ED 096 269 ,

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INSTITUTIONSPONS AGENCY

PUB DATEGRANTNOTE

z.TRS PRICEDESCRIPTORS

DOCUMENT RESUME

95. SP 008 397

Bullock, Terry; And OthersGuidelines for the Statement and Assessment ofStudent Competencies. Teacher Education Forum Series.Vol. 1, No. 10.

Indiana Univ., Bloomington. School of Education.Bureau of Educational Personnel Development(DHEW/OF), Washington, D.C.Aug 730EG-0-72-Q492-72573p.; For related documents, see ED 076 572, ED 075.913, and SP 008 390-396, 398, and 399

MF-$0.75 HC-$3.15 PLUS POSTAGECollege Students; *Evaluation Methods; *Guidelines;*Measurement Techniques; Skill Development; *TeacherEducation; *Teachin7 Skills

ABSTRACTThis paper, prepared by the Division of Teacher

rencation Evaluation Team at Indiana University, presents a set ofproposed student competencies and ways to assess them. It alsocontains the guidelines developed by the evaluation team to helpteacher education projects and programs in developing competenciesand measurement procedures, as well as the proposed competencies andmeasurement procedures that were subsequently developed. (Author)

Division of Teacher Education

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CUE,ELPES FOR TUC SiAnili.T ASSLSSi;C4T

OF STudLoT COJZTE.:CICS

EVALUATION TEAM

Terry BullockRoger FarrJudy Doerann GeorgeHarold HartyTed Miller

division of teacher education309 education buildingindiana universitybloonf.ngton, indiana 47401

August, 1973

Volume 1 Number 10

,-;;.--

BEST COPY AMIABLE

TABLE OF CONTENTS

Page

PART I

REMARKS CONCERNING COMPETENCY ASSESSMENT PROCEDURE . . .

PART II

COMPONENT PARTS OF COMPETENCY ASSESSMENT PACKAGE 3

Objectives of Competency Evaluation - Levels of Concern 4Options for Competency Statement 5A Possible Approach for Looking at Student Competencies 6Statement of Competencies--Helpful Hints 7A Sauple of Proposed Student Competencies 10.A Checklist Indicator of Evaluation Intentions 14Feedback Analysis of Contact Effectiveness 15

PART III

PROJECTS/PROGRAMS 16

Alternative Schools Program - evaluated by FLOYD COPPEDGE 17American Indian Project - evaluated by GARY ANDERSON 19Associate Instructor Program - evaluated by KEN MAJER 22Competency Based Social Studies Program - evaluated by LEE EHMAX 24Early Childhood Program - evaluated by MARY LAFOLLETTE 26Encore Program - evaluated by VERNON DROESSLER 29Field Based Social Studies Program - evaluated by NIFILYL ENGLANDER. . , 32Journalism Program - evaluated by LINLA GREGORY 34Latino Project - evaluated by Jin MAHAN 38Professional Year Program - evaluated by JIM CLARK 41

Multicultural Program - evaluated by GERALD BRACEY 43Relate Pro7;ram - evaluated by RICHARD STC.;E 48ShawLee Graduate Program - evaluate.i by WILLIAM PILDER 51Shawnee Undergraduate Program - evaluated by THOMAS GLASS 53

r

Preface

BEST COPY AVAlpilla

Members of the Evaluation Team met with all project and program directors

and evaluators last year to discuss their specific project/program competencies

and measurement procedures for these compet'encles. A competency assessment

package was developed (refer to Component Parts of Competency Assessment

Package, pp. 3-15) by the Evaluation Team to serve as a guideline for projects

and programs to help them determine their specific competencies and methods .to

measure these competencies. This package included some specific suggestions

on how.to develop and measure competencies as well as a sample model of one

proposed student competency plan that had been developed and submitted by the

Journalism Program.

The rest of this paper presents the proposed competencies and measurement

procedures for each project and program that was in the Division of Teacher

Education last year. There has been no attempt to judge the merits of any of

these proposed competency plans, because each project and program has their own

objectives which in turn are reflected in their individual competency proposals.

As a final note, many project, program, and professional component

directors and evaluators have expressed their interest to the Evaluation Team

during this current academic year that they would like to do some serious

evaluation in the area of student competencies. Because of this type of

interest, the Evaluation Team felt that this compilation would be both a

beneficial tool and guide for all faculty and staff in the new Division of

Teacher Education interested in student competency assessment. Therefore,

a general distribution is being made under the Forum Series to place this

document into he nands of all staff and faculty in the Division of Teacher

Education.

Terry BullockRover Farr

11.

ti

BEST COPY AVAILABLE

REMARKS CONCERN 1 NG COMPETENCYASSESSMENT PROCEDURE

'2

INTRODUCTION BEST COPY IMIABLE

The movement toward competency-based instruction has thrust rapidly into

educational practice in recent years. Performance-based teacher education has

been viewed as a vehicle through which: (1) The goals of individualized and

personalized instruction may be attained; (2) Generalities might be removed

from instructional development; (3) A viable method for evaluation/assessment

exists; and (4) The potentiality exists for program modification and improvement.

The United States Office of Education is vitally interested in this model

(or modifications thereof) as an instructional possibility. Competency-based

instruction is viewed by many educators as one of the most promising systems

in an "age of accountability" and possesses the elements to meet th& challenge

of changing educational communities.

If performance-based instruction is to succeed as an educational alternative,

it must be planned and organized as a system with long range goals and objectives.

Through olose scrutiny, assessment, and continual modification, the competency-

based approach can be adapted to the programmatic parameters of a given instruction-

al. situation.

Herein, is presented an initial attempt at the development of proposed student

competencies by the Division of Teacher Education's programs/projects for the 1972-

73 academic year. It is hoped that this endeavor will provide the impetus for

future refinement and development and will give adequate reflection of the status

attained by the DTE evaluation effort during the 1972-73 academic year.

BEST COPY AntABLE

COMPONENT PARTS CF COMPETENCYASSESSMENT PACKAGE

DIVISION OF.TEACHER EDUCATION

OBJEC T IV E S

LEVELS OF CONCERN

EVALUATIONTEAM

BEST COPY AVAILABLE

0

. LEVEL III: U:S.O.E. would like a set of student competencies from each,project/program:

(1) to serve as the basis for exportation and replication(potential use in other undergraduate teacher educationprograms)

(2) to meet needs for their own accountability purposes

LEVEL II: The Institutional Grant Policy Board and the Division Director'sOffice would like a set os student competencies for generalinformation and decision-making purposes. The CoordinationAssociates will make an attempt to disseminate these bothinternally and externally by way of newly created vehicles.

LEVEL I:

GENERALCONCERNS:

A set of student competencies might serve as the basis for:

(1) some type of project/program publication (technical report,journal article, monograph, etc.)

(2) project/program's own dissemination efforts foal- purposes of

student recruitment

(3) a list of expectancies or exit behaviors for studentscontemplating entrance into a given project/program

A List of student competencies is a brief, but just enough, wayof communicating to other educators as to what yolr project/program is "all about."

. DIVISION OFTEACHER EDUCATION

erriNairer

MI01,11

OPTIONS

EVALUATIONTEAK

BEST COPY AtIAIABLE

We accepted the competencies the evaluation team has "teased"from our original design submitted during the fall semester of.1972 (as stated in the correspondence of December 12. 1972).

OftlIIMININION111

We have made modifications.

We have not made modifications.

We did not accept the competencies the evaluation team "teased"from our original design submitted last fall.

111101111.

limmadmOmmilm.

task.

We havi used the "guides" developed by theevaluation team.

We have used our own means to accomplish this

We did not accept your statement of our project / program's competencies ordid'not make en attempt at some type of refinement.

Comment(s):

5

NOTE: The evaluation team will not give your set of competencies "astamp of approval or disapproval." We are not the experts withregard to your project/program's theoretical or operationalframeworks. The above options or any others are yours to choose.

Program/Project Director

Program/Project Evaluator

/11

--invismObrTEACHER EDUCATION

A POSSIBLE APPROACH FOR LOOKINGAT STUDENT. COMPETENCIES

..

EVALUATIONTEAM

BEST COPY LVAILABLE

The suggested format for this tool is columnar. The following approach,using four distinct headings, might be helpful. Imagine four columns on asheet of paper side by side with these four headings:

(1)

Student Cbmpetencies(ideas or concepts tobe learned and attitudesor skills to be developed)

(1)

(2)

How do we do it?

(3) (4)

What's supposeto happen tostudents?

How will weknow if it didhappen to students?

The student-cometeacies colu...n might contain 5 to 15 ideas, concepts,attitudes or skills that a project/program deems desirable and wishesto promote among its students. These statements might be statedspecifically or operationally. It might be best to avoid generalizationsor statements of a global nature.

(2) The how-do-we-do-it column is summary of the methods or procedures youmight use to ensure student progress or achievement in acquiring ordeveloping your stated "student-competencies." On the basis of certainevidence, either in their experience or because your project/programhas caused it to be introduced by way of your general design or strategy,students may behave in a manner which may be explained (presumably) bythat which is stated in the "student-competencies" column. Thesecompetencies will "present themselves," if you will, as a result of thenature and structuring of-your-learning experiences.

(3) The what's - suppose -to- happen column is a bit tricky. There are obviouslyclusters of very specific observable behaviors associated with thedevelopment or acquisition of your stated competencies in the firstcolumn. Hopefully, while or as a result of interacting in your program/project's environment, the student should become involved in using aswell as "possessing" competencies, along with extending his proficiencywith the "developing competency" by way of generalizing or extrapolatingto areas not specifically experienced during training. It might beparaphrat,ed as the co<Initive, psychomotor, caotivational, affective,social-interactive, and interpersonal processes the student mightpersonally experience in the environment created by your project /program.

(4) The how-well-T-fin ow column is a list of measurement indicies or "readablebarometers." IF a student understands, acquires, develops, etc. thatwhich is stated in the "student-competencies" column, THEN what mightyou observe him "doing," under condition your project/program specify?Stated another way, if a student "gets the r:!essa4e" from the "what's-suppose-to-happen" column, whet might you observe him doing? The Listof so-called "Helpful Hints" might be of particular value in completingthis colur..n.

NOTE: The most important criterion for effective use of this tool isconsistency across the columns.

VIP

DIVISION OFTEACHER EDUCATION

EVALUATIONTEAM

BEST CON ft.:AAREStatement of Competencies--Pelpful Mints

If a student un stands, the student might:- -attend to (particular aspect of a phenomenon)-- assign objects to particular classes--arrange items in a particular way- - prefer certain alternatives to others- -predict particular consequences- -discriminate among possible alternatives

A. The student who knows might:identifydescribegather

attend toaccumulatecount

B. The student who caamantal might:measureselect an instrumentcomputeread a scale

C. The student who can apply might:reorganize conclude

transformselectdiscriminateclassifyinterrelatestructureassigndefinequantifyassociateorder

gatherestimateequatesortpreferexperimentcontrolrearrangeplanorganizecompare

use an instrumentdemonstratebalanceweigh

decidearrangere-centerplayre-castdistinguishsegregateidentifyrejectutilizedissociategroup

D. The student who is creative Nic.ht:hypothesizegenerate ideasinterrelatere-centerinduce

deduceselect strateoiesspeculatectather datadesi-m t.'7oriments

planstructure

organizeformulate a hunchcompare

classifyreduceinventsuggest an alternate exn]anatiordoubtmaximizecontrol variablesutilize data

predictforecastcriticizeconcludetransformarrange

E. The student who can evaluate might:interrogateinterpretcriticizeaveragepool datalook for trendsrecognize errorstrive for masteryequatedistinguishcategorize

F. The student who can communicate might:expressdescribeinstructdemonstratetabulateuse referencesdebate

ACTION VERBS*

Action Verbs That Are Primarilx_co:nitive

identifiesconstructsdemonstratesdissectsreproducescontrastscompareseliminatessketchesmatchesexperir..ents

desimsexnloressurveysinsertssolves

interrogates

photd(!raphs

ranks

paraphrasespublishesrecallsdiscussesrelatesplansquotessuggestsdrawsassemblesreportsrecites

comnilesgraphsbuiHsinstructsmeasures

rearrange MaSUCCVANILMLEproposeestimategeneralizeextrapolateinterpolateexplain

insist on reproducibilityapply a generalizationinterpretestimatecollatedoubtverifytransliOse

tabulategraphchartplot

writereportcompareformulateteachinformexplainquestion

completesassistsanswersmentionsrequestscalculatesoutlinesoperatesinstigateswritestabulateslocatesusesclassifiestranslatesdescribesenumerates

records

0.

Action Verbs With Particular

selectschoosesparticipatesgathers (information)organizesvisitsargues (a position)objects (to an idea)adoptssubmitsperseveres .

praisesdefendsobeyskeeps (preserves)investigatesattempts

Value... or The Affect

challengesattemptsseeksspecifiesoffersproposesrejectsacceptsconsultsquestionsqueriesweights (judges)critici7.es

evaluatestestsdelays (response)qualifies

BEST PvP ;#persistsasksjoinsdesignssuggestssupportsrecommendsshares.disputessubscribespromotesspendsannotatesadvocatesvolunteerssleepsyawns

.1

*kiss, Albert F., Evaluation of Instructional Systems, New York:Gordon and Breach, Science Publishers, 1970.

DIVISION OiTEACHER EDUCATION

PROPOSEDSTUDENT COMPETENCIES

EVALUATIONTEAM

BEST COPY ti'AILABLE

The attached might s'zrvo as a model for the task at hand. It. is an alternativeto the gui:lelines and suggestions of the evaluation team.

JOURNALISM PROGRAM

Coorjin-tcor: rj Jenkir.son

Lida

lho rpr;;;L.cf.d Nr-JicFicn 2,.n1L-:;z11j

10

Student Competencies

(Me student

..)

Propescd Competencies fer Students in the Journalism Program

impIomentation

Student Be:leviers

(The instructor

.(The student

.

Evaluation Eethods

(The instructor )

(1)

a)volors and evaluates his

ewa card his pupils' com-

7.:o.alcatioa s%1113

sp3alc-

anl

wading

2nd writ1:1;:.,

b..ith critically and crea-

tively.

(2)

Organizes a nine-wok in-

structionn3 unit in Jour-

nnlisra p':Lf:*-electives.

'Ito unit f%ould include

objcctiv4;:.:, cont:mt to be

ccver,-.J, activities, in-

st7ucticaal r_ateriall; and

ev.uipt, and cvaluation

:Lay

be prercd for the unit

or dezeriLA in &tail.

0)

Plana ,v4 t.rorsroz a PQrt""

folio of daily lesson

plans.

(4)

Writes ot,lef:tives in be,-

haviorti o.

partorrance

terms for specific learn7-

taeza iIl journelism,

Provides opportunities for

student

to practice com-

nualcatica skills in end out

of

colic;c clussrocri,

Provide3 exa=ploz of co:z--

Lanication offcrts of rupils

fcr ctudont to evuluate.

Pressats exa=ples of previoas

units for student to evaluate

and analyze;

Irzevid::s resource materials

fez studz:nt to use in pro-

Lait;

Prenunts samples of rhase-

elective dcscriptions for

student to critique.

Vot:3nztrates the desirability

of Navin.;; lesson plans of some

sort; Presents sample lesson

plans for analysis by student.

Presents examples of objectives

in behavioral and now-behavioral

tents; P:ovides practice in

writing oVjectives for a variety

of tasks; Discusses valueor

worthwhilonesz of objectives;

Provides practice in ordering or

sequencing objectives.

Easters communication

skills and/or improves

existing skill lcvals;

Evaluates skills and

perfor=ancos of pupils.

Critiques, analyses, and

evaluates existin.; units

'prepared by former stu-

donts or classroom teachers;

Plans, organizes, and pre-

pares his on unit.

Prepares daily lesson plans

for his own teaching situ-

ation to fit his own style;

Discovers how to Implement

segments of his nine-week

unit,

Discovers value of objectives

in performance terms;

Prepares objectives for

specific learning tasks.

Observes student's appli

cation of skills in col"

le ;e and public school

tettings; Analyzes studth

evaluation of pupils

co=unication skills.

Judges unit on its comm

pletetess, appropriatons

applicability, and

creativity.

0.4

cl

c2au

--c

Judges the prepared

port

afolio on the

crite

ria

a(2) above,

Judges the degree of

specificity present

ist:

objectives acrd the logics

sequence and orderim.

(3)

Dtscov3rz and cmp2oys a

v.trioty cf cv;:luatIon

cdf p.:1:11 per

forrinco in spccifiz

learning tas::n.

(C)

Compar,Js and contrasts

journall

offerings in

high scli3ols.

(7)

Acquires and establishes

a collection or source

file of notes, visual

aids, rc!:.::..reces; refer-

ences, ,s7t!ppl3 ers, etc.

for futu:.-e lane.

(!))

Dovelo;:, .::-..d'acquirs a

variJZy

t(..achinr.;

styles ara stzate[,,ies,

(0)

Conducts and partici

pates in larr,o and

sm.7.11 group

shone.

Presents, discusses, analyzes,

and values evaluation t,:.%chrs

aiecs.

Provides descriptions of cur-

riculum guides or phase-elective

programs in high school;

Guides discussion and °valuation

of t.:° offerinCS.

Provides student with names and

addzesses of suppliers and re-

sorces;

Discusses value of collection

or file;

Prc:,ents cza=plcs of collect

ions or files.

D::::-.sn,:tr:ittes teaching styles

and strategies;

Discus:;es appropriateness of

various strategies in assorted

situations.

De=enstrates and utilizes

large and small group

activities.

Discovers what techniques

are available to him and

tho advautLgez and distd!..

vanta^as of each;

'0.--ploys appropriate tech-

niquas in his tcaching.

Analyzes and values existing

programs in journalism with

the purpose of establishing

staadards for such programs.

Bogins to organize and

develop his own library of

materials and resources.

0serves and analyzes a

variety of teaching styles

and strategies;

Practices implemonting a

variety of strategies;

Discovers his own strengths

and *.z=katsses as he ex

plors various teaching

styles nud stratcgies.

Leads largo and scan

group activities;

DI:L.:over:7. the value of large

and small group activities

and their.appi,opriatenoss

with diffcront pupil groups

and objectives.

Observes and

toohniques c-7..:r::d tar

'their appr-:,-:--:tc.,zs to

tho specIft:: ;...s:Ing

task and U.c.- Tvpilb

involve3.

Criticues student's

ability to discover

streng:,hs end weaknossfs

in a journalism program.-

Observes student's

to discover r;o1.-e:e: and

his method cr.: c..1;LLizing

the file or collvction,

Obsorves

as he

practices t. .:1;_:1. anc !

strategies

ricro-

teaching atl student

teaching s::ttings.

Observes awi. veil-14.4es

-

student's ;.i:.;;clilation

in largo

:,- :.:411 group

presentattz4 `.no studeat"

practice

lx-sding

::C)

Slporvises pupils in

Presents for discussion tho

Works with pupils in vari-

.04serves studant's abil-

proeucip

newspaper,

yearLoo:c, literary 1:w:;a-

min°, unC/or news bureau

rc1oase.

problems and responsibilizies

of tho publications advisor.

ous activities in producing

high school publications.

ity to supervise p4b31-'

cAtions pu;.ilt; and his

ai)i.iity to .1/4,1

or.;b1.?=

arise.

(11)

Reccgnil!,:s some of the

le;;a1 sf.p:Jats and respon-

sibilit.les of his role as

at:?f1Chyr.

(12)

Acquires a rrefessional

tc.;:ard teachirg

and relaticn-hips with

pu7Als aad school porsonr

nel.

(13)

Analyze:,

:13 pe,rsonal

stragt:.:; an

ad we%

.:

nessos

affect his

po:essiox-A behavior.

(14)

Analyze:, his values which

will aifict his profess-

ional ba-vior.

Discusses and preLents situ-

ations involving the legal

respnnsibilities of tho teacher

and publications adviser.

Presents situations for

student to explore in terms

of pupil/teacher or teacher/

administrator relationships.

Provides discussion or simu

lated classroom situations

which allow studont to analyze

his ability to teach;

Provides individual counseling

for student.

Provides opportunities for

student to state and review

his values or to reshape them.

Discovers the legal respon-

sibilities of his position;

Discovers how to protect

himself from law suits ro-

suiting from the exercise of

his duties.

Recognizes his and others'

attitudes toward teaching

.and pupils.

Discovers if he really

wants to be a teacher;

Identifies strengths and

weaknesses.

Discovers if his values

are suited to teaching at

the secondary level in the

public schools.

Obstasvod .12dent's abil-

ity to ara1yzo a poteatial

::.7:1)lem and make

appropril-to decisions.

Oln:e.-tes student's formal

end ini"or701 comments

about teachi;!z and his

dealings wit:. plplla and

school persenuel.

Infers from ;I:2:-Int's

verhal and ,,o...;rLal be-

haviors

student

has rccol;n:7cd

itis

s'Zrcugt'44

weaknesses.

Infers fro:.:

verbal a=

huviors

valubJ will

his succer

be-

student's

alp or hinder

as a teachor.

DIVISION OFTEACHER EDUCATION

CHECKLIST

EVALUATIONTEAM

BEST COPY AVAILABLE

Consider a small, but deemed important, group of specific behaviorsstudents might acquire or develop while interacting in your program..

State these ideas/concepts, attitudes, and skills in as specific/operational/observable terms as possible in column one.

Avoid the use of global or general terms such as "understands," "appreciates,""develops" etc.

List the methods, procedures, activities, experiences etc. your project/program will use to insure student acquisition or development of thecompetency stated in column one. Multiple approaches might be used foreach competency; or a given experience may be utilized for the developmentof several of your listed competencies.

State the specific behaviors a student might exhibit as he/she acquires ordevelops the competency. This is perhaps the most difficult phase of thetask as this behavioral cluster usually represents a set of criterionmeasures for assessing student progress. This criterion set might includebehaviors that are cognitive (knowing something), affective (exhibitingfeeling about something), psychomotor (doing something), motivational(doing something extra), etc.

Specify in column 4 the measurement techniques utilized to assess the degreeof competency-proficiency the student has acquired or developed during his/her experience in your project/program. Examples might be scales, question-naires, written examinations, behavior checklists, term papers, reports, -written assignments, etc. In many instances, as a student progressesthrough a set of experiences, the need usually arises where the studentinteracts on an individual basis with the faculty member(s) responsible forthe implementation of the program. These sessions usually provide an oppor-tunity for mutual assessment of cognitive and affective development.

Submit to the evaluation team that which you have listed in columns one andfour. If you so desire, the evaluation team would be happy to review yourentire package.

14

DIVISION OFTEACHER EDUCATION

HELP! WE NEED FEEDBACK

EVALUATIONTEAM

BEST COPY AVAILABLE

Your meeting with members of the evaluation team concerning the developmentof student competencies and means for assessing their presence was observed/perceived as:

1.' Inappropriate 1 2 3 4 5

2. Poorly organized 1 2 3' 4 5

3. No help at all 1 2 3 4 5

4. Generally poor 1 2 3 4 5

Very appropriate

Well organized

Very helpful

Generally excellent

In general, how effectively did the evaluation team members relate theobjectives of the task(s) of stating competencies and means for assessingtheir presence:

5. Objectives very 1 2 3 4 5 Objectives superblypoorly related related

In general, how effectively did your interactions with evaluation teammembers contribute to your completing the task:

6. Interactions were Interactions contributedill-chosen and 1 2 3 4 5 very effectivelyineffective

The general atmosphere (social-emotional climate) during the meeting withevaluation team members was felt to be:

7. Cold 1 2 3 4 5 Warm

8. Tense 1 2 3 4 5 Relaxed

9. Closed 1 2 3 4 5 Open

10. Unemotional 1 2 3 4 5 Emotional

11. Suspicious 1 2 3 4 5 Trusting

12. Pessimistic 1 2 3 4 5 Optimistic

13. Cooperative 1 2 3 4 5 Competitive

14. Dissatisfying 1 2 3 4 5 Satisfying

COMMENTS (optional):

RETURN TO:Bud Harty.309 - Education Building

16

BEST COPY Ai/RUBLE

PROJECT PROMOS

BEST COPY P7.1ILABLE

ALTERNAT I.VE SCHOOLS PROGRAM

evaluated by

Floyd Coppedge

Prof:reqt Objectives

_

1.

To preparepersonnkfor

variou9 roles in Altenkttivb

Public Schools through:

a.

Prc.-service Experiences

b.

Feld Experiences

c.

In- service .xoeriences

2.

ho provide for teacher conver-

sion -- To help conventional

teachers change their teaching

style and programs to be con-

sistent with alternative

schools.

3.

To encourage the development of

options in public schools.

ALTERN4fIVE SCHOOLS

_Competenci_ es

. _

_ .

(Roles for Which Personnel

Are Deing Prepared)

BOW Measured

1.

Teachers for conventional roles

1.

Employment of graduates

in Alternative Public Schools.

2.

Teachers for new roles in

Alternative Public Schools.

a.

Open Classroom Teacher

b.

Learning Facilitator

c.

Curriculum ueveloper

d.

Teacher-Advisor

3.

Personnel for Leadorship Roles

in Alternative

a.

School Organizer

b.

School-Comnflnity Liaison

2.

Employer Satisfaction

3.

Job Satisfaction

4.

Student Evaluation

5.

Judgement by Project Staff

6.

External Evaluation -- evalua-

tion by personnel in sites

where interns are placed.

NOTE:

Additional Information Available in:

1) Level It (Instrument 2) Report cf November 14, 1972, and

2)

Project Evaluation Design, Revised May, 1073.

. 19

BEST COPY AWULABLE

AMERICAN INDIAN PROJECT

evaluated by

Gary Anderson

Student/ Competencies

(The student

(1)

Plans and prepares a

daily lesson plaa

applicable to the

Indian Student

(2)

Develops and demonstrates

a variety of teaching

techniques unique to the

setting.

(3)

Exhibits the ability to

"survive" a sixteen (16)

week student experience

in an isolated setting.

PROPoSiD COM'ETENCIEr FOR STUDENTS IN THE AMERICAN INDIAN PROJECT

Implemeatatlon

(The (:upervising

Teacher or Instructor)

Pre-plans with the

student teacher:

Confers in relation

to results.

Demonstrates teaching

styles and strategies:

Discuss varying techniques

in different settings

and with varying grade

levels or subject matter

areas.

Discusses techniques of

"self-entertainment" and

meaningful leisure time

activities.

Student Fehaviors

(The student

Demonstrates an

understanding of the

objectives of the

daily and continuing

plans and their

relationship to

overall content.

Self-evaluates in

relation to his own

teaching styles; which

were most effective or

least effective in

varying situations.

Maintains a balance

professionally and

socially with both

staff and students

during the experience.

(Also adults when

these types of contacts

are avaiiable)

.Fvaluation Nethods

(The Supervising

Teacher or

Instructor

Observation and

discussion of the goals

and 01,jectivesl-

related learning

concepts,

Observes and confers

with the student

teachez in relation to

student reaction

and understanding.

Completes the

sixteen (16) week

experience.

Exhibits composure

and activity during

the period.

O

(4)

Analyzes his/her ,.alues

and needs which will

affect his/her professional

and personal behavior

Exhibits an ability to

live within the cultural

setting in close

proximity to the students

and adults.

(6)

Exhibits the ability,

in general, to relate

to students of an

extremely different

clature in a classroom

setting.

(These students

will all use English as

a second language)

(7)

txhibits the ability

ask:el-L.1in and use

crfeetive questioning

techniplcs.

(This is

listed as a specific

competency because of

the unique group

relationship of Indian

siudents.)

Provides opportunities for

the student teacher to

analyze and reshape, if

necessary, his/her behavior

patterns.

Provides housing and

necessary co-curricular

assignments which will

be conducive to inter-

action outside of

classroom settings.

Provide a variety of

classroom settings in which

the student teacher may

interact with Indian

students.

Discuss the variety of

questioning techniques

acceptable to the Indian

culture.

Determines if his/her

values are consistent

with the values of the

Boarding School concept,

particularly, the

Bureau of Indian Affairs

Concept.

Through verbal and

non-verbal inference,

deternine if the

student teacher

is in accord with

the settim,..

Yorks with students in

Observe and discuss

social and school-coor-

"out -of- school"

dinated activities in

relationships with

various settings in addition

students.

to the "normal" classroom

setting.

Discovers his/her attitude

in relation to working

with and teaching a

minority group in a

Boarding School atmosphere

Discover which types of

questioning techniques

are most effective for

him/her.

Observes and discusses

interaction in

relation.to the

understanding and

interest of the

students involved.

&ID

Observe and discuss "es

the strength and

1:2

12

weakness of each

....c

technique as

perceived.

,.

JIB

CM

r-

ea

nv

22

BEST COPY /11"11,113LE

ASSOCIATE INSTRUCTOR PROGRi

evaluated by

PROJECT COMPETENCIES AS COMPILED FROM PROJECT =HanAND FILED COMMUNICATIONS AS OF NOVEMBER 15, 1D72

Crwtieti7ncf4s

23

BEST COPY AVAILABLE

~MIMI ONIfteW111.~10M111.111M.lion lisagurcd.........

Associate Instructor1) Develop teaching skills through teacher 1) Evaluation of communication

skills utilized in reachingtraining.

2) improved classroom effectiveness.

3) Confidence in teaching role

4) Micro teaching

session by students.

2) Evaluation of competency#1 by supervisor.

(Use space below for any revisions (additions, deletions or modifications)

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

24

BEST COPY AVAILABLE

COMPETENCY 3ASEU SOCIALSTUDIES PROGRAM

PROJECT COMPETEICIES AS COMPILED FROM PROJECT DESIGNS

AND FILED COnYUNICATIONS AS OF NOVEMBF2 15, 1972

C071petencies

Competency Based Social Studies

How Measured

1.

Teaching historical and social-science concepts.

2.

Tezching for problem solving in social studies

problcm areas.

3.

Teaching for improved valuing and analysis of

value-laden problems.

4.

Skill in diagnosis and evaluation in teaching.

5.

Skill in describing and interpreting teaching-

learning siturtions.

1, 2, 3

Performance in preparing for and teaching

lessons in the teaching laboratory and school sites is

judged by faculty supervisPrs, peers, and students

against criteria, developed in class, for the particular

teaching tasks specified for that teaching assignment.

Feedback is given to the program student immediately

after the teaching sension, including videotape replay

of selected segments of the lesson, and prescriptions for

re:nedying cny problcms are developed, In the teaching

laboratory the student often reteachei an improved

version of the same lesson to a different group of stud-

ents, using the same criteria and procedures as before.

4Written and practical exercises involving individual

pupils or classes will be used to judge skills in this

area.

One idea being developed is to include a short quiz

as part of each laboratory teaching exercise; it is

administered to the junior high students after instruction

as a test of lesson objectives achievement, as well as

skill in devising tests.

5Written and oral class exercises are used to demon-

strate student skill in describing and interpreting

protocol material depicting various elements of teaching.

Also, peer observation and feedback in the teaching labor-

atory affords a practical application of these skills.

6.

Knowledge of a range of social studies curriculum

6Written assignments and planning instruction for the

materials and skill in adopting, adapting, and

teaching laboratory and in-school student teaching.

inventing such materials.

COrm CI

.4

to

iA

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EARLY CHILDHOOD PROGRAM

evaluated by

Mary Lafollette

26

27.

COMPETENCIES FOR. STUT=TSIN 1'Al2.1' CHILDHOnD TEACHEREDUCAlION PROGRAM BEST GLei 1.iiitaLABLE

The student will:

1.

The instructor will:

be able to record observations 1. a) analyze students' techniques for re-of children's behavior ( :aces 3-Syrs) in various school settings.and diagnose f.:ctors relating tothe learning: situation from theobservation..

2. be able to select appropriatelearning gools for younc; childrenand use thLse as a bnsis forplanninc cu-- going learnirq,

experiences.

3. be able to identify a wide rangeof behaviors of chfldren(rues 3-6 years) Ann will he ebleto z.sive se%eral recom-men.'atiuns ond/or solutianc; toprebliftls wh!..ch are evident.

.cording observational data on children'sbehavior.

b) in seminar discussions judge astudent's ability to alalyze a child'sbehavior in a specific learning situationand the possible factors dctermining it.

2. a) critique student's instructir,.:.al plans

for appropriatenels of goals, irstruc-tional 7:atho..:.s and use of matarLds intheir written instructional plansb) observe and evaluate student's class-room performfmre

3. will judee citaent's nbil:.ty to id:ntifyan0 make adequate reco,:.!..eldatl-ni about

children's behaviorreactionf to selected Prot :, student's

daily accounts in Log aLa fromwritten observation report;:.

4. be alile to recooi:te the .coe:ponents4. a) judge an ena:Anntion paper of theof a wholesome clim::rom! atT,es- student's ability to describe the charac-phcre and yin b z11:13 to ccnr.ri- teristics of a wholeso classroubute ideas and r.,.thods to pre:..ote pherea risitiv,f learnin environtcnt both b) observe and ju4e th effectivenessindoors and outdoors. of student's al-TlIcation of

methods and tec!..:!.,uus in settJ.ni, up

learning envirornts guidit* andevaluating lenrr,l.ni. .,oth indoors cal('

ouLdoorz, in the

5. able to pr,ni:!,. in:;tructic.n re-

lated to th.2

goals and :::.cscri::o exer'c.nces

which C.E.ve:.e.,' tint chi..!' potential

5. a)ohnerve an:.: rate the stu:icnt's skillsat applying various moLhods andchild devz.lor7e%t ::no1c!.!7e in individliali7is

:::11,trucsLion fielc situation.b) rcview Lnzi critfque .;tu,lent's p1an:5and ev70.1,Ation for learninp Activitiesas she plz:ns for, 1:-nle:.e:ita, and evaluLtcs

instrv.ctionthe field situation.

6. be able to apply knowledge from 6.

various child development theoriesin assessing planning and evalu-ating children's behavior in a

learning environment.

7. be able to discuss clearly andobjectively individual children,the curriculum, school policy,methods of handling behavior withparents, community groups, andother professionals interestedin children.

8. a) to begin formulatins! owntheory of child development andphilosophy of early childhood.educationb) to be able to write his philo-sophy of early childhood education.

28

BEST COPY AVAIIABIE

assess student's skills in. applying knowl-edge of various child developmenttheories in assessing, planning, andevaluating children's behavior througha continuous weekly Log Book and fromwritten observation reports assignedby course instructors.

7. observe students in role-playing episodesin real situations and/or viewing andlistening to tapes ef. student interviewswith parents and other professionalsto judge student's ability. to expresseffectively her views and ideas withsupporting facts and accurate knowledge.

8. a) listen to student's formal and informalcomments about their philosophies andchild development theories during con-ferences and seminar discussions.b) analyze student's written philosophyof early childhood education for clarityand factual information at the end of theearly childhood education program.

9. acquire a continually groing file 9.of notes, visual aids, resources,ideas, commercial and hand-madeinstructional materials forfuture use in teaching the youngchild

10. be able to effectively evaluate 10.

his own instruction in a class-room and reco;.nize his strencthsand weaknesses in his professionalgro,,th.

1913

review the student's collection of resourcesinstructional ra:terials, visu:11 aids,references, materials, noLcs and judr.ethe student's ability to solct and or-ganize appropriate materials.

judge the student's awirnness of his strentand weaknesses aad gro;a.as a classroomteacher through rorsnnvl e'll.iferences with

the students, written evalth. tion scales.viewing and discu'si.ng wi stucipents videotapes of classroom performance.

Program Director

. Program Evaluation

/ //(..!-12.:(7 Early Cildho0:1 Ecluc

(4- / L "44. 1,, tion FacA:ty :err.ers

BEST COPY AVAIIABIE

ENCORE PROGRAM

evaluated by

Vernon Droessler

29

BEST COPY AVAILABLE

THIS PAGE WAS MISSING FROM THE DOCUMENT THAT WASSUBMITTED TO ERIC DOCUMENT REPRODUCTION SERVICE;

30 Avd6

32

BEST COPY MAILABLE

FIELD BASED SOCIALSTUDIES PROGRAM

evaluated by

Meryl Englander

PROJECT COMPETENCIES AS COMPILED FROM PROJECT. DESIGNSAND FILED COMMUNICATIONS AS OF NOVEMBER 15, 1972

BEST CM MUM

Colloatoacios.A.amaw, .

How MeasuredField Based ,,tudeis in Teacher Zd.

I) To develop the interest and capacity to work 1) An intention tocooperatively as a team member toward the im- measure studentprovement of instruction and curriculum. progress in in*

2) To develop the interest and necessary.abilitiesto engage in and make use of research in the im-provement of instruction and curriculum.

3) To develop the skills and teaching techniquesnecessary to foster and direct open inquiry .ndthe internalization of the processes therein in-cluded on the part of pupils.

4) To develop communication skills that facilitatethe personal growth of self and others.

5) To develop a broad range of evaluative skills in-cluding those for appraising the learning charac-teristics of individual pupils.

6) To become well - informed teachers, fully aware ofthe problems which con front the society and ac-tively involved as change agents in the society.

7) To become teachers who are committed to a demo-cratic perception of education especially withregard to equalizing educational opportunity,supporting a participatory democracy and apluralistic society.

8) To become teachers who can apply the conceptsand methodologies of the social sciences tosocial problems.

9) To possess a high degree of empathy for others,especially for those who are of differentethnic backgrounds.

dicated, but grati-fication procedsresare not specified.

11.

(Use space below for any revisions (additions, deletions or modifications)

33

* * * * ** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

BESTCOPYAVAILABILdr

JOURNAL I SM PROGRAM

evaluated by

Linda Gregory

Student Competencies

(The stto'cnt

..)

Proposed Competencies for Students in the JournalismProgram

Implementation

(The inlitructer

c,a .1nd

I.

Ltto.catic

and 1

,anti sari

both cri:

tiv('ly.

i)

.21d evaluates his

!!pupils' tort-

!f,.S1f llfi -- speak-

1:.tenirg, reading

and thinking --

and crea

t2;

CJI.:::aire,;

nine-we.ik in

el.rnet!i:JA unit in Jour-

1!",

ineDide

conicnt to be

ce :ed, activities, in-

naterials and

.!nd evalt:ation

itcL!..s way

ho

for the unit

or 49.?cr11..:d in dot 111.

(3)

P2t:As a!A ni-.tparos a port-

fll:, 12 (1:!ily lerLon

plaa3.

(4)

Writes ob.if_claves in be-

rerfor=nco

ter,n:1

1,rceific learn-

tashn 1,1 jourrall:m.

Provides opportunities for

student

to practice cor-

moalcation skills in and out

of tho college classroom;

Provid,...s examples of comr-

municltion efforts of pupils

for student to evaluate.

Student Behaviors

(The stadent

)

Evaluation Methods

(The instructor

.)

Presents exarplca of previous

units for student to evaluate

and analyze;

rrovide:q4 reseurco materials

for tItudent to use'in pre-

pi.ning unit;

PrLents sartples of phase-.

electtve descrtptions for

student to critique.

Le*orstrates the desirability

of having lesson plans 0Z

sem,

sort; Presents sample lose on

plans for analysis by t;:udent.

Presents examples of objectives

in behavioral and row-bobavioral

toms; Prov;des practice in

writing objectivos for a variety

of task; Dlecusses value or

worthwhiloness of objectives;

Provides practice in ordering or

sequeLcing objvctives.

Masters conzanication

skills and/or icproves

existinT skill levels;

Evaluates skills and

performances of pupils.

Critiques, analyzes, and

evaluates existing units

pr pared by former stu-

dents or classroom teachers:

Plana, organizoa and plse-

paros Ids own umAt.

Prepares daily lesson plans

for his own tet:ching situ-

ation to fit Leis own style;

Discovers how to irpleuent

segments of his nine -week

unit.

Discovers value of objectives

in perferranco trn.ms;

Prepares objectives for

specific louring tasks.

Observes student's appli-

cation of skills in col-

lege end pmblic :echool

settings; Analyzes students

evalnntion of mills"

eocritinieion skills.

5,11ges valt on Its come

pleteness, app ropristeness$

stpplicability, and

creativity.

Judges the pre/limed port..

fell° on the criteria. of

(2) :,gore.

Judges the degree of

specificity present in tbo

objectives and the logical

sequence and ordering.

C.)

(5)

Discovor!! and employs a

variety of evaluation

teehnic....-1 of rupil per-

forrnt,c in bp.tcific

t.!nKs,

(6)

Compar... and contnlets

offurings in

high r.:lools,

(7)

Acquirt-: und establishes

collc ::tion or source

file of notes, visual

s.? cite,r,!,ourct:s mfr

44ncen, :k.pliers, etc.

for fu:-1,: una.

(8)

Ouvolo:

;:N1 acquires a

variety of ter.chirz

styles alit strategies.

(9)

Conduct.. ot7d

partici-

pa

In iprge and

prenent-

ntions.

Presents, discusses, analyzes,

and values evaluation tech-

niques.

Provides descriptions of cur-

riculum guides or phase-elective

programs in high school;

Guides discussion and evaluation

of the offerings.

Provides student with names and

addresses of suppliers and re-

sources;

Discusses value of collection

or file;

Presents examples of collect-

ions or files.

Demonstrates teaching styles

end strategies;

Discusses appropriateness of

varinus strategies in assorted

situations.

Demonstrates and Utilizes

large and small group

activities.

Discovers what techniques

are available to bin and

the advants::es and disad-

vantagos of each:

Employs appropriate tech.-

niqees in his teachim.

Analyzes and values existing

programs in jouraalisi with

the parpose of establishing

standards for such programs.

Begins to organize and

develop his own library of

materials and resources.

ObServes and analyzes a

variety of teaching styles

and strategies;

Practices implementing a

variety of strategies;

Discovers his own strengths

and weaknesses as ho ex-

plores various teaching

styles and strategies.

OD

rn

Leads large and snail

-4,3

-4

group activities;

.8

Discovers the value of large-a

and small group activities

and their appropriateness

with different pupil groups

and objectives.

co

Observes and analyzes

techniques em?loyed for

their appropriateness to

the specific learning

teak and the pupils

involvad.

Critiques students

ability to discolmr

strengths and weaknesses

in a journalise program.

Observes student's abilit

to discover sources and

his method of organizing

the file or collection.

Observes student as be

practices styles and

strategies in micro.-

tenching and student

teaching settings.

Observes and critiques

student's participation

in large and mall group

presentavon and student'

practice at loading both.

ar

(10)

Supervi!;,.%. pupils in

producir.-: a newspaper,

1.;:arboo::, literary maga.-

zino,

n:::'. /or news bureau

rolease. (i1)

!wcogn1;...-N somo of the

lcgal a..:..fcts and respon-

sibiliti,1 of his rolo as

a teacl.vr.

;12)

Acquire:, a professional

pttitudo tr.ward teaching

and rel.z_ionships with

a:..1 school person-.

T11.,

(!3)

Analyz<J!: his porsonal

stroile.V... And woaknesseS

w!lich wl?1 affect his

professicen1 behavior.

(14)

Analyze:: Ilia va]uJs which

sff_ct his profess-

Jenal 11(:1..tvlor.

Present's for discussion the

prot-lems and responsibilities

of the publications advisor.

Discusses and presents situ-

ations involving the legal

responsibilities of the teacher

and publications adviser.

Presents situations for

student to explore in terms

of pupil/teacher or teacher/

administrator relationships.

Provides discussion or sings-

lated classroom situations

which allow student to analyze

his ability to teach;

Provides individual counseling

for student.

Provides opportunities for

student to state and review

his values or to reshape theft.

Works with pupils in varies

ous activities in producing

high school publications.

Discovers the legal respons

sibilities of his position;

Discovers how to protect

himself from law suits re-

sulting from the exercise of

his duties.

Recognizes his and others*

attitudes toward teaching

and pupils.

Discovers if he really

wants to be a teacher;

.Identifies strengths and

reaknesses.

Discovers if his values

are suited to teaching at pg

the secondary level In the=4

public schools.

cos

IN 111

P2

Observes student's ail..

ity to supervise publki.

cations pupils ssd his

ability-to deal with

problens which erise.

Observes student's abil

ity to analyze a potentia

legal problem and cabs-.

appropriate decisions.

Observes student's formal

and informal comments.

about teaching and his

dealings with pupils and

school persoanel.

Infers from student's.

verbal and nonverbal be-

havlors whether student

.

has recognized his

strengths and weaknesses.

Infers "iron student's

verbal and nonverbal be..

haviors.whether student's

values wil.help. or hindez

his Success as a teacher.

LATINO PROJECT

evaluated by

Jim Mahan

BEST COPY MILAN

38

,

Item #4.

Student Competencies Statements and Assessments

Project /Program /Center /Team:

Latino Project

Date:

February 20, 1973

Anticipated competencies.

Nature of competency de-

(Be specific)

velopment - "evolving"

or relatively "firm"?

Hard data supporting the

development of compe-

tencies (within stu-

dents and within pro-

gram)

How was it measured?

Time required for students

to acquire specific com-

petencies and/or time

till program competencies

developed.

1.

3.T. will be familiar with

the sevnlices of at least 5

community ai:encies serving

Latinc, p:ople and will be

able

int2tc_KI

adults nnti!or pupils to an

4111

1.

evolving

4

1. survey used now to

document agencies in

which 3.T.'s work and

length of time of the

work.

Final interview by a

community agency direc-

tor would be good way

to measure competency.

1. 16 weeks at minimum

Hopefully this compe-

tency will be acquired

by May 15.

2.

3.T. will bt.

c.b1e to draw

tin I

t.ino history, art,

music, litt:rature, social

activiti:ts etc. when using

inlltruotional examples and

amt10*3, w.n.-!n decorating

the ollom, etc.

2. evolving-must con-

tinue through in-

service teaching

years.

2. survey items used now

to assess this--both

teacher rating and

S.T. rating.

However, interviews

with the teacher and

with selected students

are needed at end of

the semester.

3.

S.T. will function effec-

tively !t3 an assistant to

.n alult education instruc-

tor chglr&d with teaching

Engli!;!% to ip.nish speakers.

3. evolving

3. survey data indicating

that S.T.Is are invest-

ing time in this role.

However, interviews

with the adult educa-

tion instructors and

the edult students are

needed.

2. 16 week minimum

(obviously not long

enough time but a start.

can be made.)

-

g3. 16 weeks at minimum 4

au

25 te

4.

3.T. will be able to under-

stand and use "border Spanish"

as necessary and appropriate

in contrst to "Castillian

4anish"

4. evolving

5.

Iii

school S.T.Is will be

at)li!

to

d'.3cribe the curricular

cemp,,nts, instructional tech-

niqu:A, pupil populations, and

schc:c1

charac-

terkt1(7 ct' an clet:entary

schP(1--,,clally or a bi-

3ehc,01.

'

5. evolving

4. not being measured

now.

a survey or interview

form for school prin-

cipal and supervising

teacher could get at

this.

4. at least 16 weeks

5. S.T.Is work two hours

daily in an elementary

school (site agreement).

Data on end results

could be obtained by

survey or interview.

5. 16 weeks--should become

quite aware of elemen-

tary patterns and trends

kin general sense) over

a 16-week period.

6.

Jhility to nuke

Latin:.) adults

out;id:

the school setting

(cr,.J,;-culturll interaction

of

int(m3ity.)

6. evolving

6. S.T.'s report "who"

'

they interact with and

who they feel they

know "as a person"

Follow-up survey to

verify could be

employed.

6. 16 weeks is minimal.

Students need to do this

continually after they

obtain employment in a

school district.

7.

Devlc.p.1 selected teaching

skill

as listed on super-

visinL: teacher report farm

(and colle supervisor

form).

7. evolving

I

7. observations by teacher 7. 16 weeks

and by college super-

'

visor plus critique

conferences

BEST COPY AVIIIIIIIii

PROFESSIONAL YEAR PROGROA

evaluated by

Jim Clark

C.)".PFTANCY

Devv1pent of

in the

p7-orelgioral

k"

(6 !,

s), coluulatiJn

(fl

it,-7!,0,c!ass-

r,-.

(7 i!(-:1), Emd

st

t"e

1att:it:F;

env'

(IA i!.11)

AS AII.:O A-1Z42

De\.,.1.,:_eaf- of pecnon.:!1 and

efft:ctivness,

abil!.. f

to 1

.!ot

-IV

A-0

-k5)

-2)

:p c

ifir`

':

Arts I S

by

1!_i-ifr

(;.5)

pr!-on

r;!aff

-petan-

p(:.-11r.finr or each

...11 A'

K2,11

of the various

CO- --4". f.,-,er and there

di

ard 1.1.1frec!. re-

laY,9 to Cie nr.}..n11 setting

PROG 'AM comPorENT

AssiAnrent to the class-

rcr=s - the student tea-

ching experience

Same as above

Student teaching, methods

instt-uction, s.T.-!rvisory

col'ences, and

st1

:e pcograra

11.1.10 VC

Sane Es9 above

F4C0 classes ar.

assign-

!rents and Indiarpolis

trips to scl.lcols and

BEHAVIORS

Indication that con.petancies

are developing or improving

as per opinion of assigned

cooperating teachers

Indication that co-petancies

.are developing or if:proving

as peropinion of supervisors

and methods instructors

S::udent expressions of con-

ard utility regard-

aets

EVALUATION **

Pi Progress Feedback Form

I Sera. - available.

II Sem. - incoi..plete

Quarterly rating sheets-

totals listed for entire

year

I & II Sem. -available

Mid-year PY evaluation

Results available

St.ujent expression of feelings

LOY evaluation (AT specific)

of ir.erescd knowledze, confl-

Results available

dente, ard prepar-ation in the

areas cone erred

Ctudrnr- oil! indicate 6

pecific conpetancies which

Ley feel hpve been acquired

t'lrouAh participction in the

PY prop,ra-,.

Inflication of inpnt of various

forces as per comrr.ent in dis-

cussion awl evaluation scales

EOY evaluation (AT specific)

Results not yet available

F400 evaluations

Results not yet

available

aAll ealIntion instruments previously forwarded to Evaluation Team with the exception of the EOY packets which

-lc

art' enclosed.

PRO:1:3;IONAL YEAR

PROFESSIONAL YEAR

PROFESSIONAL YEAR

to

BEST COri f"*IIABLE

LT t CULTUF,'A PF:0CfM1

evaluated by

Gerald Bracey

43

Indiana University

Bloomington, Indiana

PROPOSED

44

Division of Teacher Education .

Dr. Bud Harty

STUDENT COMPETENCIESBEST COP': !"!.11ABLE

T421: "Experiment in Multicultural Living"T422

Science Methods

(Ideas/concepts to belearned and attitudesor skills to be develop-ed)

Student Competencies

(The utudent...)

(1)

(How do I do it?) (What's suppose tohappen to students?)

Implementation

(The instructor...)

Student Behaviors

(The student...)

(How will I knowif it 'did happen

to students?)

Evaluation Modes

(The instructor...)

develops values, atti-tudes and skills foranalytical investigationand the teaching ofscience.

provides opportuni- identifies and des-

ties for the student cribes the centralto develop and refine theme of a given setdesirable values, atti- of observations fromLudes and skills by a teaching/learning.way of daily instructor/ situation.student interactions ina social-emotional clim. develops a criticalate commensurate for approach toward

such. evidence.

observes student'sattitude and skilldevelopment in thecampus-classroomsetting and in thepre-student teach-ing placement.

observes studentas he'practicesstyles and stratem--

selects srategies to gies in his daily

gather data along use- encounters.ful teaching/learningdimensions. observes and ana-

lyzes techniques

recognizes the in- employed for theirfluence of changing appropriateness toone variable in a the specific learn-teaching/learning ing task and tha

situation. pupils involved.

sorts out that whichis irrelevant and re-arranges the usefulaspects of informa-tion.

observes student'sability to dis-cover sources andhis methods of

organization.

BEST a""formulates fruit-ful hypotheses fromexisting data,

selects instrumentsand quantitativetreatments for test-ing hypotheses.

looks for new trendsand gathers newevidence.

reasons logicallyfrom establishedteaching/learningmodels.

suggests alternativeexplanations andconstructs modifiedor new models.

45

P

observes student .

as he practicesstyles and strate-gies in teaching/learning situat-ions.

observes student'sparticipation inlarge and smallgroup presentationsand student's prac-tice at leadingboth.

infers from stud-ent's verbal andnonverbal behavkorswhether he hasrecognized hisstrengths and weak-nesses, and whetherhis values willhelp or hinder hissuccess as *teach-er.

observes student'sability to interactwith pupils andhis ability todeal with problems

. which arise, andmake appropriatedecisions.

observes student'sfornalisnd infor-mal comments aboutteaching and hisdealings with pu-pils and profession-

al school personnel

critiques student'sability to discoverstrengths and weak-

nooses.

observes student's

applicatio of

developed values,attitudes, andskills when inter-acting in multi-cultural eduustion-al settings.

416

BEST COPY PIT URI

THIS PAGE WAS MISSING FROM THE DOCUMENT THAT WASSUBMITTED TO ERIC DOCUMENT REPRODUCTION SERVICE.

(5)

constructs or preparesa piece of scienceequipment or audio-visual aid which mightbo used when studentteaching or for usein future teaching(inservice).

(6)

writes a "paper" basedon his experiences duringthe pre-student teachingnlacement in a multicul-sral setting.

encourages student tomake or prepare scienceequipment and mAterialfor classroom use whenlocal funds are notavailable to purchaseexpensive commercialitems.

provides an opportu-nity for the studentto express his viewsin an expository mode.

allows for classroomdiscussion of what areality- oriented sci-ence program might belike.

distributes selecteddittoed handouts.

BEST COPY PVARABLE

demonstrates anability to relatescience concepts tothe construction ofa piece of hardware.

describes to hispeers how the objectwas made and thematerials needed tomake it.

explains to hispeers why, when andhow it is to be usedwhen teaching elemetrtary school science

identifies the manyconstraints placed onthe teaching of sci-ence in multiculturalsettings.

becomes skillfullyaware of operationalbarriers.

seeks out more infor-mation with regard tothe identified con-straints.

utilizes the gatheredinformation or dataas the bases for hispaper.

47

judges the worthof object on thecriteria listedin the thirdcolumn.

infers as to theamount of workinvolved and thestudent's attitudeduring its devel-opment /construction

assesses the valueof the student'seffort based onthe criteria imrplicitly found inthe narrative ofhis paper.

interacts with thestudent by way oftwo supervisoryvisits to the field!,based sites (thesesessiorrs will pro-vide nn opportunityfor mutual assess-ment of cognitiveand affectivedevelopment).

t

..,

RELATE PROGRAM

evaluated by

Richard Stowe

BEST COPY AVAILABLE

IP.

48

49

PROJECT CCIPETENCIES AS CMPILED FROU PROJECT DESIGNSAND FILED COMMUNICATIONS AS, OF NOVEMBER 15, 197

-2 BEST COPY PV4IIABLE

. Competencies now L:easured

Relate1) Diagnosing Learner Characteristics

a) Diagnosing learners1) Enablers

a) learners & instructional objectivesb) categories of learner characteristicsc) sources of learner datad) 'classification of learner datae) interpretation of learner data

2) Settinfr Objectivesa)

b)

c)

d)

Instructional goalsPerformance objectivesTask analysisInstructional sequencing'1) EL ers

a) content1) children's 116erature2) listening3) speaking (oral communication)4) reading skills (oral reading)5) reading skills (general)6) reading skills (work attack)7) reading skills (comprehension)8) writing

3) Planning learner assessmenta) Indicators of achievementb) Instruments for data collectionc) Plan for learner management

1) Enablersa) procedures for information collectionb) use of instruments

4, Planning Strategiesa) Selection of instructional strategies

1) Enablersa) varieties of instructional strategiesb) criteria for instructional strate;ims

5) Plannin: Strate;:iesa) Selection cf orT:anizational patterns

1) Enablersa) varieties of or;;anizational patternsb) criteria for orjanizational patterns

1) Informal observation2) Field test3) Pilot test4) Student management

data system

50

Relate, cont'd.6. Planning use of resources

a) Selection of potential resources1) Enablers

a) varieties: of peten:ial resourcesb) criteria fur potent:Lai resources

7) Integrating the learning environmenta) /ntei;ratinn of instruetipnb) Evaluation Plan

S) implementinga) Instruction with a pupilb) Instruction with .a group

1) . Enablersa) plan for implementationb) instruction with a peer

9) Evaluating

10) Revisinga) Instructional changesb) Assessment

BEg rY PMLABLE

(Use space below for any revisions (additions, deletions, or modifications)

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

BEST COPY AVAILABLE

ct

SHAh'NEE GRADU/TE PROGRAM

evaluated by

William Pilder

51

PROJECT COVPETENCIES AS COMPILED FROM PROJECT DESIGNSAND FILED COMIUNICATICNS OP A NOVEMBER 15, 1972

52

BEST COPY 1..11EABLE

ComulaciesHow Measured

Shawnee Graduate1) Translating what is learned into affecting 1) Staff evaluations

children and the community.2) Staff records as resource

people.2) Skills in doing action research. 3) Records kept of media use.4) Record of model and3) Skills in criticism of educational policies. community experience.5) Records of characteristics4) Skills in assessment of one's value. of participants:

a) Application formsb) Attitudinal Questionnairesc) Themes of participants

(Use space below for any revisions (additions, deletions or modifications)

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

53

i ..ISLEIABLE

SHAWrEE Ut'DEFI'Gf;ADUATE PROCriC.1

evaluated by

Thomas Glass

COM1i.T1%^Y

I. ubtaia information concerning

community and social agencies

.and

th.3 social order of the ur-

ban ccr.manity

II. Develop skills in A'd's in

order to become ftnkltional

in urban area 3chool systems

III. Daelcnment of r. d'.sire

of partietlpflats to nue% ._-,la-

pivn..e!at in an innor city

F..chool system

PAgiiikM COratNiAT

Three week communitybaccial

agency work experiences and

related seminars (F400)

Student teaching assign-

ment in inner city schools

Formal instruction (S485)

On-site conferences

The whole program:

Student teaching

Community work (F400)

5485

YPAWNF% UNDERq=UATr

nr.:AvIoRs

Via work in an agnecy-

A.Contact with city

fsnilie?s

B.Expo-nire to problems of

and fr-t:;tri.tions to city

C,i'otp,slire to relationships

betvc,::n nenciffs, schools,

and counityand formal

trejning nessions with

ai:enr7y -karkers

EVALUAT P

Pri,gram (Jhjectives

I :ran attached -complete

II Sem attached - INC.

F400 evaluations (pre and pest

Incorlplrste

Overall Prcpram Evalueition

I Sem- complete 6 pttached

Ii Semi -attached INC.

A. Ir!soens ayproprit,te-to

atuleilte. in level, content,

and lanFus;e

13.4e.cial considerations

for sit:lents in co=yensatory

(potential dropout) programs

C.3hailn!; of concerns and

ideas with to4chers, admin-

instrators, suly:rvisor.3, and

frqlow atuaenta

D.Vcdification of beh,Avior

to rork?ct role of inner

city teacher

Indication of little, or

no, hositnncy to seek a

position in a city system

Actual application for pos-

ition 5n Louisville or

other city school system

Program obiletives

(see above)

Overall Program Evaluation

(see above)

Supertrisors - 3 way

conference forna -not yet

tabulated

Instructor and course

evaluation (S485) attached

Program objectives

(see above)

Overall Program Evaluation

(see above)

r

Clt

COM11.-e;,NCY

I. Ulain Information concerning

cot:mu:114.7 and social agencies

and

social order of the ur-

ban eot.r.'mr.ity

1I. D.velop skills in ATs in

order to become functional

in urban area school systems

III. Development of a desire

of participants to seek em-

ployment in an inner city

school system

FRuCRAM COM;.ONENT

Three week community/social

agency work experiences and

related seminars (F400)

Student teaching assign-

ment in inner city schools

Formal instruction (S485)

,

On-site conferences

The whole program:

Student teaching

Community work (F400)

S485

III

SHAWNEE Utiinz:RGRADVATE fROGRAM

BAYTuR3

Vin 'Jerk in an agnecy-

A.Contact with city

fAmilies

B.Exposure to problems of

and fraItrations to city

citizfxs

C.Exp0.7ure to relationships

ketw(Aln agencies, schools,

and community

D.Discnssion and formal

training see .ions with

age.icy workers

EVALUATION

ProrTam Objectives

I Sem attii.chd

- complete

II Jem attsched - :NC.

F400 evaluntiuns (pre and post

Incomplete

Overall Program Elahmtion

I Jem- complete & attached

II Sem -attached INC.

A. Lessons a!propriate to

sturlents in level, content,

and lanErolo

B. Special considerations

for stl:dents in compensatory

Gotential dropout) programs

C.S:Inring of concerns and

ideas with teachers, admin-

instratorn, supervisors, and

fellow students

D.Wification of behavior

to reflect role of inner

city tr:acher

Indication of little, or

no, hesitancy to seek a

position in a city system

Actual application for pos-

ition in Louisville or

other city school system

pig

CD -v .1

1..1

1.11

vo

Program objectives

(see above)

Overall Program Evaluation

(see above)

Supervisors - 3 way

conference forms -not yet

tabulated

Instructor and course

evaluation (S485)

attached/4

Frogram objectives

4see above)

3verall Program Evaluation

(see above)

or. 11 S Eir4

SE, I

P kw

4elo

teep