Entry 3 Curriculum, Instruction and Assessment

Transcription

1 Entry 3 Curriculum, Instructin and Assessment Entry Overview In this entry yu will demnstrate yur knwledge and skills that pertain t curriculum, instructin, assessment and technlgy, as well as yur ability t elicit and use student * vice thrugh descriptin, analysis and reflectin f evidence. Yu will demnstrate psitive impact n student learning thrugh evidence that illustrates 3 fcus students invlvement in their wn learning. Befre yu begin, review the Candidate Guide and the fllwing materials t make sure yu have a deep understanding f all the requirements f this entry, what evidence yu have t submit, and hw yur evidence will be scred. Evidence includes bth yur written cmmentary and yur artifacts. Writing Guidelines Student Vice Rubric Glssary Standards and Criteria The fllwing Washingtn Prfessinal Teaching Standards and Criteria represent the fcus f this entry. The evidence yu submit needs t address and will be scred accrding t the fllwing: Standard 1: A successful candidate fr the prfessinal certificate shall demnstrate the knwledge and skills fr effective teaching which ensure student learning by: (a) Using instructinal strategies that make learning meaningful and shw psitive impact n student learning (b) Using a variety f assessment strategies and data t mnitr and imprve instructin (d) Designing and/r adapting challenging curriculum that is based n the diverse needs f each student (f) Integrating technlgy int instructin and assessment Standard 2: A successful candidate fr the prfessinal certificate shall demnstrate the knwledge and skills fr prfessinal develpment by: (a) Evaluating the effects f his/her teaching thrugh feedback and reflectin Page 1

2 What Yu Have t D fr this Entry Fr this entry, yu must submit the fllwing evidence: 1. Written cmmentary f a maximum f 24,000 characters including spaces (apprximately equivalent t 16 pages duble-spaced) that: Respnds t all parts f the guiding prmpts Prvides written evidence f yur cmpetencies within each criterin References yur teacher instructinal artifacts and student * wrk artifacts, including student vice artifacts, t supprt yur written evidence Demnstrates a psitive impact n the learning f 3 fcus students representing a range f diverse learners Fcuses n a perid f instructin apprpriate t each f the 3 fcus students, their develpmental levels, the learning targets and the instructinal strategies Describes, analyzes, and reflects n student evidence and student vice Analyzes in what ways and why yur evidence demnstrates yur cmpetencies fr each criterin measured by this entry Reflects n what ways yu elicit and use student vice t make decisins abut curriculum, instructin, assessment and technlgy t impact student learning 2. Tw types f artifacts: Student wrk artifacts, including student vice artifacts (e.g., attitudes, perceptins, respnses t feedback) apprpriate t the guiding prmpts, t a maximum f 15 singlepaged attachments 1 Teacher instructinal artifacts apprpriate t the guiding prmpts, t a maximum f 7 single-paged attachments 1 Fr this entry, yu must chse 3 fcus students wh: Represent a range f learners in yur class (r frm ne class perid fr secndary) Represent the diversity in yur classrm (learning styles, cultures, special needs) Shw grwth ver time during the lessn, unit r assignment Are referred t as Student A, Student B and Student C (d nt use any student identifiers) 1 Only the 1st page f each attachment will be scred; cntent exceeding the 1 page per attachment limit will nt be scred. Page 2

3 Hw t Cmpse yur Written Cmmentary This entry has 3 steps with guiding prmpts t help yu prvide evidence that supprts the rubric. Yur respnse must address all parts f the guiding prmpts. Step 1: Cntextual Prfile/Knwledge f Students Step 2: Planning and Implementing Curriculum, Instructin, Assessment and Technlgy Step 3: Student Self-Assessment and Analysis Use the textbxes t cmpse yur respnses. As yu respnd t each f the guiding prmpts, cnsider what supprting artifacts (teacher instructinal and student * wrk, including student vice) shuld be included. Uplad yur artifacts, and then attach and reference them in each textbx, as apprpriate. Page 3

4 Entry 3 Guiding Prmpts and Written Cmmentary (maximum 24,000 characters including spaces) Step 1: Cntextual Prfile/Knwledge f Students Textbx Cntextual Prfile/Knwledge f Students Guiding Prmpts Briefly describe a maximum f 3 factrs inside yur learning envirnment that mst influence yur instructinal decisins fr these 3 students * (e.g., learning centers, specialists, para-educatr supprt, assistive r ther equipment, class size, learning materials). Briefly describe a maximum f 3 factrs utside yur learning envirnment that mst influence learning fr yur entire class (e.g., available technlgy, cmmunity-schl partners, family supprt). Briefly describe the instructinal implicatins f the factrs abve fr each f the 3 fcus students. Be specific fr Student A, Student B and Student C. What was the initial perfrmance level f the 3 fcus students (e.g., reading scre, cntent pre-test, cmmercial test(s) with name and year given r any ther apprpriate learning measure)? Be specific fr Student A, Student B and Student C. What is the scial/behaviral range f the 3 fcus students? Be specific fr Student A, Student B and Student C. Suggested maximum f 2,250 characters fr this sectin (apprximately equivalent t 1-1/2 pages dublespaced). N artifacts are permitted. Type yur respnse Page 4

5 Step 2: Planning and Implementing Curriculum, Instructin, Assessment and Technlgy Textbx Learning Targets Guiding Prmpts Identify the learning targets yu chse fr each f the 3 fcus students. Cite data frm the students prir learning that supprt yur decisins. The learning targets may be the same r different fr each child. What natinal, state, and/r district standards r develpmental gals, did yu chse t supprt yur chice f learning targets? Prvide a ratinale fr yur chices. Attach files, as needed. Scrll dwn t lcate yur list f artifacts. Where the artifact is referenced inside this textbx, type the cmplete name f yur file between [ ] brackets. Example: [studentvice.dc] Type yur respnse Page 5

6 Textbx Understanding Learning Targets Guiding Prmpts State yur evidence frm the student * wrk artifacts demnstrating student understanding f the learning targets. Identify and summarize trends in student perfrmance seen in the evidence. Analyze yur findings. If the students did nt initially understand the learning targets, what additinal steps did yu take? Attach files, as needed. Scrll dwn t lcate yur list f artifacts. Where the artifact is referenced inside this textbx, type the cmplete name f yur file between [ ] brackets. Example: [studentvice.dc] Type yur respnse Page 6

7 Textbx Instructinal Strategies Guiding Prmpt In what ways did yu vary instructinal strategies t facilitate learning fr the 3 fcus students * Student is defined as P-12 students and des nt include adults/teachers. in rder t meet their learning targets? Include any mdificatins/accmmdatins yu made fr the students. Prvide a ratinale and evidence t supprt yur chices. Attach files, as needed. Scrll dwn t lcate yur list f artifacts. Where the artifact is referenced inside this textbx, type the cmplete name f yur file between [ ] brackets. Example: [studentvice.dc] Type yur respnse Page 7

8 Textbx Assessment Design Guiding Prmpt Describe the ways in which yu used the learning targets t design a variety f assessments fr the 3 fcus students *. Analyze the cnnectin between the learning targets and the assessment design. Cite evidence t supprt yur analysis. Attach files, as needed. Scrll dwn t lcate yur list f artifacts. Where the artifact is referenced inside this textbx, type the cmplete name f yur file between [ ] brackets. Example: [studentvice.dc] Type yur respnse Page 8

9 Textbx Assignments/Assessment Guiding Prmpts In what ways did yu use classrm assignments and/r frmative assessments t measure prgress tward the learning targets? Describe and analyze the impact f these classrm assignments and/ r frmative assessments n the learning f yur 3 fcus students *. Cite evidence t supprt yur analysis f the psitive impact n student learning. In what ways did yu use student wrk r self-assessment t make instructinal decisins? Prvide a ratinale fr thse decisins. Cite evidence t supprt yur ratinale. Attach files, as needed. Scrll dwn t lcate yur list f artifacts. Where the artifact is referenced inside this textbx, type the cmplete name f yur file between [ ] brackets. Example: [studentvice.dc] Type yur respnse Page 9

10 Textbx Meeting Learning Targets Guiding Prmpts Describe the ways assessment results were used t help the 3 fcus students * knw prgress tward their wn learning targets. Analyze the psitive impact n their learning as a result f understanding prgress tward their wn learning targets. Cite evidence frm the student wrk artifacts t supprt yur analysis. Based n assessment results, what instructinal strategies will yu use in yur future plans t increase learning fr the 3 fcus students? Prvide a ratinale. Attach files, as needed. Scrll dwn t lcate yur list f artifacts. Where the artifact is referenced inside this textbx, type the cmplete name f yur file between [ ] brackets. Example: [studentvice.dc] Type yur respnse Page 10

11 Textbx Critical-Thinking, Prblem-Slving and/r Adaptive Methds Guiding Prmpts Describe hw yu develped and/r mdified curriculum t fster yur 3 fcus students * use f critical-thinking, prblem-slving and/r adaptive methds. Cite evidence frm student wrk artifacts t shw this use. In what ways did the 3 fcus students understand the use f critical-thinking, prblem slving and/r adaptive methds fr a psitive impact n their wn learning? Cite evidence frm student wrk artifacts. In what ways did the 3 fcus students make the cnnectin between critical-thinking, prblem-slving and/r adaptive methds t prgress tward their wn learning targets? Cite evidence frm the student wrk artifacts. Attach files, as needed. Scrll dwn t lcate yur list f artifacts. Where the artifact is referenced inside this textbx, type the cmplete name f yur file between [ ] brackets. Example: [studentvice.dc] Type yur respnse Page 11

12 Textbx Technlgy Guiding Prmpts Describe the ways yu use available technlgy as a learning and assessment tl in yur classrm and/r schl. In what ways did yu incrprate this technlgy int yur instructin and assessments t address yur learning targets? Cite evidence t supprt yur analysis. In what ways did yur 3 fcus students * use available technlgy t impact their learning? Cite evidence frm the student wrk artifacts. Reflect n yur next steps t integrate technlgy t imprve learning fr the 3 fcus students. Prvide a ratinale. Attach files, as needed. Scrll dwn t lcate yur list f artifacts. Where the artifact is referenced inside this textbx, type the cmplete name f yur file between [ ] brackets. Example: [studentvice.dc] Type yur respnse Page 12

13 Textbx Respnsible Use f Technlgy Guiding Prmpt Describe the ways yu fster the respnsible and ethical use f available technlgy with all f yur students *. Cite and analyze yur teacher instructinal artifacts apprpriate t yur grade level. Attach files, as needed. Scrll dwn t lcate yur list f artifacts. Where the artifact is referenced inside this textbx, type the cmplete name f yur file between [ ] brackets. Example: [studentvice.dc] Type yur respnse Page 13

14 Step 3: Student Self-Assessment and Analysis Textbx Student Self-Assessment and Analysis Guiding Prmpts In what ways did yur 3 fcus students * use the scring criteria t self-assess their wn wrk? Prvide student wrk artifacts and an analysis f the evidence shwing hw the self-assessment had a psitive impact n the learning f the 3 fcus students. Given the evidence n student self-assessment feedback, reflect n yur next steps t imprve the 3 fcus students self-assessment skills. Attach files, as needed. Scrll dwn t lcate yur list f artifacts. Where the artifact is referenced inside this textbx, type the cmplete name f yur file between [ ] brackets. Example: [studentvice.dc] Type yur respnse Page 14

15 Textbx Students Understanding f Learning Targets Guiding Prmpts In what ways did yu use reflectin n student * invlvement in yur instructin? In what ways did yu knw that each f the 3 fcus students understd his/her prgress tward the learning targets? Cite evidence frm student wrk artifacts t supprt yur analysis. Reflect n yur next steps t fster students cntinued understanding f prgress tward their wn learning targets. Prvide a ratinale. Attach files, as needed. Scrll dwn t lcate yur list f artifacts. Where the artifact is referenced inside this textbx, type the cmplete name f yur file between [ ] brackets. Example: [studentvice.dc] Type yur respnse Page 15