Student Teaching Teacher Work Sample Scoring Rubric * ED/VE 485

Transcription

1 INTRODUCTION I Setting and Context Standards 5, 8 Rating Describes culture and community context Describes the existing support structure for the school including support from the community, parents, and volunteers. Analyzes the demographic characteristics of the school. Describes the classroom context and the students themselves in detail. Describes policies for classroom management, safe schools, conflict resolution, and special needs students. II Unit Topic and Rational Standards 1,2,6 Explain the significance of the topic globally, personally, and specifically for this population Provide a rationale for topic Justify instructional decisions Clearly describe topic taught Explain the sequence of lesson or unit Discuss methods for integrating literacy, numeracy, and other subjects All of the setting description expectations are met to an exemplary degree. Setting description shows exemplary attention to detail and professionalism. Setting description demonstrates deep knowledge of the school, its community, and the students being taught. Report demonstrates initiative, a teacher who goes well beyond the required basics. 80% of the setting description expectations are met. Those that are not are considered minor or reasonable. There is enough depth in the description for the reader to understand the approach and the results of teacher s work. The report represents a teacher in a learning mode. Two or more of the setting description expectations are not met or represent poor quality work, lack of understanding, or lack of care and time. Report demonstrates beginning stages of understanding what is expected of a teaching professional. Topic justified in terms of content standards, population, and relevance explained thoroughly Student outcomes defined and justification provided based on theory Description of literacy and math content integrated into lesson provided Rationale for topic is including standards, population, and relevance stated Student outcomes Literacy and numeracy included Rational for topic not included only partially stated Student outcomes not clearly defined not fully Literacy and numeracy not fully integrated Page 1 of 5

2 Rating LESSON PLAN III Standards, Goals, and Objectives Standards 1,4,5,6 (Maximum Points = 15) Goals and objectives are appropriate, clearly written and aligned with State Content Standards At least one goal/objective should address literacy: speaking, writing, reading, or listening. There should be clear goals/objectives relating to content. Objectives are clearly written, utilize higher order thinking skills, and allow students various means to demonstrate proficiency. Objectives should address the goals. IV Instruction and Management Plan Standards 5,6 (Maximum Points = 20) Plans are detailed and clearly aligned with objectives Include all key components of a lesson plan. Align objectives and assessment. Include method and criteria for assessment. Include strategies for management. The unit plan must demonstrate at least three different instructional strategies. The unit plan must represent a cohesive unit rather than a collection of activities. The unit plan must include adaptations and accommodations for exceptional learners. The unit plan must include at least one lesson incorporating cooperative learning strategies. The unit plan demonstrates knowledge of content. Page 2 of Points Points Points All goals and objectives appropriately and clearly aligned with state standards Multiple goals/objectives address literacy Multiple goals/objectives clearly related to content All objectives meet stated criteria and goals 80% of goals and objectives are aligned with state standards At least one goal/objective addresses literacy. Some goals related to content 80% of objectives meet criteria and goals Fewer than 60% of goals and objectives are aligned with state standards Plans are not clearly detailed Ambiguous link between goals and objectives Goals/objectives do not address literacy. Higher order thinking skills not Few opportunities for students to demonstrate proficiency Points Points Points Unit plan elements fully Multiple (5) instructional strategies and demonstrated including expository, cooperative & mastery learning, skills, concept, discussion, inquiry, & technology Goals based on student assessment Instruction aligned with pre test based on cohesive content standards Modifications designed and implemented for all Learners Prerequisite knowledge Authentic and contextual Unit plan elements adequately Some (3) instructional strategies and demonstrated including expository, cooperative & mastery learning, skills, concept, discussion, inquiry, & technology Goals based on student assessment Instruction aligned with pre test data Some modifications designed and implemented Prerequisite knowledge Authentic and contextual learning poorly infused Unit plan elements poorly Little clear evidence of knowledge regarding variety of instructional strategies Goals not based on student assessment Instruction marginally aligned with pre test data No modifications designed Prerequisite knowledge not Few authentic and contextual learning activities systems poorly planned

3 Rating Each lesson includes brief reflections on what went well, what surprised you, and what you would do differently. learning activities included systems included systems sometimes included V Assessment Standard 3 (Maximum Points = 20) Unit contains pre- and post-assessment items aligned with objectives Pre and post assessment items are either identical or parallel. A variety of assessment tools are used including traditional, authentic, self-assessment, and peer assessment. All assessments meet the expectations of: alignment, clarity, trustworthiness, feasibility, variety, and developmental appropriateness. Knowledge of grading and scoring is demonstrated Points Points Points Pre/post assessments aligned with objectives Pre/post assessments measure discrete unit of content identical or parallel Traditional assessment tool designed that includes short answer, multiple choice questions Directions for assessments are clearly specified Scoring rubric is well designed and utilized for scoring scoring demonstrated Student errors and gains are thoroughly analyzed Assessments monitor student progress Adaptations made to assignments as needed All pre/ post assessments monitor achievement Grading documented on spread sheet Pre/post assessments not clearly aligned with objectives Pre/post assessments measure discrete unit of content nearly identical or parallel Traditional assessment tool designed that includes short answer, multiple choice questions Directions for assessments are clearly specified At least one rubric is designed and utilized for scoring scoring limited Student errors and gains are analyzed Assessments monitor student progress Some modifications made to assignments Grading documented Poorly designed pre/post assessments not identical or parallel Directions for assessments are poorly specified Poorly designed rubric is utilized for scoring scoring is poor Student errors and gains are not well analyzed Assessments monitor student progress Few modifications made to assignments Grading documented Page 3 of 5

4 Rating CONCLUSION VI Summary, Interpretation, and Reflection Standards 2,3,7 (Maximum Points = 30) Assessment analysis Analyses of pre- and post-assessments are done appropriate to content and should answer the question, What do these assessments show about the learning that did or did not occur in the lesson? Assessment results are analyzed (1) by student and (2) by cluster. Interpret student learning by discussing individual gains as well as those who do not show gains. Analyze clusters results and patterns. Essay summarizes the assessment decisions made, how they were designed, and how administered. Essay explains how you determined grading criteria and scores. Examples are provided to support your conclusions. Other evidence that supports or contradicts your findings is considered. Discuss what you would do differently. Teaching experience essay What went well? What did you learn? What would you Include your thoughts about classroom management, your evolving philosophy, personal and professional goals, or other reflections Points Points Points Analysis and interpretation of student assessment is performed electronically, indicates individual scores, gain scores, cluster scores Analysis is provided both graphically and in narrative form All stated criteria are included, well described, and thoroughly analyzed Reflective summary includes thoughtful responses to the questions: What went well? What went not so well? What would you Narrative includes decision points in lesson, justification of choices made, classroom management, issues, and concerns, and perception of own learning and achievement. Teaching strategies are described and interpreted based on student learning Discussion demonstrates strong knowledge of relationships between assessment and instruction, assessment decisions, grading criteria and scoring Reflection of overall experience and own evolving professionalism Self critique in relationship to teaching standards. Analysis and interpretation of student assessment is provided Analysis is provided in narrative form 80% of the stated criteria are Reflective summary includes responses to the questions: What went well? What went not so well? What would you Narrative includes decision points in lesson, justification of choices made, classroom management, issues, and concerns, and perception of own learning and achievement. Teaching strategies are described and interpreted Discussion demonstrates basic knowledge of relationships between assessment and instruction, assessment decisions, grading criteria and scoring Reflection of overall experience and own evolving professionalism Superficial self critique Reflective summary addresses the questions: What went well? What went not so well? What would you Incomplete analysis and interpretation of student assessment. Poor analysis of student learning. Poorly conceptualized and written self critique Page 4 of 5

5 Rating VII Organization and Presentation Standards 1,7 Cover page with your name, title of the unit, dates taught Components: title page, table of contents, description of setting, rationale, related state and district goals, unit goals and objectives, lesson plans, pre and post assessments, interpretative essay, reflective essay, bibliography, appendix. Organization is coherent, logical, and easy to follow. Professionally presented Word processed Neat Grammatically and mechanically correct. Turned in on time All of the Organization criteria are met to an exemplary degree. Presentation shows exemplary attention to detail and professionalism. Comprehensive bibliography Presentation demonstrates initiative, a teacher who goes well beyond the required basics. Presentation demonstrates oral and written language competency. 80% of the Organization criteria are met. Those that are not met are considered minor or reasonable. Fewer than 4 grammatical or mechanical errors. Adequate bibliography Presentation represents a teacher in a learning mode. Presentation demonstrated good oral and written language skills. Two or more of the Organization criteria are not met or represent poor quality work, lack of understanding, or lack of care and time. Minimal bibliography Presentation demonstrates beginning stages of understanding what is expected of a teaching professional. * The Basic performance level is not included in this rubric since all candidates will have completed at least two mini TWSs prior to student teaching. It is expected that no candidate should be eligible for student teaching unless s/he has achieved a minimum of developing for the prior TWSs completed. Page 5 of 5