UNIVERSITY OF CENTRAL OKLAHOMA MENTOR TEACHER. Information Packet. Student Teaching Handbook

Transcription

1 UNIVERSITY OF CENTRAL OKLAHOMA MENTOR TEACHER Information Packet Student Teaching Handbook Fall 2013

2 TABLE OF CONTENTS Letter...3 Mentor Guidelines...7 Mentor Responsibilities Full Block...8 Mentor Responsibilities Split Block...10 Calendar...12 Portfolio Artifacts...13 Contextual Factors...14 Planning Phase Approval Sheet...18 Learning Goals...19 Assessment Plan...23 Design for Instruction...27 Instructional Decision-Making...31 Analysis of Learning...33 Reflection and Self-Evaluation...36 Levels of Performance...38 Mid-Term Progress Report of Student Teacher...40 Mentor/Supervisor Assessment of Student Teacher...43 Mentor/Supervisor Assessment of Student Teacher (Art Only)...46 Mentor/Supervisor Assessment of Student Teacher (Elementary Only)...47 Mentor/Supervisor Assessment of Student Teacher (English Only)...48 Mentor Assessment of Student Teacher (History Only)...63 Mentor/Supervisor Assessment of Student Teacher (Physical Education/Health Only)...68 Mentor/Supervisor Assessment of Student Teacher (Science Only)...72 Mentor/Supervisor Assessment of Student Teacher (Special Education Only)...83 Mentor Assessment of Supervisor and UCO...85 Appendix A - UCO Conceptual Framework...88 Appendix B - Oklahoma Minimum Criteria for Effective...90 Teaching Performance References

3 LETTER ABOUT TEACHING BLOCK Dear Mentor Teacher, Thank you for agreeing to serve as a University of Central Oklahoma student teacher mentor! We hope you find this semester especially fulfilling as you provide your wise counsel and expertise to an up-and-coming member of the profession. The student teacher, working as your co-teacher, should authentically experience the complex and demanding work of teaching - analyzing students needs, designing and implementing instruction, using assessment feedback, building relationships with colleagues and students parents, and the list goes on. Your student teacher is excited and ready to observe your educational approaches and to develop strategies for impacting student learning. During the first few weeks we hope you will help integrate your student teacher into the school. Specifically, we ask that you introduce your student teacher to faculty and administration, provide a tour of the building and of available resources, make school and classroom policies and procedures clear, share your thinking behind your instructional methods, and serve as a sounding board. While the student teacher is responsible for upholding your standards of practice, he or she will gradually need to become the leader of instructional activities. You may best encourage the professional development of your student teacher through honest, careful and descriptive feedback - delivered professionally, of course. During the first week, in particular, your student teacher will be concurrently completing a course focused on classroom management and instructional strategies on UCO s campus. This week serves as a transition block so that student teachers can begin settling into their clinical experience during the mornings while being provided University support during the afternoons. The transition is designed to ensure the school placement is appropriate, that program completion requirements are understood and that instructional strategies are in place for successful student teaching. Additionally, per this course student teachers will be provided ongoing, online University support and some assignments throughout the clinical experience. As a general rule, by the end of the first week, your student teacher should be well-acclimated to the school and should be prepared to lead small portions of lessons or to oversee particular instructional tasks. From this time forward your student teacher should incrementally increase responsibility for planning and delivering instruction and should advance their skills using formative and summative assessment data to drive decision making. In this process, he or she will eventually assume the full responsibilities of teaching in your classroom (or serving as the lead teacher while co-teaching with you) for at least two weeks. I realize that quality mentorship requires much time and effort on your part. The University of Central Oklahoma awards tuition waivers for mentor teachers who are assigned a student teacher and who fulfill mentorship responsibilities. These vouchers will be given to the mentor teacher at the end of the semester. The voucher may be used to attend UCO classes beginning the semester following mentorship. The vouchers may be transferred to another teacher or staff 3

4 member (such as a teaching assistant) in the building by following the instructions on the back and obtaining the principal s signature. Unfortunately, vouchers cannot be used by family members or other dependents. Vouchers are valid for a period of 18 months. This is one way that we show our appreciation to you for your willingness to work with our future teachers. Please know that the clinical experience mentored by you is a vital part of our teacher preparation program. Strong partnerships between PK-12 schools and the University are critical to inducting the next generation of teachers into the profession. If you have concerns this semester, please do not hesitate to contact the University Supervisor assigned to your student teacher and/or UCO s Teacher Education Services office, Respectfully, Bryan Duke, Ph.D., Assistant Dean Director of Teacher Education College of Education and Professional Studies University of Central Oklahoma 100 N. University Drive Edmond, Oklahoma, (405)

5 LETTER ABOUT TRANSITION BLOCK Fall 2013 Dear Mentor Teacher, We sincerely appreciate your willingness to accept a student teacher to begin working under your guidance. Your role of mentor teacher is very important since this will be one of the most significant opportunities for the student teacher to develop effective teaching and management practices. You will be a model for the candidate; consequently, the student teacher will look to you for assistance in how to apply the knowledge and skills he/she has gained up to this point. The student teaching semester consists of a transition period prior to the full-day teaching experience. We have a NEW format for the Transition Block based on feedback from the mentor teachers. This semester the Transition Block, will be ONE WEEK beginning August in the afternoons. During the week, student teaching is scheduled during the morning hours (minimum 3 hours) and the students will attend Classroom Management and Instruction in the afternoon. This may be a new time frame for those of you who have served as a mentor to a student teacher in the past. Student teachers are expected to arrive at the school site at the same time the mentor teacher is required to arrive, yet during this week, they will need to leave the school site by 11:30 a.m to return to UCO for class Monday through Friday. The exact time frame in which the student will leave their school during the morning is based on an individual school s schedule. In addition, the student teachers will be required to return to UCO two dates: September 20 and November 1st for a full day (8 a.m. to 4 p.m.) to complete our Touchback Days. As part of the new format we will have online activities for the student teachers to complete during the weeks of student teaching. The course schedule is set up to meet the 3 hour course time requirement mandated by the Oklahoma State Regents. During the Transition Block student teachers will attend the Classroom Management and Instruction course at UCO in the afternoon. Classroom Management and Instruction (PTE 4853) focuses on developing a deeper understanding of classroom management, learning environments, instructional strategies, diversity, parent communication and the teacher evaluation tools. This class supports your efforts in their acclimation into your classroom and school and helps them make contextually-appropriate applications of key research-based practices. Course requirements during this block will require student teachers to complete observations and interviews related to your approach to classroom management and instruction in order to analyze and describe how knowledge and theory are integrated into practice. In addition, student teachers are required to complete two artifacts for their professional portfolios during this course. We encourage our student teachers to visit other classrooms that will help strengthen his/her understanding of teaching and to begin assisting you with classroom responsibilities. Student teaching during the Transition Block is meant to be a time to develop a relationship with the mentor teacher and students, to understand the dynamics of the classroom, and to support the learning environment. Please assist the student teacher in maintaining focus by limiting the classroom responsibilities and involvements to managerial support and tutorial efforts during this week. Once the Transition Block is complete and student teachers are no longer attending class at UCO in the afternoons, then they will be ready to develop lesson plans and move toward full-time teaching responsibilities. 5

6 We are excited about your collaboration with UCO and look forward to working with you to help prepare future teachers. Please feel free to contact us if you have any questions about the Transition Block. Sincerely, Dr. Susan C. Scott Dr. Regenia James Dr. Lisa Holder Dr. Frederick Hammond III Elementary Early Child/Elementary Secondary K-12 (405) (405) (405) (405) Professors of Classroom Management and Instruction Department of Educational Sciences, Foundations and Research (ESFR) College of Education and Professional Studies University of Central Oklahoma 6

7 MENTOR TEACHER GUIDELINES Qualifications 1. Certification in the student teacher s major area of study. 2. Three (3) full years of completed teaching experience. 3. Demonstrated expertise in the major area of study. The Mentor Teacher Agrees To: 1. Recognize that student teaching is designed to be a part of the learning experience in preparation to become a teacher. 2. Establish rapport with the student teacher. 3. Work with the student teacher and the Supervisor as a team. 4. Provide information to acquaint the student teacher with the school. 5. Assist the student teacher as needed in coordinating the scheduling of the Transition Block assignments outside the assigned classroom. 6. Acquaint the student teacher with specific classroom activities. 7. Provide weekly scheduled conferences for feedback and discuss evaluations. 8. Allow the student teacher to experience the total role of a teacher. 9. Give supervision in all phases of the teaching process. 10. Encourage the student teacher to try a variety of instructional strategies. 11. Offer constructive feedback. As a general rule, student teachers should not be corrected in front of students since this tends to decrease their effectiveness. 12. Support the creativity of the student teacher. 13. Assist in the development of lesson plans and the Unit of Study (Teacher Work Sample). 14. Cooperate with the University Supervisor in coordinating and evaluating the student teacher s performance in the school. 15. Discuss with the student teacher, University Supervisor, principal, and/or director of Teacher Education Services any concerns or difficulties as they arise. 7

8 Transition Block - Beginning MENTOR TEACHER RESPONSIBILITIES Full Block Placements Week 0 August Attend Contemporary Issues and Student Teaching Orientation at UCO August Week 1-3 August 19- September 6 Student Teachers attend Classroom Management at UCO in the afternoons August 19-23rd, 1:00-4:00 p.m. Introduce the student teacher to the class and provide a work area for him/her to use. Assist student teacher in completing Student Teaching Weekly Schedule. * Meet with the University Supervisor (Visit #1). Coordinate scheduling and completion of the Transition Block activities. Beginning with week 2 the student teacher should work with the students including planning and teaching of selected subjects. Observe other teachers as appropriate. Support research and completion of the Contextual Factors artifact and discuss how they influence the classroom, school, and community. Meet with the student teacher to review and sign the Planning Phase Approval Sheet.* Teaching Block Week 4-8 September 9-October 11 September 20- (8:00-4:00) Touch Back Day at UCO (Student teacher attendance required). Set weekly conference days and times to discuss progress. Continue integrating student teacher into teaching duties and participation in class instruction. Student teachers should plan for and teach certain subjects for extended periods of time. With the student teacher, identify the Unit of Study content and support the development of Learning Goals artifact. Support the development of an Assessment Plan artifact. Meet with Supervisor to discuss the student teacher s progress (Visit #2). 8

9 Week 9-11 October 14-November 1 November 1- (8:00-4:00)Touch Back Day at UCO (Student teacher attendance required). Assign the student teacher additional teaching responsibilities. Support the development of Design for Instruction. Complete Mid-Term Progress Report and discuss with the student teacher and the University Supervisor.* Submit Mid-Term Progress Report to the University Supervisor. Week November 4-November 22 Support the student teacher during full-time teaching responsibilities. Support the student teacher in presentation of the Unit of Study using the Design for Instruction. Support the student teacher in reviewing the data compiled from implementation of the Assessment Plan artifact. Support the student teacher in completion of Instructional Decision-Making. Support the student teacher in completion of Analysis of Student Learning. Meet with the Supervisor to discuss the student teacher s progress (Visit #4). Week November 25-December 6 Transition the student teacher into assistive teaching (co-teaching) capacity. Support the student teacher in completion of Reflection and Self Evaluation artifact. Complete the Mentor Teacher Assessment of Student Teacher online. Complete the Mentor Teacher Assessment of Supervisor online. Meet with the Supervisor and student teacher to discuss assessments (Visit #5). December 11 Attend Portfolio Day---8:30-12:00 *Turn in to the University Supervisor. Bold items are Teacher Work Sample (TWS) for Portfolio. 9

10 MENTOR TEACHER RESPONSIBILITIES Split Block Block One Placement Student teachers in split block placements will design the Unit of Study to be placed in the e-portfolio and assessed during Block I. The unit should be planned for no more than 1-2 weeks in length. Transition Block - Beginning Week 0 August Attend Contemporary Issues and Student Teaching Orientation at UCO August Week 1-3 August 19- September 6 Student Teacher attends Classroom Management August from 1:00-4:00 p.m. at UCO. Introduce the student teacher to the class and provide a work area for him/her. Assist the student teacher in completing Student Teaching Weekly Schedule. * Meet with the University Supervisor (Introductory). Set weekly conference day and time to discuss progress. Coordinate scheduling of the Transition Block activities. Beginning with week 2 the student teacher should work with the students including planning and teaching of selected subjects. Observe other teachers are appropriate. Support research and completion of Contextual Factors and discuss how they influence the classroom, school, and community. Meet with the student teacher to review and sign the Planning Phase Approval Sheet. Teaching Block Week 4-8 September 9- October 11 September 20 (8:00-4:00)-Touch Back Day at UCO (Student teacher attendance required). Continue integrating student teacher into teaching duties and participation in classroom instruction. Student teachers should plan for and teach certain subjects for extended periods of time. With the student teacher, identify the lesson content and develop Learning Goals. Support the development of an Assessment Plan. 10

11 Support the development of Design for Instruction. Meet with Supervisor to discuss student teacher s progress (Visit #2). Support student teacher in presentation of the Unit of Study using the Design for Instruction. Support student teacher in review of data compiled from the Assessment Plan. Support student teacher in completion of Instructional Decision-Making. Support student teacher in completion of Analysis of Student Learning. Review with student teacher during week conference time and discuss the Reflection and Self Evaluation. Meet with the Supervisor to discuss student teacher s progress (Visit #3). *Turn in to the University Supervisor. 11

12 MENTOR TEACHER RESPONSIBILITIES Split Block Block Two Placement Student teachers in split block placements will design structured lesson plans for each lesson taught. Each lesson must be approved by the Mentor Teacher and the Supervisor prior to instruction. All lessons taught must have a written plan. Teaching Block Week 9-11 October 14-November 1 November 1 (8:00-4:00)-Touch Back Day at UCO (Student teacher attendance required). Set weekly conference days and times to discuss progress. Meet with the university supervisor (Introductory Visit). Assist student teacher in completing Student Teaching Weekly Schedule.* Support student teacher in assuming full time or co-teaching responsibilities. Support student teacher in planning structured lesson plans that correlate with your curriculum goals. Support student teacher in presentation of lessons throughout the semester. Meet with University Supervisor (Visit #4). Continue to support student teacher in developing structured lesson plans. Allow student teacher to continue full-time teaching responsibilities. Week November 4- November 22 Continue full-time or co-teaching responsibilities to assistive teaching. Meet with the student teacher and the University Supervisor to discuss progress (Visit #5). Week November 25-December 6 Gradually transition from full-time teaching responsibilities to assistive teaching. Meet with University Supervisor and student teacher (Visit #5). Complete F#3 (Block II) assessment in PASSPORT. Complete Mentor Teacher Assessment of Student Teacher. Complete Mentor Teacher Assessment of Supervisor. December 11 Attend Portfolio Day 8:30-12:00 *Turn in to the University Supervisor. 12

13 Important Dates For Student Teachers Date Event Place Time August 12 & 13 Contemporary Issues Broncho Corral August 14 Student Teaching Orientation Broncho Corral August Report to your school site; mornings only Orientation August Classroom Management Nigh University Center August 26 Full-day Student Teaching begins **September 20 Touchback Day UCO exact place to be determined **November 1 Touchback Day UCO exact place to be determined December 11 Portfolio Day Nigh University Center December 13 or 14 GRADUATION!!! Hamilton Field House 8:00-5:00 8:30-1:00 This information will be provided at the Student Teaching 1:00-4:00 p.m. 8:00-4:00 8:00-4:00 8:30-12 Please check time and date for your specific college August 19- December 10 August 19- October 11 October 14- December 10 Full-Block Student Teaching Block 1 Block 2 Elementary and Secondary Ed Majors Early Childhood Education, Special Education and all PK-12 Education Majors 13

14 Portfolio Artifact: Unit of Study/Teacher Work Sample Overview During the student teaching experience, teacher candidates will have the opportunity to demonstrate their content knowledge, teaching skills, and professional dispositions by developing a teaching unit that builds on the strengths, needs, and prior experiences of their students. Through this performance assessment, student teachers will document their ability to respond to the classroom contexts of instruction; will diagnose and interpret students learning needs; will exhibit resourcefulness to plan, implement, and evaluate instruction; will assess student learning; and will reflect for professional growth. Unit of Study Assignment The unit of study contains several components identified by research and best practice as fundamental to improving student learning. Each component includes a task, a prompt (directions) and a rubric that defines various levels of performance on the component. The components and rubrics will be used to evaluate your unit of study. The prompts guide you in documenting the components and your performance as you construct and implement a teaching unit during your student teaching experience. As part of the student teaching experience, you are required to design and teach a comprehensive unit. (NOTE: Full block students should plan a two-week unit and then use a structured lesson plan to present instruction. Student teachers in split block placements must design a unit in the first block; then plan structured lessons and present these as directed by the mentor teacher and supervisor in the second block. Planning Phase: Before you teach the unit, you will describe the contextual factors, identify learning goals based on state and/or district standards, create an assessment plan to measure student performance before, during, and after instruction, and plan for the instruction. This section should be reviewed and approved by your mentor and university supervisor prior to delivery of the unit. Delivery and Reflection Phase: Throughout the delivery of the unit, review and reflect on each day s events and make notes. Record personal insights, student interactions, teaching adjustments, and challenging moments as you experience them. After you teach the unit, you will analyze student learning and then reflect upon and evaluate your teaching as related to student learning using these notes as a source of information. 14

15 Format Information A) Cover page: Unit title, subject(s), grade level, your name, Banner ID, date submitted, supervisor name B) Length: A suggested page length for your work is given in the directions for each component. You have some flexibility of length across the components, but the total length of your artifact (excluding attachments and references) should not exceed word-processed pages, double-spaced in 12 point font, with 1 inch margins. C) Appendices (not included in total page length): Include clearly labeled attachments as directed in component prompts. D) References and Credits (not included in total page length). If you referred to another person s ideas or materials in the narrative, you should cite these in a separate section at the end of your narrative under References and Credits. You should use American Psychological Association (APA) style. E) Anonymity. In order to insure the anonymity of students in your class, do not include any student names or identification in any part of the unit narratives. F) Portfolios. All Portfolios should be submitted electronically. CONTEXTUAL FACTORS Task: Discuss relevant factors and how they may affect the teaching-learning process. Include any support and challenges that affect instruction and student learning. UCO Conceptual Framework I.D. Demonstrates legal and ethical knowledge and demeanor II.A. Demonstrates knowledge of theories of learning and development including the uniqueness of and the variations among individuals so that he or she plans and implements appropriate methods II.C. Addresses holistic needs of students II.D. Respects and plans for cultural and linguistic diversity II.E. Effectively communicates II.F. Engages family and community support II.G. Serves the community and the profession III.A. Demonstrates knowledge of subject matter, human development, learning, and motivation Oklahoma General Competencies for Teachers 2. The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and physical development at all grade levels including early childhood, elementary, middle level, and secondary. 3. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners. 15

16 5. The teacher uses best practices related to motivation and behavior to create learning environments that encourage positive social interaction, self-motivation and active engagement in learning, thus, providing opportunities for success. 13. The teacher understands the legal aspects of teaching including the rights of students and parents/families, as well as the legal rights and responsibilities of the teacher. Prompt In your discussion, address the following factors: Cover Page. Contextual Factors, grade level, your name, banner ID, date submitted, supervisor name. Community, district and school factors. Address geographic location, community and school population, socio-economic profile and race/ethnicity. You might also address such things as stability of community, political climate, community support for education, and other environmental factors. Classroom factors. Address physical features, availability of technology equipment and resources and the extent of parental involvement. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling and classroom arrangement. Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/ developmental levels, culture, language, interests, learning styles/modalities or students skill levels. In your narrative, make sure you address students skills and prior learning that may influence the development of your learning goals, instruction and assessment. Instructional implications. Address how contextual characteristics of the community, classroom and students have implications for instructional planning and assessment. Include specific instructional implications for at least two characteristics and any other factors that will influence how you plan and implement your unit. 16

17 Contextual Factors Rubric Name: Task: Discuss relevant factors and how they may affect the teaching-learning process. Include any support and challenges that affect instruction and student learning. First Submission Revised Submission Indicator Unacceptable Basic Developing Proficient Outstanding Knowledge of Community, School, and Classroom Factors Response indicates minimal, irrelevant, or biased information. Prompt elements requested are omitted. Response is superficial lacking depth of thought in analysis. Response indicates limited knowledge of prompt factors. Narrative merely describes factors without explaining how each impacts students and instruction. Response indicates developing knowledge regarding geographic location, population, SES, and ethnic profiles and the impact of these factors on classroom instruction. Response indicates understanding regarding geographic location, population, SES, and ethnic profiles and the impact of these factors on classroom instruction. Response indicates thorough understanding of geographic location, population, SES, and ethnic profiles and the impact of these factors on classroom instruction. Response includes discussion of stability, political climate, support. Knowledge of Student Characteristics Response indicates a stereotypical view, irrelevant or minimal knowledge of student differences. Prompt elements are not fully addressed. Response indicates limited knowledge of student differences that may affect learning. Narrative merely describes factors. Response indicates general knowledge of age, gender, race/ ethnicity, developmental levels, language, and culture. Response indicates general and specific knowledge of age, gender, race/ ethnicity, developmental levels, language, and culture. Response indicates comprehensive knowledge of age, gender, race/ethnicity, developmental levels, language, and culture. Prompt elements discussed indepth. Knowledge of Students Varied Approaches to Learning Response indicates minimal, stereotypical, or irrelevant knowledge about the different ways students learn. Response fails to identify students learning styles or modalities. Response indicates limited knowledge of special needs, learning styles, modalities and skill levels that may affect learning. Response indicates general understanding of special needs, learning styles, modalities and skill levels that may affect learning. Response indicates general and specific understanding of special needs, learning styles, modalities and skill levels that may affect learning. Response is appropriately detailed. Response indicates in-depth understanding of special needs, learning styles, modalities and skill levels that may affect learning for the group and individuals. Attention to approaches to maximize student learning. Knowledge of Students Skills And Prior Learning Response indicates little or irrelevant knowledge of prior skills and learning. Response indicates prior learning is minimally addressed. Prior learning discussion lacks depth and detail with no connection to potential learning goals. Prior learning is addressed and relates to discussion of potential learning goals. Prior learning is thoroughly addressed and clearly relates to discussion of potential learning goals. Implications for Instructional Planning and Assessment Response fails to discuss implications for instruction and assessment or provides inappropriate implications Response is simplistic in discussion for instruction and assessment. Response indicates general implications for instruction and assessment based on conceptual factors Decisions exhibit a monocular perspective (i.e. teaching one way to all). Response indicates specific implications for instruction and assessment based on conceptual factors. Response addresses compensatory activities for special needs. Response indicates thorough understanding of how conceptual factors impact instructional planning and assessment. Response addresses compensatory activities for special needs. 17

18 Planning Phase Approval Sheet Planning Phase: Before you teach the unit, you will describe the contextual factors, identify learning goals based on state and/or district standards, create an assessment plan to measure student performance before, during, and after instruction, and plan for the instruction. This section should be reviewed and approved by your mentor and university supervisor. 1. Discussed Unit of Study plans with university supervisor. (Signature indicates approval) Comments: University Supervisor s Signature Date 2. Discussed Unit of Study plans with mentor teacher. (Signature indicates approval) Comments: Coordinate the time frame for the presentation of the Unit of Study with Mentor teacher Date(s): Time/Period(s): Mentor Teacher s Signature Date 18

19 Learning Goals Task: Identify and provide a rationale for the learning goals/objectives for the unit. UCO Conceptual Framework I. B. Possesses a sound knowledge base in subject matter and pedagogy II.A. Demonstrates knowledge of theories of learning and development including the uniqueness of and the variations among individuals II.C. Addresses holistic needs of students II.D. Respects and plans for cultural and linguistic diversity III.A. Demonstrates knowledge of subject matter, human development, learning, and motivation III.C. Demonstrates knowledge of and ability to incorporate the Oklahoma Academic Standards and the Teacher Leader Effectiveness or professional standards applicable to the field III. F. Utilizes tools of research Oklahoma General Competencies for Teachers 1. The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students abilities and differences, and the community; and adapts instruction based upon assessment and reflection. 11. The teacher shall have an understanding of the importance of assisting students with career awareness and the application of career concepts to the academic curriculum. 14. The teacher understands and is able to develop instructional strategies/plans based on the Oklahoma core curriculum. 15. The teacher understands the State teacher evaluation process, Teacher Leader Effectiveness, and how to incorporate these criteria in designing instructional strategies. Prompt In your discussion, address the following factors: Cover Page. Learning Goals, grade level, your name, banner ID, date submitted, and supervisor name. Clarity of learning goals. List the learning goals / outcomes (not the activities) that will guide the planning, delivery and assessment of your unit. These goals should define what you expect students to know and be able to do at the end of the unit. The goals should be significant (reflect the big ideas or structure of the discipline) challenging, varied and appropriate. List specific objectives under each goal. Number or code each learning goal and objective so you can reference them later. Significance, Challenge and Variety. Describe the types and levels of your learning goals. Your discussion should include correlation to Bloom s taxonomy and can include other conceptual arrangements such as cognitive, affective, 19

20 psychomotor OR visual, aural, kinesthetic OR another set of categories applicable to your field. Appropriateness for students. Discuss why your learning goals are appropriate in terms of development; pre-requisite knowledge, skills; and other student needs. Alignment. Show how the goals are aligned with Oklahoma Academic Standards, and/or national standards. (Identify the source of the standards chart optional). Example of Learning Goals/Objectives Chart Eighth Grade English Code Goal/Objective Bloom s Taxonomy Alignment / Source 1 Demonstrate knowledge of and an appreciation for various forms of literature, such as narrative and lyric poetry 1.1 Define a narrative poem, lyric poem, sonnet and ballad 1.2 Define the following basic elements of poetry: refrain, stanza, rhythm, rhyme, rhyme scheme & repetition 1.3 Identify and distinguish between a narrative poem, lyric poem, sonnet and ballad 2 Comprehend and use figurative language and sound devices in speaking and writing 2.1 Define several forms of figurative language including: alliteration, assonance, connotation, metaphor, simile, symbol 2.2 Identify and distinguish between various forms of figurative language in poetry Knowledge Comprehension Knowledge Comprehension Knowledge Comprehension Knowledge Comprehension Comprehension Application Knowledge Comprehension Knowledge Comprehension District Goal: Eng 8 Oklahoma Academic Standards Grade 8 Language Arts Standard 4 See above See above See above District Goal 9 Oklahoma Academic Standards Grade 8 Language Arts Standard 4.3 See above See above 20

21 2.3 Create original figurative language and use it own poetry Synthesis See above Example of Learning Goals/Objectives Outline Third Grade Science Goal 1: The students will gain a basic understanding of electrical elements including circuits, conductors, and insulators and why they are important for electricity. Knowledge/Comprehension/Analysis Oklahoma Academic Standards Grade 3 Process Standard 3 Application Objective 1.1 Students will be able to observe, measure, & identify properties. Objective 1.2 Students will be able to draw conclusions about circuits from the results of experiments. Analysis Goal 2: The students will locate and describe the parts of a simple circuit and describe the function of each part. Application Objective 2.1 Students will explore alternative ways to create a circuit. Objective 2.2 Students will be able to identify conductors and insulators. Knowledge/Comprehension 21

22 Name: Task: Identify and provide a rationale for the learning goals for the unit. Learning Goals Rubric First Submission Revised Submission Indicator Unacceptable Basic Developing Proficient Outstanding Clarity of Learning Goals / Objectives Goals / objectives are not stated clearly and are activities rather than learning outcomes. Learning goals/objective statements are merely restatements of goals / objectives from other sources. Some (1-2) goals are clearly stated as learning outcomes. Objectives are not closely related to goals. Most goals are clearly stated as learning outcomes, specifically identifying student knowledge and performances. Objectives relate closely to goals. All goals are clearly stated as learning outcomes, specifically identifying student knowledge and performances. Objectives clearly build toward learning goals. Significance, Challenge and Variety Goals reflect only one type or level of learning. Learning levels are not keyed to Bloom s taxonomy. Objectives missing. Goals reflect one or two types of learning. Learning levels are at the knowledge level of Bloom s taxonomy. Objectives are simple and lack variety. Goals reflect several types of learning. Levels of learning move beyond knowledge and comprehension. At least 1/3 of objectives are above knowledge & comprehension levels. Goals reflect several types of learning and are significant and appropriately challenging. At least ½ of objectives are above knowledge & comprehension levels. Goals reflect several types of learning and are significant and challenging. Goals are balanced to include all levels of Bloom s taxonomy. Objectives for each goal include upper level reasoning & skills. Appropriateness for Students Goals/objectives are not appropriate for the development; pre-requisite knowledge, skills experiences or other student needs. Goals/objectives address development, but fail to consider pre-requisite knowledge, skills, and student needs. Some goals/objectives are appropriate for the development, pre-requisite knowledge, skills and student needs. Most goals/objectives are appropriate for the development, pre-requisite knowledge, skills and student needs All goals/objectives are appropriate for the development, prerequisite knowledge, skills, and student needs. Alignment with National, State or Local Standards Goals are not aligned with national, state, or local standards Goal alignment is attempted but is inaccurate and/or inappropriate. Some goals are aligned with national, Oklahoma Academic Standards and/ or local standards. Chart or outline attempts to illustrate goal alignment but is unclear Most goals are aligned with national, Oklahoma Academic Standards, and/or local standards. Chart or outline clearly illustrates goal alignment. References to standards sources are identified. All goals aligned with national, state Oklahoma Academic Standards, AND local standards. Chart or outline clearly illustrates goal alignment. References to standards sources are identified. 22

23 Assessment Plan Task: Design an assessment plan to monitor student progress toward learning goal(s). Use multiple assessment modes and approaches aligned with learning goals to assess student learning throughout instruction. These assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks, or other means such as observations, personal interactions, etc. Describe why your assessments are appropriate for measuring learning. UCO Conceptual Framework II.C. Addresses holistic needs of students III.A. Demonstrates knowledge of subject matter, human development, learning, and motivation III.C. Demonstrates knowledge of and ability to incorporate the Oklahoma Academic Standards and Teacher Leader Effectiveness or professional standards applicable to the field III.D. Develops and effectively uses assessment procedures and adapts instruction/services based upon assessment and reflection Oklahoma General Competencies for Teachers 7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students abilities and differences, and the community; and adapts instruction based upon assessment and reflection. 8. The teacher understands and uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social and physical development of the learner. 14. The teacher understands and is able to develop instructional strategies/plans based on the Oklahoma core curriculum. 16. The teacher understands the State teacher evaluation process, Teacher Leader Effectiveness, and how to incorporate these criteria in designing instructional strategies. Prompt In your narrative, address the following factors: Cover Page. Assessment Plan, grade level, your name, banner ID, date submitted, supervisor name. Alignment overview / Adaptation Plan. For each learning goal include: assessments used to judge student performance, format of each assessment, and adaptations of the assessments for the individual needs of students based on preassessment and/or contextual factors. The purpose of this overview is to depict the alignment between learning goals and assessments and to show adaptations to meet the individual needs of students or contextual factors. You may use a visual organizer such as a table, outline or other means to make your plan clear. Clarity of criteria / Modes of assessment / Technical soundness. Clearly explain how you will evaluate or score assessments, including criteria you will 23

24 use to determine if the students performance meets the learning goals. In an appendix, attach copies of assessments, prompts, and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key). Plan for formative assessment. Describe the assessments you plan to use to check on student progress and comment on the importance of collecting that particular evidence. Although formative assessment may change as you are teaching the unit, your task is to predict at what points in your teaching it will be important to assess students progress toward learning goals. Example of Assessment Plan Table: Kindergarten Learning Goal Assessment Format of Assessment Adaptations 1. The student will link wild animals with their habitats Pre-Assessment Checklist: Game w/animal masks & centers representing habitats (tree, lake, burrow, cave) Repeat and modify instructions as needed. Demonstrate and assist with cutting, gluing, etc. Provide model of mask and model how to move to habitat centers. Keep activities high-interest and brief. Formative Assessment Animal puppets & habitat (e.g. bird & nest) Anecdotal records of Q & A Picture journals Provide concrete models and assistance w/fine motor tasks as needed. Provide multiple explanations and model performances. Provide verbal cues and allow plenty of wait time for Q & A Post-Assessment Checklist: Game w/animal masks & centers representing habitats 2. The student will explain the difference between a farm animal and wild animal. Pre-Assessment Flannel board activity sorting animals Demonstrate and provide an example of the sort. Use parent helper to keep record of number correct. 24

25 Example of Assessment Plan Table: High School History Learning Goal Assessment Format of Assessment Adaptations 1. The student will identify the three roles of Congress Pre-Assessment Multiple choice pre-test Assist special needs students with directions, etc. Allow ESL students to use dictionaries, etc. Formative Assessment Newspaper search to identify impact of Congress on everyday life. Provide sample articles for special needs students. Allow ESL student to use native language newspaper if available. Provide multiple explanations as needed. Formative Assessment Post-Assessment Visit Senate and House of Representative websites for electronic scavenger hunt. Multiple choice and short essay post-test. Assist students with low technology skills if needed. 2. Distinguish between and identify examples of implied and expressed powers Pre-Assessment Multiple choice pre-test Assist special needs students with directions, etc. Allow ESL students to use dictionaries, etc. 25

26 Name: Assessment Plan Rubric Task: Design an assessment plan to monitor student progress toward learning goal(s). Use multiple assessment modes and approaches aligned with learning goals to assess student learning throughout instruction. These assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks, or other means such as observations, personal interactions, etc. Describe why your assessments are appropriate for measuring learning. First Submission Revised Submission Indicator 1.Unacceptable 2.Basic 3.Developing 4.Proficient 5.Outstanding Alignment with Learning Goals and Instruction Content and methods of assessment lack congruence with learning goals or lack cognitive complexity Some of the learning goals are assessed through the assessment plan, but many are not congruent with learning goals in content or cognitive complexity Most learning goals are assessed through the assessment plan; assessments are nearly congruent with learning goals in content but may lack cognitive complexity. Each of the learning goals is assessed through the assessment plan; assessments are congruent with the learning goals in content and complexity. Each of the learning goals is assessed through the assessment plan that clearly details the content and cognitive complexity. Assessment matches the conditions in the goal/objectives. Clarity of Criteria and Standards for Performance Assessments contain no clear criteria for measuring student performance relative to learning goals. Assessment criteria are not fully developed for each goal. Assessment is overly easy Assessment criteria have been developed, but they are not clear and do not detail student performances. Assessment is not uniformly challenging. Assessment criteria are clear and explicitly linked to learning goals. Assessment is appropriately challenging. Assessment criteria illustrate strong knowledge of assessment principles and clearly delineate student performance levels. Multiple Modes and Approaches Assessment plan includes only one assessment mode and uses only post-instruction assessment. Assessment plan includes only one assessment mode and does not assess students before, during and after instruction. Assessment plan includes multiple modes but all are pencil/paper based and do not require the integration of knowledge, skills, and reasoning ability. Assessment is irregular throughout the instructional sequence. Assessment plan includes multiple assessment modes requiring integration of knowledge, skills & reasoning. Plan assesses student performance throughout the instructional sequence. Assessment plan includes appropriate and creative assessments that measure student performance in ways that emphasizes assessment as learning throughout the instructional sequence. Technical Soundness Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are missing. Assessments appear to have some validity. Scoring procedures are unclear; directions and procedures are confusing to students. Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students. Assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students. Assessments appear to be valid and unbiased; scoring procedures are explained. Items and prompts are well written; directions and procedures are clear. Adaptations Based on the Individual Needs of Students No adaptations for assessments are planned. Adaptations are state, but are inappropriate to meet individual student needs. Teacher makes adaptations to assessments that are appropriate to meet the individual needs of some students. Teacher makes adaptations to assessments that are appropriate to meet the individual needs of most students. Teacher makes adaptations to assessments that meet the needs of all students. 26

27 Design for Instruction Task: Describe how you will design your unit instruction related to unit goals, students characteristics and needs, and learning contexts. UCO Conceptual Framework III.A. Demonstrates knowledge of subject matter, human development, learning, and motivation III.B. Implements a variety of instructional/professional strategies that encourage development of critical thinking, etc. III.C. Demonstrates knowledge of and ability to incorporate the Oklahoma Academic Standards and the Teacher Leader Effectiveness or professional standards applicable to the field III.E. Utilizes technology for instructional methodologies and personal productivity III.F. Utilizes tools of research Oklahoma General Competencies for Teachers 1. The teacher understands the central concepts and methods of inquiry of the subject matter discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 3. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners. 4. The teacher understands curriculum integration processes and uses a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance skills and effective use of technology. 7. The teacher plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students abilities and differences, and the community; and adapts instruction based upon assessment and reflection. 14. The teacher understands and is able to develop instructional strategies/plans based on the Oklahoma core curriculum. Prompt Cover Page. Design for Instruction, grade level, your name, banner ID, date submitted, and supervisor name. Results of pre-assessment. After conducting the pre-assessment activity, analyze student performance relative to the learning goals. Depict the results of the preassessment in a format that allows you to find patterns of student performance relative to each earning goal. You may use a table, graph, or chart. Describe the pattern you find that will guide your instruction or modification of the learning goals. Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your unit plan clear. Include the topic or activity you are planning for each day/period. Also indicate the goal or goals (coded from 27