Key Assessments for GPS/QCC Standards Knowledge and Application

Key Assessment

Target Behaviors

Extensive opportunities throughout the program are provided for the teacher candidate to plan lessons and receive feedback. Candidate performance is documented using the key assessment in Professional Core I and Professional Core III. Specifications for inclusion of performance standards in lesson plans is outlined at Target, Acceptable, and Unacceptable levels. For analysis purposes data from this form are entered into LiveText. The Lesson Plan Format includes a Performance Standard or QCC section with directions for inclusion of GPS/QCC standards in lesson plans.

GPS or QCC:

Includes several relevant standards from across the curriculum.

Early Childhood Education Summative Field Experience/Student Teaching Midterm/Final Evaluation Report

Middle Grades Education Summative Field Experience/Student Teaching Midterm/Final Assessment

Secondary English Education Summative Field Experience/Student Teaching Midterm/Final Assessment

Secondary Math Education Summative Field Experience/Student Teaching Midterm/Final Assessment

Integration and application of GPS or QCC standards into student learning is assessed on the Field Experience/Student Teaching Midterm/Final Summative Assessment under the conceptual framework area of Pedagogical Skills. These assessments are completed by both the university supervisor and mentor teacher for each field as well as student teaching. Specifications for Integration and application of GPS or QCC standards are outlined at Target, Acceptable, and Unacceptable levels. For analysis purposes data from this assessment are entered into LiveText.

Pedagogical Skills:

Develops learning objectives which are appropriate for the subject and grade level and are connected appropriately to state performance standards.

Student Teaching Work Sample

The teacher candidate completes a Student Teaching Work Sample during student teaching which requires unit goals and lesson plans to be aligned with appropriate performance standards and a reflection of the experience. Specifications for application of knowledge of relevant sections of Georgia’s required performance standards are outlined at Target, Acceptable, and Unacceptable levels. For analysis purposes data from this assessment are entered into LiveText.

Unit Goals:

Unit goals which are challenging, appropriate, and aligned with state and/or national standards reflect all of the big ideas of the unit

Detailed Lesson Plans and Reflections:

All state standards and/or specific learning objectives aligned with assessments

Portfolio (E-Folio)

Content Knowledge Element: The Division of Education faculty evaluates the teacher candidate’s electronic portfolio (E-Folio) utilizing the E-Portfolio Rubric. Knowledge and implementation of the appropriate sections of the mandated state performance standards is reflected in the Content Knowledge component of the Conceptual Framework. Specifications for performance of GPS/QCC application are outlined at Target, Acceptable, and Unacceptable levels. For analysis purposes data from this form are entered into LiveText.

Reflection:

Defines content knowledge drawing from theory, research, and literature reviews. Discusses significance of content knowledge and its impact on PK-12 student learning. Provides specific examples of the breadth of content knowledge and how it impacts PK-12 student learning.

Artifacts:

Multiple artifacts of a wide variety (i.e., Word, PPT, Excel documents, audio and video files, .jpeg, etc.) from across the program are included that demonstrate an in-depth and thoughtful understanding of the conceptual framework element.

Organization:

The conceptual framework element is clearly listed. Page layouts clearly demonstrate careful thought about the order in which information is presented and do not waste space. The pages are well organized and attractive. Clear navigation throughout. Excellent use of call outs, highlighting, and captions throughout. Text spacing and alignment make reading easy. Backgrounds enhance the page.

Form and Quality:

Portfolio has no misspellings and grammatical errors. Clear and logical flow of ideas.

Mentor Teacher Survey of Teacher Candidate Performance

New Teacher Hire Survey

Teacher Candidate Self-Assessment Survey

Recent Graduate Self-Assessment

Surveys are completed providing information on teacher candidate knowledge and implementation of the appropriate sections of the mandated state performance standards to help the faculty evaluate the teacher candidate and the education program. The forms are completed by mentor teachers (Mentor Teacher Survey of Teacher Candidate Performance), principals (New Teacher Hire Survey), and teacher candidates (Teacher Candidate Self-Assessment Survey). For analysis purposes data from these forms are entered into LiveText. Specifications for teacher candidate performance regarding GPS/QCC application are outlined at Target, Acceptable, and Unacceptable levels

Mentor Teacher Survey of Teacher Candidate Performance

The teacher candidate that you supervised has in-depth knowledge of the content they plan to teach.

Reading/Language Arts Content ________

Mathematics Content ________

Social Studies Content ________

Science Content ________

New Teacher Hire Survey

New teachers from Thomas University Department of Education have in-depth knowledge of the content they plan to teach.

Reading/Language Arts Content ________

Mathematics Content ________

Social Studies Content ________

Science Content ________

Teacher Candidate Self-Assessment Survey

I have in-depth knowledge of the content I plan to teach.

Reading/Language Arts Content ________

Mathematics Content ________

Social Studies Content ________

Science Content ________

Recent Graduate Self-Assessment

Provided me with in-depth knowledge of the content I plan to teach.

Reading/Language Arts Content ________

Mathematics Content ________

Social Studies Content ________

Science Content ________