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

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

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...92 2

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

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, 405-974-5710. 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, 73034 (405) 974 5710 4

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 19-23 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

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) 974-5425 (405) 974-5493 (405) 974-5429 (405)974-5912 sscott@uco.edu rjames6@uco.edu Lholder4@uco.edu fhammond@uco.edu 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

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

Transition Block - Beginning MENTOR TEACHER RESPONSIBILITIES Full Block Placements Week 0 August 12-16 Attend Contemporary Issues and Student Teaching Orientation at UCO August 12-14. 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

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 12-14 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 15-16 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

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 12-16 Attend Contemporary Issues and Student Teaching Orientation at UCO August 12-14. Week 1-3 August 19- September 6 Student Teacher attends Classroom Management August 19-23 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

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

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 12-14 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 15-16 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

Important Dates For Student Teachers Date Event Place Time August 12 & 13 Contemporary Issues Broncho Corral August 14 Student Teaching Orientation Broncho Corral August 19-23 Report to your school site; mornings only Orientation August 19-23 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

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

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 20-25 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

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

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

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

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

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

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

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

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

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

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

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

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

your Learning Goals section) that you are addressing in each activity. Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal. Lesson Plans. Complete all lesson plans. Select three (3) for more specific detail and activities. These should reflect a variety of instructional strategies/techniques using lesson plan formatting from your methods class or student teaching handbook. In each lesson plan, include the following: o how the content relates to your instructional goal(s), o how the activity stems from your pre-assessment information and contextual factors, o what materials/technology you will need to implement the activity, o and how you plan to assess student learning during and/or following the activity (i.e., formative assessment). Though not a part of the unit of study, every lesson taught must have a written plan including objectives and how assessment will be made. Technology. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology, provide your clear rationale for its omission. Below is a suggested lesson plan, although not required. It does include elements that are essential to effective lesson planning, delivery, and reflection. LESSON PLAN Subject(s): Grade: Teacher(s): School: # of Students: Time Allotted: LESSON PLAN FRAMEWORK 1. Oklahoma Academic Standards (Common Core/PASS): 2. Learning Goals: After this lesson, what will the students be able to do? What new knowledge will they have? 28

3. What real world implications does this lesson entail? Does this lesson apply to future learning? If so, how? 4. What kinds of experiences do you think your students have had that may be a connection to this lesson? (building background) 5. Formative Assessment: a) What evidence will you look for to make sure objectives are being met? b) If technology is available, for example, student responders, smart board, ipads, etc., then how could these aid in the formative assessment? 6. Procedures for the lesson: How will you conclude the lesson? How can the new learning be applied? 7. Resources/Materials: (Be sure to include any texts, technology, or other important resources that are needed to make this lesson successful.) 29

8. Student diversity: Will all students be able to engage in an appropriate and engaging way? Think about all students and how they learn. a) What modifications in your lesson procedures, assignments and assessments will need to be made to ensure that learning takes place? b) Think about students with disabilities. What accommodations (if any) will need to be made? 9. Summative Assessment: What type of resource will you use to assess the new learning that has taken place after the lesson is completed? REFLECTION 1. How did this lesson support 21 st Century Skills? 2. What was good about how the students were engaged? What would you do differently next time? 3. Were the students able to learn collaboratively? How? 30

Example of Pre-Assessment Table/Chart Multiple Choice Pre-Test Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Student 1 C C C C C C C Student 2 C C C C C C Student 3 C C C C C C C C Student 4 C C C Student 5 C C C C C C C Student 6 C C C Student 7 C C C C Student 8 C C C C Student 9 C C C Student 10 C C Student 11 C C C C Student 12 C C Student 13 Absent Student 14 C C C Student 15 C C C C C C C Student 16 C C C C C C C C Student 17 C C C C C C C C C C Student 18 C Student 19 C C C Student 20 C C C C=item correct Example of Pre-Assessment Table Chart Learning Center Task 120% 100% 80% Task One 60% 40% 20% 0% Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Class Ave Task Two Task Three 31

Name: Design for Instruction Rubric Task: Describe how you will design your unit instruction related to unit goals, students characteristics and needs, and learning contexts. First Submission Revised Submission Indicator 1.Unacceptable 2.Basic 3.Developing 4.Proficient 5.Outstanding Alignment w/learning goals Few learning goals are covered in the design. Lessons, activities and assignments not aligned with goals. Activities and assignments do not relate to goals. Not all learning goals are covered in the design. Lessons not explicitly linked to goals. Some irrelevant activities and assignments designed. Most learning goals covered in design. Most lessons explicitly linked goals. Most activities, assignments, and resources are aligned with goals. All learning goals covered in design. All lessons explicitly linked to goals. All learning activities, assignments and resources aligned with goals. All proficient elements met with clarity of presentation for easy tracking of goals, objectives, lessons, activities, assignments and resources. Accurate Representation of Content Use of content appears to contain numerous inaccuracies. Use of content appears to have minor errors. Content viewed as isolated skills and facts rather than part of larger structure. Use of content appears to be mostly accurate. Design shows awareness of big ideas or discipline structure Use of content appears t o be accurate. Focus of content is congruent with big ideas or structure of the discipline. Use of content involves research and consideration of individual & class needs. Design draws on interdisciplinary concepts as appropriate. Lesson and Unit Structure Evidence of organizational structure missing. Lessons not logically sequenced. With few exceptions, lessons have logical sequence and move students toward learning goals. All lessons logically sequenced and facilitate students in achieving learning goals. All proficient elements met with clarity of presentation and organization. Use of a Variety of Instructional Strategies, Activities, Assignments, and Resources Repetitious use of a single instructional strategy, activity, assignment or resource to the exclusion of more effective means. Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (i.e. work sheets). Some variety in instruction, activities, assignments, or resources, but with limited contribution to learning. Appropriate variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning. Variety across instruction, activities, assignments, and/or resources. This variety has been targeted to meet particular needs of the learners in the classroom. Use of Contextual Information & Data to Select Appropriate & Relevant Activities, Assignments & Resources Instruction has not been designed with references to contextual factors and preassessment data Instruction mentions minimal contextual factors without consideration of individual learners. Some instruction has been designed with reference to contextual factors. Some activities and assignments appear productive & appropriate for each student. Most instruction has been designed with reference to contextual factors. Most activities and assignments appear productive & appropriate for each student. All instruction has been designed with reference to contextual factors. Activities and assignments are targeted to meet particular needs of the learners in the classroom. Use of Technology Technology is inappropriately used OR teacher does not use technology and no rationale is provided. Technology is used but it does not contribute to learning OR limited rationale for not using technology is provided. Technology somewhat integrated but contribution to learning is unclear OR limited rationale for not using technology provided. Technology integrated appropriately and contributes to learning OR adequate rationale for not using technology is provided. Technology integrated appropriately and contributes significantly to learning OR strong rationale for not using technology is provided. 32

Instructional Decision-Making Task: Provide two examples of instructional decision-making based on students learning or responses. UCO Conceptual Framework I.A. Assesses self as a professional I.C. Evaluates the effects of his or her choices and actions on others and changes when needed. III.D. Develops and effectively uses assessment procedures and adapts instruction/services based upon assessment and reflection. Oklahoma General Competencies for Teachers 3. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners. 6. The teacher develops knowledge of and uses a variety of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 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. 15. The teacher understands and is able to develop instructional strategies/plans based on the Oklahoma core curriculum. Prompt Cover Page. Instructional Decision Making, grade level, your name, banner ID, date submitted, and supervisor name. Think of a time during your unit when a student s learning or response caused you to modify your original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following: o Describe the student s learning or response that caused you to rethink your plans. The student s learning or response may come from a planned o formative assessment or another source (not the pre-assessment). Describe what you did next and explain why you thought this would improve student progress toward the learning goal. Now, think of one more time during your unit when another student s learning or response caused you to modify a different portion of your original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following: o o Describe the student s learning or response that caused you to rethink your plans. The student s learning or response may come from a planned formative assessment or another source (not the pre-assessment). Describe what you did next and explain why you thought this would improve student progress toward the learning goal. 33

Name: Instructional Decision-Making Rubric Task: Provide two examples of instructional decision-making based on students learning or responses. First Submission Revised Submission Indicator Unacceptable Basic Developing Proficient Outstanding Sound Professional Practice Many instructional decisions are inappropriate and not pedagogically sound. No evidence is used to support response. Instructional decisions are somewhat appropriate, but many decisions are not pedagogically sound. Evidence cited does not support response. Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound. Evidence cited supports response. Most instructional decisions are pedagogically sound and lead to student learning. Evidence cited supports response. Instructional decisions reflect skills in decision-making characteristic of experienced teachers. Evidence cited clearly illustrates and strongly supports response. Modifications Based on Analysis of Student Learning Teacher treats class as one plan fits all with no modifications. Limited modifications of the instruction plan are made, but not based on data or analysis. Some modifications of the instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice or contextual factors. Appropriate modifications of the instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practices or contextual factors. All proficient elements met and response includes an explanation of why the modifications would improve student progress. Congruence Between Modifications and Learning Goals No modifications in instruction were made. Modifications in instruction lack congruence with learning goals. Modifications in instruction are somewhat congruent with learning goals. Modifications in instruction are congruent with learning goals. Modifications in instruction are congruent with learning goals and reflect sensitivity to individual students needs. Modifications influence future planning and instruction. 34

Analysis of Student Learning Task: Analyze your assessment data, including pre/post assessments and formative assessments to determine students progress related to the unit learning goals. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Conclusions drawn from this analysis should be provided in the Reflections and Self- Evaluation section. UCO Conceptual Framework III. D. Develops and effectively uses assessment procedures and adapts instruction/services based upon assessment and reflection Oklahoma General Competencies for Teachers 3. The teacher understands that students vary in their approaches to learning and creates instructional opportunities that are adaptable to individual differences of learners. 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. Prompt Cover Page. Analysis of Student Learning, grade level, your name, banner ID, date submitted, and supervisor name. In this section, you will analyze data to explain progress and achievement toward learning goals demonstrated by your whole class, subgroups of students, and individual students. Whole class. To analyze the progress of your whole class, create a table that shows pre- and post-assessment data on every student on every learning goal. Then, create a graphic summary that shows the extent to which your students made progress (from pre- to post-) toward the learning criterion that you identified for each learning goal (identified in your Assessment Plan section). Summarize what the graph tells you about your students' learning in this unit (i.e., the number of students met the criterion). Subgroups. Select a group characteristic (e.g., gender, performance level, socioeconomic status, language proficiency) to analyze in terms of one learning goal. Provide a rationale for your selection of this characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle- vs. low-performers). Create a graphic representation that compares pre- and post-assessment results for the subgroups on this learning goal. Summarize what these data show about student learning. Individuals. Select two students that demonstrated different levels of performance. Explain why it is important to understand the learning of these particular students. Use pre-, formative, and post-assessment data with examples 35

of the students work to draw conclusions about the extent to which these students attained the two learning goals. Graphic representations are not necessary for this subsection. Note: You will provide possible reasons for why your students learned (or did not learn) in the next section, Reflection and Self-Evaluation. Example Class Summary Pre-Assessment Post-Assessment Q1 Q1 Q2 Q2 Q3 Q3 Student 1 C C C C C C Student 2 C C C C C C Student 3 C C C C C Student 4 C C C Student 5 C C C C C C Student 6 C C C C C C Student 7 C C Student 8 C C C Student 9 C C C Student 10 C C C C Student 11 C C Student 12 C C C C C Student 13 Absent Student 14 C C C C C Student 15 C C C C Student 16 C C C C C C Student 17 C C C C C C Student 18 C C C Student 19 C C C C C Student 20 C=item correct Example Student Learning Gains Chart Subgroup: ESL students Goal 3 Pre- Assessment Score Post- Assessment Score Learning Gains Student 4 30% 55% 25% Student 6 30% 75% 45% Student 7 40% 80% 40% Student 15 70% 100% 30% 36

Name: Analysis of Student Learning Rubric Task: Analyze your assessment data, including pre/post assessments and formative assessments to determine students progress related to the unit learning goals. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Conclusions drawn from this analysis should be provided in the Reflections and Self-Evaluation section. First Submission Revised Submission Indicator Unacceptable Basic Developing Proficient Outstanding Clarity and Accuracy of Presentation Presentation lacks required elements (table, graphic summary, narrative). Data are inaccurately reflected. Presentation includes all required elements. Presentation is unclear and inaccurate; it does not accurately reflect the data. Presentation includes all required elements. Presentation is understandable and contains few errors. Table and graphic summary is readable, but weak. Presentation includes all required elements. Presentation is easy to understand and contains no errors of representation. Table and graphic summary are clear. All proficient criteria are met; narrative is insightful and shows depth of thought. Alignment with Learning Goals Analysis of student learning not addressed. Response fails to include data on achievement of individual goals/objectives. Analysis of student learning is not aligned with learning goals / objectives, but discussed generally with only whole group achievement data. Analysis of is partially aligned with learning goals and/or fails to provide a comprehensive profile of student learning for the whole class, subgroups, and two individuals. Analysis is fully aligned with learning goals and provides a comprehensive profile of student learning for the whole class, subgroups, and two individuals All proficient criteria are met; narrative is insightful and shows depth of analysis characteristic of an experienced teacher. Interpretation of Data Interpretation is inaccurate, and conclusions are missing or unsupported by data. Interpretation is inconsistently accurate and conclusions are missing. Interpretation is technically accurate, but conclusions are not fully supported by data. Interpretation is accurate and includes appropriate conclusions drawn from the data. Interpretation is meaningful and highlights significant findings drawn from the data. Evidence of Impact on Student Learning Analysis fails to include evidence of impact in terms of numbers of students who achieved and made progress toward learning goals. Analysis includes weak evidence of the impact in terms of numbers of students who achieve and progressed toward learning goals. Analysis includes incomplete evidence of the impact in terms of numbers of students who achieved and progressed toward learning goals. Analysis includes evidence of impact in terms of the numbers of students who achieved and made progress toward learning goals. Analysis includes evidence of impact and clearly articulates explanations of progress and achievement to draw complete picture of student performance. 37

Reflection and Self-Evaluation Task: Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and identify future actions for improved practice and professional growth. UCO Conceptual Framework I.A. Assesses self as a professional I.C. Evaluates the effects of his or her choices and actions on others and changes when needed I.D. Demonstrates legal and ethical knowledge and demeanor II.B. Accepts the need to learn, grow, and change and actively seeks opportunities that will positively affect her or his understandings, skills, and dispositions. II.E. Effectively communicates Oklahoma General Competencies for Teachers 9. The teacher evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community), modifies those actions when needed, and actively seeks opportunities for continued professional growth. 12. The teacher understands the process of continuous lifelong learning, the concept of making learning enjoyable, and the need for a willingness to change when the change leads to greater student learning and development. 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 Cover Page. Reflection & Self Evaluation, grade level, your name, banner ID, date submitted, supervisor name. Select the learning goal where your students were most successful. Provide two or more possible reasons for this success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control. Select the learning goal where your students were least successful. Provide two or more possible reasons for this lack of success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control. Discuss what you could do differently or better in the future to improve your students performance. Reflection on possibilities for professional development. Describe at least two professional learning goals that emerged from your insights and experiences with the TWS. Identify two specific steps you will take to improve your performance in the critical area(s) you identified. 38

Name: Reflection and Self-Evaluation Task: Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and identify future actions for improved practice and professional growth. First Submission Revised Submission Indicator Unacceptable Basic Developing Proficient Outstanding Interpretation of Student Learning No evidence or reasons provided to support conclusions drawn in Analysis of Student Learning Section. Provides evidence with some simplistic or superficial support of conclusions drawn in Analysis of Student Learning section. No hypothesis regarding student achievement levels. Provides evidence with some simplistic or superficial support of conclusions drawn in Analysis of Student Learning section. Hypothesis regarding student achievement levels not related to evidence. Uses evidence to support conclusions drawn in Analysis of Student Learning section. Offers single hypothesis for why some students did not meet learning goals. Uses evidence to support conclusions drawn in Analysis of Student Learning section. Explores multiple hypotheses for why some students did not meet learning goals. Insights on Effective Instruction and Assessment Merely describes activities or fails to address effectiveness component. Provides no rationale for why some activities or assessments were more successful than others Identifies successful and unsuccessful activities or assessments and superficially explores reasons for success level without use of theory or research. Identifies successful and unsuccessful activities and assessments and provides plausible reasons (based on theory or research) for their success or lack thereof. Identifies successful and unsuccessful activities and assessments and synthesizes theory and research to highlight reasons for their success or lack thereof. Alignment Among Goals, Instruction, and Assessment Does not connect learning goals, instruction, and assessment results in the discussion. Discussion of connections and alignment is irrelevant or inaccurate. Connects learning goals, instruction and assessment results, but conceptual gaps or misunderstandings are present. Logically connects learning goals, instruction, and assessment results. Discussion of connections among goals, instruction and assessment results is insightful and reflects teaching maturity and experience Implications for Future Teaching Provides no ideas for redesigning learning goals, instruction, and assessment. Provides inappropriate or illogical ideas for redesigning learning goals, instruction, and assessment. Provides ideas for redesigning learning goals, instruction and assessment but offers no rationale for why these would improve student learning. Provides ideas for redesigning learning goals, instruction, and assessment and explains why these modifications would improve learning. Provides creative ideas for redesigning learning goals, instruction, and assessment with detailed explanation of why these modifications would be effective. Implications for Professional Development Does not address professional learning goals OR presents only one goal. Presents1-2 goals not related to the insights and experiences described in this section. Presents 1-2 professional learning goals that are somewhat related to experiences described. Provides vague plan for meeting goals. Presents two professional learning goals that clearly emerge from experiences described. Describes steps to meet these goals. Presents more than two professional learning goals that clearly emerge from experiences and details challenging professional development goals. 39

ASSESSMENT LEVELS OF PERFORMANCE Outstanding The candidate displays extensive knowledge and understanding and searches for best practices to enhance student learning. The candidate demonstrates an exemplary ability to create a community of learners with students who are highly motivated and engaged, and assuming considerable responsibility for their own learning. This level of performance suggests the candidate performs at the level of an experienced practitioner in the area assessed. Proficient The candidate demonstrates solid knowledge and makes connections between current classroom experiences and applicable situations to positively impact student learning. The candidate displays clear understanding of the concepts underlying the component and implements the concepts and related skills consistently and effectively. This level of performance suggests future success for the candidate as an independent teacher in the area assessed. Developing The candidate demonstrates an evolving knowledge-base and skill level to positively impact student learning. The candidate has intermittent success in implementing teaching activities and shows steady signs of progress. The candidate s understanding of the area assessed is emerging, and the performance reflects growth. This level of performance suggests a novice whose awareness of his/her own strengths and limitations shows promise for future performances. Basic The candidate demonstrates fundamental knowledge of the broad concept but lacks awareness of the related components and underlying elements. Skills and implementation efforts are minimal and / or not attempted. Additional reading, observation, and experience (particularly supported by a mentor) may enable the candidate to become proficient in this area. This level of performance suggests a novice who lacks awareness of his/her own abilities, probably due to inexperience with the concept or skill. Unsatisfactory The candidate demonstrates a lack of awareness or understanding about the concepts underlying the component being assessed. Work on the fundamental practices associated with the component is required to enable growth in this area. Expanded study to establish a knowledgebase and a demonstration of effort to improve would be required to reach a higher level of achievement. This level of performance suggests a candidate whose current knowledge, behaviors, and dispositions fail to progress toward the standards required by the profession. Important Notes on Performance Levels: In general, initial field experience candidates would be expected to perform at the Basic level. In general, intermediate field experience candidates would be expected to perform at the Developing level. 40

In general, student teachers would be expected to perform at the Proficient level. Concerns about student teacher performance should be noted early and discussed with the supervisor and the UCO Program Coordinator. The level of Outstanding should be reserved for performance that is above and beyond the expectations for novice professionals. Candidates at an Unsatisfactory level in any area should receive intensive modeling and assistance until they achieve a basic level of competence. Concerns that call into question a candidate s ability to meet professional standards should be immediately noted and reported to the supervisor and/or the UCO Program Coordinator. Levels of Performance are adapted from: Danielson, Charlotte (1996), Enhancing professional practice, a framework for teaching. Alexandria, Virginia: Association for Supervision and Curriculum Development. 41

Mid-Term Progress Report (Sample - assessment will be emailed to mentor/supervisor) Student Teacher: Mentor teacher: School Site: UCO Supervisor: Both the mentor teacher and supervisor should complete and discuss the report with the student teacher in a joint meeting. UCO Supervisors should return the completed report(s) for placement in candidate file. A=Outstanding B= Proficient C= Developing D= Basic E= Unacceptable Reflective 1. Reflects on own teaching and its effect on student progress and learning 2. Responds well to supervision 3. Demonstrates the importance of being punctual 4. Demonstrates the importance of regular attendance 5. Demonstrates mature and responsible behavior 6. Demonstrates an understanding of the importance professional dress and demeanor 7. Possesses a sound knowledge base in subject matter and pedagogy 8. Evaluates the effects of his/her choices and actions on others and changes when needed 9. Demonstrates legal and ethical knowledge and demeanor Responsive 10. Demonstrates knowledge of theories of learning and development including the uniqueness of and the variations among individuals 11. Incorporates individualized instruction as needed for variations among individuals 12. Accepts the need to learn, grow, and change and actively seeks opportunities that will positively affect her/his (teacher candidate) understanding, skills, and dispositions 13. Addresses holistic needs of students 14. Demonstrates a respect for a diverse student population 15. Interacts appropriately with all students and plans appropriate curriculum and processes with sensitivity to a diverse student population and global society 16. Demonstrates effective communication skills 17. Relates well with students 18. Exhibits appropriate interaction skills 19. Seeks active participation in classroom responsibilities through effective communication with mentor teacher 20. Engages family and community support 21. Serves the community and profession Resourceful 22. Demonstrates knowledge of subject matter, human development, learning and motivation 23. Implements a variety of instructional and professional strategies 42

24. Implements instruction that encourages development of critical thinking and problem solving skills 25. Implements instruction that encourages development of positive social interaction, selfmotivation, and active engagement in learning 26. Implements instruction that encourages development of active inquiry, collaboration, and supportive interaction in the classroom 27. Implements instruction that encourages development of lifelong learner mindset 28. Implements instruction that encourages development of career awareness 29. Demonstrates knowledge of and ability to incorporate the Priority Academic Student Skills 30. Develops and effectively uses classroom assessment procedures 31. Adapts instruction based upon assessment and reflection 32. Utilizes technology for instructional methodologies and personal productivity 33. Utilizes the tools of research 34. Plans for delivery of the lesson relative to short term and long term objectives 35. Minimizes non-instructional routines thus maximizing time on task 36. Relates subject matter to student experiences 37. Allows the learner to perform the task with the teacher s direct supervision 38. Provides opportunities for independent practice of skills without the teacher s direct supervision 39. Summarizes and fits into context what has been taught in a way that actively involves the student 40. PK -12 students demonstrate mastery of the stated objectives through projects, daily assignments, performance, and test scores. 43

Mid-Term Progress Report Open-Ended Questions (Sample - assessment will be emailed to mentor/supervisor) Student Teacher: Mentor teacher: School Site: UCO Supervisor: Both the mentor teacher and supervisor should complete and discuss the report with the student teacher in a joint meeting. UCO Supervisors should return the completed report(s) for placement in candidate file. 1. Areas of demonstrated excellence: 2. Suggested areas for continued learning: 3. Plans for future action: Other Comments: Reviewed by the following (signature indicates review): Student Teacher s signature: Mentor s signature: Supervisor s signature: Date: 44

MENTOR/SUPERVISOR ASSESSMENT OF STUDENT TEACHER (Sample - assessment will be emailed to mentor/supervisor) Instructions: Please use pencil to mark each item below to evaluate the student teacher s behavior in relation to expectations for a professional educator. Please consult the Levels of Performance handout as a guide. Use the response set and darken the lettered circle corresponding with the question number on the left side of this sheet. A=Outstanding B= Proficient C= Developing D= Basic E= Unacceptable Reflective 1. Reflects on own teaching and its effect on student progress and learning 2. Responds well to supervision 3. Demonstrates the importance of being punctual 4. Demonstrates the importance of regular attendance 5. Demonstrates mature and responsible behavior 6. Demonstrates an understanding of the importance of professional dress and demeanor 7. Possesses a sound knowledge base in subject matter and pedagogy 8. Evaluates the effects of his/her choices and actions on others and changes when needed 9. Demonstrates legal and ethical knowledge and demeanor Responsive 10. Demonstrates knowledge of theories of learning and development including the uniqueness of and the variations among individuals 11. Incorporates individualized instruction as needed for variations among individuals 12. Accepts the need to learn, grow, and change and actively seeks opportunities that will positively affect her/his (teacher candidate) understanding, skills, and dispositions 13. Addresses holistic needs of students 14. Demonstrates a respect for a diverse student population 15. Interacts appropriately with all students and plans appropriate curriculum and processes with sensitivity to a diverse student population and global society 16. Demonstrates effective communication skills 17. Relates well with students 18. Exhibits appropriate interaction skills 19. Seeks active participation in classroom responsibilities through effective communication with mentor teacher 20. Engages family and community support 21. Serves the community and profession Resourceful 22. Demonstrates knowledge of subject matter, human development, learning and motivation 23. Implements a variety of instructional and professional strategies 24. Implements instruction that encourages development of critical thinking and problem solving skills 25. Implements instruction that encourages development of positive social interaction, selfmotivation, and active engagement in learning 45

26. Implements instruction that encourages development of active inquiry, collaboration, and supportive interaction in the classroom 27. Implements instruction that encourages development of lifelong learner mindset 28. Implements instruction that encourages development of career awareness 29. Demonstrates knowledge of and ability to incorporate the Oklahoma Academic Standards 30. Develops and effectively uses classroom assessment procedures 31. Adapts instruction based upon assessment and reflection 32. Utilizes technology for instructional methodologies and personal productivity 33. Utilizes the tools of research 34. Plans for delivery of the lesson relative to short term and long term objectives 35. Minimizes non-instructional routines thus maximizing time on task 36. Relates subject matter to student experiences 37. Allows the learner to perform the task with the teacher s direct supervision 38. Provides opportunities for independent practice of skills without the teacher s direct supervision 39. Summarizes and fits into context what has been taught in a way that actively involves the student 40. P-12 students demonstrate mastery of the stated objectives through projects, daily assignments, performance, and test scores 46

MENTOR/SUPERVISOR ASSESSMENT OF STUDENT TEACHER Open-Ended Questions (Sample - assessment will be emailed to mentor/supervisor) Please complete the following questions about the student teacher s skills, knowledge, and dispositions: 1. Major areas of demonstrated strengths: 2. Major areas for continued development and learning: 3. Recommendation for employment: 4. Other comments: Signature: Date: Title: 47

ART Mentor/Supervisor Assessment of Student Teacher (Sample - assessment will be emailed to mentor/supervisor) Response Set Student Name: Block: School Site: Mentor/Supervisor A = Outstanding B = Proficient C = Developing D = Basic E = Unacceptable Instructions: Please mark each of the items below according to the student teacher s behavior in relation to expectations for a professional educator. Use the response set above. 1. Addresses the elements of art in his/her planning and instruction. 2. Addresses the principles of art in his/her planning and instruction. 3. Engages students in a variety of art production, methods, and media. 4. Selects and presents instruction that is developmentally appropriate for students. 5. Engages students in critical analysis of art work. 6. Incorporates artists and art history in unit and lesson plans. 7. Demonstrates methods and procedures for art making. 8. Adapts art lessons to accommodate exceptional students. 9. Demonstrates sensitivity to needs of culturally diverse students. 10. Adapts instruction appropriately for culturally diverse students. 11. Integrates art with other subject areas. 12. Monitors progress and gives assistance to individual students as needed. 13. Demonstrates the use of technology to enhance lesson presentation. 14. Communicates to students through lesson presentation and activities expectations of high levels of performance. 15. Develops and uses activity specific assessment rubrics. 16. Demonstrates the use of authentic assessment in his/her classes. 17. Demonstrates and instructs the use of tool and equipment safety. 18. Implements strategies to help students demonstrate responsibility for their own behaviors in the learning environment. 19. Encourages individual and group participation 20. Demonstrates knowledge of the Oklahoma Academic Standards for art through lesson objectives and activities. 48

MENTOR/SUPERVISOR ASSESSMENT OF STUDENT TEACHER Elementary (Sample - assessment will be emailed to mentor/supervisor) Instructions: Please use pencil to mark each of the items below according to the student teacher s behavior in relation to expectations for a professional educator. Use the response set and darken the lettered circle corresponding with the question number on the left side of this sheet. A=Outstanding B= Proficient C= Developing D= Basic E= Unacceptable 1. Connects classroom activities to real world events and issues. 2. Applies basic knowledge of phonics to reading instruction. 3. Applies knowledge of critical thinking skills for effective reading instruction. 4. Identifies appropriate children s literature for use in reading instruction. 5. Incorporates children s literature into reading instruction for specific skill development. 6. Uses the writing process approach (from prewriting to editing to final product) in the reading/language arts program. 7. Uses the writing process approach across the curriculum. 8. Demonstrates knowledge of appropriate assessment and evaluation procedures for reading instruction. 9. Uses appropriate assessment and evaluation procedures effectively to promote student growth and learning in reading. 10. Possesses a sound knowledge base in science content. 11. Demonstrates knowledge of inquiry science in planning. 12. Involves children in inquiry learning experiences leading to an understanding of developmentally appropriate science concepts. 13. Includes appropriate societal dimensions of science in instructional activities. 14. Includes appropriate technological dimensions of science in instructional activities. 15. Possesses a sound knowledge base in mathematics content. 16. Uses effective instruction to teach mathematics content. 17. Incorporates reasoning and proof, representation, communication, and connection processes into mathematics instruction. 18. Incorporates problem solving into mathematics instruction. 19. Incorporates critical thinking into mathematics instruction. 20. Demonstrates knowledge of social studies concepts in planning integrated instruction. 21. Demonstrates knowledge of social studies processes in planning integrated instruction. 22. Engages children in inquiry leading to the development of social studies concepts. 23. Includes instructional opportunities to develop critical thinking skills in the social sciences necessary to make informed decisions. 24. Incorporates the performing arts, including famous works of dance, music and drama, into the curriculum to promote learning content. 25. Incorporates the visual arts, including studies of fine arts historical figures, into the curriculum to promote learning of content. 26. Incorporates the performing arts, including famous works of dance, music, and drama, into the curriculum to promote learning of concepts. 49

27. Incorporates the visual arts, including studies of fine arts historical figures, into the curriculum to promote learning of concepts. 28. Promotes the development of children s creativity through artistic and aesthetic endeavors. 29. Implements health education and wellness into instructional plans. 30. Implements human movement and physical activity into instructional plans. 31. Applies concepts of interdisciplinary teaching in sound instructional activities and lessons. 32. Fosters an interactive/responsive learning environment through verbal and non-verbal techniques. 33. Fosters an interactive/responsive learning environment through media communication techniques (including audio-visual and computer-based technologies). 34. Incorporates new technologies into instructional techniques. 35. Uses informal assessment strategies to plan instruction. 36. Uses informal assessment strategies to evaluate instruction. 37. Uses formal assessment strategies to plan instruction. 38. Uses formal assessment strategies to evaluate instruction. 39. Applies knowledge of current research to the practice of teaching. 40. Establishes positive and collaborative working relationships with families to promote developmental growth of children. 50

University of Central Oklahoma Mentor/Supervisor Assessment of Student Teacher English (Sample assessment will be emailed to mentor/supervisor) Dear Mentor Teachers and University Supervisors, University of Central Oklahoma English Education faculty members Dr. Deborah Brown and Dr. Laura Bolf-Beliveau have requested that mentor teachers and university supervisors of English student teachers complete the attached rubric based on National Council of Teachers of English (NCTE) standards. This instrument provides valuable insight for program review. We realize this takes great effort on your part. Please know that your observations and perceptions will be used to strengthen the English Education program at UCO. As you complete the instrument, please rank the candidate using U for unacceptable, A for acceptable, or T for target performance. This letter should be written on the blank next to the standard number. Each standard offers a brief explanation of the criteria for U, A, or T. Please return all assessment forms in the envelope provided. We appreciate your time and effort on behalf of UCO s teacher preparation program. Should you have any questions about this rubric, please contact: Dr. Laura Bolf-Beliveau 405-974-5505 lbolfbeliveau@uco.edu Student Teacher Name: School: Mentor Teacher Name: OR University Supervisor Name: 51

Mentor/Supervisor Assessment of Student Teacher Secondary English (Sample - assessment will be emailed to mentor/supervisor) Please review the proficiency items below and indicate the performance level of the student teacher by writing U (Unacceptable), A (Acceptable), or T (Target) in the blank in the left standards column. Please return this assessment form in the envelope provided. Standards Unacceptable (U) Acceptable (A) Target (T) 2.0 Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, A CANDIDATE. 2.1 Shows little or no evidence of ability to create an inclusive and supportive learning environment in which all students can learn. Demonstrates ability to create an inclusive and supportive learning environment in which all students can engage in learning. Skillfully and strongly demonstrates ability to create and sustain an inclusive and supportive learning environment in which all students can engage in learning. 2.2 Shows little or no evidence of using ELA to help students become more familiar with their own and others culture. Uses ELA to help students become more familiar with their own and others culture. Shows strong knowledge about the use of ELA and is highly proficient in using knowledge extensively and creatively to help students become more familiar with their own and others culture. 2.3 Shows little or no evidence of reflective practice to adapt instruction and behavior and/or shows little or no evidence of using reflective practice to plan for professional development that collaborates with others. Demonstrates ability to engage in reflective practice, involvement in professional organizations, and collaboration with both faculty and other candidates. Systematically engages in reflection and actively engages in adapting instruction and behavior to assist all students in learning and also enthusiastically collaborates with the academic community, professional organizations and 52

others to plan for and engage in professional development. 2.4 Shows little or no evidence of designing or using instruction that assists students in developing habits of critical thinking. Demonstrates ability use practices designed to assist students in developing habits of critical thinking and judgment. Consistently and skillfully designs and implements instruction and assessment that assist students in developing habits of critical thinking. Standards: Unacceptable Acceptable Target 2.5 Shows a lack a lack of understanding of how the English language arts curriculum, teachers, students, and education in general are influenced by culture, social events, and issues. Demonstrates ability to make meaningful connections between the ELA curriculum and developments in culture, society, and education. Skillfully makes meaningful and creative connections between the ELA curriculum and developments in culture, society, and education. 2.6 Shows little or no evidence of promoting the arts and humanities in the learning of his/her students. Demonstrates ability to engage his/her students in activities that demonstrate the role of arts and humanities in learning. Skillfully plans and implements frequent and extended learning experiences that integrate arts and humanities into the daily learning of his/her students. 3.1.1 Demonstrates a limited knowledge of students language acquisition and development processes. Uses knowledge of students language acquisition and development as a basis for designing appropriate learning Skillfully and proficiently integrates his/her knowledge of students language acquisition and development into 53

activities that promote student learning. instruction and assessment designed to enhance their students learning. 3.1.2 Demonstrates little understanding of how reading, writing, speaking, listening, viewing, and thinking are interrelated areas of the ELA experience. Demonstrates how writing, speaking, listening, viewing and thinking are interrelated in his/her own learning and in his/her students learning of ELA. 3.1.3 Shows little or no evidence of knowledge of how to recognize the impact of cultural, economic, political, and social environments on language. Demonstrates awareness in his/her teaching of the impact of cultural, economic, political, and social environments on language. Skillfully and appropriately uses both theory and practice in helping students understand the impact of cultural/economic/ political/social environments on language. 3.1.4 Shows a lack of respect for and little knowledge of diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Demonstrates knowledge of and respect for diversity in language use, patterns and dialects across cultures, ethnic groups, geographic regions and social roles and shows attention to accommodating such diversity in his/her teaching. Shows extensive knowledge of how and why language varies and changes in different regions, across different cultural groups, and across different time periods and proficiently incorporates that knowledge into classroom instruction and assessment that acknowledges and shows consistent respect for language diversity. 54

3.1.5 Shows little or no evidence of knowledge of the evolution of the English language and the historical influences on its various forms. Demonstrates knowledge of the evolution of the English language and the historical influences on its various forms and uses this knowledge in his/her teaching. Clearly and strongly demonstrates in-depth knowledge of the evolution of the English language and historical influences on its forms and how to integrate this knowledge into his/her students learning. 3.1.6 Demonstrates a lack of knowledge of English grammars and their application to teaching. Shows his/her knowledge of English grammars in teaching students both oral and written forms of the language. Skillfully incorporates an in-depth knowledge of English grammars into teaching skills that empower students to compose and to respond effectively to written, oral and other texts. 3.1.7 Shows little knowledge of semantics, syntax, morphology, and phonology or their applications to teaching. Uses his/her knowledge of semantics, syntax, morphology, and to teach his/her students how to use oral and written language. Shows an in-depth knowledge of semantic, syntax, morphology, and phonology, his/her own effective use of language and skillfully integrates that knowledge into teaching his/her students to use oral and written language effectively. 3.2 Candidates demonstrate knowledge of the practices of oral, visual, and written literacy. AS A RESULT, A CANDIDATE.. 3.2.1 Demonstrates a lack of understanding of the influence that language and visual images have on thinking and Demonstrates his/her understanding of the influence of language and visual images on thinking and composing in his/her Skillfully and appropriately creates opportunities and develops strategies that permit students to demonstrate, through 55

composing. own work and in his/her own teaching. their own work, the influence of language and visual images on thinking and composing. 3.2.2 Shows little or no evidence of using writing, speaking, and observing throughout the semester as major forms of inquiry, reflection, and expression. Uses writing, speaking, and observing as major forms of inquiry, reflection, and expression in his/her teaching. Creates opportunities and develops strategies for enabling students to demonstrate how they integrate writing, speaking, and observing in their own learning processes. 3.2.3 Shows little or no use of the processes of composing to create various forms of oral, visual, and written literacy. Uses composing processes in creating various forms of oral, visual, and written literacy of his/her own and engages students in these processes. Skillfully demonstrates a variety of ways to teach students composing processes that result in their creating various forms of oral, visual, and written literacy. 3.2.4 Shows little or no evidence of understanding the use of writing, visual images, and speaking for a variety of audiences and purposes. Demonstrates, through their his/her own learning and teaching, how writing, visual images, and speaking can effectively perform a variety of functions for varied audiences and purposes. Skillfully and frequently engages students in activities that provide opportunities for demonstrating their skills in writing, speaking, and creating visual images for a variety of audiences and purposes. 3.2.5 Shows little knowledge of language structure and conventions in creating and critiquing print and non-print texts. Demonstrates his/her knowledge of language structure and conventions by creating and critiquing his/her own print and non-print texts and by assisting Skillfully and frequently uses a variety of ways to assist students in creating and critiquing a wide range of print and non-print texts for 56

his/her students in such activities. multiple purposes and helps students understand the relationship between symbols and meaning. 3.3.1 Shows little understanding of how to respond to and interpret what is read. Demonstrates ability to respond to and interpret, in varied ways, what is read, is able to teach his/her students how to respond to and interpret texts. Skillfully integrates into his/her teaching continuous use of carefully designed learning experiences that encourage students to demonstrate their ability to read and respond to a range of texts of varying complexity and difficulty. 3.3.2 Shows a lack of knowledge of ways to discover and create meaning from texts. Demonstrates ability to discover and create meaning from texts and ability to guide students in the same processes. Skillfully uses a wide range of approaches for helping students to draw upon their past experiences, sociocultural backgrounds, interests, capabilities, and understandings to make meaning of texts. 3.3.3 Uses few strategies to comprehend, interpret, evaluate, and appreciate texts. Uses a wide variety of strategies to comprehend, interpret, evaluate, and appreciate texts and teaches those strategies to his/her students. Skillfully integrates into students learning experiences a wide variety of strategies to interpret, evaluate, and appreciate texts and appropriately assess the effectiveness of such strategies in promoting student learning. 57

3.4 Candidates demonstrate knowledge of different composing processes. AS A RESULT A CANDIDATE. 3.4.1 Uses a limited number of writing strategies to generate meaning and clarify understanding. Uses a variety of writing strategies to generate meaning and clarify understanding and draw upon that knowledge and skill in his/her teaching. Skillfully develops in his/her students an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding. 3.4.2 Produces a very limited number of forms of written discourse and shows little understanding of how written discourse can influence thought and action. Produces different forms of written discourse and understands how written discourse can influence thought and action. Skillfully teaches students to make appropriate selections from different forms of written discourse for a variety of audiences and purposes and to assess the effectiveness of their products in influencing thought and action. 3.5 Candidates demonstrate knowledge of, and uses for, an extensive range of literature. AS A RESULT, A CANDIDATE.. 3.5.1 Shows little knowledge of, or use of, a variety of teaching applications for works representing a broad historical and contemporary spectrum of United States, British, and world, including on- Western literature. Knows and uses a variety of teaching applications for works representing a broad historical and contemporary spectrum of United States, British, and world, including non- Western, literature. Demonstrates an indepth knowledge of, and ability to use, varied teaching applications for works representing a broad historical and contemporary spectrum of United States, British, and world, including non- Western, literature. 3.5.2 Shows little knowledge of, or use of, a variety of teaching applications Knows and uses a variety of teaching applications for works from a wide variety of Demonstrates an indepth knowledge of, and ability to use, varied teaching 58

for works from a wide variety of genres and cultures, works by female authors, and works by authors of color. genres and cultures, works by female authors, and works by authors of color. applications for works from a wide variety of genres and cultures, works by female authors, and works by authors of color. 3.5.3 Shows little knowledge of, or use of, a variety of teaching applications for numerous works specifically written for older children and younger adults. Knows and uses a variety of teaching applications for numerous works specifically written for older children and younger adults. Demonstrates an indepth knowledge of, and ability to use, varied teaching applications for numerous works specifically written for older children and younger adults. 3.5.4 Shows little knowledge of, or use of, a variety of teaching applications for a range of works of literary theory and criticism. Knows and uses a variety of teaching applications for a range of works of literary theory and criticism. Demonstrates an indepth knowledge of, and ability to use, varied teaching applications for a range of works of literary theory and criticism and an understanding of their effect on reading and interpretive approaches. 3.6 Candidates demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture. AS A RESULT a CANDIDATE.. 3.6.1 Exhibits a lack of understanding of the influence of media on culture and on people s actions and communication. Understands how media can influence constructions of a text s meaning, and how experiencing various media can enhance students composing processes, communication, and learning. Understands media s influence on culture and people s actions and communication, reflecting that knowledge not only in his/her own work but also in his/her teaching. 3.6.2 Shows little understanding of how Shows an ability to construct meaning Skillfully uses a variety of approaches 59

to construct meaning from media and nonprint texts. from media and nonprint texts, and to assist students in learning these processes. for teaching students how to construct meaning from media and non-print texts and integrates learning opportunities into classroom experiences that promote composing and responding to such texts. 3.6.3 Shows little or no evidence of knowledge of how to incorporate technology and print/non-print media into instruction. Demonstrates ability to incorporate technology and print/non-print media into their own work and instruction. Skillfully helps students compose and respond to film, video, graphic, photographic, audio, and multimedia texts and uses current technology to enhance his/her own learning and reflection on his/her learning. 3.7 Candidates demonstrate knowledge of research theory and findings in English language arts. AS A RESULT, A CANDIDATE.. 3.7.1 Shows little or no evidence of knowledge of the major sources. Uses major sources of research and theory related to ELA to support his/her teaching decisions. Consistently and appropriately reflects on his/her own teaching performances in light of research on, and theories of, how students compose and respond to text and make adjustments in his/her teaching as appropriate. 3.7.2 Shows little or no evidence of using and/or understanding teacher-researcher Uses teacherresearcher models of classroom inquiry to inform his/her own Uses teacherresearcher models of classroom inquiry to analyze his/her own 60

models of classroom inquiry. study and teaching. teaching practices so he/she can better understand what enables students to speak, listen, write, read, enact, and view effectively in varying learning situations. 4.0 Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, A CANDIDATE.. 4.1 Shows little experience in examining, and selecting resources for instruction appropriate for supporting the teaching of English language arts. Demonstrates ability to examine and select resources for instruction such as textbooks, other print materials, videos, films, records, & software, appropriate for supporting the teaching of English arts. Understands the purposes and characteristics of different kinds of curricula & related teaching resources and selects or creates instructional materials that are consistent with what is currently known about student learning in ELA. 4.2 Shows little ability to design instruction to meet the needs of all students and provide for students progress and success. Demonstrates ability to align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work. Skillfully creates literate classroom communities by presenting varied structures and techniques for group interactions by employing effective classroom management strategies by providing students with opportunities for feedback and reflection. 61

4.3 4.4 Shows little or no evidence of using interdisciplinary teaching strategies and materials. Shows little or no evidence of ability to create learning environments that promote respect for, and support of, individual difference of ethnicity, race, language, culture, gender, and ability. Demonstrates ability to integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students. Demonstrates ability to create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender and ability. Appropriately works with teachers in other content areas to help students connect important ideas, concepts, and skills within ELA with similar ones in other disciplines. Skillfully creates opportunities for students to analyze how social context affects language and to monitor their own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture, gender, and ability. 4.5 Shows little or no evidence of ability to engage students effectively in discussion for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms. Shows ability to engage students often in meaningful discussion for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms. Clearly demonstrates ability to help students participate in dialogue within a community of learners by making explicit for all students the speech and related behaviors appropriate for conversing about ideas presented through oral, written, and/or visual forms. 4.6 Shows little or no evidence of ability to enable students to respond critically to different media and communications technologies. Demonstrates ability to engage students in critical analysis of different media and communications technologies. Skillfully engages students in critical analysis of different media and communications technologies and their effect on students 62

learning. 4.7 Uses little instruction that promotes understanding of varied uses and purposes for language in communication. Demonstrates ability to engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication. Skillfully integrates throughout the ELA curriculum learning opportunities in which students demonstrate their abilities to use language for a variety of purposes in communication. 4.8 Shows little or no evidence of the ability to engage students in making meaning of texts through personal responses. Demonstrates ability to engage students in making meaning of texts through personal responses. Skillfully engages students in discovering their personal responses to text and ways to connect such responses to other larger meanings and critical stances. 4.9 Shows little or no evidence of the ability to provide students with relevant reading strategies that permit access to, and understanding of, a wide range of print and non-print texts. Demonstrates that his/her students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and non-print texts. Demonstrates how reading comprehension strategies are flexible for making and monitoring meaning in both print and nonprint texts and teaches a wide variety of such strategies to all students. 4.10 Shows little or no evidence of understanding how to, and/or of using formal and informal assessment activities and instruments to evaluate student work and of using a variety of means to interpret and report assessment Integrates assessment consistently into instruction by (a) using a variety of formal and informal assessment activities and instruments to evaluate processes and products and (b) creating regular opportunities to use a Skillfully integrates assessment consistently and appropriately into instruction by doing the following: (a) establishing criteria and developing strategies for assessment that allow all students to 63

methods and results to students, administrators, parents, and others. variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences. understand what they know and can do in light of their instructional experiences; (b) interpreting the individual and group results of any assessments and drawing upon a variety of information in these assessments to inform instruction; (c) assisting all students in becoming monitor of their own work and growth in speaking, listening, writing, reading, enacting, and viewing; and (d)explaining to students, parents, and others concerned with education how students are assessed. 64

UCO History Education E-Portfolio Assessment #6 STUDENT TEACHING CLASSROOM PERFORMANCES FOR SOCIAL STUDIES/HISTORY EDUCATION e-portfolio (Sample assessment will be emailed to mentor) Student Teacher: Date: Class Observed: School: Printed Name of Observing/Cooperating Teacher: Signature of Observing/Cooperating Teacher: Note to the Observing/Cooperating Teacher: Please score student teacher performance in accordance with the rubric below. We understand that the student teacher may not have had an opportunity to address all ten National Council of Social Studies themes; in this case, simply place an X in the Not Applicable box. In addition to the scores below, please write a narrative evaluation on the back of this form, describing the overall effectiveness of the student teacher in addressing the ten NCSS themes. Table 1: Rubric for Student Teacher Performance Relating to National Council of Social Studies Thematic Standards NCSS Themes Outstanding =5 Proficient =4 Developing =3 Basic =2 Unsatisfactory =1 Not Applicable Total Points #1-Culture and Cultural Diversity - Anthropology World History- Did the student teacher show an ability to answer the questions of how cultures of various Western and non- Western societies contribute to our understanding of the world today? #2-Time, Continuity, and Change History- Did the student teacher 65

address changes over time in terms of conflicts, ideas, and social conditions in history? #4 Individual Development and Identity Race, Gender and Ethnicity- Did the student teacher address the question of individual responsibilities and community relationships? Did the student teacher mention or seek to frame conversations in such a way as to indicate an awareness of building world peace, starting with one person at a time? #5 Individuals, Groups, and Institutions Sociology Did the student teacher explore changes in social values and lifestyles? Did the student teacher mention social changes for women and minorities? #6 Power, Authority, and Governance 66

Government Did the student teacher demonstrate that he or she had a grounded understanding of civil liberties, the Bill of Rights, how these rights are debated and protected by the Constitution of the United States? #7- Production, Distribution & Consumption Economics Did the student teacher adequately explore the interconnection between capitalism and politics and how these two systems interact to shape decisions relating to economic, social, and political justice? #8 Technology and Society History of Science Did the student teacher identify major scientific discoveries and technological inventions that have occurred in the United States and elsewhere? What effects might these advances have had on individuals, communities, and the global community? #9 Global Connections World History Did the student teacher consider the role of politics, humanitarian 67

issues, economic problems, and moral roles of state, nongovernmental, and individual actors within a global setting? #10 Civic Ideals and Practices American Federal Government Did the student teacher explain to and encourage their students to see their school as part of a larger community in which students had responsibilities to learn how to become a good citizen? UCO History Table 2: Social Studies Student Teaching Skills Measures Objectives Outstanding Proficient Developing Basic Unsatisfactory Assessment Instructor accurately represented historical chronology Instructor accurately represented historical content Instructor ably demonstrated geographical literacy and geographical implications for teaching Social Studies Instructor accurately developed historical and social context of lesson 68

Instructor developed historical theme and reinforced by in-class, small group, large group, or some other form of interaction Instructor possessed clarity of purpose in teaching Social Studies, i.e. was easy to follow Instructor highlighted connections between citizenship and study of Social Studies Instructor clearly included a variety of teaching resources (beyond the textbook) Summary Assessment: Please provide a summary assessment of the effectiveness of the student teacher in fostering learning among the students in the classroom. In other words, did the students respond positively to the student teacher and did the students learn under her/his direction? 69

UNIVERSITY OF CENTRAL OKLAHOMA MENTOR/SUPERVISOR ASSESSMENT OF STUDENT TEACHER PHYSICAL EDUCATION/HEALTH The goal of the physical education/health program is to produce quality teachers that comprehend the importance of physical activity and creating lifelong learners. The mentor/supervisor assessment was created to encompass NASPE standards and to reflect the importance of becoming a Reflective, Responsive, and Resourceful professional. National Initial Physical Education Teacher Educational Standards: National Association for Sport and Physical Education (NASPE) Standard 1: Scientific and Theoretical Knowledge Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals. Standard 2: Skill and Fitness Based Competence* Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K 12 Standards. Standard 3: Planning and Implementation Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students. Standard 4: Instructional Delivery and Management Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning. Standard 5: Impact on Student Learning Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions. 70

Standard 6: Professionalism Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals 71

UNIVERSITY OF CENTRAL OKLAHOMA MENTOR/SUPERVISOR ASSESSMENT OF STUDENT TEACHER PHYSICAL EDUCATION/HEALTH (Sample - assessments will be emailed to mentor/supervisor) Response Set Student Name: Block: School Site: Mentor/Supervisor: A = Outstanding B = Proficient C = Developing D = Basic E = Unacceptable Instructions: Please mark each of the items below according to the student teacher s behavior in relation to expectations for a professional educator. Use the response set above. 1. Content is linked to and promotes the transfer of learning within physical education and among other subject areas 2. Content is accurate and current 3. Engages student learning by enabling all learners to participate through multiple modalities 4. Lesson presentation is changed or modified in response to observation of student performance and/or information from formative assessment 5. Instruction is based on state and/or national physical education standards 6. Lesson introduction is age appropriate 7. Learning expectations/objectives/instructional goals are clearly communicated to students 8. Content task are developmentally appropriate and properly sequenced 9. Opportunities for teachable moments are recognized and utilized 10. Students are provided with timely, specific and meaningful feedback 11. Lifelong physical activity and skillful movement are promoted 12. There is ongoing formal and informal assessment 13. Lesson pace is appropriate 14. Appropriate closure is provided 15. Analyze and correct critical elements of motor skills and performance concepts 16. Demonstrated effective verbal and non-verbal communication skills across a variety of instructional formats and age appropriate 17. Select or create appropriate assessments that will measure student achievement of goals and objectives 18. Demonstrates behaviors that are consistent with the belief that all students can become physically educated individuals 19. Participate in activities that enhance collaboration and lead to professional growth and development 20. Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers 21. Communicate in ways that convey respect and sensitivity 22. Used appropriate services and resources to meet diverse learning needs 72

23. Accommodation of individual learning styles and student experience is evident 24. Candidate develops and implements managerial routines that maximize active student engagement and provide for optimal learning 25. Candidate identifies and plans teaching cues that facilitate performance 26. Candidate consistently demonstrates use of a reflective cycle to implement changes and modifications both during and following instruction in order to impact student learning 27. Candidate possesses an extensive knowledge of current technologies and their application to physical education 28. Candidate consistently establishes productive relationships with parents/guardians and school colleagues on a consistent basis, as needed to support growth and well being 29. Candidate recognizes the changing dynamics of the environment and adjust instructional task based on student responses 30. Implements strategies to help student demonstrate responsible personal and social behaviors in a productive learning environment 73

University of Central Oklahoma MENTOR/SUPERVISOR ASSESSMENT OF STUDENT TEACHER Science (Sample assessment will be emailed to mentor/supervisor) Dear mentor teachers and university supervisors: Dr. Elizabeth Allen, UCO science education program coordinator, has requested that mentors and supervisors of science student teachers complete this rubric which has been suggested by the National Science Teachers Association (NSTA). This instrument will provide data for program review and help UCO determine how well our teacher candidates meet the NSTA standards for science educators. The instrument and information collected will be used with the current assessment instrument (scantron) that provides data for the entire student teaching cohort. Please complete both assessment instruments scantron and rubric. While we realize that this request involves additional time and effort on your part, please know that you are providing a valuable service as part of project. Please return all assessment forms in the envelope provided We appreciate your time and effort on behalf of UCO s teacher preparation program and Oklahoma s students. Should you have questions about this rubric, please call Dr. Allen at 405-974-5782. Student Teacher Name: Mentor teacher Name: School: University Supervisor: 74

MENTOR/SUPERVISOR ASSESSMENT OF STUDENT TEACHER Science Please review the proficiency items below and indicate the performance level of the student teacher by writing U, B, P, or A in the blank in the left standards column. Please return this assessment form in the envelope provided. Standards Unacceptable (U) Basic (B) Proficient (P) Accomplished (A) 1. The student teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students. 1a. Knows and understands major concepts and principles of the science being taught. 1b. Adapts content to the student s level of understanding. Makes serious mistakes in content instruction and may overlook or ignore such mistakes. Teaches largely by rote and recitation, from the textbook, with little depth or understanding. Displays strong personal content knowledge but displays little or no ability to adjust its form, level or complexity to the needs and abilities of students. Makes some mistakes but tries to correct them when noted. May have some difficulty elaborating or clarifying some ideas or making relationships clear among concepts. Displays strong personal content knowledge and displays an evolving ability to adjust its form, level or complexity to the needs and abilities of students. Makes few or no mistakes and displays facility in conveying the subject to students. Has alternative explanations and can usually address student questions well. Connects new knowledge to that previously learned. Displays strong personal content knowledge and displays a consistent ability to adjust its form, level or complexity to the needs and abilities of students. Shows strong knowledge, creativity and considerable flexibility in selecting how to convey the knowledge to students. Creates important interconnections among concepts to build a framework of broad ideas. Displays strong personal content knowledge and displays a practiced and skillful ability to adjust its form, level or complexity to the needs and abilities of students. 75

Standards Unacceptable (U) Basic (B) Proficient (P) Accomplished (A) 1c. Knows how to design and explain investigations and foster the effective analysis of data. Does not know how to design investigations properly or makes serious mistakes in the analysis of data from classroom activities and/or cannot explain this content to students effectively. Displays knowledge of how to design investigations properly and makes few or no serious mistakes in analysis of student data from classroom activities. Generally can explain such content to Displays solid knowledge of how to design investigations properly and makes no serious mistakes in analysis of student data from classroom activities and effectively promotes student understanding of Is highly proficient in the design of investigations and the analysis of student data from classroom activities and is highly effective in engaging students in research design and data analysis. 1d. Engages students in study of the nature and tenets of science as a philosophy, activity and profession. 1e. Engages students in effective science inquiry and investigation. 1f. Relates science to technology, its applications, culture and human values. Does not involve students in activities leading them to an understanding the nature and tenets of science as a philosophy, an activity and a profession. Seldom or never provides students with opportunities for effective inquiry. Seldom engages students in study of the relationship of science to cultural and social values, to technology and to needs and practices in such fields as agriculture, business and industry, literature and the arts. students. Involves students in a limited number of activities related to the nature of science. Provides students with opportunities to engage in a limited number of directed or partially directed science inquiries. Occasionally engages students in study of the relationship of science to cultural and social values, to technology and to needs and practices in such fields as agriculture, business and industry, literature and the arts related concepts. Explores the nature of science as a philosophy, an activity and a profession through cases studies, questioning. Regularly provides students with opportunities to engage in directed or partially directed inquiries. Regularly engages students in study of the relationship of science to cultural and social values, to technology and to needs and practices in such fields as agriculture, business and industry, literature and the arts. Incorporates nature of science as a philosophy, an activity and a profession in a thematic way to scaffold inquiry. Provides students with opportunities to occasionally design investigations as well as conduct partially directed or directed science inquiries. Includes study of the relationship of science to cultural and social values, to technology and to needs and practices in such fields as agriculture, business and industry, literature and the arts as an organizing curricular theme. 76

Standards Unacceptable (U) Basic (B) Proficient (P) Accomplished (A) 2. The student teacher understands how students learn and develop and can provide learning opportunities that support a student s intellectual, social, and personal development. 2a. Addresses multiple dimensions of student personal, social, intellectual development. Does not deliberately consider or address multiple dimensions of student development. Deliberately plans learning activities fostering student development in different dimensions but tends to focus on a limited range of knowledge or skills. Deliberately plans learning activities to foster development in multiple dimensions both related to science and to the students individual development. Skillfully plans and implements learning activities that integrate social and personal and social development with intellectual growth and learning of subject matter. 77

Standards Unacceptable (U) Basic (B) Proficient (P) Accomplished (A) 3. The student teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 3a. Addresses student needs and differences when planning and teaching science. Seldom varies instruction to address developmental and learning style differences among students. Considers differences among students in planning, and instruction by varying instruction to address different learning styles and student interests. Considers differences among students by varying instruction and by targeting students with distinctly different needs for particular attention. Shows considerable ability in identifying differences among students and planning instruction to meet the specific needs and interests of individuals as well as the general needs of the group. 4. The student teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. 4a. Uses multiple and effective science teaching strategies. 4b. Knows and addresses student misconceptions and preconceptions. 4c. Relates science to the personal lives, needs and interests of students. Is unable to effectively employ a range of actions, strategies and methods to teach science. Makes few attempts to determine and respond to student misconceptions or preconceptions and understanding of ideas during instruction. Rarely relates science to the things that are personally relevant to students. Demonstrates the ability to effectively employ a range of actions, strategies and methods to teach science. Attempts to determine and respond to student misconceptions or preconceptions and understanding of ideas before and during instruction, with variable success. Makes some personallyrelevant connections meaningful to students. Demonstrates the ability to effectively design and employ a range of actions, strategies and methods to teach science normal for most practicing teachers. Determines and responds to student misconceptions or preconceptions and understanding of ideas regularly before and during instruction. Makes many personally relevant connections meaningful to students. Demonstrates a highly creative ability to effectively design and employ a range of actions, strategies and methods to teach science. Determines and responds to student misconceptions or preconceptions and understanding of ideas regularly and often, both before and during instruction. Regularly organizes instruction in personal contexts that are relevant and meaningful to students. 78

Standards Unacceptable (U) Basic (B) Proficient (P) Accomplished (A) 5. The student teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 5a. Creates enthusiasm and motivation for science. 5b. Creates an effective environment for learning. Has difficulty engaging students in learning activities and creates little interest or enthusiasm for the subject among students over time. Generally fails to maintain an orderly environment for learning consistent with the goals and nature of the subject and expectations of the school. Engages students in most learning activities successfully, with variable success in creating interest and enthusiasm for learning the subject among students over time. Maintains a generally orderly learning environment, but does not have established and consistent routines and may not exhibit firm control in all situations. Engages students in most learning activities successfully and develops a moderate to high level of participation and enthusiasm for learning the subject among students over time Maintains an orderly functional learning environment consistently through established routines and respect for the teacher s authority and leadership. Consistently engages students in learning activities and sustains a high level of participation and enthusiasm for the subject among students over time. Maintains a functional orderly learning environment consistently through established routines and student interest, participation, and self-motivation. 5c. Organizes and manages diverse and effective student groups. Is not effective in organizing and managing students in diverse groupings and roles. Organizes and manages students in a limited number of different group configurations with some role differentiation. Regularly and effectively organizes and manages students in diverse and appropriate group configurations with assigned student roles. Organizes and manages student learning in diverse group configurations and roles required by different goals for learning. 79

5d. Uses instructional time effectively. Wastes significant instructional time under routine conditions due to poor planning and management. Uses instructional time inconsistently, though generally effectively. May lose time in transitions and at the beginning and end of classes. Generally uses instructional time effectively. Transitions are usually handled routinely and smoothly. Uses instructional time effectively. Transitions are routine and smooth, even when unexpected events disrupt a planned activity. Standards Unacceptable (U) Basic (B) Proficient (P) Accomplished (A) 5e. Maintains safety and ensures proper treatment of animals. Fails to attend to, obey or enforce rules for safety or proper and ethical treatment of animals. Generally attends to, obeys and enforces rules for safety or proper and ethical treatment of animals. Generally attends to, obeys and enforces rules for safety or proper and ethical treatment of animals and discusses reasons for such rules with students. Generally attends to, obeys and enforces rules for safety or proper and ethical treatment of animals and incorporates discussion of such rules and ethics into the broader science curriculum. 6. The student teacher uses knowledge of effective verbal, non-verbal and media communication techniques and appropriate technology to foster active inquiry, collaboration, and supportive interaction in the classroom Does not display effective communication skills 6a. Displays effective verbal, nonverbal and media communication skills. 6b. Uses technology effectively to teach science. Seldom or never uses technology and media communications to support learning by students. Displays acceptable communication skills with some improvements needed Occasionally uses available and appropriate technology and media communications to support learning by students. Displays effective verbal, nonverbal and media communication skills Regularly and effectively uses available and appropriate technology and media communications to support learning by students. Displays exceptional degrees of skills in communications of all three types. Integrates available and appropriate technology and media communications to achieve goals related to the ability to students to know and use technology. 80

6c. Facilitates active inquiry, collaboration and supportive interactions. Does not effectively facilitate active inquiry, collaboration and supportive classroom interactions. Supports active inquiry, collaboration and supportive classroom interactions from time to time but has difficulty directing them. Skillfully supports active inquiry, collaboration and supportive classroom interactions. Skillfully integrates active inquiry, collaboration and supportive classroom interactions as the basis for science instruction. 7. The student teacher plans instruction based upon knowledge of subject matter, state and national standards, students, and the community. Standards Unacceptable (U) Basic (B) Proficient (P) Accomplished (A) 7a. Effectively plans and implements instruction. Demonstrates consistently poor planning and implementation skills. 7b. Bases science instruction on state and national standards. Does not relate plans and activities to state and national standards. Has lesson and unit plans but activities may not always be cohesive or aligned with curriculum goals or needs and abilities of students. Relates plans and activities to isolated state and national standards on lesson plans. Has good lesson and unit plans with activities that are cohesive, aligned with appropriate curriculum goals, and consistent with needs and abilities of most students. Relates plans and activities to multiple state and national standards on lesson plans demonstrating that more than one standard may be met by a given activity. Has a demonstrably effective lesson and unit plan with diverse activities showing strong knowledge of students and the community as well as subject and curriculum goals. Relates plans and activities to state and national standards on lesson plans and ensures that all standards are addressed on a regular basis. 81

7c. Uses community resources to facilitate learning of science Seldom or never makes use of community resources to advance student learning and understanding of science. Makes limited use of limited community resources to advance student learning and understanding of science. Makes regular use of community resources to advance student learning and understanding of science with moderate success. Makes extensive and continuous use of community resources to advance student learning and understanding of science with moderate success. 8. The student teacher understands and uses formal and informal assessment strategies, consistent with instructional goals, to evaluate and ensure the continuous intellectual, social, and physical development of the learner. 8a. Aligns goals, strategies and assessments. Assessment strategies and tools are often not aligned with instruction, are poorly designed or are not valid tools for measuring student achievement and growth. Uses a limited variety of valid assessment tools that are aligned with instruction. Tendency for assessment to focus on knowledge acquisition and convergent responses. Uses a variety of assessment tools aligned with instruction leading to desired knowledge and skills, with increasing emphasis on understanding, reasoning, and divergent responses. Encourages student selfassessment and individual awareness of intellectual, personal and social growth. Uses a variety of assessment tools that are aligned with instruction and emphasize understanding and divergent responses. Standards Unacceptable (U) Basic (B) Proficient (P) Accomplished (A) 8b. Uses a variety of assessments including authentic assessments. Uses a very limited number and type of assessment, primarily traditional assessments of content knowledge (subject matter). Uses some authentic assessments in addition to traditional assessments to successfully assess knowledge other than content knowledge. Uses a variety of assessment instruments and methods to assess attitudes, understanding and skill development as well as content knowledge. Meets standard for proficient and incorporates student selfassessment with teacher assessments and makes use of such assessments to motivate and direct student learning. 82

8c. Plans and makes changes in instruction based on assessment data. Makes few or no changes in planning or instruction based on data from student assessments and reflection. Reflects on data from informal and formal student assessments and shows the ability to make changes based on these assessments. Uses informal and formal assessments regularly to determine student needs and to plan alternative instruction needed to achieve defined outcomes. Aligns informal and formal assessments and regularly and flexibly bases instruction on the demonstrated performances of students. 9. The student teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. 9a. Engages in reflective practices. 9b. Seeks to grow and develop professionally. Provides little evidence of reflective practice in making decisions and avoids or does not engage in reflective discussions with colleagues or supervisors. Seldom or never seeks opportunities for professional development and resists suggestions by supervisors. Engages in reflective practice inconsistently. Seldom engages in reflective discussions with colleagues or supervisors. Seeks some opportunities for growth and development and listens to suggestions. Appreciates the value of reflective practice and discussion with colleagues and uses consequent understanding to change practices. Seeks opportunities for growth and development and seeks suggestions for changes and improvement. Clearly values reflection: Provides students with opportunities to reflect on their own work. Shares reflections and insights with colleagues. Actively and enthusiastically pursues professional growth as an adjunct to personal growth, regularly testing and evaluating new methods and strategies. Standards Unacceptable (U) Basic (B) Proficient (P) Accomplished (A) 10. The student teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students and well-being. 83

10a. Interacts well with colleagues and others 10b. Builds relationships to support students and their wellbeing. Does not interact well with school colleagues, parents, and agencies in the larger community and/or makes judgments about people based solely on their cultural, racial, gender or ethnic backgrounds or special needs. Seldom or never interacts with school colleagues (other than supervisors), parents, or agencies in the larger community to encourage students well-being. Generally interacts well with school colleagues, parents, and agencies in the larger community and does not make judgments about people based solely on their cultural, racial, gender or ethnic backgrounds or special needs. Occasionally interacts with school colleagues (other than supervisors), parents, or agencies in the larger community to encourage students well-being. Exhibits a proactive and equitable professional relationship with school colleagues, parents, and agencies in the larger community that facilitates positive interactions and strong communications of benefit to students and the school Frequently interacts with school colleagues (other than supervisors), parents, or agencies in the larger community to encourage students well-being. Advocates and promotes the development of strong, equitable and proactive relationships with and among others in the school and community and provides leadership in creation of a positive human environment. Systematically interacts with school colleagues (other than supervisors), parents, or agencies in the larger community to encourage students well-being. 84

Special Education MM/SP Mentor/Supervisor Assessment of Student Teacher (Sample - assessments will be emailed to mentor/supervisor) Student Name: Block: School Site: Mentor/Supervisor Response Set A = Outstanding B = Proficient C = Developing D = Basic E = Unacceptable Instructions: Please mark each of the items below according to the student teacher s behavior in relation to expectations for a professional educator. Use the response set above. Foundations of Special Education 1. Efficiently uses principles, theories, and laws of human diversity to assess and instruct students with disabilities. 2. Consistently demonstrates professional and ethical practices. Development of Characteristics of Learners 3. Demonstrates respect for students with exceptional conditions and needs. 4. Appropriately responds to varying abilities and behaviors of individual students. Individual Learning Differences 5. Utilizes primary language, culture, and familial background information to plan effective, research-based instructional practice. Variety of Instructional Strategies 6. Effectively demonstrates individualized instruction to promote positive learning results in general and special curricula. 7. Efficiently modifies learning environments to enhance learning of critical thinking, problemsolving, and performance skills. 8. Successfully promotes maintenance and generalization of skills taught. Adapting Learning Environments and Social Interactions 9. Establishes and modifies learning environments that foster active student engagement. 10. Collaborates with colleagues (general education, special education, and paraprofessionals) to successfully integrate individuals with disabilities. 11. Effectively intervenes in crisis situations to facilitate positive social interactions. Language 12. Clearly uses knowledge of typical and atypical language development to enhance language and communication skills. 13. Effectively incorporates augmentative, alternative, and assistive technologies in language instruction. 14. Models effective language for English Language Learners (ELL). Instructional Planning 15. Develops appropriate instructional plans including goals and objectives. 16. Effectively models and guides students, modifies instruction, and collaboratively plans for transition using assistive technology. 85

Assessment 17. Effectively implements both formal and informal assessments and monitors student progress through multiple assessment techniques. Professional and Ethical Practice 18. Consistently demonstrates positive personal and professional attitude and communication skills and plans for lifelong learning for self. 19. Routinely collaborates with families, other educators, and related service providers and community agencies in culturally responsive ways. 20. Serves as a resource to colleagues and facilitates successful transitions for students with disabilities. 86

Mentor Assessment of Supervisor & UCO (Sample assessments will be emailed to mentor) Instructions: Please use pencil to mark each of the items below according to the supervisor s behavior in relation to expectations for a professional educator. Use the response set and darken the lettered circle corresponding with the question number on the left side of this sheet. A=Outstanding B= Proficient C= Developing D= Basic E= Unacceptable The University Supervisor Reflective 1. Helped the student teacher reflect on his/her teaching and its effect on student progress and learning. 2. Visited within the first three weeks of the semester to meet me and confirm appropriate placement. 3. Established a rapport that facilitated successful completion of the student teaching experience. 4. Made regular visits and contacts throughout the student teaching experience. 5. Offered constructive feedback. 6. Demonstrated an understanding and support of the UCO teacher preparation program. 7. Was familiar with the Student Teacher Handbook and other support materials provided. 8. Provided information about UCO policies, procedures, and timelines. 9. Demonstrated legal and ethical knowledge and demeanor. Responsive 10. Recognized that student teaching is a learning experience. 11. Assisted in the transition from each responsibility level during the student teaching experience. 12. Provided positive opportunities for the student teacher to learn, grow, and change. 13. Demonstrated a respect for a diverse student population. 14. Demonstrated effective communication skills. 15. Demonstrated sensitivity to the student teacher s individual teaching and learning style. 16. Worked collaboratively with the mentor teacher. 17. Provided a communication link between the school site and the university. Resourceful 18. Encouraged the student teacher to try a variety of instructional strategies. 19. Guided the student teacher in the development of lesson plans and unit plans. 20. Assisted the student teacher in adapting instruction based on assessment and reflection. 21. Provided constructive feedback on portfolio artifacts and reflective writing. 22. Provided assistance to improve the student teacher s classroom management and discipline techniques. 23. Visited the student teacher a minimum of five times during the semester. 24. Provided clear written and oral feedback about classroom observations. 87

The UCO Teacher Education Services office... 25. Provided clearly written support materials (handbooks, letters, directions, etc.) to assist me in the role of mentor teacher. 26. Provided appropriate information about the student teacher to facilitate a successful experience. 27. Provided appropriate assessment tools for performance evaluations. 28. Supported the student teacher s compliance with school policies and procedures. 29. Assisted with problem solving if difficulties arose (i.e. procedures, student teacher performance, conflicts, etc.) 30. Responded to contacts from the school in a timely manner. 31. Demonstrated a commitment to diversity. 32. Maintained a professional approach. 88

Please complete the following items. Mentor Assessment of Supervisor & UCO Open-Ended Questions (Sample assessments will be emailed to mentor) 1. Major areas of strengths as a supervisor: Supervisor 2. Areas and suggestions for improvement as a supervisor: 3. Would you recommend this supervisor for future student teachers? Please explain. Teacher Education Services office: 4. Major strengths of the Teacher Education Services office 5. Suggestions for improvement of the Teacher Education Services office 6. Would you be willing to serve as a mentor teacher again? Please explain. Other Comments Signature: Date: 89

APPENDIX A University of Central Oklahoma Conceptual Framework Reflective, Responsive, Resourceful Theme: Preparing outstanding professionals who are reflective, responsive, and resourceful throughout their professional careers. Facilitating the learning and development of students is a complex process. To be an exemplary practitioner of this complex process requires knowledgeable professionals who are reflective, responsive, and resourceful. Reflective Reflection is a process of analyzing, evaluating, contemplating, and integrating knowledge, dispositions, and practice. It provides the potential for professional growth and change. Reflective professionals gain insight, deepen their understandings and grow professionally as a result of the reflective process. Reflection enables professionals to reframe situations and interactions and engage in a complex restructuring of their professional ideas, beliefs, practices, and behaviors. COMPETENCIES 1. Assesses self as a professional. 2. Possesses a sound knowledge base in subject matter and pedagogy. 3. Evaluates the effects of their choices and actions on others and changes when needed. 4. Demonstrates legal and ethical knowledge and demeanor. Responsive Responsiveness is an understanding of, sensitivity toward, and a respect for the uniqueness of a human being. Professionals must be responsive to the needs of the whole student. They must be responsive to the developmental characteristics of the individual, to cultural and linguistic diversity, and to special needs in order to promote the best learning possible. The responsive professional is mindful of the role of families in the learning process and engages families in healthy, reciprocal relationships for the benefit of all. Responsive professionals have good human relations and communication skills. Resourceful Resourcefulness is the ability and willingness to investigate research, create, and solve problems. Exemplary professionals are resourceful. They identify, select, and incorporate a variety of scientifically sound strategies, methods, and technology in their work. They create meaningful activities and environments and modify those as needed. They use school and community resources. COMPETENCIES 1. Demonstrates knowledge of subject matter, human development, learning, and motivation. 2. Implements a variety of instructional/professional strategies that encourage development of: Critical thinking, problem solving, performance skills and effective use of technology 90

Positive social interaction, self-motivation, and active engagement in learning Active inquiry, collaboration, and supportive interaction in the classroom Lifelong learner mindset Career awareness 3. Demonstrates knowledge of and ability to incorporate the Oklahoma Academic Standards and the Teacher Leader Effectiveness. 4. Develops and effectively uses assessment procedures and adapts instruction based upon assessment and reflection. 5. Utilizes technology for instructional methodologies and personal productivity. 6. Utilizes tools of research. 91

APPENDIX B Oklahoma Minimum Criteria for Effective Teaching Performance I. Practice A. Teacher Management Indicators 1. Preparation The teacher plans for delivery of the lesson relative to short-term and longterm objectives. 2. Routine The teacher uses minimum class time for non-instructional routines thus maximizing time on task. 3. Discipline The teacher clearly defines expected behavior (encourages positive behavior and controls negative behavior). 4. Learning Environment The teacher establishes rapport with students and provides a pleasant, safe, and orderly climate conducive to learning. B. Teacher Instructional Indicators 1. Establishes Objectives The teacher communicates the instructional objectives to students. 2. Stresses Sequence The teacher shows how the present topic is related to those topics that have been taught or that will be taught. 3. Relates Objectives The teacher relates subject topics to existing student experiences. 4. Involves All Learners The teacher uses signaled responses, questioning techniques and/or guided practices to involve all students. 5. Explains Content The teacher gives directions that are clearly stated and related to the learning objectives. 6. Explains Directions The teacher gives directions that are clearly stated and related to the learning objectives. 7. Models The teacher demonstrates the desired skills. 8. Monitors The teacher checks to determine if students are progressing toward stated objectives. 9. Adjusts Based on Monitoring The teacher changes instruction based on the results of monitoring. 10. Guides Practice The teacher requires all students to practice newly learned skills while under the direct supervision of the teacher. 92

11. Provides for Independent Practice The teacher requires students to practice newly learned skills without the direct supervision of the teacher. 12. Establishes Closure The teacher summarizes and fits into context what has been taught. II. Products A. Teacher Product Indicators 1. Lesson Plans The teacher writes daily lesson plans designed to achieve the identified objectives. 2. Student Files The teacher maintains a written record of student progress. 3. Grading Patterns The teacher utilizes grading patterns that are fairly administered and based on identified criteria. B. Student Achievement Indicators Students demonstrate mastery of the stated objectives through projects, daily assignments, performance, and test scores. 93