Key Assessment Target Behaviors for Content Knowledge for the Teacher Candidate

Key Assessment

Target Behavior

Field Experience/Student Teaching Midterm/Final Summative Assessment

Early Childhood Education:

• Plans and instruction reflect an in-depth knowledge of mathematics content and pedagogy.  National and state standards are thoroughly addressed within all lessons.  Connections between mathematics and other disciplines are routinely made.
• Plans and instruction reflect an in-depth understanding of language arts content.  National and state standards are thoroughly addressed.  Connections between language arts and other disciplines are routinely made.
• Plans and instruction reflect an in-depth knowledge of science content and pedagogy and national and state standards are thoroughly addressed.  Inquiry or investigations are evident in most lessons.  Connections between science and other disciplines are routinely made.
• Plans and instruction reflect an in-depth knowledge of social studies core concepts and processes.  National and state standards are thoroughly addressed within all lessons. Connections between social studies and other disciplines are routinely made.
• Plans and instruction do reflect an in-depth understanding of art, music and health/physical education content.  National and state standards are thoroughly addressed.  Connections between art, music and health/physical education and other disciplines are routinely made.

Middle Grades Education

• Plans and instruction reflect an in-depth knowledge of mathematics content and pedagogy.  National and state standards are thoroughly addressed within all lessons.  Connections between mathematics and other disciplines are routinely made.
• Plans and instruction reflect an in-depth understanding of language arts content.  National and state standards are thoroughly addressed.  Connections between language arts and other disciplines are routinely made.
• Plans and instruction reflect an in-depth knowledge of science content and pedagogy and national and state standards are thoroughly addressed.  Inquiry or investigations are evident in most lessons.  Connections between science and other disciplines are routinely made.
• Plans and instruction reflect an in-depth knowledge of social studies core concepts and processes.  National and state standards are thoroughly addressed within all lessons. Connections between social studies and other disciplines are routinely made.

Secondary English/Language Arts

• Plans and instruction reflect an in-depth understanding of language arts content.  National and state standards are thoroughly addressed.  Connections between language arts and other disciplines are routinely made.

Secondary Mathematics

• Plans and instruction reflect an in-depth knowledge of mathematics content and pedagogy.  National and state standards are thoroughly addressed within all lessons.  Connections between mathematics and other disciplines are routinely made.

Lesson Plan Assessment

• EQ directly relates to the GPS and provides a clear focus for the lesson, fosters inquiry, understanding, and transfer of learning. Requires more than a yes/no response.
• Includes several relevant standards from across the curriculum.
• Vocabulary words and relevant definitions provided.

Student Teacher Work Sample

Unit Goals

• Unit goal(s) is/are challenging, appropriate and aligned with state and/or national standards reflect all of the big ideas of the unit.

 Lesson Planning

• All state standards and/or specific learning objectives aligned with assessments
• Lessons show excellent rationale/relevance to the unit goal(s)

Electronic Portfolio

Content Knowledge

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 (content knowledge). 

Teacher Candidate Self-Assessment Survey

• I demonstrate critical thinking skills as related to content, planning, presentation, and decision making that is necessary to be successful in the classroom.
• I have in-depth knowledge of the content I plan to teach.
  • Reading/Language Arts content ______
  • Mathematics content ______________
  • Social Studies content______________
  • Science  content __________________

New Teacher Hire Survey

• New teachers from Thomas University demonstrate critical thinking skills as related to content, planning, presentation, and decision making that is necessary to be successful in the classroom.
• New teachers from Thomas University have in-depth knowledge of the content they plan to teach.
  • Reading/Language Arts content ______
  • Mathematics content ______________
  • Social Studies content______________
  • Science  content __________________

Mentor Teacher Survey of Teacher Candidate Performance

• Demonstrates critical thinking skills as related to content, planning, presentation, and decision making that is necessary to be successful in the classroom.
• Has in-depth knowledge of the content they plan to teach.
  • Reading/Language Arts content ______
  • Mathematics content ______________
  • Social Studies content______________
  • Science  content __________________

Recent Graduate Self-Assessment Survey

• Helped me develop the critical thinking skills as related to content, planning, presentation, and decision making that is necessary to be successful in the classroom
• Provided me with in-depth knowledge of the content I plan to teach.
  • Reading/Language Arts content ______
  • Mathematics content ______________
  • Social Studies content______________
  • Science content __________________