 2012 Updated March 20, 2012 Page 1 For too long, educating students with
More informationSchool Technology Needs Assessement
www.fi.ncsu.edu/1to1/ School Technology Needs Assessement The School Technology Needs Assessment (STNA, say Stenna ) is intended to help school-level decision makers administrators, technology facilitators,
More informationinacol Standards of Quality for Online Courses
A Content inacol Standards of Quality for Online Courses The course goals and objectives are measurable and clearly state what the participants will know or be able to do at the end of the course. Course
More informationHigh Schools That Work in Massachusetts A Progress Report
High Schools That Work in Massachusetts A Progress Report High Schools That Work is a comprehensive, results-based school-improvement initiative of the Southern Regional Education Board-State Vocational
More informationTo ensure students achieve success, educators must take an
Online Teacher Resource and Assessment Community Product Training and Professional Development Introduction To ensure students achieve success, educators must take an active role in their continuous learning,
More informationDr. Candice McQueen, Dean, College of Education 168 LIPSCOMB UNIVERSITY 2009-10
Dr. Candice McQueen, Dean, College of Education 168 LIPSCOMB UNIVERSITY 2009-10 Department of Education Junior High, Associate Professor and Academic Chair Charles A. Beaman, Visiting Professor Keith Nikolaus,
More informationTENNESSEE STATE BOARD OF EDUCATION
Alternative Education Program Model/Standards Standard 1.0: Mission An exemplary alternative education program operates with a clearly stated mission, a formal set of standards, and a plan for program
More informationLos Angeles Unified School District Office of Curriculum, Instruction, and School Support 2014-2015 Elementary Curriculum Maps Grade 4
Los Angeles Unified School District Office of Curriculum, Instruction, and School Support 2014-2015 Elementary Curriculum Maps Grade 4 Introduction to the Document: Welcome to the Los Angeles Unified School
More informationMultiple Subjects Program Assessment Plan Spring 2001
California State University, Sacramento College of Education Multiple Subjects Program Assessment Plan Spring 2001 Contents Multiple Subject Program Group Mission Statement Expected Learning Outcomes (CSTP)
More informationIllinois State Board Of Education Adopted June 2000 CONTENT-AREA STANDARDS FOR EDUCATORS
Illinois State Board Of Education Adopted June 2000 CONTENT-AREA STANDARDS FOR EDUCATORS Division of Professional Preparation January 2001 Revised October 2001 Content-Area Standards Table of Contents
More informationRubric for Evaluating North Carolina s Instructional Technology Facilitators
Rubric for Evaluating North Carolina s Instructional Technology Facilitators Standard 1: Instructional Technology Facilitators demonstrate leadership. Not Demonstrated Developing Proficient Accomplished
More informationStandards for Certification in Early Childhood Education [26.110-26.270]
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
More information19K660. Brooklyn, NY 11207. Jocelyn Badette
NYSED/NYCDOE JOINT INTERVENTION TEAM REPORT AND RECOMMENDATIONS BEDS Code/DBN: 19K660 School Name: W. H. Maxwell High School 145 Pennsylvania Avenue School Address: Brooklyn, NY 11207 Principal: Jocelyn
More informationFRAMEWORK FOR EFFECTIVE TEACHING. Newark Public Schools Teacher Performance Evaluation
FRAMEWORK FOR EFFECTIVE TEACHING Newark Public Schools Teacher Performance Evaluation A GUIDEBOOK FOR TEACHERS & ADMINISTRATORS 2014-2015 TABLE OF CONTENTS Letter from the Superintendent... iii Introduction...
More informationRtI Response to Intervention
DRAFT RtI Response to Intervention A Problem-Solving Approach to Student Success Guide Document TABLE OF CONTENTS Introduction... 1 Four Essential Components of RtI... 2 Component 1... 3 Component 2...
More informationStandard Two: Knowledge of Mathematics: The teacher shall be knowledgeable about mathematics and mathematics instruction.
Performance-Based Standards for Colorado Teachers The following shall serve as standards for the licensing of all teacher education candidates in Colorado and reflect the knowledge and skills required
More informationHow To Write A Curriculum Framework For The Paterson Public School District
DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE Paterson s Department of Curriculum and Instruction was recreated in 2005-2006 to align the preschool through grade 12 program and to standardize
More informationThe residency school counselor program does not prepare candidates to design, deliver, and
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
More informationPRESERVICE. PROFESSIONAL STANDARDS FOR QUEENSLAND TEACHERS (graduate level): A guide for use with preservice teachers QUEENSLAND COLLEGE OF TEACHERS
PRESERVICE PROFESSIONAL STANDARDS FOR TEACHERS (graduate level): March 2009 INTRODUCTION The Professional Standards for Queensland Teachers underpin all stages of teachers professional learning throughout
More informationMILLIKIN TEACHING STANDARDS
MILLIKIN TEACHING STANDARDS Millikin Teaching Standards are correlated to and modifications of Illinois Professional Teaching Standards. Modifications reflect Millikin s mission and the education unit
More informationPOLICY 8030 GRADUATION REQUIREMENTS. I. Policy Statement
GRADUATION REQUIREMENTS BOARD OF EDUCATION Effective: July 1, 2014 I. Policy Statement The Board of Education is committed to ensuring that each student in the Howard County Public School System meets
More informationArkansas Teaching Standards
Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace
More informationStandards for Excellence
THE AUSTRALIAN ASSOCIATION OF MATHEMATICS TEACHERS Standards for Excellence in Teaching Mathematics in Australian Schools 2006 edition These Standards were originally adopted by AAMT Council in 2002 as
More informationRevisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University
Revisioning Graduate Teacher Education in North Carolina Master of Arts in Elementary Education Appalachian State University A. A description of how the proposed program has been revisioned to reflect
More informationComprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan. North Carolina Department of Public Instruction 2013-2014
Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan North Carolina Department of Public Instruction 2013-2014 1 TABLE OF CONTENTS INTRODUCTION PAGE 3 NCDPI PAGE 4 STANDARDS-BASED
More information1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12
1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12 2. Course Description: Prerequisites: Admission to student
More informationINTER-OFFICE CORRESPONDENCE LOS ANGELES UNFIED SCHOOL DISTRICT LOCAL DISTRICT EAST
INTER-OFFICE CORRESPONDENCE LOS ANGELES UNFIED SCHOOL DISTRICT LOCAL DISTRICT EAST TO: Elementary Principals Date: 9/21/15 FROM: SUBJECT: David Baca, EdD, Administrator of Instruction 2015 2016 ELEMENTARY
More informationBe specific in listing the types of assessment tools, teaching methodologies, classroom management techniques, and technologies you have used.
Special Points for Experienced Teachers to Consider Because you are an experienced teacher, do not feel compelled to relegate your resume to one page. Nonetheless, try not to extend it beyond two pages.
More informationOff-Campus Master s Programs
Educational Leadership Programs M.Ed. in Educational Leadership w/principal Certification or Certification only Experienced educators with at least two years teaching experience who are interested in becoming
More informationHow To Teach Authentic Learning
Alignment of Standard I: Teachers Demonstrate Leadership A. Teachers lead in their classrooms. Take responsibility for all students learning Week 1: Multimedia Book: Authentic Learning in the Digital Age
More informationModel for Practitioner Evaluation Manual SCHOOL COUNSELOR. Approved by Board of Education August 28, 2002
Model for Practitioner Evaluation Manual SCHOOL COUNSELOR Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional Evaluation
More informationAlabama High School Graduation Requirements
APPENDIX A Alabama High School Graduation Requirements (Alabama Administrative Code 90-3--0(8)(a) (b) and (c)). COURSE REQUIREMENTS The Alabama courses of study shall be followed in determining minimum
More informationChestnut Elementary School for Science and Engineering
Chestnut Elementary School for Science and Engineering 1. What is the School Choice being offered at Chestnut Elementary? Starting in the 2010-2011 school year, Chestnut will be an Elementary Choice School
More informationEVIDENCE OF COMPLETION
PROFESSIONAL DEVELOPMENT REQUIRED Bachelor s Degree 120 hours or 1 uniquely qualifying activity Master s Degree 80 hours or 1 uniquely qualifying activity Two+ Advanced Degrees 40 hours or 1 uniquely qualifying
More informationRequirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure
Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Prepared for the New Mexico Public Education Department Educator Quality Division http://www.ped.state.nm.us/
More informationText-to-Speech and Read Aloud Decision Guidelines Page 1
Text-to-Speech and Read Aloud Decision Guidelines Page 1 Guidelines for Choosing Text-to-Speech or Read Aloud for Smarter Balanced ELA Summative and Interim Assessment Reading Passages for Students with
More informationWest Virginia elearning for Educators WVLearns Online Professional and Personalized Learning
West Virginia elearning for Educators WVLearns Online Professional and Personalized Learning Information: http://wvde.state.wv.us/elearning/ Courses: http://wvlearns.k12.wv.us WVDE elearning for Educators-WVLearns
More informationDewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education
Dewar College of Education and Human Services Valdosta State University Department of Early Childhood and Special Education SEGC 6040 Technological Support Planning for Children and Youth with Disabilities
More informationRecertification Guidelines for Massachusetts Educators
Recertification Guidelines for Massachusetts Educators Modified: March 2015 This page has been intentionally left blank. Table of Contents SECTION I: Recertification Regulations 1 SECTION II: Professional
More informationBUILDING YOUR DEVELOPMENTAL NETWORK. PART I: Defining Your Network
BUILDING YOUR DEVELOPMENTAL NETWORK PART I: Defining Your Network Your developmental network is a relatively small set of relationships that helps you to get your work done, advance your career, and provide
More information08X540. School For Community Research and Learning 1980 Lafayette Avenue School Address: Bronx, NY 10473
NYSED/NYCDOE JOINT INTERVENTION TEAM REPORT AND RECOMMENDATIONS BEDS Code/DBN: 08X540 School Name: School For Community Research and Learning 1980 Lafayette Avenue School Address: Bronx, NY 10473 Principal:
More informationElementary Math Methods Syllabus
Elementary Math Methods Syllabus Course Description This course is designed to support both new and experienced elementary math educators in refining and focusing their instructional skills. Close examination
More informationBOK Course Title Course Description Access to Children
ECE Online Courses Course Number BOK Course Title Course Description Access to Children 18CI1001 TI Educational Technology This course encompasses effectively analyzing, designing, Must videotape a developing,
More informationProfessional Graduate Certificate in Education (Post-compulsory Education)
PROGRAMME SPECIFICATION Professional Graduate Certificate in Education (Post-compulsory Education) Postgraduate Certificate in Education (Post-compulsory Education) Incorporating Lifelong Learning UK (LLUK)
More informationFOLSOM CORDOVA UNIFIED SCHOOL DISTRICT COMPUTER GAME DESIGN
FOLSOM CORDOVA UNIFIED SCHOOL DISTRICT COMPUTER GAME DESIGN Date: January 2016 Proposed Grade Level(s): Grade 6-8 Grading: A-F Prerequisite(s): None Course Length: Year Subject Area: Technology Elective
More informationStandards for Quality Online Teaching
Standard 1 Standards for Quality Online Teaching The teacher plans, designs and incorporates strategies to encourage active learning, interaction, participation and collaboration in the online environment.
More informationNEW CREDENTIAL PROGRAM PROPOSAL. 1. Title: Education Specialist Credential: Mild to Moderate Disabilities
CALIFORNIA STATE UNIVERSITY CHANNEL ISLANDS NEW CREDENTIAL PROGRAM PROPOSAL PROGRAM AREA: SPECIAL EDUCATION 1. Title: Education Specialist Credential: Mild to Moderate Disabilities 2. Objectives: The Objective
More information