Key Assessment
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Target Behavior
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Core Professional Dispositions Assessment
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- The teacher
candidate demonstrates behaviors that are consistent with the belief that all
K-12 students can learn.
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Field Experience/Student Teaching Midterm/Final
Summative Assessment (for all programs).
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- TC effectively
and consistently uses multiple instructional models/approaches throughout the
lesson to account for variations in learning styles and prior
experiences.
- TC consistently
communicates and designs many experiences that require student participation
and learning in a challenging, yet supportive environment. Students assume responsibility for their
own learning. TC provides multiple practice opportunities for all
students. Modifications are made to
activities for under or over–performing students. Feedback is continuous and given to
individuals and to the group. Students
are given multiple choices during the lesson to demonstrate self and social
responsibility (e.g., getting materials, using space, finding a partner,
etc). Multiple teaching approaches are
used during the lesson.
- Instructional
strategies are consistently congruent with objectives. All strategies are developmentally
appropriate and address a variety of student needs. The sequence of the
lesson is logical with no gaps in progression. Learning/practice activities
allow students to start and end at different levels based on individual
readiness. Progressions are sequential
and progressive with opportunities for students to extend tasks to increase
or decrease the challenge. Students
are grouped or paired based on a specific instructional rationale.
- Connections to
prior and future learning in other subject areas are routinely made. Planning for a series of inter-disciplinary
lessons on a theme or topic with other professionals is frequent.
- TC effectively
and consistently employs multiple instructional strategies (more than three) including both direct and
indirect approaches (e.g., play,
small group projects, open-ended questioning, group discussion, problem
solving, cooperative learning, inquiry experiences) to engage all students.
TC uses multiple demonstrations during the lesson and links all practice
tasks to specific lesson objectives. Opening and closing activities are directly
linked to lesson content and objectives.
- TC consistently
uses a variety of developmentally appropriate instructional materials to
foster student learning.
- TC consistently
makes the subject matter more meaningful for students through the use of
creative and innovative practical applications and by using the students’
experiences. Is flexible with lesson
plan, can make adjustments, and uses “teachable moments” to make connections
for students during lessons.
- TC demonstrates
the regular use of a variety of assessment strategies (informal observations
as well as planned assessments) to demonstrate student learning, to make
modifications during instruction for all students, provide feedback to
students, and to communicate student progress. Multiple sources of evidence
demonstrate that instruction has been modified based on analysis of
assessment results. TC makes regular use of self and peer assessment. TC
creates ways to provide specific, corrective feedback including peer
checklist and self-assessments. TC provides a balance of both group and
individual feedback.
- TC demonstrates the regular use of a variety
of assessment strategies (informal observations as well as planned
assessments) to demonstrate student learning, to make modifications during
instruction for all students, provide feedback to students, and to
communicate student progress. Multiple sources of evidence demonstrate that
instruction has been modified based on analysis of assessment results. TC makes
regular use of self and peer assessment. TC creates ways to provide specific,
corrective feedback including peer checklist and self-assessments. TC
provides a balance of both group and individual feedback.
- Consistently
provides very effective introductions and closures in lessons that involve
students and facilitate transfer of learning.
- Uses a
reflective cycle (description of teaching, justification of teaching,
performance, critique of teaching, setting of goals) to modify instruction or
implement change based on reflection.
Changes based on reflection are placed into action in lessons. Modifications made to lessons are based on
the reflection and student assessment. Reflection is translated into action.
- TC consistently employs and reinforces a variety of positive, proactive approaches to effectively manage the classroom. Little time is needed for classroom discipline. TC creates a learning environment in which students are physically and psychologically safe and students are encouraged to explore their limits. TC checks space for possible hazards and anticipates behaviors that might threaten the safety of students.
- TC consistently
employs very effective strategies for transitions that minimize behavioral
problems and maximize instructional time.
- TC knows all
students’ names and consistently uses them to facilitate an effective
learning environment.
- TC consistently
integrates creative learning experiences that require students to use a
variety of technologies (e.g.,
websites, computers, digital camera, etc.) to meet lesson objectives.
- TC demonstrates
mastery of current technologies (e.g.,URL’s, SMART boards) and uses the technology to enhance student
learning.
- Initiates
productive relationships and maintains a high level of positive rapport with
students, parents, colleagues, administrators and supervisors. Finds creative
solutions to conflicts and is willing to compromise. TC uses language which
supports students and celebrates their differences. All conflict resolution is conducted in
private. TC uses appropriate language
at all times.
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Student Teacher Work Sample
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Post
Assessment Plan and Results
- Specific
description of interventions
(accommodations/modifications/extensions)
used from contextual
factors and complete explanation
of their effect on student learning.
- Complete lists
of use of all types of instructional technology by both teacher and students.
Thoughtful reflection on benefits and/or drawbacks of technology chosen.
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Teacher Candidate Self-Assessment Survey
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- I demonstrate the knowledge and ability to implement appropriate
classroom management skills necessary to be successful in the classroom.
- I am proficient with integrating technology appropriately in the
classroom.
- I have a broad knowledge of content-specific instructional
strategies and am able to provide multiple explanations so that all students
can learn. I present content to students in challenging, clear, and
interesting ways, using real-world contexts to make the learning relevant and
encourage all students learn.
- Reading/Language
Arts content ______
- Mathematics
content ______________
- Social Studies
content______________
- Science content __________________
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New
Teacher Hire Survey
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- New teachers
from Thomas University demonstrate the knowledge and ability to implement
appropriate classroom management skills necessary to be successful in the
classroom.
- New teachers
from Thomas University are proficient with integrating technology appropriately
in the classroom.
- New teachers
from Thomas University have a broad knowledge of content-specific
instructional strategies and are able to provide multiple explanations so
that all students can learn. TU teacher candidates present content to students
in challenging, clear, and interesting ways, using real-world contexts to
make the learning relevant and encourage all students learn.
- Reading/Language
Arts content ______
- Mathematics
content ______________
- Social Studies
content______________
- Science content __________________
|
Mentor Teacher Survey of Teacher Candidate
Performance
|
- Demonstrates
the knowledge and ability to implement appropriate classroom management
skills necessary to be successful in the classroom.
- Are proficient
with integrating technology appropriately in the classroom.
- Has a broad
knowledge of content-specific instructional strategies and are able to
provide multiple explanations so that all students can learn. TU teacher
candidates present content to students in challenging, clear, and interesting
ways, using real-world contexts to make the learning relevant and encourage
all students learn.
- Reading/Language
Arts content ______
- Mathematics
content ______________
- Social Studies
content______________
- Science content __________________
|
Recent Graduate Self-Assessment Survey
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- Provided me the knowledge and ability to implement appropriate
classroom management skills necessary to be successful in the classroom.
- Prepared me to be proficient with integrating technology
appropriately in the classroom.
- Prepared me with broad knowledge of content-specific instructional
strategies that enable me to provide multiple explanations so that all
students can learn, and enabled me to present content to students in
challenging, clear, and interesting ways, using real-world contexts to make
the learning relevant and encourage all students learn.
- Reading/Language
Arts instruction ______
- Mathematics
instruction ______________
- Social Studies
instruction______________
- Science instruction __________________
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