University of Northern Iowa Student Outcomes Assessment Plan For Student Teaching

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1 University of Northern Iowa Student Outcomes Assessment Plan For Student Teaching I. Philosophy of Student Outcomes Assessment The primary purpose of student teaching is to provide the student the opportunity to experience, in depth, the full role and meaning of teaching in a public school setting. Specific emphasis is given to (1) the analysis of teaching and learning, (2) the preconditions of learning, (3) the organization of instruction, (4) adaptation of methods and techniques to organization and content, (5) the sequential procedures for teaching, and (6) principles of self-evaluation. This broad pattern of experiences, includes (A) planning and organizing for instruction, (B) developing classroom teaching competencies and skills, (C) evaluating pupil progress, (D) participating in extra-class activities, (E) working with special school personnel, and (F) utilizing parent, school and community resources in the instructional program. II. Outcomes The student teacher outcomes given below are specific as they relate to effective teaching skills. Any limits to actual practice are determined by the various environments where student teachers have their field experiences. Outcome 1 (Teaching): Students shall be able to demonstrate his/her teaching competencies at various grade levels. The student will: Competency 1.1 Competency 1.2 Competency 1.3 Competency 1.4 Competency 1.5 Competency 1.6 demonstrate the ability to understand the function of the teacher and identify his/her own personal teaching style. develop daily and unit designs of study that include objectives, learning activities, alternate instructional strategies, and methods of evaluation. demonstrate different strategies for building an effective physical and emotional environment for students at different grade levels. demonstrate a knowledge of the learning process and development at the different stages of growth, and demonstrate the ability to select and implement learning experiences based upon that knowledge. show an understanding regarding objectives and curricula within his/her subject content area which are designed to meet the needs of culturally diverse and exceptional populations. demonstrate an ability to integrate motivation, problem solving and questioning skills into classroom learning experiences.

2 Competency 1.7 demonstrate the ability to build evaluation instruments as one means of assessing student progress. Outcome 2 (Teacher Work Sample): Students shall be able to demonstrate the ability to impact student learning through the design, implementation, and assessment of a unit as described through a Teacher Work Sample. The student will: Competency 2.1 Competency 2.2 design, deliver, and assess a unit of instruction, collecting documentation of student performance that demonstrates the extent to which students learned. complete the written documentation that explains each of the seven processes identified in the TWS prompt to meet the identified standards. Outcome 3 (Seminar): The student shall be able to reflect on teaching practices through the consideration of educational alternatives and their consequences. The student will: Competency 3.1 Competency 3.2 Competency 3.3 Competency 3.4 Competency 3.5 demonstrate a knowledge of the social/political context of his/her own teaching. demonstrate knowledge of the roles and responsibilities of the practitioner. demonstrate an understanding of the moral and ethical practices of teaching. demonstrate the ability to function effectively in a pluralistic environment. demonstrate an awareness of effective communication strategies (listening, speaking, writing, reading, and viewing) in a seminar environment. Outcome 4 (Reflective Journals): Students shall demonstrate their ability to be a reflective practitioner. The student will: Competency 4.1 Competency 4.2 demonstrate the ability to use various observation strategies and to analyze and synthesize those observations in reflective journal writing. demonstrate the ability to assess his/her own strengths and weaknesses as a classroom teacher.

3 Outcome 5 (Supervisory Conferences): Students shall share personal observations regarding their teaching effectiveness. The student will: Competency 5.1 Competency 5.2 demonstrate personal assessment (of their teaching) using the Office of Student Field Experience s fourteen point checklist. utilize the supervisory conferences to enhance growth as a teacher during the student teaching experience. II. Frequency of Assessments The assessment of student teachers is an ongoing process throughout each student teaching experience. The process focuses on (1) classroom observations and conferences with the cooperating teacher and/or the university coordinator/clinical supervisor, (2) a mid-term evaluation conference, and (3) a final evaluation conference. With respect to each student teaching center, classroom observations and conferences with the cooperating teacher will occur on a daily and/or weekly basis as far as possible. With respect to each student teaching center, classroom observations and conferences with the university coordinator/clinical supervisor will range from weekly to bi-weekly. The mid-term evaluation conference is held about midway through each eight week experience and the final evaluation conference is held during the final week of each experience. III. Methods of Assessment The ongoing process for conducting assessments for the student teaching program includes classroom observations and conferences. Supervisory conferences may precede and/or follow a formal observation of the classroom. This conference will be conducted by the cooperating teacher or the university coordinator/supervisor or a combination of these individuals. Conferences, whether two- or three-way, provide an important learning opportunity for the student teacher. During conferencing, the evaluating supervisors have the opportunity to provide feedback about specific teaching practices as well as raise issues which were introduced in seminars. Cooperating teachers, university coordinators, or supervisors compile narrative notes during observation periods. The notes are then shared and discussed with the student teacher for the purpose of promoting growth in relation to specific lessons and the student teacher s general and professional development. A fourteen item performance checklist, shown below, is used for a mid-term and final assessment for each student teaching experience completed. A complementary narrative is also used as a part of this final evaluation. The evaluation process involves a collaborative assessment between the university coordinator/supervisor and the classroom cooperating teacher.

4 The Fourteen Items Used For Student Teacher Evaluation UNIversity of Northern Iowa College of Education Office of Clinical Field Experiences Cedar Falls, IA FINAL EVALUATION OF STUDENT TEACHING Name: Last First Middle/Maiden Student ID Number Grade Level(s) P K School Name School District City State Zip Code University Coordinator Clinical Supervisor Cooperating Teacher Office - Building Phone Area Beginning Date Ending Date Phone Area Evaluation Scale: U Unsatisfactory; CO Competent; O Outstanding COMPETENCIES/CHARACTERISTICS Check the Appropriate Box PERFORMANCE LEVELS NA U LC C HC O 1. Knowledge of Content and Skills Areas Understands the central concepts, tools of inquiry, and structures of the disciplines taught; creates learning experiences to make them meaningful. 2. Knowledge of Learners and Learning Process Understands how children learn and differ in their approaches to learning; provides learning opportunities that support their development. 3. Instructional Planning Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals. 4. Use of instructional Strategies Understands and uses a variety of instructional strategies; adapts teaching style and content delivery to diverse needs of students. 5. Learning Environment and Classroom Management Creates a learning environment that encourages positive social interaction, active engagement in learning, and self motivation. 6. Use of Communication Strategies Uses knowledge of communication techniques to foster active inquiry, collaboration, and supportive interaction. 7. Use of Assessing/Diagnosing/Evaluating Strategies Understands and uses formal and informal assessment strategies; takes actions to determine what strengths and problems exist. 8. Use of Motivation Strategies Takes actions to arouse and sustain interest of learners. Uses devices that appeal to learners. Motivates by personal behavior. 9. Use of Problem-Solving/Decision Making Strategies Reflects on teaching in order to solve problems and make decisions; examines situations from various perspectives and is appropriately decisive. 10. Home-School-Community Relations Fosters relationships with colleagues, parents, and agencies in the larger community.

5 11. Use of Technology Integrates computer and multimedia technology into classroom teaching. 12. Use of Multicultural Gender Fair (MCGF) Strategies Demonstrates sensitivity to community diversity and cultural identity; infuses MCFG strategies into instruction. 13. Human Relations Skills Implements sound human relations and communication skills in order to foster productive, positive, learning communities. 14. Professional Characteristics/Personal Qualities Exhibits high quality characteristics in professional and personal demeanor; professional behavior exemplifies role awareness and ethical conduct. IV. Analysis, Interpretation and Reporting of Results The University of Northern Iowa s student teaching program is built around the concept of continuous evaluation. It is extremely important that the cooperating teacher and the university coordinator or clinical supervisor share in the continuous evaluation of the student teacher. Objective, defensible and growth promoting evaluation is based on the process of data collection. Gathering and using this information will be helpful to the student teacher via the supervisory conference process, reflective journals, and seminar discussions. By meeting observation and conference responsibilities, the cooperating teacher and the university coordinator or clinical supervisor helps the student teacher develop selfevaluation skills and a purpose for reflection about teaching effectiveness. At the middle and end of the student teaching experience, each student teaching coordinator is responsible for initiating and conducting a midterm and final evaluation conference for each student teacher. The fourteen point evaluation form is used. Each student teaching center utilizes data collected from the midterm and final conferences in a variety of ways. In most cases, the midterm evaluation is used to enable the student teacher to set specific goals for the remainder of the student teaching experience. In addition, the completion of the Teacher Work Sample supports a student s ability to identify their own ability to impact student learning. On a yearly basis, the results from each individual s final assessment and the Teacher Work Sample are compiled for data analysis and presentation to the OSFE (Office of Student Field Experiences) faculty. The assessment summary report of student teaching outcomes and Teacher Work Sample outcomes is shared with the Office of Student Field Experience faculty. Discussion focuses on the areas receiving the highest and lowest ranking across the student teaching program. Future directions suggest that student teaching centers research progress made from midterm to final evaluation and/or an entry level self-evaluation based on the fourteen point checklist.

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