Education Unit Assessment Analysis Guide

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1 Education Unit Assessment Analysis Guide...committed to promoting equity, excellence, and ethics in urban schools and communities 1

2 Unit Assessment Analysis Guide Introduction Form 1: Education Unit Core Values Survey Form 2: Letters of Recommendations and Personal Statement Review Form Form 3: Field Experience Assessment for Teacher Candidates Form 4: Lesson Plan Assessment for Teacher Candidates Form 5: Curriculum Unit Assessment for Teacher Candidates Form 6: Lesson Plan Implementation Assessment for Teacher Candidates Form 7: Clinical Practice Student Teaching & Internship Evaluation Instrument Form 8: Rating Form for Assessing Teacher Candidate Impact on Student Learning in the P-12 Schools Form 9: Candidate Evaluation of College Supervisor Form 10: Candidate Evaluation of Cooperating Teacher/Supervisor Form 11: Site Based Clinical Faculty: Cooperating Teacher /Site Supervisor Evaluation of College Supervisor Form 12: Instructor s Evaluation of Advanced Graduate Candidate s Curriculum and Assessment Experience Form 13: Instructor s Evaluation of Advanced Graduate Candidate s Application of Research to Practice Form 14: Candidate Exit Survey Form 15: Selection Criteria and Assessment of Field Site Form 16: Employers Survey Regarding Queens College Graduates Form 17: Graduate 2-year Follow-up Survey Appendix: Assessment Forms 2

3 Introduction The Education Unit Assessment System was designed within the context of 98 registered programs leading to Initial, Professional, and Transitional B certification in New York State. This guide serves as a roadmap for use and analysis of the assessment instruments and measures in the Education Unit Assessment System Guide. Each instrument has been assigned a form number in the electronic data capturing system Quality Candidates: Technology Enhancing Academic Management System (QC:TEAMS) for development and tracking purposes. The inclusion of these instruments in QC:TEAMS allows for electronic input and data analysis. This in turn will provide a more technologically efficient tool for the Education Unit to assess its candidates knowledge, skills, and dispositions throughout their program at Queens College. Additionally, the electronic system provides the mechanism for data analyses, systematic feedback for program and Unit consideration and improvement. Form 1: Education Unit Core Values Survey Purpose: Designed as a baseline assessment of candidates professional dispositions associated with the unit s core values for preparing teachers and other school professionals to demonstrate the knowledge, skills, and dispositions necessary to promote Equity, Excellence, and Ethics in urban schools and communities. When & How: Administered within the first six credit hours following formal entry into the program. Candidates complete the evaluation instrument online using QC:TEAMS. Analysis & Evaluation: The Education Unit Core Values Survey consists of 32 stem statements, which candidates are asked to rate the importance of on a 4-point scale as Not Important, Somewhat Important, Important, or Very Important. The means and percentages at the unit level and program level are analyzed and aggregated. At the unit level, 3 indices that consist of the 32 stem items are created that represent the 3 Core Values of Equity, Excellence & Ethics of the QC Education Unit. In addition, the Education Unit Core Values Survey will be used as baseline data in conjunction with the Clinical Practice Student Teaching & Internship Evaluation Instrument, and the Employers Survey Regarding Queens College Graduates to track candidates knowledge, skills, and dispositions associated with the unit s core values. The assessment coordinator aggregates the data, writes a comprehensive report and distributes to the unit head, department chairs, assessment committee and program heads. Program heads discuss with program faculty if modifications are necessary. The responses are also used for candidate level individual evaluation and feedback. Form 2: Letters of Recommendations and Personal Statement Review Form Purpose: Designed as a baseline assessment of candidates professional readiness and experience to enter graduate programs. When & How: Administered before a candidate is accepted into a program. Form used by the program s committee to assess a potential candidate s application into a program. 3

4 Analysis & Evaluation: Each program evaluates the potential candidate s letters and personal statement. A program committee in each program makes a decision as to the potential candidate s readiness and acceptance into the program. Form 3: Field Experience Assessment for Teacher Candidates Purpose: Designed to assess the candidate s competencies associated with his/her ability to analyze, synthesize, and reflect upon the fieldwork experiences associated with the course. When & How: Administered in designated methods courses in each program. The Queens College faculty (supervisor) completes the evaluation instrument online using QC:TEAMS. Analysis & Evaluation: The Field Experience Assessment form consists of six statements, which the Queens College faculty (supervisor) is asked to rate the candidates competencies on a 4-point scale as unacceptable, emerging, acceptable, or target. The means and percentages at the unit level and program level are analyzed and aggregated. The assessment coordinator aggregates the data by each Queens College faculty s (supervisor s) response and writes a comprehensive report of the responses that is then provided to the unit head, department chairs, assessment committee and program heads. Program heads discuss with program faculty modifications if necessary to the clinical practice. The responses are also used for candidate level individual evaluation and feedback. Form 4: Lesson Plan Assessment for Teacher Candidates Purpose: Designed to assess the candidate s competencies associated with his/her ability to analyze, synthesize, and reflect upon the fieldwork experiences associated with the course. When & How: Administered in designated methods courses in each program. The Queens College faculty (supervisor) completes the evaluation instrument online using QC:TEAMS. Analysis & Evaluation: The Lesson Plan Assessment for Teacher Candidates consists of 5 statements, which the Queens College Faculty (supervisor) is asked to rate the candidates competencies on a 4- point scale as unacceptable, emerging, acceptable, or target. The means and percentages at the unit level and program level are analyzed and aggregated. The assessment coordinator aggregates the data by each Queens College faculty s (supervisor s) response and writes a comprehensive report of the responses that is provided to the unit head, department chairs, assessment committee and program heads. Program heads discuss with program faculty modifications if necessary to the clinical practice. The responses are also used for candidate level individual evaluation and feedback. Form 5: Curriculum Unit Assessment for Teacher Candidates Purpose: Designed to assess the candidate s competencies associated with his/her ability to organize and structure content, sequence the lessons, and assess student learning. When & How: Administered in designated culminating courses in each program. The Queens College faculty (supervisor) completes the evaluation instrument online using QC:TEAMS. Analysis & Evaluation: The Curriculum Unit Assessment for Teacher Candidates consists of 14 stem statements, which the Queens College faculty (supervisor) is asked to rate the candidates 4

5 competencies on a 4-point scale as unacceptable, emerging, acceptable, or target. The means and percentages at the unit level and program level are analyzed and aggregated. At the unit level, 3 indices that consist of the 14 stem items are created that represent the candidates abilities in the design and organization of the curriculum unit, the implementation and adjustment of the curriculum unit, and the overall evaluation of the curriculum unit and student learning. The means and percentages at the unit level and program level are analyzed and aggregated. The assessment coordinator aggregates the data by each Queens College faculty s (supervisor s) response and writes a comprehensive report of the responses that is provided to the unit head, department chairs, assessment committee and program heads. Program heads discuss with program faculty modifications if necessary to the clinical practice. The responses are also used for candidate level individual evaluation and feedback. Form 6: Lesson Plan Implementation Assessment for Teacher Candidates Purpose: Designed to assess the candidate s competencies in developing and implementing a lesson plan in terms of his/her ability to analyze, synthesize, and reflect upon the content and pedagogy associated with the discipline. When & How: Administered during student teaching/internship observations in each program. The Queens College faculty (supervisor) completes the evaluation instrument online using QC:TEAMS. Analysis & Evaluation: The Lesson Plan Implementation Assessment for Teacher Candidates form consists of 7 statements, which the Queens College faculty (supervisor) is asked to rate the candidates competencies on a 4-point scale as unacceptable, emerging, acceptable, or target. The means and percentages at the unit level and program level are analyzed and aggregated. The assessment coordinator aggregates the data by each Queens College faculty s (supervisor s) response and writes a comprehensive report of the responses that is provided to the unit head, department chairs, assessment committee and program heads. Program heads discuss with program faculty modifications if necessary to the clinical practice. The responses are also used for candidate level individual evaluation and feedback. Form 7: Clinical Practice Student Teaching & Internship Evaluation Instrument Purpose: Designed to assess the candidate s competencies associated with the unit s core values for preparing teachers and other school professionals to demonstrate the knowledge, skills, and dispositions necessary to promote Equity, Excellence, and Ethics in urban schools and communities. When & How: Administered every semester near the end of the student teaching and clinical practice experience. Candidates, site-based clinical faculty (cooperating teachers/supervisors), and college supervisors complete the evaluation instrument online using the QC:TEAMS system. Evaluation: The Clinical Practice Student Teaching & Internship Evaluation Instrument consists of 32 stem statements, which candidates, site-based clinical faculty (cooperating teachers/supervisors), and college supervisors are asked to rate the candidates competencies on a 4-point scale as unacceptable, emerging, acceptable, or target. The means and percentages at the unit level and program level are analyzed and aggregated. At the unit level, 3 indices that consist of the 32 stem items are created that represent the 3 Core Values of Equity, Excellence & Ethics of the QC Education Unit. In addition, the Clinical Practice Student Teaching & Internship Evaluation Instrument will be used in conjunction 5

6 with the baseline data from the Education Unit Core Values Survey, and the Employers Survey Regarding Queens College Graduates to track candidates knowledge, skills, and dispositions associated with the unit s core values. The assessment coordinator aggregates the data, writes a comprehensive report and distributes to the unit head, department chairs, assessment committee and program heads. Program heads discuss with program faculty if modifications are necessary. The responses are also used for candidate level individual evaluation and feedback. Form 8: Rating Form for Assessing Teacher Candidate Impact on Student Learning in the P-12 Schools Purpose: Designed to assess candidates impact on student learning in the P-12 schools. When & How: Administered near the end of clinical practice student teaching/internship experience. The college supervisor completes the evaluation instrument online using QC:TEAMS. Analysis & Evaluation: The Rating Form for Assessing Teacher Candidate Impact on Student Learning in the P-12 Schools assessment form contains 4 statements, which the Queens College faculty (supervisor) is asked to rate the candidates performance over the course of the clinical practice (student teaching) on a 4-point scale as unacceptable, emerging, acceptable, or target. The means and percentages at the unit and program level are analyzed and aggregated. The assessment coordinator aggregates the data and writes a comprehensive report of the analysis that is provided to the unit head, department chairs, assessment committee and program heads. Program heads discuss with program faculty modifications if necessary to the student teaching and clinical practice. In addition, the analysis is used for candidate evaluation and feedback during the clinical practice student teaching internship experience. Form 9: Candidate Evaluation of College Supervisor Purpose: Designed to gather candidate s evaluation of the college supervisor with regards to meeting the unit s expectations of preparing our graduates to have the knowledge, skills, and dispositions necessary to promote Equity, Excellence, and Ethics in urban schools and communities. When & How: Administered near the end of student teaching/internship experience, the candidate completes the assessment online using the QC: TEAMS system. Analysis& Evaluation: The Candidate Evaluation of College Supervisor assessment form consists of 9 statements, which the candidate is asked to rate their level of agreement on a 4-point scale as Disagree Completely, Disagree, Agree, or Agree Completely. The means and percentages at the unit and program level are analyzed and aggregated. The assessment coordinator aggregates the data and writes a comprehensive report of the responses that is provided to the unit head, department chairs, assessment committee and program heads. The responses are used to facilitate the unit and programs in making informed decisions to make changes in our preparation programs by providing information on the quality of supervision to enhance the development of candidates knowledge, skills, and dispositions to work effectively in P-12 schools Form 10: Candidate Evaluation of Cooperating Teacher/Supervisor 6

7 Purpose: Designed to have the candidate s evaluate the cooperating teacher/supervisor with regards to meeting the unit s expectations of preparing our graduates to have the knowledge, skills, and dispositions necessary to promote Equity, Excellence, and Ethics in urban schools and communities. When & How: Administered near the end of student teaching/internship experience, the candidate completes the assessment online using the QC: TEAMS system. Analysis & Evaluation: The Candidate Evaluation of Cooperating Teacher/Supervisor assessment form consists of 9 statements, which the candidate is asked to rate their level or agreement on a 4-point scale as Strongly Disagree, Disagree, Agree or Strongly Agree. The means and percentages at the unit and program level are analyzed and aggregated. The assessment coordinator aggregates the data and writes a comprehensive report of the responses that is provided to the unit head, department chairs, assessment committee and program heads. The responses are used to facilitate the unit and programs in making informed decisions to make changes in our preparation programs by providing information on the quality of supervision to enhance the development of candidates knowledge, skills, and dispositions to work effectively in P-12 schools. Form 11: Site Based Clinical Faculty: Cooperating Teacher/Site Supervisor Evaluation of College Supervisor Purpose: Designed to have clinical faculty evaluate the college supervisor with regards to meeting the unit s expectations of preparing our graduates to have the knowledge, skills, and dispositions necessary to promote Equity, Excellence, and Ethics in urban schools and communities. When & How: Administered near the end of student teaching, the site based clinical faculty complete the assessment online using QC:TEAMS. Analysis & Evaluation: The Site Based Clinical Faculty: Cooperating Teacher/Site Supervisor Evaluation of College Supervisor assessment form consists of 7 statements, which the cooperating teacher/site supervisor is asked to rate their level of agreement on a 4-point scale as Disagree Completely, Disagree, Agree, or Agree Completely. The means and percentages at the unit and program level are analyzed and aggregated. The assessment coordinator aggregates the data and writes a comprehensive report of the responses that is provided to the unit head, department chairs, assessment committee and program heads. The responses are used to facilitate the unit and programs in making informed decisions to make changes in our preparation programs by providing information on the quality of supervision to enhance the development of candidates knowledge, skills, and dispositions to work effectively in P-12 schools. Form 12: Instructor s Evaluation of Advanced Graduate Candidate s Curriculum and Assessment Experience Purpose: Designed to have the Queens College faculty (supervisor) evaluate the candidate s competency of curriculum and assessment to enhance his/her teaching practice in his/her education discipline. When & How: Administered during a curriculum and assessment course by the Queens College faculty currently in paper form (Spring 2007 form approved for use as pilot). 7

8 Analysis & Evaluation: The Instructor s Evaluation of Advanced Graduate Candidate s Curriculum and Assessment Experience form consists of 8 statements, which Queens College faculty (supervisor) is asked to rate the candidates competency on a 4-point scale as unacceptable, emerging, acceptable, or target. The means and percentages at the unit and program level are analyzed and aggregated using SPSS. The assessment coordinator aggregates the data and writes a comprehensive report of the responses that is provided to the unit head, department chairs, assessment committee and program heads. The responses are used to help the unit and programs improve our preparation programs and assure that our graduate have the knowledge, skills, and dispositions. In addition, the analysis is used for candidate evaluation in determining their competency of curriculum and assessment in his/her education discipline. Form 13: Instructor s Evaluation of Advanced Graduate Candidate s Application of Research to Practice Purpose: Designed to have the Queens College faculty evaluate the candidate s level of performance in relation to the application of research to practice as demonstrated in the context of the completion of the research project or comprehensive examination. When & How: Administered near the end of program completion within the context of a research course by the Queens College faculty completed online using QC:TEAMS. Analysis & Evaluation: The Instructor s Evaluation of Advanced Graduate Candidate s Application of Research to Practice assessment form consists of 11 stem statements, which the Queens College faculty is asked to rate the candidates level of performance in on a 4-point scale as Unacceptable, Emerging, Acceptable, or Target. The means and percentages at the unit level and program level are analyzed and aggregated. At the unit level, 3 indices that consist of the 11 stem items are created that represent the 3 Core Values of Equity, Excellence & Ethics of the QC Education Unit. The assessment coordinator aggregates the data and writes a comprehensive report of the responses that is provided to the unit head, department chairs, assessment committee and program heads. The responses are used to help the unit and programs improve our preparation programs and assure that our graduate have the knowledge, skills, and dispositions. In addition, the analysis is used for candidate evaluation in determining their competency of research and practice in his/her education discipline. Form 14: Candidate Exit Survey Purpose: Designed to gather information from candidates as to the quality of services and information available as they complete their programs at Queens College. A component of the survey also addresses one of our partnership experiences (i.e., Aesthetic Education) to facilitate understanding of the impact on experiences and inform the partnership. When & How: Accessible to candidates near program completion and completed online using QC:TEAMS. Analysis & Evaluation: The Candidate Exit Survey consists of 25 statements, which candidates, are asked to rate Queens College on a 4-point scale as Poor, Satisfactory, Good, or Excellent. The means and percentages at the unit level and program level are analyzed and aggregated. The assessment coordinator aggregates the data and writes a comprehensive report of the responses that is provided to 8

9 the unit head, department chairs, assessment committee and program heads. The responses are used to help the unit and programs modify activities and/or enhance services. Form 15: Selection Criteria and Assessment of a Field Site Purpose: Designed to assess the field sites level of meeting and providing the unit s core values for preparing teachers and educational professionals. When & How: Administered as an initial or ongoing evaluation (i.e., first completion is initial, second and subsequent evaluations are ongoing). University supervisors perform the evaluation, complete the form in hard copy and submit to the placement coordinator. To address multiple evaluations of a single site, online completion of the site criteria and assessment form is centralized through the Office of Teacher Certification as completed by placement coordinators. Multiple site evaluations are reviewed for consensus and when necessary are copied and returned to the supervisors who completed the assessment to form a consensus rating. Once the consensus rating is complete, the placement coordinator then completes the form online. Analysis & Evaluation: The Selection Criteria and Assessment of a Field Site assessment form consists of 19 stem statements, which Queens College supervisors are asked to rate the site on a 4- point scale as Unacceptable, Emerging, Acceptable or Target. The assessment coordinator aggregates the data on the assessment of the field site at the beginning of each semester and writes a comprehensive report of the analysis that is provided to the unit head, department chairs, assessment committee and program heads. Three indices that consist of the 19 stem items are created to represent three primary categories when considering the continual use of a field site: 1. Field site provides a model environment for candidates. 2. Field site provides candidates with opportunities to develop professional knowledge, skills, and dispositions. 3. Field site creates a caring learning community and professional culture for candidates. The analysis is used to evaluate the field sites as meeting the unit s needs and expectations for candidate clinical placement. Form 16: Employer Survey Regarding Queens College Graduates Purpose: Designed to assess whether our graduates have the knowledge, skills, and dispositions that are associated with our core values of promoting Equity, Excellence, and Ethics in urban schools and communities. When & How: To be administered annually via postal mail and available online. Employers may choose to complete the survey for one or multiple Queens College program graduates that they employ. No program graduates names or personal identifiers are entered into the system. Analysis & Evaluation: The Employer Survey Regarding Queens College Graduates consists of 32 stem statements, which employers are asked to rate the graduates competencies on a 4-point scale as Disagree Strongly, Disagree, Agree, or Agree Strongly. The means and percentages at the unit level are analyzed and aggregated. Three indices that consist of the 32 stem items are created that represent the 3 Core Values of Equity, Excellence & Ethics of the QC Education Unit. In addition, the Employer Survey will be used in conjunction with the baseline data from the Education Unit Core Values Survey, and the data from the Clinical Practice Student Teaching & Internship Evaluation to track 9

10 candidates knowledge, skills, and dispositions associated with the unit s core values. The assessment coordinator aggregates the data and writes a comprehensive report of the responses that is provided to the unit head, department chairs, assessment committee and program heads. The responses are used to help the unit and programs modify coursework, activities and/or the conceptual framework. Form 17: Graduates 2-Year Follow Up Survey Purpose: Designed to assess the extent to which program preparation of our graduates developed the knowledge, skills, and dispositions associated with our core values of promoting Equity, Excellence, and Ethics in urban schools and communities as well as graduates perceived importance of their learning. When & How: To be administered annually via postal mailing and will be available online to graduates of Education Programs at Queens College. Analysis & Evaluation: The Graduates 2-Year Follow Up Survey consists of 28 stem statements, which graduates are asked to indicate the extent to which they agree with the statement and how important the statement is in their practice as a teacher or other educational professional. Each question was weighted on a 5-point Likert scale with anchors of strongly agree (5) to strongly disagree (1). From the statements, three indices are constructed to represent the Core Values of the QC Education Unit: Equity, Excellence & Ethics. The means and percentages at the unit level are analyzed and aggregated. The assessment coordinator aggregates the data and writes a comprehensive report of the responses that is provided to the unit head, department chairs, assessment committee and program heads. The responses are used to help the unit and programs modify coursework, activities and inform the conceptual framework. Note: Old Form in use through New form under consideration for use with Graduates. 10

11 Appendix: Assessment Forms 11

12 QUEENS COLLEGE City University of New York Education Unit Core Values Survey Candidate s Name: Date Completed: Subject Area/ Program: Directions: Please take some time to rate how important the following items are for your education discipline or profession on a scale of 1-4 (4 = Very Important to my discipline or profession, 1 = Not Important to my discipline or profession). These items are related to the Queens College Education Unit s Core Values for preparing teachers and educational professionals to have the knowledge, skills and dispositions necessary to work effectively in P-12 schools and promote Equity, Excellence, and Ethics in urban schools and communities. ==================================================================== I.Equity knowledge, skills, and dispositions associated with building inclusive communities that nurture and challenge all learners. Not Important to My Discipline or Profession Somewhat Important to My Discipline or Profession Important to My Discipline or Profession Very Important to My Discipline or Profession How important is/are: 1. Enthusiasm for the discipline or profession 2. Enthusiasm for students 3. Adapting materials or information to meet individual student needs 4. Family needs of students 5. Knowledge of students and their backgrounds in planning 6. Relating information/instruction to students out-ofschool experiences 7. Encouraging collaboration & shared support of students 8. A learning or school environment that encourages risktaking, asking questions & learning from mistakes 9. Nurturing & challenging each student Not Applicable II.Excellence knowledge, skills, and dispositions associated with professionalism, scholarship, efficacy, evidence-based practice, and reflection. Not Important to My Discipline or Profession Somewhat Important to My Discipline or Profession Important to My Discipline or Profession Very Important to My Discipline or Profession Not Applicable How important is/are: 10. Positive professional student interactions 11. Correct language and terminology of the discipline or profession 12. Discipline or profession specific procedures and skills 13. Careful planning & organization to connect content/information with student needs 14. Openness to constructive criticism 15. Questioning to elicit levels of students understandings 16. Information gained from assessment to inform initial instruction/interventions 17. Information gained from ongoing assessment to inform revisions in instruction/interventions 18. Instructional/intervention approaches based on current research in the field 19. Assessment approaches that are aligned with instruction/intervention 20. Evidence-based instructional/intervention approaches 21. Technology to enhance student learning, behavior change, inclusion, and other professional practices 12

13 III.Ethics-- knowledge, skills, and dispositions associated with valuing diversity, democracy, and social justice. Not Important to My Discipline or Profession Somewhat Important to My Discipline or Profession Important to My Discipline or Profession Very Important to My Discipline or Profession How important is/are: 22. Student to student interactions 23. Adult to student interactions 24. Tasks that support student learning, behavior change, inclusion, and other professional practices 25. A school community that fosters respect for all students 26. Appreciation of diversity among students 27. Tolerance for all learners 28. Awareness of the influence of culture in students development of skills and behaviors 29. Community of diverse students 30. Community of diverse student families 31. Social justice 32. Democratic decision-making Comments or Feedback: Not Applicable Thank You! 13

14 QUEENS COLLEGE City University of New York Education Unit Letters of Recommendations and Personal Statement Review Form For All Graduate Applicants in the Education Unit Applicant s Name: UNG GPA: Reviewer: Date: Subject Area/Program: Letters of Recommendation Letter Weak = 1 Limited = 2 Very Good = 3 Strong = Total Rating Letters of Recommendation = Personal Statement Criteria Weak = 1 Limited = 2 Very Good = 3 Strong = 4 Content Organization Writing Mechanics Addressed topic but weak focus Irrelevant ideas Lacks logical progression of ideas Frequent errors in spelling, grammar & punctuation Focused on topic Ideas only loosely related to main ideas Includes brief skeleton Lacks transitions Errors in grammar, punctuation and/or proofreading Focused on topic Includes relevant ideas Includes logical progression of ideas Clear transitions Occasional grammatical errors Questionable word choice Focused, purposeful Reflects clear insights & ideas Clearly organized Fully developed Professional Error free Total Rating Personal Statement = Total Rating = 14

15 QUEENS COLLEGE City University of New York Education Unit Field Experience Assessment for Teacher Candidates To be completed near end of field experience. Candidate s Name: Date Completed: Age/Grade Level (from drop down menu): Subject Area/Program: Queens College Faculty: Course Number: Directions: Please take some time at the end of the semester to rate the candidate in terms of his/her ability to analyze, synthesize, and reflect upon the field work experiences associated with this course. 1. Candidate reflects upon the strategies and methods for presenting content knowledge observed in field observations. 2. Candidate brings experiences, observations, and questions from field observations into class discussions and assignments. 3. Candidate reflects upon the approaches to sequencing, pacing, evaluating, and adjusting the presentation of content knowledge during field observations. 4. Candidate reflects upon approaches for differentiating and personalizing the teaching and evaluation of content knowledge to address the strengths and needs of all learners during field observations. 5. Candidate reflects upon the use of materials and the integration of technology within the content area during field observations. 6. Candidate reflects upon the Education Unit s Core Values of Equity, Excellence and Ethics in relation to the teaching of content knowledge during field observations. Unacceptable Emerging Acceptable Target Not Applicable Additional Comments or Concerns: Thank you 15

16 QUEENS COLLEGE City University of New York Education Unit Lesson Plan Assessment for Teacher Candidates To be completed by professor during the identified methods course(s) Candidate s Name: Date Completed: Queens College Faculty: Subject Area/Program: Course Number: Directions: Please take some time to rate the candidate s lesson plan developed as part of this methods course in terms of his/her ability to analyze, synthesize, and reflect upon the content and pedagogy associated with the discipline. Unacceptable Emerging Acceptable Target 1. Candidate demonstrates content knowledge of the subject consistent with professional, state and institutional standards Candidate demonstrates pedagogical knowledge of the subject consistent with professional, state and institutional standards Candidate incorporates pedagogically appropriate strategies and techniques to meet the diverse instructional strengths and learning needs of all learners Candidate includes the use of the appropriate materials, instructional strategies, and technology to present the content Candidate builds in formative and summative approaches for monitoring (assessing) student learning Additional Comments or Concerns: Thank you 16

17 QUEENS COLLEGE City University of New York Education Unit Curriculum Unit Assessment for Teacher Candidates To be completed in one of the culminating courses Candidate s Name: Date Completed: Did Candidate Implement the Unit at a Field/Work Site: Subject Area/Program: Queens College Faculty: Course Number: Directions: Please take some time to rate the candidate s curriculum unit developed (and where possible implemented) as part of this course in terms of the candidate s ability to organize and structure content, sequence the lessons, and assess student learning. In extenuating circumstances, a candidate may not be able to implement this unit, please check N/A as needed. Design and Organization of Curriculum Unit Unacceptable Emerging Acceptable Target N/A 1. Candidate demonstrates content knowledge of the subject across the lessons that make up the unit consistent with professional, state and institutional standards. 2. Candidate demonstrates pedagogical knowledge of the subject across the lessons that make up the unit consistent with professional, state and institutional standards. 3. Candidate incorporates pedagogically appropriate strategies and techniques across the lessons that make up the unit to meet the diverse instructional strengths and learning needs of all learners. 4. Candidate offers clear evidence of the logical, intuitive sequence of information and demonstrates that each lesson plan within the unit contains a clearly articulated purpose and rationale, goals and objectives, adaptations for diverse learners, and an evaluation of student learning. 5. Candidate presents clear evidence of connection of unit to state learning standards within the discipline with frequent references to key facts and concepts all learners are likely to learn. 6. Candidate selects and incorporates research-based bestpractices based approach across the lessons that make up the unit based on current literature within the discipline building a clear conceptual rationale for the approaches taken. Implementation and Adjustment of Curriculum Unit Unacceptable Emerging Acceptable Target N/A 7. Candidate includes the use of the appropriate materials, instructional strategies, and technology across the lessons that make up the unit to present content and foster access to that content for all learners. 8. Candidate adjusts lesson pacing and instructional focus as appropriate based on student feedback within individual lessons and adjusts remaining lessons within the unit 17

18 accordingly. 9. Candidate sequences instructional activities and approaches across the lessons that make up the unit to promote the movement of students through all phases of instruction: entry, acquisition, proficiency, maintenance, generalization, and application. 10. Candidate demonstrates broad level of subject matter knowledge across the lessons that make up the unit, especially in relation to student generated questions (i.e., all information is clear, appropriate, and correct). Evaluation of Curriculum Unit and Student Learning Unacceptable Emerging Acceptable Target N/A 11. Candidate demonstrates the ability to engage in structured self-reflection including a thoughtful analysis of the strengths and weaknesses of each lesson and the unit as a whole; is able to offer clear explanations of what should be done differently and why, in order to more actively engage students and promote student learning. 12. Candidate builds in formative and summative approaches for monitoring (assessing) student learning across the lessons that make up the unit. 13. Candidate gathers and presents clear evidence of student learning in relation to the critical content of each lesson within the unit. 14. Candidate gathers and presents clear evidence of student learning of the critical content or big ideas within the unit. Additional Comments or Concerns: Thank you 18

19 QUEENS COLLEGE City University of New York Education Unit Lesson Plan Implementation Assessment for Teacher Candidates To be completed during student teaching/internship observations Candidate s Name: Date Completed: School/Agency: Subject Area/Program: Queens College Clinical Course Number: Faculty(Supervisor) OR Other Evaluator (please specify): Directions: Please take some time to rate the candidate s lesson plan developed as part of this course in terms of his/her ability to analyze, synthesize, and reflect upon the content and pedagogy associated with the discipline. 1. Candidate demonstrates content knowledge of the subject consistent with professional, state and institutional standards. 2. Candidate demonstrates pedagogical knowledge of the subject consistent with professional, state and institutional standards. 3. Candidate incorporates pedagogically appropriate strategies and techniques to meet the diverse instructional strengths and learning needs of all learners. Unacceptable Emerging Acceptable Target Not Applicable 4. Candidate adjusts lesson pacing and instructional focus as appropriate based on student feedback. 5. Candidate includes the use of the appropriate materials, instructional strategies, and technology to present the content. 6. Candidate builds in formative and summative approaches for monitoring (assessing) student learning. 7. Candidate engages in a systematic process of inquiry, analysis, and self-reflection on the strengths, weaknesses, and impact of the lesson. Additional Comments and Next Steps: Thank you 19

20 QUEENS COLLEGE City University of New York Education Unit Clinical Practice Student Teaching & Internship Evaluation Instrument Please Circle One: CANDIDATE COOPERATING TEACHER/ QC SUPERVISOR SITE SUPERVISOR Candidate s Name: Date Completed: School/Agency: Subject Area/Program: Site Based Clinical Faculty-Cooperating Teacher/Supervisor: Queens College Clinical Faculty(Supervisor): Course Number: Directions: Please take some time to rate the candidate (or yourself) on the following competencies associated with the Queens College Education Unit s Core Values for preparing teachers and other school professionals to demonstrate the knowledge, skills and dispositions necessary to promote Equity, Excellence, and Ethics in urban schools and communities. ================================================================================= I. Equity candidate demonstrated knowledge, skills, and dispositions associated with building inclusive communities that nurture and challenge all learners. Unacceptable Emerging Acceptable Target Not Applicable 1. Demonstrates enthusiasm for the discipline 2. Demonstrates enthusiasm for students 3. Invests time & resources adapting materials, services, or information to meet individual student needs 4. Responsive to family needs 5. Uses knowledge of students and their backgrounds in planning 6. Relates information/instruction/services to students out-of- school experiences 7. Reaches out to parents/guardians and encourages collaboration & shared support of students 8. Creates a learning or school environment that encourages exploration, asking questions & learning from experiences 9. Nurture & challenge each student 20

21 II. Excellence candidate demonstrated knowledge, skills, and dispositions associated with professionalism, scholarship, efficacy, evidence-based practice, and reflection. Unacceptable Emerging Acceptable Target Not Applicable 10. Demonstrates positive professional student interactions 11. Uses correct language and terminology of the discipline 12. Employs discipline-specific procedures and skills 13. Demonstrates careful planning & organization to connect content/information with student needs 14. Demonstrates openness to constructive criticism during feedback discussions 15. Formulates questions to elicit levels of students understandings and to explore their experiences 16. Uses information gained from assessment to inform initial instruction/interventions 17. Uses information gained from ongoing assessment to inform revisions in instruction/interventions 18. Uses instructional/intervention approaches based on current research in the field 19. Demonstrates appropriate assessment approaches that are aligned with instruction/intervention 20. Demonstrates evidence-based instructional/intervention approaches 21. Integrates the use of technology to enhance student learning, behavior change, and inclusion III. Ethics-- candidate demonstrated knowledge, skills, and dispositions associated with valuing diversity, democracy, and social justice. Unacceptable Emerging Acceptable Target Not Applicable 22. Promotes positive student-student interactions 23. Promotes positive professional-student interactions 24. Designs discipline-specific tasks that support student learning, behavior change and inclusion 25. Contributes to the building of a democratic classroom or school community that fosters respect for all students 26. Promotes the appreciation of diversity among students 27. Promotes tolerance for all learners 28. Supports cross-cultural awareness and respect in students development of skills and behaviors 29. Values diversity of students 30. Values diversity of families 31. Promotes social justice 32. Encourages democratic decision-making Additional Comments or Concerns: Thank you! 21

22 QUEENS COLLEGE City University of New York Education Unit Rating Form for Assessing Teacher Candidate Impact on Student Learning in the P-12 Schools Candidate s Name: Date Completed: School/Agency: Subject Area/Program: Queens College Clinical Course Number: Faculty(Supervisor) OR Other Evaluator (please specify): Directions for Completing Candidate Rating: Please rate candidate performance over the course of the clinical practice (student teaching) in terms of the following five competencies. Guidelines for making rating decisions on each of the competencies can be found in the rubric for assessing candidate impact on student learning in P-12. Completed ratings should be shared with the candidate. 1. Candidate uses appropriate assessment strategies and instruments to obtain information about students and their progress Unacceptable Emerging Acceptable Target Candidate uses assessment information to make instructional decisions Unacceptable Emerging Acceptable Target Candidate uses assessment information to communicate student status and progress to students, parents, and appropriate others Unacceptable Emerging Acceptable Target Candidate reflects on teaching practices by evaluating continually the effects of instruction Unacceptable Emerging Acceptable Target Candidate evaluates students performance and determines the amount of progress Unacceptable Emerging Acceptable Target Additional Comments and Feedback: 22

23 QUEENS COLLEGE City University of New York Education Unit Rubric for Assessing Teacher Candidate Impact on Students Learning in the P-12 Schools * Candidate Name: Completed by: Unit Program: Date of Completion: 1. Candidate uses appropriate assessment strategies and instruments to obtain information about students and their progress Unacceptable Emergent Acceptable Target Assessment strategies and instruments are limited Assessment instruments fail to capture formative and summative data Assessment is seen primarily as an activity that is conducted for external reporting purposes (e.g., documenting reading performance for NY State) Assessment is used primarily to document student performance Grades and scores are based on assessment results Assessment is used to measure student learning at the end of units of study Appropriate assessment methods and instruments are selected for the outcomes being measured Assessment strategies (formal and informal) are used to elicit information about students All forms of assessment are appropriately administered Demonstrated an understanding of measurement theory and assessment related issues through the use and interpretation of different types of assessments Teacher-made tests show appropriate construction for measuring intended outcomes Appropriate techniques are used during instruction to assess student understanding and mastery of goals and objectives * This rubric for evaluating candidate impact on student learning in the P-12 schools is adapted liberally from the Tennessee State Model for Teacher Evaluation as approved by the Tennessee Department of Education, Spring 2006

24 2. Candidate uses assessment information to make instructional decisions Unacceptable Emergent Acceptable Target Assessment information is not being used consistently to guide instruction Assessment information is limited Assessment is seen primarily as an activity that is conducted for external purposes (e.g., documenting reading performance for NY State) rather than as an activity that is intimately linked to curriculum and instruction General monitoring (e.g., questions, homework) is used to identify students status Re-teaching is used when general class misunderstanding is demonstrated Some use of assessment for diagnosis and instruction is evident The results of assessment information are accurately interpreted Assessment is used at the beginning of the year to make instructional decisions regarding grouping Assessment information is used to make planning decisions regarding student experiences, modes of learning, needs, and attitudes Assessment data is used when making instructional decisions, throughout the year Ongoing assessment is accurately and systematically used to plan, refine, and modify instruction Remediation, instruction, or enrichment for individual learners is based on assessment information Appropriate techniques are used during instruction to assess student understanding and mastery of goals and objectives 3. Candidate uses assessment information to communicate student status and progress to students, parents, and appropriate others Unacceptable Emergent Acceptable Target Report cards and progress reports are the primary means of communication of progress/concern to students, parents, and appropriate others Feedback and communication with students, parents, and others is primarily summative in nature Suggestions and strategies for addressing instructional concerns are not included as part of the communication to students, parents, and appropriate others Cumulative student reports are provided to students, parents, and appropriate others at required intervals Students are provided general feedback reflecting the correctness or incorrectness of their responses Required records of student work and performance are maintained Students are regularly informed of the accuracy of their responses and of their status regarding the accomplishment of goals and objectives Parents and appropriate others are informed on a timely basis of a student s status and of academic and affective changes Routines have been established for two-way communication with students, parents, and appropriate others Diagnostic and prescriptive information is provided to students, parents, and appropriate others for the purpose of improving performance Attention is focused on what needs to be done to move to the next performance level Communication strategies have been refined to ensure that parent and student feedback will affect a change Useful records of student work and performance are maintained Spring 2006

25 4. Candidate reflects on teaching practices by evaluating continually the effects of instruction Unacceptable Emergent Acceptable Target Self-reflections are focused primarily on using assessment data to evaluate student performance Assessment information fails to be used in self-reflective ways to improve curriculum and instruction either at the class-level or at the individual learner-level Assessment focuses on student achievement with limited connection to the effectiveness of the strategies or techniques employed Self-reflections include an accurate description of classroom behavior, including sequence of events, candidate and student behaviors, and time frames Description of classroom behavior is used to determine an overall level of success A variety of assessment results are used to determine the relations between student success and teacher behaviors Results are interpreted with accuracy in terms of the effectiveness of the strategies or techniques employed Modifications, adaptations, and refinements in teaching strategies and behaviors are made based on the accurate interpretation of data Self-reflections communicate specific examples of the cyclical process of reflection, assessment, and learning Classroom data, information about student progress, and research are used as sources for evaluating the outcomes of teaching and learning Classroom data, information about student progress, and research are used as sources for systematically incorporating research-based practices into the classroom, and then reflecting on and revising practice 5. Candidate evaluates students performance and determines the amount of progress Unacceptable Emergent Acceptable Target Evaluation of student performance is not done consistently in either formative or summative ways Evaluation of student performance is rarely used to guide instruction Evaluation of student performance fails to be linked to curriculum and instruction Grades or cumulative scores are cited as evidence of student growth Use of baseline data is limited to interpretation of student learning General statements are provided to document formal and informal assessment of both academic and positive attitudinal change Assessment techniques are used to determine students performance level prior to and after instruction The amount of student growth and possible intervening variables are communicated knowledgeably Assessment strategies may be limited in type but include structured measurement of both cognitive and affective domains Assessment data is stressed and communicate with accuracy Appropriate assessment techniques are used to evaluate what students know and are able to do as a result of instruction Both cognitive and affective assessments are appropriately used to provide a more complete profile of student growth Student growth is communicated knowledgeably and responsively Knowledge and understanding of any intervening variables or factors is used to determine an accurate amount of progress Spring 2006

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