continuous assessment plan...unit theme “teacher as servant-leader” and the three sub-themes of...

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Boyce College

Teacher Preparation Unit

CONTINUOUS ASSESSMENT PLAN

(CAP)

Boyce College Teacher Education Program (TEP):

Teacher Education Program

Date Completed: 08-23-2010

Date Approved by CTE: 08-25-2010

Date Submitted to EPSB: 09-15-2010

Revised and Approved: 05-25-2012

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Introduction

Woven throughout the Conceptual Framework (CF) of the Boyce teacher preparation unit is

the concept of assessment as the fabric of an effective teacher preparation unit. We believe

that an effective teacher preparation unit must develop and maintain an assessment system

that achieves two major objectives: 1. Provide credible performance data on the progress

and achievement of each teacher candidate as related to specific program standards and

EPSB standards 1 and 2, and 2. Provide feedback to the unit on the effectiveness of the

program components and functions in achieving the specified program standards. To these

ends we have developed a system of continuous performance assessment for the Boyce

Teacher Education Program (TEP) to assure that the vision we have articulated for the

development of professional teachers as leaders will be a reality. This Continuous

Assessment Plan (CAP) is based on the Boyce TEP Conceptual Framework, based on the

unit theme “Teacher as Servant-Leader” and the three sub-themes of service, collaboration,

and the teacher as a reflective practitioner. The Boyce CAP for teacher candidates is

designed to measure the professional knowledge, skills, and dispositions that we believe are

necessary for the “teacher as a servant-leader”. It is designed to monitor and report overall

teacher candidates’ progress through a Kentucky Teacher Standards performance-based

program. The CAP also will permit the collection and electronic storage of critical

performance data with the use of a LiveText electronic portfolio, which will permit analysis

of the effectiveness of the Boyce teacher preparation unit in the training of professional

teachers as servant-leaders and thereby provide insights for necessary program changes.

CAP Rationale

The Boyce CAP is based on the belief that the knowledge and skills of the teacher candidate

are the foundation of the effective professional teacher, but that the goal of developing any

teacher as a servant-leader requires having the disposition to be a servant first, but who also

values the need to be a collaborative and reflective team-oriented professional teacher. We

therefore base our treatment of the assessment of teacher candidates on the conviction that

teacher dispositions (beliefs, and values) is a primary issue for all aspects of the professional

teacher Of course, the continuous growth of knowledge, and the development and

application of teacher skills are absolutely necessary, but we believe what the teacher

believes and values is the driving force for the quality and type of professional teacher the

teacher candidate will ultimately become. Unless the teacher has core beliefs and values that

drive the growth of knowledge, and the development of pedagogical and professional

educator skills, and even the involvement in service and leadership, the resulting

knowledge, skills, and service may likely lack enduring and deep roots of professionalism.

We therefore believe that the growth of the knowledge and the application of skills and the

demonstration of servant-leadership involvement are vitally connected to the dispositions of

the teacher candidate. Within the Conceptual Framework the valued dispositions for the

Boyce teacher preparation unit are those dispositions that foster service, collaboration, and

the teacher as a reflective practitioner. The Boyce CAP will therefore focus on the

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assessment of knowledge, skills, and these valued dispositions which we believe foster the

teacher as a servant-leader.

Program Assessment Alignment

Using the above rationale we have developed a means for assessing teacher candidate

knowledge, skills, and dispositions throughout the teacher preparation process, which we

believe are important to develop the teacher as a servant-leader. Table 1 below presents how

each of the major components of knowledge, skills, and dispositions of the Conceptual

Framework are assessed throughout the experiences of the teacher candidate, experiences

that are both external to the TEP and also internal. Also refer to Table 1 of the Conceptual

Framework document for how the three major areas of knowledge, skills, and dispositions

are aligned with the Kentucky Teacher Standards (KTS), the Association of Childhood

Education International (ACEI) standards, and the Kentucky Education Professional

Standards Board (EPSB) Themes.

Table 1: Alignment of Program Assessments with Conceptual Framework

Components CF

Component

TEP External

Assessments

TEP Internal Assessments

Prerequisite

Assessments

For TEP

Admission

TEP

Checkpoint 1

Application for

TEP

TEP

Checkpoint 2

Application to

Student Teaching

TEP

Checkpoint 3

TEP Exit

Knowledge (Aligned with KTS and ACEI

Standards and with

EPSB themes-See

Table 1 of CF

document, page 4)

General Knowledge: ACT,

SAT, Praxis I:

EN 101 tests SP 105 tests

Gen. Ed., Bible/

Theo., Related Studies course tests;

*Praxis II Score.

General Knowledge :

Pass courses-

ED 200. EN 101, SP 205, ED 210:

-Maintain GPA of

2.5 for Boyce courses

General Knowledge: - Praxis I Minimum Sub-

test scores for math - 174, reading 176, writing 174

-Gen. Ed.(EN 101);

Bible/Theo.min.Gr.:”C” -Overall GPA 2.75

Prof. Knowledge

Related Studies & Prof. Ed.(ED

200, 210) – Min. “C’

General Knowledge: -Min. GPA 2.75 for all

courses; Min. 3.0 for last

30 hours of credits -no grades lower than“C”

Prof.Knowledge:

-Evaluation of teaching lessons in ED 220, 310,

311, 320, 330, 380, 420

using KTS rubric #1: 2.5 mean score

Prof. Knowledge: -S t.Teaching:

KTS Rubrics #1-6:

2.5 mean sc. -Final GPA min. 2.75

-Final ED 490

Gr.-“C” minimum -TWS min. rubric

score 85%;

Skills (Aligned with KTS and ACEI

Standards and with

EPSB themes-See Table 1 of CF

document, page 4)

General Academic

skills: - Praxis I: Math - 174 min.

Reading - 176min.

Writing - 174 min. -EN 101, SP 105

Min.”C” grades -Leadership -

Community and

school organization involvement

General Skills

-ED 200: Philosophy of

Education writing

evaluation min. grades of “C”

-ED 210: Technology -

Minimum course

grade of “C’; -Portfolio rubric

min. score 3

Communication

Skills: 1. Philosophy of Ed.-

min. Rubric Score: 4

overall. 2. Impromptu writing-

“Satisfactory” 3. Prof. Ed.Interview:

Evaluation of oral and

written skills Technology

skills:

-ED 210 projects

completed- Min. Rubric

Score: 2.5 Mean;

LiveText E-portfolio initiated w/ all req’d

artifacts

Professional Skills:

-Early FE Eval . results -Teaching skills:

Evaluation of

teaching lessons in ED 220, 310, 311,

320, 330, 380, 410 420 using KTS

Standards 2-8

rubrics-2.5 mean sc. Communication Skills:

Evaluation of Written and

Oral Skills:Early FE

Evaluation form

Technology Skills;

-LiveText E-portfolio updated

Servant-Leadership:

-ED 480 KTS rubric #10, Min.2.5 score.

Professional Skills

-Final GPA 2.75+ -Final Supervised

Teaching grade, min.

“C”; -TWS min. rubric

score 85%; -KTS Rubrics 2-8:

Evaluation of all

teaching skills- Mean sc. 2.5 min.

Servant-Leadership:

-ED 490 service pro-

ject, KTS rubric #10,

Min. 3 score

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Dispositions (Aligned with KTS

and ACEI Standards and with

EPSB themes-See

Table 1 of CF document, page 4)

Pre-assessment of

TEP Dispositions: ED 200 –

Complete Boyce

Dispositions Inventory

Dispositions Pre-

assessment: Completion of Boyce


with record of results and Dispositions Professional

Dev.Plan.

Dispositions Check;

-ED 381 Dispositions Questionnaire -Rubric

Score 2.5 minimum for

all dispositions- service, collaboration, reflection.

-ED 380, 420: KTS

rubric 7,8,10-mean sc. 2.5 on teaching lessons

Dispositions Final

Evaluation: -Dispositions

Inventory

Final score; 85% -Dispositions

Questionnaire final

mean score 2.5; - ED 490- KTS rubrics

7-10: Mean sc. 2.5

for teaching observations.

Fairness, Accuracy, and Consistency of the Boyce Continuous Assessment Plan

The Boyce teacher preparation unit is totally committed to an assessment plan and process

that is fair in the evaluation of each teacher candidate, accurate in the measurement and

reporting of the knowledge, skills, and dispositions of the professional teacher, and

consistent over time and with each evaluator involved in the assessment process. As an

initial teacher preparation unit we recognize that we do not have the data to validate these

claims; however we believe that the CAP that is now in place is structured to assure that

fairness, accuracy, and consistency of assessment is now being practiced. These claims are

made on the basis of definite qualities of the Boyce TEP CAP, which are outlined below:

Assessment Instruments

The CAP has assessment instruments required to be used by all evaluators for the

assessment of teacher candidates’ demonstration of the knowledge, skills, and dispositions

identified by the Kentucky Teacher Standards as necessary for the professional elementary

teacher.

The KTS Rubrics (Appendix: Table 9, pp. 54-58) must be used by all evaluators for

assessment of each teacher candidate’s performance in the development of lesson

plans and the teaching of those lessons throughout the teacher candidate’s required

teaching experiences, including simulated teaching lessons, authentic elementary

classroom teaching through field experiences, and finally, the supervised teaching

semester. These rubrics must be used by both Boyce faculty and cooperating

teachers of the field experiences and student teaching lessons. We believe that all

three qualities of fairness, accuracy, and consistency are achieved by this use of the

KTS Rubrics.

The two instruments developed for the assessment of the three dispositions (service,

collaboration, and teacher as reflective practitioner) and values (the disposition’s

indicators) of the Boyce TEP are designed to assure fairness, accuracy, and

consistency of measurement. 1) Each of the items of the Boyce Dispositions

Inventory (Appendix:: Table 2, p.29,30) are designed to measure one of the three

dispositions’ indicators (See Conceptual Framework, pp. 22, 23). The design of the

inventory instrument is based on research for this type of measure, known as the

Thurstone Scale for the assessment of teacher dispositions, which assures greater

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accuracy of measurement. Fairness and consistency is applied by the requirement

that all Boyce teacher candidates are assessed with this inventory in a pre-assessment

and post-assessment administration. The pre-assessment is administered early in the

candidate’s course experience (ED 200), required to be admitted to the TEP, and the

post-assessment is administered late in the program experience, during the seminar

sessions of the supervised teaching semester. Use of this pre-assessment/post-

assessment procedure assures a more accurate measure of the growth of the

candidate’s dispositions. 2) The second assessment instrument for measuring these

valued dispositions is the Boyce Dispositions Questionnaire (Appendix: Table 5, pp.

35-40). This measure is also administered through a pre-/post assessment process,

early and late in the candidate’s program experience, and requiring the candidate to

respond in an “open-ended” written approach to a professional teacher situation.

Since the candidate must explain how he/she would respond to the situation, an

insight into the mind and emotions of the candidate is gained and thus serves as an

effective measure of the candidate’s disposition (attitudes and beliefs) for service,

collaboration, or reflection.

Measuring candidate dispositions through two separate measures also assures greater

accuracy in the results, since the results of the two measures can be compared for

similar results. This comparison will yield information on the effectiveness of each

of the measures for reliability as a test measure.

Each teacher candidate’s Teacher Work Sample (TWS) unit of instruction is

evaluated by the same holistic and analytic scoring guides (see Table 8 pp. 44 - 51

below), which makes the evaluation process more consistent and fair for each

candidate. The quality of accuracy in measuring the candidate’s knowledge and

skills through the TWS is achieved by the requirement of developing and teaching

more than one TWS through the candidate’s program. Each of these different TWS

units are evaluated by different professional educators which guarantees greater

accuracy and consistency of results.

Each of the early Field Experiences associated with the Professional Education and

Related Studies courses are assessed by the FE cooperating teacher using the Early

Field Experience Teacher Candidate Evaluation rubric (Appendix: Table 6. P. 41):

Each of four areas of Professionalism, Knowledge, Relationships, and Professional

Skills are assessed. Being assessed by a different professional teacher yields a fair

and balanced assessment of the teacher candidate in the performances of the field

experiences.

Assessment Procedures

Each of the assessments used to determine teacher candidate performance in meeting the

program standards (KTS, and ACEI: Refer to Table 1 of the Conceptual Framework

document) and in achieving the goals of the Conceptual Framework (knowledge, skills and

dispositions) are linked directly to course requirements, and/or to the field experience

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requirements of teaching authentic lessons, and/or to the three program evaluation

checkpoints. This guarantees that each candidate will be evaluated consistently by the same

requirements for meeting performance standards and also makes the process fair for each

candidate.

An important feature of the assessment process at each of the three Checkpoints is the

multiple faculty input applied for each candidate to meet the requirements of the

Checkpoints. Checkpoint 1 requires that a team of faculty will interview each candidate

who is applying for that Checkpoint; thus greater fairness, accuracy and consistency will be

available to determine the candidate’s success in meeting the requirements of the

Checkpoint. At each of the three Checkpoints the Council on Teacher Education (CTE)

deliberates and vote in an official business session on each candidate’s success in meeting

the requirements of the Checkpoints (CF.Tables 4,5,6, pp.20-22 below for the data

evaluated at each of the Checkpoints).

Faculty Training

In order to assure more accurate and consistent results through the use of each of the rubrics

and scoring procedures, training sessions are planned to determine inter-rater reliability in

the use of the scoring instruments. We do not yet have the full faculty to begin this training

but when that time comes, the training will be scheduled.

Candidate Feedback of Assessment Results

Recognizing the value of feedback of assessment results for the teacher candidates, the CAP

provides several means of providing this feedback: 1.) Instructors of the courses provide

regular feedback of student’s growth in the knowledge, skills, and dispositions through

evaluations of student tests, and projects required by the courses; 2.) Cooperating teachers

of the student’s field experiences provide both formal and informal assessment feedback.

Each FE cooperating teacher is required to evaluate the teaching lessons of the teacher

candidate, using the Boyce KTS rubrics for teaching lessons. The teacher candidate is given

the results of the evaluation to assist the candidate in areas of needed improvement for

future teaching lessons. The cooperating teacher is also required to complete the Early

Field Experience Evaluation Form for each teacher candidate. The candidate is given the

completed form to learn areas of needed improvement in the 4 areas of Professionalism,

Demonstrated Knowledge, Relationships, and Professional Skills; 3.) The three Checkpoint

system is designed to give feedback to the teacher candidate on the progress made in the

growth of knowledge for teaching, the skills of effective teaching, and the valued

dispositions of service, collaboration, and the teacher as a reflective practitioner. These

checkpoints also are designed to evaluate the candidate’s development of necessary

communication and technology skills. In face to face interview the candidate is advised of

areas of needed improvement in communication skills of oral and written language, and also

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in the knowledge and use of technology for teaching; 4.) Finally, feedback is provided

through the candidate’s LiveText E-portfolio. The evaluations of the candidate’s artifacts

for the e-portfolio are accessible to the candidate after the instructor has completed the

assessments.

ASSESSMENT OF CONCEPTUAL FRAMEWORK MAJOR GOALS

Knowledge Assessment

Basic to all assessment in the Boyce teacher preparation unit is the continuous assessment of

the teacher candidates’ growth in knowledge (See Table 1 above). Required initial

knowledge is assessed through the academic achievement test score submitted by the

candidate in the admissions process to the college. Prior to September 1, 2012, TEP

admission standards required a minimum ACT, SAT, or Praxis I score. After September 1,

2012, the new state requirement that teacher candidates must pass the PPST (Praxis I)

subtests of math, reading, and writing to be officially admitted to a teacher preparation unit.

These new standards will be in effect for the fall, 2012 Boyce TEP teacher candidate

applicants. To further demonstrate the continuous growth of knowledge the teacher

candidate must maintain a minimum 2.75 cumulative GPA (in effect September 1, 2012)

through a minimum of the first 30 credit hours of Boyce course work as a prerequisite for

admission to the TEP. This course work must include passing grades of a minimum of “C”

for EN 101, and the two prerequisite Professional Education courses, ED 200, and ED 210.

The assessments for measuring the growth of knowledge are regularly scheduled tests and

final exams.

After admission to the TEP, the candidate must maintain the 2.75 cumulative GPA for all

course work to demonstrate continued growth in knowledge and for admission to

Supervised Teaching of the TEP. This knowledge is in four areas of study: General

Education (Liberal) Studies, Biblical and Ministry Studies, Related Studies, and

Professional Education Studies. After admission to the TEP, the candidate is regularly

assessed for demonstration of content knowledge (KTS #1) through the preparation and

teaching of lessons in each of the core areas of elementary teaching during the candidates’

field experiences required for most Professional Education courses. Growth in knowledge

for teaching in elementary school is also assessed through the tests administered in each of

the courses taken prior to student teaching. A minimum grade of “C” is also required for

these courses to demonstrate the continued growth in knowledge.

During Supervised Teaching the candidate’s knowledge of the core areas is assessed

through the KTS Rubric #1 used as the assessment tool during observation of the

candidate’s teaching. The candidate is finally assessed for knowledge in the endorsement

area of teaching through knowledge demonstrated in the planning and implementation of the

Teacher Work Sample. A minimum rubric level of 3 (Proficient) is required for the KTS #1

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Rubric, and for the TWS a minimum score of 85% is required from the Analytic Scoring

Rubrics total (See Appendix for both of the scoring rubrics).

Finally, the ultimate measure of the candidate’s knowledge is the passing of the Praxis II

test for elementary education. Using the results of the Praxis II scores will assist in the

evaluation of the effectiveness of the instruction in the General Education courses that are

related to the content knowledge required for teaching in elementary grades (i.e. social

studies courses, language arts and literature courses, math courses, and science courses).

This evaluation process will allow insights into how well aligned the program is with the

ACEI standards for curriculum knowledge (ACEI standards 2.1-2.4). Although, it is not a

requirement for completion of the Boyce degree program, students must report the Praxis II

score through the Boyce Teacher Education Program, which becomes a component of the

Accountability System for follow-up on the Boyce graduates and serves as a measure of the

success of the program effectiveness for building the required knowledge of a professional

elementary classroom teacher.

Skills Assessment

The skills required for the profession of teaching covers a wide range of skills, including

professional skills of pedagogy, communication skills (including collaboration), technology

skills, and servant-leadership skills (including skills of reflection). Throughout the teacher

candidate’s experience as a student at Boyce College, all of these skills are assessed to

determine the candidate’s qualifications as a professional teacher. Assignments and projects

of the courses of study engage the teacher candidate in training and development of these

skills which are assessed for determination of a final course grade.

Methods of assessment for determining the teacher candidate’s skills and in meeting the

program standards, include evaluation of teaching skills in both simulated teaching, and also

authentic classroom settings during the field experience assignment of the Related Studies

and Professional Education courses (ED 220,310,311, 320, 330, 380, 410, 420, and ED 235,

and EN 351) and during student teaching (ED 490). Candidates are also required to

demonstrate skills of communication through both writing (EN 101, 102) and speaking (SP

105) and as part of course requirements involving the candidates’ presentations and lesson

simulations, and through effective communication during the teaching of lessons of the field

experiences, and as a vital part of the requirements for admission to the TEP and to

Supervised Teaching. A key area of assessment of communication skills is the assessment

of the skills of collaboration as demonstrated in the field experiences with classroom

teachers in the preparation and teaching of authentic lessons. The assessment of the skills of

technology occur throughout the program, initiated by the ED 210 course and continuing

throughout the program courses that require candidates to demonstrate the use of technology

in class presentations and lesson simulations, and finally through the application of

technology in the teaching of lessons during field experiences and student teaching. The

assessment of skills of service and leadership is built into the required course of study for all

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candidates (ED 480) and are assessed as a major requirement of the Supervised Teaching

experience (ED 490), using the KTS Rubric #10. Another key component of the Boyce

teacher preparation unit, assessed as a skill of effective servant-leadership, is the skill of the

teacher as a reflective practitioner. The assessment of the candidate’s skills of reflection

occur continuously through course requirements for preparing and teaching lessons, both

simulated and authentic during field experience teaching lessons. Each candidate must also

post reflections of multiple experiences and assignments on the LiveText e-portfolio.

A regular assessment procedure used for all field experiences is the use of the Early Field

Experience Teacher Candidate Evaluation Form, which is completed by the Field

Experience cooperating teacher. Each teacher candidate is evaluated through this form in the

areas of Professionalism, Demonstrated Knowledge, Relationships, and Professional

Skills (See page 45 below to view this form). Finally, the assessment of skills reaches its

culmination during the Supervised Teaching experience when the teacher candidate is

assessed for all skills of the KTS (KTS Rubrics #’s 2-10) during the observation of the

candidate’s overall experiences of student teaching. The Boyce teacher preparation unit

believes that the Supervised Teaching semester should be a time of intense assessment of

professional teacher skills. Through both the cooperating teacher’s daily assessment of the

student teacher, and the college supervisor’s regular observations and assessments, the

Boyce teacher candidate is thoroughly assessed in each of the skill areas of professional

teaching as discussed above.

Dispositions Assessment

We recognize that the entire field of teacher education is only in the infant stages of placing

importance on the measurement of teacher dispositions and that the instruments we are

using for assessing dispositions need refinement and empirical testing for validity and

reliability. Over time we plan to refine both the dispositions measurement instruments and

the process for their use to make the overall assessment of dispositions more effective. We

have only laid the foundation for that ultimate goal, but we will continue to develop the

assessment of dispositions as one of the basic components of assessing teacher candidates.

The measurement instruments for assessment of teacher candidate dispositions may be

viewed in the appendix of this CAP document. The first instrument, the Boyce Dispositions

Inventory, uses the Thurstone Scale (1928) of agreement/disagreement to assess a teacher

candidate’s beliefs about principles of teacher education. The dispositions related to the

three sub-themes (service, collaboration, and reflection) of the conceptual framework theme

of teacher as servant-leader, are measured with the use of this instrument. As stated clearly

in the Conceptual Framework, we believe these dispositions are crucial for developing the

teacher as servant-leader. This measure is administered as a pre-post test evaluation as

discussed earlier. We believe this approach allows the teacher candidate time to work on

the development of dispositions that are indicated as weak on the pre-assessment.

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The second dispositions assessment instrument, the Boyce Dispositions Questionnaire, is a

series of questions or response tasks that require the teacher candidate to respond in writing.

Each of the questions are drawn from one of the indicators for the three sub-themes

(dispositions) of service, collaboration, and reflection, probing the teacher candidate’s

disposition associated with one of these. The indicators for these three dispositions are

outlined in the Conceptual Framework under V.C, pages 23,24.. A 3-level rubric (See

Appendix: Table 5, 35-41) for scoring the candidate’s response is used and the score is

recorded for use at TEP assessment Checkpoints 1 and 3. A mean score for all rubric scores

for the questions is calculated and used as part of each candidate’s data for the Boyce TEP

Accountability System Database through the LiveText E-portfolio. A final mean score of a

minimum of 2.5 is required for exit from the program. This instrument is administered as a

pre-assessment/post-assessment measure.during two separate courses. Again, the time lapse

between the two administrations allows the teacher candidate time to strengthen areas of

weak dispositions indicated from the first pre-assessment administration. The teacher

candidate is given immediate feedback after each question is evaluated to assist in the

improvement process.

Application and Use of the Results of the Dispositions Measures

The results of each of the two dispositions measures are shared with the teacher candidate

by the instructor of the course in which the instruments are administered. Feedback is given

to each candidate with regard to the areas of weak dispositions to allow the candidate

opportunity to develop plans for improvement. In the initial years of the Boyce TEP, the

results of the use of these instruments are used only for counseling and guidance of those

candidates who score poorly with regard to the intended dispositions measurements. At this

beginning stage of the Boyce TEP, it is not intended that these dispositions measures will be

used in a high stakes process for applying consequences for low scores. As the measures are

used over time with the teacher candidates, analysis of the results will allow more possible

stringent consequences for low dispositions scores. As the validity, reliability, and fairness

of the dispositions instruments are statistically determined, considerations will be given to

the use of the results for high stakes applications.

COURSE ASSESSMENTS AND KENTUCKY TEACHER STANDARDS

Table 2 below presents each of the Professional Education courses and the assessment

components of those courses aligned with each Kentucky Teacher Standard and the ACEI

standards. Table 2, therefore, gives a more exact overview of how the assessment process

is carried out internally. While each of the Professional Education courses involves more

assessments than shown, many of those that are shown are the assessments that must be

recorded as part of the data for tracking all candidates’ progress and performance in meeting

the Kentucky Teacher Standards for the Boyce teacher preparation unit.

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Many of the targeted assessments shown in Table 2 are scored using the 4 level rubric

for assessing the KTS adopted by the Boyce Council on Teacher Education (CTE): 1-

Beginning; 2-Developing; 3-Proficient; 4-Advanced. The candidate’s rubric score for

each of the targeted assessments is recorded as part of the candidate’s permanent folder

filed in the teacher education files. The desired rubric score for each assessment is a

minimum of “3”; however, the mean score for the aggregated assessments is the critical

score and must be no lower than 2.5 at Checkpoint 2 and 3. The mean score is calculated

and applied as the critical evaluation for admission to Supervised Teaching. KTS rubric

scores from the ED 490 Supervised Teaching semester are used as part of the critical

performance evaluation for exit from the TEP at Checkpoint #3.

It is also noteworthy that many of the measures shown in Table 2 are taken while the

candidates are performing field experience teaching lessons. The KTS rubrics are

completed by the field experience cooperating teacher after the teaching of lessons and

also by the course Boyce instructor when the teaching of the lesson(s) is observed by the

Boyce instructor. Lessons observed and evaluated only by the field experience

cooperating teacher are through the Professional Education courses of ED 310, 311, 320,

330, and 410. The Professional Education courses that teaching lessons are also

observed and evaluated by the Boyce course instructor are ED 220, 380, 420, and during

the supervised teaching experience of ED 490.

We believe that early teaching experience in authentic classroom situations through the field

experience component of the program is vital. By repeated evaluations of the candidate’s

teaching skills, we believe we will be able to detect areas of weakness early and be able to

guide the candidate in improvement in those areas. We also believe it is vital to allow the

practicing classroom field experience teachers the opportunity to assess the candidates’

teaching skills, in addition to the assessment by the college instructor. What this means is

that each candidate will be assessed for actual teaching skills through the field experiences

of 8 different professional education courses covering all core areas of teaching for the

elementary teacher prior to the concentrated teaching of student teaching. And these

assessments will have come through both practicing elementary teachers and through the

college instructors. We believe this will also allow the candidate to concentrate to a greater

degree on service and leadership skills during the student teaching experience, after having

such a wide range of experience in lesson preparation and teaching before student teaching,

thus expending less time and energy toward preparation of lessons and units.

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Table 2a: Professional Education and Related Studies Course Assessments Aligned with Kentucky Teacher Standards (KTS) #1 - #5 and ACEI Standards

Course KTS #1 KTS #2 KTS #3 KTS #4 KTS #5

ED 200 Boyce Dispositions Inventory

Pre-Assessment

ACEI Standards 1 & 2.1, 5.1,5.2 alignment

ED 210 Power Point simulated

lesson w/ TWS Lesson

Plan-KTS rubric #1 ACEI Standards 1and

5.1-5.4 alignment

Power Point simulated


Plan- KTS rubric #2

Power Point simulated


Plan-KTS rubric #4

ED 220

-Course Tests: Exceptional learners.

-FE teaching lesson

KTS rubric #1

ACEI Standards 1and 3.2

- FE Lesson Plan for exceptional learners.

- FE Teaching lesson-

KTS rubric #2

-FE Lesson teaching exceptional learners

KTS rubric #3 &

Early FE Evaluation

-FE lesson teaching implementation.

KTS rubric #4

-FE Lesson teaching w/ assessment

KTS rubric #5

ED 230

- Course Tests: Child Development

ACEI Standard 1

ED 310

- Course Tests: Teaching

math -FE LP: Math content.

KTS rubric #1

ACEI Standards 1and 2.3 alignment

-FE teaching lesson

Design. KTS rubric #2.

ACEI Standards 2.3 &

3.1-3.5 alignment

- FE math teaching

lesson KTS rubric #3

& Early FE Evaluation

ACEI Standard 2.3&3.1-3.5

-FE math teaching

lesson KTS rubric #4.

ACEI Standard 2.3 &

3.1-3.5 alignment

-Math lesson

teaching w/ assessment

KTS rubric #5

ACEI Standard 2.3 & 3.1-3.5 alignment

ED 311

- Course Tests: Teaching

math -FE Lesson Plan-

Knowledge of math

content. KTS rubric #1 ACEI Standards 1and 2.3

-FE teaching lesson

Design. KTS rubric #2.


3.1-3.5 alignment

- FE math teaching

lesson KTS rubric #3


ACEI Standards 2.3 & 3.1-3.5 alignment

-FE math teaching

lesson KTS rubric #4.


3.1-3.5 alignment

-Math lesson

teaching w/ assessment

KTS rubric #5


ED 320 - Course Tests: Teaching

science

-FE LP-Knowledge of science content.

KTS rubric #1 ACEI Standards 1and 2.2

- FE teaching science

lesson design

KTS rubric #2 ACEI Standards 2.3 &

3.1-3.5 alignment


lesson

KTS rubric #3 & Early FE Evaluation



lesson

KTS rubric #4 ACEI Standards 2.3 &

3.1-3.5 alignment

- FE science lesson

w/ assessment

KTS rubric #5 ACEI Standards 2.3

& 3.1-3.5 alignment


SS

-FE LP - SS content. KTS rubric #1

ACEI Standards 1and 2.4

-FE teaching SS lesson

design


&3.1-3.5, & 5.4

-FE teaching SS

lesson

KTS rubric #3 & Early FE Evaluation

ACEI Standards 2.4

&3.1-3.5 alignment

-FE teaching SS

lesson


&3.1-3.5 alignment

-FE teaching SS

lesson


&3.1-3.5 alignment

ED 340 - Course Tests:

Educational assessment.

-FE LP-Knowledge of assessment.

KTS rubric #1

ACEI Standards 1and 4

Rubrics Project:

Portfolio of rubrics

for elementary grades.

ED 380 FE TWS Unit narrative KTS Rubric #1

ACEI Standards 1

alignment

-FE design of TWS Unit lessons. KTS rubric #2

ACEI Standards 1, 2.8,

3.1-3.5, 4, & 5.1-5.4 alignment

-FE Classroom management in

teaching TWS

Unit KTS rubric #3 ACEI Standards 1,

2.8, 3.1-3.5, 4, & 5.1-

5.2 alignment

-FE teaching TWS Unit KTS rubric #4


3.1-3.5, 4, & 5.1-5.2 alignment

-FE Use of assessment in

teaching TWS Unit

KTS rubric #5 ACEI Standards 1,

2.8, 3.1-3.5, 4, & 5.1-

5.2 alignment

13

Table 2b: Professional Education and Related Studies Course Assessments

Aligned with Kentucky Teacher Standards (KTS) #6 - #10 and ACEI Standards

Course KTS #6 KTS #7 KTS #8 KTS #9 KTS #10

ED 200

-Phil. of Ed. paper:

Reflecting on beliefs

-Boyce Dispositions Inventory Pre-Assessment

-Boyce Dispositions

Inventory Pre-

Assessment of collaboration.

-Phil. Of Ed. paper:

Launching

professional career dev. Passing grade

ACEI Standards 1&

5.1 alignment

-Boyce Dispositions

Inventory Pre-

Assessment of servant-leadership disposition

ACEI Standards 1&

5.1 alignment

ED 210

- 8 computer

projects

-PP simulated lesson w/ LP

KTS rubric #6

PP simulated lesson w/ LP,

including reflection on

lesson planning & implementation

KTS rubric #7

PP simulated lesson w/

LP : Plan & implement

in collaboration w/ another candidate.

KTS rubric #8

ACEI Standards 1& 5.1,5.2 alignment

Assignment: How

schools use

technology. KTS rubric #9

ACEI Standards 1&

5.3,5.4 alignment

ED 220

FE assignment: How

to use technology w/ exceptional learners.

-FE LP for exceptional

learners: reflection. KTS rubric #7

-FE LP collaboration w/

FE Teacher. KTS rubric #8

ACEI Standards 1& 5 a

FE assignment: Needs

of inclusions. KTS rubric #9

ED 310 - FE LP application

of technology KTS rubric #6.

-FE: post-teaching

reflection. KTS rubric #7

- FE LP collaboration

w/ FE teacher .KTS rubric #8

ACEI Standards 1& 5

ED 311 - FE LP application

of technology

KTS rubric #6.

-FE: post-teaching

reflection.

KTS rubric #7

- FE LP collaboration

w/ FE teacher

.KTS rubric #8 ACEI Standards 1& 5

FE Assignment: The

math curriculum for

K-5. KTS rubric #9

Ed 381 ACEI Standard 1

ED 410 FE LP: Lang. Arts KTS Rubrics #1

ACEI Standards 1 & 2.1

alignment

FE LP: Designing lang. arts lesson-

KTS Rubrics #2

ACEI Standards 1, 2.1, 3.1-3.5, & 5.4

alignment

FE: Lang. Arts- Using grouping in instruction

KTS Rubrics #3

& Early FE Evaluation ACEI Standards 1,

3.1-3.5, & 5.1-5.2

FE: Lang. Arts-using differentiated instruction

KTS Rubrics #4

ACEI Standards 1, 3.1-3.5, & 5.1-5.2 alignment

FE: Lang. Arts: Using rubrics for

assessment

KTS Rubrics #5 ACEI Standards 1,

3.1-3.5, & 5.1-5.2

ED 420 -Course tests: Knowledge

of literacy -FE LP: Teaching

Literacy-KTS Rubric #1

ACEI Standards 1 & 2.1 alignment

FE LP: Designing

Literacy lesson- KTS Rubric #2


3.1-3.5, & 5.4 alignment

FE LP: Literacy-Using

grouping techniques KTS Rubric #3


ACEI Standards 1, 2.1, 3.1-3.5, & 5.4

FE LP: Literacy-

Differentiated instruction

KTS Rubric #4

ACEI Standards 1, 2.1, 3.1-3.5, & 5.4 alignment

FE LP: Literacy,

Using rubrics for assessment

KTS Rubric #5

ACEI Standards 1, 2.1, 3.1-3.5, & 5.4

ED 430 Course tests: classroom

management ACEI Standards 1 & 2.1

Classroom

Management Project

ED 490 Student Teaching

KTS Rubric #1 ACEI Standards 1

Student Teaching

KTS Rubri#2 ACEI Standards 1-5

Student Teaching

*KTS Rubric#3 ACEI Standards 1-5

Student Teaching

KTS Rubric #4 ACEI Standards 1-5

Student Teaching

KTS Rubric#5 ACEI Standards 1-5


Art, PE, Music

ACEI Standard 2.3

-FE teaching integrated

lesson design

KTS rubric #2

FE integrated teaching

lesson ,KTS rubric #3

& Early FE

Evaluation

FE integrated teaching

lesson, KTS rubric #4.

-Integrated lesson

teaching w/

assessment

KTS rubric #5

EN 351

- Course Tests:

Children’s Lit. -FE LP-Knowledge of

Children’s Lit KTS rubric #1

ACEI Standards 1& 2.1

alignment

-FE teaching through

read aloud lesson design

KTS rubric #2 ACEI Standards 1&

2.1, 3.1-3.5, 4, & 5.4

alignment

FE teaching CL

through read aloud lesson

KTS rubric #3 &Early FE Evaluation

ACEI Standards 1&

2.1, 3.1-3.5, 4, & 5.4 alignment

FE teaching CL through

read aloud lesson

KTS rubric #4. ACEI Standards 1& 2.1,

3.1-3.5, 4, & 5.4

alignment

-CL Read aloud

lesson teaching w/ assessment


2.1, 3.1-3.5, 4, & 5.4

alignment

14

ED 320

-FE science lesson

application of technology

. KTS rubric #6

-FE LP: post teaching

lesson classroom management reflection

KTS rubric #7

-FE LP: lesson design

in collaboration w/ FE teacher

KTS rubric #8

ACEI Standards 1& 5

FE Assignment: The

science curriculum for K-5.

KTS rubric #9

ED 330 -FE LP: post teaching assessment reflection

KTS rubric #7

FE: Service Learning Collaboration.

KTS rubric # 8

ACEI Standards 1& 5

FE Assignment: The SS curriculum for

K-5. KTS rubric #9

Service Learning Project leadership

KTS rubric #10

ED 340

FE Assignment:

School assessment

ED 380

-FE Using technology

in teaching TWS Unit KTS rubric #5

ACEI Standard 4

FE: Reflecting on the

teaching of the TWS Unit. KTS rubric #7

ACEI Standards 1& 4

Collaboration w/ FE

teacher for TWS Unit . KTS rubric #8

ACEI Standards 1&

5.3,5.4 alignment

PD plan for self-

improvement. KTS rubric 8

Demonstration of

servant-leadership. KTS #10

ED 381

-Boyce Teacher Dispositions

Questionnaire

Question #1- Pre-assessment

-Boyce Teacher

Dispositions

Question #2, Pre-assessment

Clinical Experience

Portfolio-Instructor

evaluated ACEI Standards

5.1,5.2

-Boyce Teacher

Dispositions

Question #3 Pre-assessment

ED 410

& 420

FE: Reflection on lesson

plan and implementation

KTS Rubric #7

ACEI Standards 1& 5.1 ,5.2

FE: Collaboration w/

FE teacher on LP

KTS Rubric #8

ACEI Standards 1& 5.4

ED 430

FE Assignment: Classroom

Management Plan

KTS rubric #9

ED 480 ACEI Standards 1& 5.1 , 5.2

alignment

Service Leadership

Reflections for PD


5.1 alignment

Servant-Leadership

Plan

KTS #10

ED 490,

Student Teaching

technology use KTS Rubric#6

ACEI Standard 1

-Student Teaching

Reflections KTS Rubric#7

-Boyce Teacher Dispositions

Ques. #1-Post assessment ACEI Standard 5.1, 5.2

-Student Teaching

Collaboration KTS Rubric#8

-Boyce Teacher

Dispositions Ques. #2 -Post

assessment

ACEI Standards 5.3,5.4

-Post Student

Teaching PD Plan KTS Rubric#9

-Boyce Teacher

Dispositions Ques. #3 -Post

assessment

ACEI Standard 1, & 5.1

-Student Teaching

Service project KTS Rubric#10

ACEI Standards 1,5.1

ED 235 ACEI Standard 2.3 ACEI Standard 2.3 ACEI Standard 2.3 ACEI Standard 2.3 ACEI Standard 2.3

EN 351

- Create a “Read2Kids Manual” from a

webquest.

-Simulated PP lesson for teaching CL

KTS rubric #6

- FE reflection on teaching CL through a read aloud

lesson

KTS rubric #7 ACEI Standard 5.2

FE collaboration w/ FE teacher on read aloud

teaching lesson

KTS rubric #8 and Early FE Evaluation

Rubric

ACEI Standard 5.4

Alignment of KTS, and Program Assessments

All assessment of the Elementary Education program is standards-based. Table 3 below shows

the alignment of the standards with each of the program assessments throughout the experiences

of the teacher candidates. The results of the program assessments are entered into the LiveText

Accountability System Database and are used for individual candidate progress as each

progresses through the three Checkpoints. This data is also used to assess the effectiveness of

the overall program and the need for program revisions.

15

Table 3: Alignment of KTS Standards and Program Assessments

KTS # PROGRAM ASSESSMENTS (Critical Performances)

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED

CONTENT KNOWLEDGE

-Praxis II (External assessment) -General Education course grades for degree program -El. Ed. Related Studies Courses, minimum grades of “C” -Evaluation of teaching lessons through Professional Education Studies courses: ED 220, 310, 311 320, 330, 380, 410, 420 & ED 490,, using KTS rubric #1

STANDARD 2:

THE TEACHER DESIGNS AND PLANS INSTRUCTION

-Evaluation of TWS Unit plans for ED 490 Supervised Teaching, using TWS Scoring Guide -Evaluation of lesson plans required in Professional Education Studies courses: ED 220, 310, 311,320, 330, 380, 410, 420 and ED 490, evaluated using KTS rubric #2

STANDARD 3:

THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE

-Evaluation of classroom management skills during teaching lessons of ED 220, 380, 420, 490 (also includes evaluation during teaching of TWS unit) using KTS rubric #3 -Classroom Management Plan from ED 430: Instructor evaluation, KTS rubric #9

STANDARD 4:

THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION

- Evaluation of teaching skills during teaching lessons of ED 220, 380, 420, 490 (also includes evaluation during teaching of TWS unit) using KTS rubric # 4 and TWS Unit Scoring Guide during ED 490)

STANDARD 5:

THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS

- Evaluation of assessment skills through Field Experience teaching lessons of the courses: ED 220, 380,, 420 - Evaluation of assessment skills using the TWS Scoring Guide and KTS rubric #5 in ED 490 Supervised Teaching

STANDARD 6:

THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY

- Evaluation of technology artifacts and projects from ED 210 Computer and Media in the Schools. - Evaluation of use of technology in teaching using the TWS Scoring Guide and KTS rubric #6 in ED 490 Supervised Teaching - Evaluation of use of technology in teaching through Field Experience teaching lessons of the courses: ED 220, 310, 311, 320, 330, 380, 410, 420

STANDARD 7:

REFLECTS AND EVALUATES TEACHING AND LEARNING

- E-portfolio reflections recorded for artifacts and lessons taught through Field Experience teaching lessons of the courses: ED 220, 310, 311,320, 330, 380, 410,420 - Evaluation of reflections for the TWS Unit narrative using the TWS Scoring Guide and rubric #7 during ED 490 Supervised Teaching, - Evaluation of Boyce Dispositions for teacher as a reflective practitioner using the Boyce Teacher Dispositions Inventory during ED 381 (Pre-assessment) and during student teacher seminars (summative assessment).. - Evaluation of Boyce dispositions for teacher as a reflective practitioner using the Boyce Teacher Dispositions Questionnaire during ED 200 (Pre-assessment) and during student teacher seminars (summative assessment).

STANDARD 8: COLLABORATES WITH

COLLEAGUES/PARENTS/OTHERS

- Evaluation of collaborative activities during Field Experience component of ED 220, 310, 311, 320, 330, 380, 410, 420. 480 using KTS rubric #8 - Evaluation of teacher candidate collaboration with cooperating teacher during ED 490 Supervised Teaching using KTS rubric #8. - Evaluation of Boyce Dispositions for collaboration dispositions using the Boyce Teacher Dispositions Inventory during ED 381 (Pre-assessment) and during student teacher seminars (summative assessment). - Evaluation of Boyce Dispositions for collaboration disposition using the Boyce Teacher Dispositions Questionnaire during ED 200 (Pre-assessment) and during student teacher seminars (summative assessment).

STANDARD 9:

EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT

- Evaluation of written narrative “Professional Development Plan” required during ED 490 Supervised Teaching using KTS rubric #9 - Evaluation of teacher candidate reflection for professional development as part of ED 380,480.

STANDARD 10: PROVIDES LEADERSHIP WITHIN

SCHOOL/COMMUNITY/ PROFESSION

- Evaluation of servant-leadership in the classroom during the teaching of the TWS Unit, during ED 490 Supervised Teaching, and during ED 480 Field Experience: Service using KTS rubric #10 for both. - Evaluation of teacher candidates leadership activities during KEA-SP state and campus activities using KTS rubric #10 - Evaluation of dispositions for service using the Boyce Teacher Dispositions Inventory during ED 381 (Pre-assessment) and during student teacher seminars (summative assessment). - Evaluation of dispositions for service using the Boyce Teacher Dispositions Questionnaire during ED 200 (Pre-assessment) and during student teacher seminars (summative assessment).

16

THREE CHECKPOINT SYSTEM OF ASSESSMENT

The overall system of assessment for all teacher candidates occurs in the three monitoring

checkpoints for each teacher candidate. Definite assessments are required for each teacher

candidate in each of the 3 checkpoints. The assessments of each checkpoint serve as criteria for

determining the success of the teacher candidate for progressing to the next level of the program

and are linked to at least one of the KTS, and are also linked to the three core components of

knowledge, skills, and dispositions of the Conceptual Framework of the Boyce teacher

preparation unit. This assessment process attempts to assure that each of the teacher candidate

program completers have met all program standards and have acquired the necessary knowledge,

developed the needed skills for effective teaching, have demonstrated the required dispositions

for the profession of teaching, and have proven themselves to be servant leaders.

The Three Checkpoints of the TEP

Checkpoint # 1 Assessment Criteria for Admission to the Teacher Education Program

Knowledge Assessments Beginning September 1, 2012, admission to an undergraduate initial certification educator preparation

program shall require the following: 1) A cumulative grade point average of 2.75 on a 4.0 scale; or

2) A grade point average of 3.00 on a 4.0 scale on the last thirty (30) hours of credit

completed; and

3) Successful completion of the following pre-professional skills assessments (PPST) of basic

knowledge administered by the Educational Testing Service with the corresponding minimum

score:

1. a. "Pre-Professional Skills Test: Mathematics" (0730) -174; or

b. "Computerized Pre-Professional Skills Test: Mathematics" (5730) - 174;

2. a. "Pre-Professional Skills Test: Reading" (0710) – 176; or

b. "Computerized Pre-Professional Skills Test: Reading" (5710) – 176; and

3. a. "Pre-Professional Skills Test: Writing" (0720) – 174; or

b. "Computerized Pre-Professional Skills Test: Writing" (5720) – 174.

1. Course Requirements

1. Pass EN 101: Minimum grade of “C”

2. Pass ED 200 and 210: Minimum grade of “C”

3. Pass all General Education Core, Biblical and Theological, and/or Related Studies

courses taken prior to TEP application: Minimum grade of “C” .

Skills Assessments

1. Communication Skills: a. Write Philosophy of Education (ED 200)

b. Impromptu writing assessment (ED 200)

c. Complete interview before CTE.

2. Computer Skills: Produce artifacts for LiveText e-portfolio (ED 210).

Dispositions Assessments

1. Complete Boyce Dispositions Inventory (ED 200)

17

2. Write PD plan for improving weak dispositions

3. Membership in KEA-SP Checkpoint # 2: Assessment Criteria for Admission to Supervised Teaching

Knowledge Assessments

1. Knowledge of Teaching Content and Pedagogy: Pass all Professional Education courses

with minimum grade of “C”, and maintain GPA of 2.5 minimum

2. Knowledge of the Teaching Profession: Complete ED 381 Clinical Experience

assignments; pass all Professional Education courses with minimum grade of “C”.

3. Teaching Area Content Knowledge: Pass Praxis II for endorsement area (Not required for

supervised teaching admission but is required for state certification)

4. Knowledge of Principles of Learning and Teaching: Pass PLT test (Not required for supervised

teaching admission but is required for state certification).

Skills Assessments

1. Pedagogical Skills: Write lesson plans (TWS format: See Appendix) in all teaching

methods courses. Pass Professional Education courses with a minimum of “C” grade.

Complete all Field Experience assignments –Professional Education courses with Field

Experience requirements and ED 380 Field Experience: Teaching- the teacher candidate

is assessed during the course by both the cooperating Field Experience teacher and the

course instructor of the ED 380 course. KTS #’s 1-8 are all part of the teaching of lessons

in the ED 380 course and the Prof. Ed. courses: ED 220,310,311, 320, 330, 380, 410, 420 2. Professional Education Skills: Complete clinical experience assignments ED 381 Clinical

Experience-the assignments are assessed by the course instructor. Write “reflections” as part of

the teaching of lessons in the ED 380 Field Experience: Teaching course. 3. Technology Skills: Continued development of the professional LiveText e-portfolio with

reflections and artifacts from course assignments.


1. Boyce Dispositions Questionnaire: Completed in the seminar sessions of ED 381 Clinical

Experience.

Service Assessments 1. Complete service leadership assignments of ED 480 Field Experience: Service.

2. Complete service learning project of ED 330 Teaching Soc. Studies. 3. Be active member in KEA-SP

Checkpoint # 3 – Assessment Criteria for TEP Exit

Knowledge Assessments

1. Teaching Content Assessment: Demonstrate knowledge of teaching area content during

teaching of lessons; four evaluations by the cooperating teacher and four by the college

supervisor-KTS rubric #1

2. Knowledge of Assessment: Demonstrate knowledge of assessment during teaching of

lessons; four evaluations by the cooperating teacher and four by the college supervisor,

using KTS rubric #5

18

3. Knowledge of Teaching Strategies: Demonstrate knowledge of appropriate teaching

strategies during teaching of lessons; four evaluations by the cooperating teacher and four

by the college supervisor, using KTS rubric #4

4. Knowledge of Lesson Planning: Demonstrate knowledge of lesson planning during

teaching of lessons; four evaluations by the cooperating teacher and four by the college

supervisor, using KTS rubric #2

5. Knowledge of classroom management: In the course ED 430 Classroom Management

develop knowledge of classroom management and discipline and design a classroom

management strategy, using KTS rubric #3

6. Knowledge of Program of Studies and Kentucky Core Content: Demonstrated in lesson

planning and evaluated by the cooperating teacher, using the TWS rubric

7. Knowledge of Unit Plan: Demonstrated in planning of the TWS Unit (Appendix: Table 8)

and evaluated by the college instructor of Supervised Teaching, using TWS rubric.

8. Knowledge of Technology: Demonstrated in the planning and teaching of lessons and the

TWS Unit; Continued development of e-portfolio. Evaluated by the college supervisor

and cooperating teacher using KTS rubric #6.

Skills Assessments 1. Teaching Skills Assessment: Demonstrate teaching skills during teaching of lessons; four

evaluations by the cooperating teacher and four by the college supervisor, using KTS

rubric #4.

2. Assessment Skills Assessment: Demonstrate assessment skills during teaching of lessons

and TWS Unit (pre-assessment, formative assessments, and summative assessment) four

evaluations by the cooperating teacher and four by the college supervisor, using KTS

rubric #5

3. Technology Skills Assessment: Demonstrate use of technology in lesson and unit

teaching, using KTS rubric #6. Continuation of work on artifacts of the LiveText e-

portfolio. Evaluated by the Coordinator of Supervised Teaching

4. Leadership Skills:Demonstrate leadership in the classroom and in the school; Evaluated

by the college supervisor and service supervisor, using KTS rub#10.

5. Classroom Management Skills: Demonstrated in the creation of a “community of

proactive learners” and skills of classroom management during all phases of the

Supervised Teaching experience. Evaluated by both the cooperating teacher on a daily

basis and by the college supervisor, using KTS rubric #3.


1. Dispositions Questionnaire: Completed during seminar sessions of the Supervised

Teaching course. Evaluated by the Supervised Teaching Supervisor, using

questionnaire rubrics: minimum 2.5 mean dispositions score.

2. Boyce Dispositions Inventory Summative administration during Supervised

Teaching seminars; 80% correct minimum score

3. KTS Rubrics: Completed during observations of the teacher candidate in the classroom

and the school for KTS #’s 7, 8, 10.

Service Assessments

1. Service Leadership Assessment: Demonstrated by the student teacher in a school

leadership role. Evaluated by the program leader in the school, using KTS rubric #10.

19

TEACHER EDUCATION PROGRAM ACCOUNTABILITY SYSTEM

The TEP Accountability System is an electronic database through LiveText which permits the collection

and electronic storage of vital data for analysis of the effectiveness of the Boyce teacher preparation unit.

The data to be stored includes teacher candidate demographic information and performance data derived

from the assessment components of the Continuous Assessment Plan. This data when aggregated will

provide unit insights into both individual teacher candidate progress and achievements, and also provide

vital information on the effectiveness of the overall program for pre-service teacher preparation. Since

the accountability system will provide feedback on the performance of the teacher candidates on each of

the KTS and ACEI program standards, insights will be provided about necessary improvements in

achieving the goals set by the standards. Where teacher candidate assessment demonstrates low

performance on any standard, the unit may take steps to improve the program related to that standard.

Assessment Data: Reports on Candidate Progress

An important part of the assessment program is the use of the accountability system data. The

data will be used at each of the Checkpoints to assess the success of each candidate in meeting

the standards for completing the program as a pre-service professional teacher training unit.

Minimum candidate scores are required for each of the assessments included in the data of the

accountability system. As the candidates move through each of the Checkpoints, they will

individually be informed of the areas of concern as indicated by failure to achieve a particular

minimum score. In this way each candidate can focus on that area as he/she continues through

the program. Failure to show adequate improvement in achieving the required minimum score by

the time of exit from the program, will affect the final student teaching grade for ED 490

Supervised Teaching.

2. At each of the 3 Checkpoints, reports are generated on each individual candidate. These reports

are presented to the Council on Teacher Education (CTE) in an official business session for

discussion and vote for each candidate to be approved for passing that checkpoint. Tables 4, 5,

& 6 below show the aggregated data for each candidate presented.

20

Table 4: Individual Candidate Data Submitted to CTE for Checkpoint #1

CHECKPOINT #1

Required Data Benchmark Candidate Criteria Prior to September 1, 2012:

1.Standardized Test Score

OR Minimum GPA for 45 Credits

Required after Sept. 1, 2012: PPST

-ACT 20, SAT 990, Praxis I 532

Minimum GPA: 3.0

Praxis I (PPST) Subtests: "Pre-Professional Skills Test:

Mathematics" (0730) -174; or

"Computerized Pre-Professional Skills Test: Mathematics"(5730) - 174;

"Pre-Professional Skills Test: Reading"

(0710) – 176; or "Computerized Pre-Professional Skills

Test: Reading" (5710) – 176; and

"Pre-Professional Skills Test: Writing" (0720) – 174; or

"Computerized Pre-Professional Skills

Test: Writing" (5720) – 174.

ACT___, SAT___.Praxis I___

Or GPA _____

Mathematics Score: _____

Reading Score:_____

Writing Score: _____

2.Prerequisite Courses: EN 101,

ED 200, ED 210 Minimum grades: “C” EN 101_____,

ED 200_____,

ED 210_____ 3.All Courses before TEP application Minimum grades: “C” YES _____ NO ______ 4.Comprehensive GPA Minimum 2.5 GPA: ________ 5.Philosophy of Education Philosophy Rubric Min.2.5 Rubric Sc.: _____ 6.Impromptu Writing “Satisfactory” Writing Skills YES _____ NO ______ 7.Candidate Interview

Communication skills

Technology skills (LiveText)

Target Scores:

Min. Rubric Score: 4

Min. Rubric Score: 4

*1__,2__, 3 __, 4__, 5___

*1__,2__, 3 __, 4__, 5___

8.Candidate Dispositions:

Boyce Dispositions Inventory Pre-Assessment Only:

Analysis of weaknesses

No minimum score required

Candidate Score:

_______%

9.Professional Development Plan

based on Boyce Dispositions

Inventory results

Approved PD Plan Approved:

YES ____ NO ____

10.KEA-SP Membership Official Member YES ____ NO ____

* Rubric Interview Score

21

Table 5: Individual Candidate Data Submitted To CTE for Checkpoint #2

CHECKPOINT #2

Required Data Benchmark Student Criteria 1.All Courses before Supervised

Teaching application

Minimum grades: “C” YES _____ NO

______

2.Comprehensive GPA Minimum 2.5 Candidate GPA: _____

3.Candidate Dispositions: Boyce Dispositions Questionnaire

Pre-Assessment Only:

No minimum required

Candidate Mean Score:

______

4.ED 380 FE: Teaching KTS

Rubrics 1-8 Mean Score

- TWS Unit - Rubric for TWS

-Minimum 2.5 mean score for

KTS rubrics 1-8

- Minimum 2.0

-KTS rubrics1-8 Mean

Score: _______

- TWS rubric score: _____

4.ED 480 FE: Service KTS

Rubrics 9-10 Mean Score

Minimum 2.5 mean score for

KTS rubrics 9-10

KTS rubrics 9-10 Mean

Score: _______

5.FE Teaching KTS Rubric #1:

Mean Score

Minimum 2.5 mean score Rubric #1 Mean Score:

_______

6. FE Teaching KTS Rubric #2:

Mean Score

Minimum 2.5 mean score Rubric #2 Mean Score:____


Mean Score


_______


Mean Score


_______


Mean Score


_______

10. FE Teaching KTS Rubric #6

Mean Score


_______


Mean Score


_______


Mean Score


_______

13.FE Teaching KTS Rubrics #’s

1-8 Mean Score


KTS Rubrics 1-8

YES ____ NO ____

14. Early Field Experience

Teacher Candidate Evaluation

forms


each of the 4 areas for all FE

YES ____ NO ____

15.Current LiveText E-portfolio

Artifacts from Prof. Ed. courses

Minimum 1 artifact

for each KTS.& 1 reflection

for each Field Experience

Minimum artifacts: Y N

Required Reflections Y N

17. Professional Student

Membership

Official Member

YES ____ NO ____

22

Table 6: Individual Candidate Data Reviewed Individually With Each Candidate For

Checkpoint #3 - Program Exit

CHECKPOINT #3

Required Data Benchmark Student Criteria 1.Summative Dispositions Survey Score Minimum Dispositions Survey

Score: 85%

Candidate Score_____ %

2.Summative Dispositions Questionnaire

Score

Dispositions Questionnaire Rubric

Mean Score: 2.5 Min.

Candidate Rubric

Mean Score: ______

3.Student Teaching KTS Rubrics

1-10 Mean Score

KTS Rubrics 1-10

Mean Score: 2.5 Min.

Candidate Rubrics 1-10 Mean

Score: _______

4.Student Teaching TWS Unit Score Minimum TWS

Score: 85%

Candidate TWS Score:

_____ %

5.Student Teaching Service Project KTS Rubric #10 Score: 3 Candidate KTS Rubric #10

Score: ______

6.ED 490 Supervised Teaching Final

Grade

Minimum “C” Candidate Final ST Grade:

_______

7.Praxis II Elementary P-6 Content

Knowledge Test score: required for

state certification

Praxis II Cut Score: 164

Candidate Praxis II Score:

_______

8.PLT (Principles of Learning and

Teaching) Test score: required for state

certification

PLT Cut Score: 148

Candidate PLT Score:

_______

Data Collection and Program Evaluation Process

The continuous assessment plan involves multiple assessments as evidenced in the previous tables

summarizing the data collected at each checkpoint. The assessment plan includes collection of data

related to student growth, adherence and success in implementing the Kentucky Teacher Standards,

as well as faculty development and improvement, and programmatic assessment.

Throughout their coursework, candidates’ knowledge, skills and dispositions are evaluated through a

variety of assessments including traditional and nontraditional. These include performance based

measures through course assignments and field experience teaching of authentic lessons related to

the course content (e.g. math lessons when taking the ED 310 and 311 courses), unit and lesson plan

design both simulated in the courses and authentic lessons during the field experiences, and delivery

of projects related to course work.. In summary, the educator preparation program includes

assessments of candidates through exams, research papers, traditional and electronic presentations,

peer instruction, lessons taught during field experiences, overall field experiences, unit and lesson

plan design and delivery, and projects related to coursework

The data collection and the analysis process for the Boyce College Teacher Education program is a

systematic and continuous review process of both program functioning, and candidate performance.

Candidates’ knowledge, skills and dispositions are monitored through the three candidate assessment

Checkpoints which are based upon the Conceptual Framework of the Boyce Teacher Education

23

Program. Critical assignments and experiences with the TEP are tracked and analyzed at the three

checkpoints, which allows for the evaluation of both candidate performance and program success.

The information is collected from course work in general, and rubric scores from required course

artifacts of the electronic portfolio, as well as scores for the dispositions assessments also recorded in

the e-portfolio.

Electronic Portfolio

The electronic-portfolio (LiveText) development process is implemented at early stages of the TEP.

Students are introduced to the e-portfolio in their first education course, ED 200 Introduction to

Teacher Education, and to the ten Kentucky Teacher Standards. Through their program, students

add artifacts to their e-portfolio that they maintain and continually revise and update. The e-

portfolio is formally evaluated at TEP Checkpoints 1, 2 and 3. The e-portfolio opportunities and

tasks are tied to the Kentucky Teacher Standards, the ACEI standards, and the 3 Boyce valued

dispositions of service, collaboration, and reflection, and are performance based, providing feedback

on growth and development in the teaching profession. Within the LiveText Electronic Portfolio is

stored the critical assignments from the course work, standardized academic test scores,

demographic data, Checkpoints 1,2,3 evaluation data and dates, Supervised Teaching data, and

dispositions assessment scores. With LiveText, the e-portfolio process involves candidates uploading

course specific performance assignments that are evaluated through rubrics by the course instructor

during the courses and for review at each of the checkpoints.

Course Work

Through the course work critical assignments have been designated to address the KTS standards.

The program assessments and correlation to the KTS standards have been identified on page 15 of

the CAP document. These assignments will identify the strengths and weaknesses of the candidate.

Across the entirety of a course and critical performance assignments (Tables 2a and 2b of the CAP)

the expectation is that all candidate proficiencies are addressed. It is the responsibility of the

instructors to collect and report the data for candidate achievement on the critical assignments

through Live Text. Also throughout each of the courses, field experience is required and includes a

time log, cooperating teacher assessments, and assignments evaluated by the course instructor of the

related course.

Analysis of Data

While the chair of the teacher education program coordinates candidate assessment, all data are

aggregated by the Assessment Coordinator who reports to the Council on Teacher Education.

Candidates are assessed at multiple points throughout the program with multiple assessments

through each point. These assessment points are:

1. Checkpoint 1: Assessment Criteria for Admission to the Teacher Education program.

2. Checkpoint 2: Assessment Criteria for Admission to Supervised Teaching

24

3. Checkpoint 3: Assessment Criteria for Teacher Education Program exit.

Once formal and informal data are collected, data go through collective evaluation, interpretation,

and summarization by the Council on Teacher Education (CTE). The CTE is responsible for:

Setting policies for the TEP

Coordinating admission to the TEP and to Supervised Teaching.

Reviewing, recommending, and enforcing policies and procedures relating to student

field and clinical experiences, including Supervised Teaching.

Reviewing curricula leading to teacher certification and recommending curricular

changes affecting the TEP.

Monitoring EPSB requirements and incorporate required changes into teacher

education policies, procedures, and curricula.

The Assessment Coordinator will run the information placed in LiveText, Moodle, and other

summarized assessment data.

Informal data is collected on:

1. Candidate demographics, course performance, portfolio maintenance, dispositions

behaviors (service, collaboration, and reflection), interview performance (demeanor,

communication and technology skills) and field experience teacher feedback on

candidate attitudes and behaviors.

2. Pre-service dispositions and servant-leadership qualities.

Formal data is collected:

1. Through teacher surveys, Praxis I (PPST), Multi-Subjects test scores ( Praxis II), PLT

score, candidate dispositions evaluations.

2. Through student admission to Boyce (academic performance, course transfer

information)

3. From field experience and student teaching evaluations

4. On candidates as they move through the TEP from faculty who teach within the program

(course grades), from practicing professionals in the public and Christian schools

(teaching skills, professional performance skills, servant-leadership), and from

candidates themselves both during (TWS Unit narrative) and at exit from the program

(Praxis and PLT results) and it is planned to do follow-up evaluations of the graduates in

their professional performances, either through the KTIP or through contacts in their

professional settings.

Moodle

The student information system integrates student, finance, human resources, enrollment

management, and advancement systems. By fusing administrative and academic functions it

25

makes it easy to manage data while giving candidates and faculty secure online access to the

demographic information needed.

Summarized Assessment Data

Summarized assessment data are gathered from all program stakeholders including

professional education candidates, faculty, the CTE, cooperating teachers and principals,

formal surveys and interviews, standardized tests, other formal assessment results, and

informal recommendations from the field and course faculty. These data inputs for all

program components are analyzed and consolidated by the Assessment Coordinator.

Program faculty review the program data, summarize the results and propose any needed

program revisions. Program changes must follow a review and approval process of the

Council on Teacher Education.

Table 7 below lists all assessment components, how and when the data are collected, from whom

the data are collected, and the responsible faculty or staff member in the collection of the data.

Assessments

How and When Data

are Collected

From whom

Data are

Collected

Faculty/Staff

Member

Responsibility

Praxis 1 (PPST)

Scores are reported to

Boyce by ETS

Students score

results

Academic Advisor

Core Content Area

GPA

GPAs retrieved from

student transcripts on

Moodle, each semester

Students : at the

end of each

semester

Academic Advisor

Boyce Dispositions

Inventory

Students complete in

LiveText during ED 200

and ED 490

Students

Course Instructors

Skills of

Technology

Students create various

technology projects during

ED 210, and other courses.

Students

Course Instructors

KTS Standard 1:

Teacher

demonstrates

applied content

knowledge

Teaching assignments

completed and scored

using the assessment KTS

Rubric #1 in all required

Prof. Education courses

Students upload

the critical

assignment (TWS

Lesson Plan) to

LiveText

FE cooperating teacher

submits hard copy rubric

evaluation and course

instructor records results

on LiveText

26

KTS Standard 2:

The teacher designs

and plans

instructions

Assignments completed

and scored using the

assessment KTS Rubric #2

in ED 210, 220, 235, 310,

311, 320, 330, 340, 380,

410, 420, 490, EN 351.

Students upload

the critical

assignment

(TWS Lesson

Plan(s)) to

LiveText





on LiveText

KTS Standard 3:

Teacher creates

and maintains

learning climate



assessment rubric in ED

220, 235, 310, 311, 320,

330, 380, 410, 420, 430,

490, EN 351.

Students upload

the critical

assignment

(TWS Lesson

Plan(s)) to

LiveText





on LiveText

KTS Standard 4:

Teacher

implements and

manages

instruction




210, 220, 235, 310, 311,

320, 330, 380, 410, 420,

490, EN 351

Students upload

the critical

assignment

(TWS Lesson

Plan(s)) to

LiveText





on LiveText

KTS Standard 5:

Teacher assesses

and communicates

learning results




220, 235, 310, 311, 320,

330, 340, 380, 410, 420,

490.

Students upload

the critical

assignment

(TWS Lesson

Plan(s)) to

LiveText





on LiveText

KTS Standard 6:

Teacher

demonstrates the

implementation of

technology




210, 220, 235, 310, 311,

320, 340, 380, and 490

Students upload

the TWS Lesson

Plan(s) to

LiveText

Course Instructors

KTS Standard 7:

Reflects and

Evaluates teaching

and Learning




200,210,220, 235, 310,

311, 320, 330, 380, 381,

420, and 490

Students upload

the TWS Lesson

Plan(s)

reflection(s) to

LiveText





on LiveText

KTS Standard 8:

Collaborates with

colleagues and/or

parents and/or

others

Assignments scored using

the assessment rubric in

ED 200, 210,220, 235,

310, 311, 320, 330, 340,

480, 381, 420, and 490

Students upload

TWS Lesson

Plan(s) to

LiveText





on LiveText

27

KTS Standard 9:

Evaluates teaching

and implements

PDP




200, 480, 381, and 490

Students upload

Prof.Develop-

ment Plan to

LiveText

Course Instructors

KTS Standard 10:

Provides leadership

within the school or

community or

profession



assessment KTS Rubric

#10 in ED 480, and 490

Students upload

the log of service

and leadership

activities to

LiveText.





on LiveText

Skills of service and

leadership

Artifacts completed &

scored using the rubric in

ED 480 and ED 490

Students upload

artifacts to

LiveText

Course Instructors

Teacher Work

Sample (TWS)

Unit


and scored using the TWS


480, 490

Students upload

artifact (TWS

Unit narrative) to

LiveText


submits TWS rubric

evaluation & course


on LiveText

Field Experience

Candidates evaluated

during Checkpoint 2 based

on F. Exp. evaluations and

observational data from

field based faculty.

Mentor teachers

complete a rubric

for each student

at the end of each

Field Experience

Field Experience

Coordinator

Dispositions

Inventory Check

Students complete in Live

Text in ED 200, & 490

Students

Course Instructors

Boyce Dispositions

Questionnaire

Students complete in

LiveText during ED 381,

Checkpoint 2 & ED 490,

Checkpoint 3

Students

Assessment Coordinator

Assessment of

Student Teaching

Rubrics completed during

student teaching

(Checkpoint 3) based on

observations of student

teacher and reflections

Coordinator of

Clinical and FE

and ST

cooperating

teachers

Coordinator of Student

Teaching

Praxis II

Scores are reported to

Boyce by Educational

Testing Services

Students prior to

licensure

Exit Data Recorder for

EPSB website

Course/Instructor

Evaluations

Students complete course

evaluations at the end of

each semester.

Students

Institutional

Effectiveness

28

The complete process of the collection and analysis of the assessment data is depicted below in

the flow chart.

Figure 1: Flow Chart of Collection and Analysis of Assessment Data

naly

*Shadowed Boxes: Responsible faculty/staff person

Checkpoint

1

ED 200 initiate and

compile TC

TEP folder

ED 210 Produce

initial tech.

artifacts for e-

portfolio

Analyze TC TEP

app. folder & e-

portfolio through

formal interview

Data review

and vote for

Admission

to TEP

Record TC

admittance

to TEP in

Inst.Data &

EPSB

Website

*E-

Portfolio

Evaluation

(Faculty)

*E-

Portfolio

Evaluation

(Faculty)

*Interview

Team

*CTE

*Data

Recorder

Checkpoint

2

Collection

of FE hours

& Lessons

for KTS on

e-portfolio

Present TC

to CTE for

acceptance

to Student

Teaching

Record

student

teacher

candidates

in Inst.Data

& EPSB

website

*CT & FE

Coordinator

*CT &

Clinical

and FE

Coordinat

or

*Data

Recorder

Checkpoint

3

Compile Final

TC program

exit data.

*Supervised

Teaching

Coord.

Review TC

data for

program exit

*CT & FE

Coordinat

or & CTE

Vote on

approval of

TC for

program exit

Program

completers

recorded to

EPSB and

Accountability

System

*CTE

*Data

Record

er

29

Assessment Data: Analysis of Program Effectiveness

Assessment data will also be aggregated for reports to the CTE to make program revisions where

the data suggests that changes may be needed. As a performance-based teacher preparation

program, we believe the candidate’s performance in the classroom and in the school setting

is the critical measure to validate the effectiveness of the program in preparing professional

teachers. For this reason the assessments taken during observations and evaluations of the

candidate in authentic teaching activities are the best measures to validate the program’s

effectiveness. Using this rationale, comparison of the recorded scores for candidate dispositions

taken from the Teacher Dispositions Inventory and the Teacher Dispositions Questionnaire, and the

rubric scores derived from observations of the candidate’s actual teaching in both the lessons taught

and assessed during field experience teaching and also those teaching lessons during student

teaching, the effectiveness of the written dispositions assessments can be analyzed. The desired

result is that the scores derived from the written dispositions measures will correlate with the

candidate’s teaching performance scores. If the written dispositions scores are discrepant from the

scores derived from the observations of the actual teaching, a different approach to the measurement

of candidate dispositions must be studied for change.

Another use of the data for program improvement is a comparison of the KTS rubric scores of the

candidate’s field experience lesson preparation and teaching and the scores of the same KTS rubrics

during student teaching. To validate the effectiveness of the program, improvements should be

demonstrated from the scores of the field experience and those of the student teaching. Lack of

improvement in any of the 10 rubric scores between the two teaching experiences, would require

adjustments in the program to strengthen the candidates’ skills in that area.

To determine if the curriculum content of the program is preparing the candidates with the

necessary content knowledge for elementary grades teaching, a study of both the candidates’

demonstration of content knowledge mastery during teaching (KTS Rubric #1 score), and the

candidates’ scores on the Praxis II content knowledge, indicate the curriculum is imparting the

required knowledge for professional performance.

Finally, program effectiveness may also be analyzed in the all-important area of developing the

teacher as a servant-leader. The data for analysis to study this are the performances of the

candidates in the two service requirements of the program:

1. The service requirement of ED 480 Field Experience: Service

2. The service component requirement during ED 490 Supervised Teaching

Student performance as a servant-leader is assessed during these service opportunities. If

aggregated candidate scores indicate that the candidates are not performing well, changes in the

program approach for instilling servant-leadership are warranted. As a capstone to this analysis, the

performance of Boyce teacher education graduates in the KTIP leadership requirement is an area for

analysis to determine if Boyce candidates excel or are at least more successful than other non-Boyce

candidates in this leadership role. A study of the success of Boyce graduates in the leadership role

30

derived from the KTIP evaluation, as well as a comparison of the evaluations of Boyce and non-

Boyce graduates would be the data sources for this analysis.

In summary, the areas of the Boyce TEP that would be analyzed for program revision through the

available data of the database, are the following: Program effectiveness…

1. in imparting professional content knowledge.

2. of the dispositions measures for assessing candidates’ teacher dispositions.

3. in developing the identified teacher dispositions for servant-leader:

service, collaboration, teacher as a reflective practitioner. (KTS rubrics 7,8,10).

4. in improving teaching skills (KTS 1-6).

5. in improving leadership skills (KTS 7- 10).

6. in developing servant-leadership skills (Service projects).

CAP Assessment Overview

Table 7 below (page 31) presents an overview matrix of the entire CAP, with the intention of

giving a summary of how all assessments work together to achieve the unit goals

31

TABLE 7: Unit Continuous Assessment Plan Overview Alignment Matrix Assessment Area 1

Admission Data Assessment Area 2

Course Related Assessment Data Assessment Area 3

Clinical Experience Data Assessment Area 4

Exit Data Assessment Area 5

Post –Grad Data

KTS Standards/CF Components & Values

Pre-Requisite

Data

Ky Required

Data

Field Experience Teaching

Course Assignments

A. Pre-Student Teaching

B. Supervised Teaching

Exit Data Analysis

KTIP and Employment

Content Knowledge ACT, SAT, Praxis I

Various Data

dictated by Conceptual Framework

components: Theme, sub-

themes, Knowledge

Skills, Dispositions

KTS Rubric #1 ED 380 TWS

Aligned With

Kentucky Teacher

Standards And

ACEI Standards

Lesson Teaching in these

courses:

ED 220,

ED 310, ED 311

ED 320, ED 330, ED 380, ED 410,

ED 420…

Assessed using

KTS rubrics 1-8

TWS Unit Assessment And assessment of other teaching lessons… Evaluated through KTS rubrics 1-10

Praxis II Elemen. Content Knowledge

Pass KTIP

Employer Survey

Designs/Plans Instruction ED 210 PP & WebQuest


TWS Unit 85% ST Lessons : KTS rubrics mean score of 2.5 minimum ST Service KTS rubric #10: Score of 3

Learning Climate KTS Rubric #3 ED 380 TWS

Implements/Manages Instruction


Assesses/Analyzes Results KTS Rubric #5 ED 380 TWS

Reflection ED 210 project Reflections


Technology Knowledge/Use

ED 210 Artifacts


Collaboration KTS Rubric #8 ED 380 TWS

Professional Dev. ED 200 Initial PD Plan

KTS Rubric #9

Leadership/Service KTS Rubric #10 ED 480 Service Project

ST Service Project

Dispositions for Service, Collaboration, Reflection


ED 200 , 381 Pre- Dispositions


Dispositions Sc.: 85% Disp. Questionnaire: Mean 2.5

Diversity ED 380 TWS ED 381 ED 490

Communication Skills

EN 101, SP105

ED 200 Phil. Of Educ.

FE Teaching Lessons

Lesson teaching in ST

Impact on P-5 Student Learning:

TWS Unit Assessment

TWS Unit Anal. of Assess. Results

TWS Unit Evaluation

Data Maintenance: TEP Staff TEP Staff TEP Staff TEP Staff ST. Coord. ST. Coord.

Data Storage Location: LiveText LiveText LiveText LiveText LiveText LiveText

Data Review by: TEP Chair/CTE TEP Chair/CTE ST Coord. ST Coord. ST. Coord. ST. Coord.

Reporting Time: Semester Annually Annually Annually Annually Bi-annually

1. Admission to TEP 2. Admission to Supervised Teaching

3.Program Exit Program Exit Program Analysis

32

Appendix AP-TABLE 1: Kentucky Teacher Standards- Initial Level Performance

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE

The teacher demonstrates a current and sufficient academic knowledge of the certified content areas to develop student

knowledge and performance in those areas

1.1 Communicates concepts, processes, and knowledge

Accurately and effectively communicates concepts, processes and/or knowledge and uses vocabulary that is clear,

correct, and appropriate for students.

1.2 Connects content to life experiences of students.

Effectively connects most content, procedures, and activities with relevant life experiences of students.

1.3 Demonstrates instructional strategies that are appropriate for content and contribute to student

learning.

Uses instructional strategies that are clearly appropriate for the content and processes of the lesson and make a clear

contribution to student learning.

1.4 Guides students to understand content from various perspectives.

Provides opportunities and guidance for students to consider lesson content from different perspectives to extend their

understanding.

1.5 Identifies and addresses students’ misconceptions of content.

Identifies misconceptions related to content and addresses them during planning and instruction.

STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION

The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become

self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge

2.1 Develops significant objectives aligned with standards.

States learning objectives that reflect key concepts of the discipline and are aligned with local or state standards.

2.2 Uses contextual data to design instruction relevant to students.

Plans and designs instruction based on conceptual (i.e., student, community, and/or cultural) and pre-assessment data.

2.3 Plans assessments to guide instruction and measure learning objectives.

Prepares assessments that measure student performance on each objective and help guide teaching.

2.4 Plans instructional strategies and activities that address learning objectives for all students.

Aligns instructional strategies and activities with learning objectives for all students.

2.5 Plans instructional strategies and activities that facilitate multiple levels of learning.

Plans instructional strategies that include several levels of learning that require higher order thinking.

STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE

The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core

concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate

knowledge.

3.1 Communicates high expectations.

Sets significant and challenging objectives for students and verbally/nonverbally communicates confidence in students’

ability to achieve these objectives.

3.2 Establishes a positive learning environment.

Establishes clear standards of conduct, shows awareness of student behavior, and responds in ways that are both

appropriate and respectful of students.

3.3 Values and supports student diversity and addresses individual needs.

Uses a variety of strategies and methods to support student diversity by addressing individual needs.

3.4 Fosters mutual respect between teacher and students and among students.

Treats all students with respect and concern and monitors student interactions to encourage students to treat each other

with respect and concern.

3.5 Provides a safe environment for learning.

Creates a classroom environment that is both emotionally and physically safe for all students.

33

STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION

The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core

concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate

knowledge.

4.1 Uses a variety of instructional strategies that align with learning objectives and actively engage

students.

Uses a variety of instructional strategies that engage students throughout the lesson on tasks assigned with learning

objectives.

4.2 Implements instruction based on diverse student needs and assessment data.

Implements instruction based on contextual information and assessment data.

4.3 Uses time effectively.

Establishes efficient procedures for performing non-instructional tasks, handling materials and supplies, managing

transitions, and organizing and monitoring group work so that there is minimal loss of instructional time.

4.4 Uses space and materials effectively.

Uses classroom space and materials effectively to facilitate student learning.

4.5 Implements and manages instruction in ways that facilitate higher order thinking.

Instruction provides opportunity to promote higher-order thinking.

STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS

The teacher assess learning and communication results to students and others with respect to student ability to use

communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and

solve problems, and integrate knowledge.

5.1 Uses pre-assessments.

Uses a variety of pre-assessments to establish baseline knowledge and skills for all s tudents.

5.2 Uses formative assessments.

Uses a variety of formative assessments to determine each student’s progress and guide instruction.

5.3 Uses summative assessments.

Uses a variety of summative assessments to measure student achievement.

5.4 Describes, analyzes, and evaluates student performance data. Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify

differences in progress among student groups.

5.5 Communicates learning results to students and parents.

Communicates learning results to students and parents that provide a clear and timely understanding of learning

progress relative to objectives.

5.6 Allows opportunity for student self-assessment.

Promotes opportunities for students to engage in accurate self-assessment of learning.

STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY The teacher uses technology to supports instruction; access and manipulate data; enhance professional growth and productivity;

communicate and collaborate with colleagues, parents, and the community; and conduct research.

6.1 Uses available technology to design and plan instruction.

Uses technology to design and plan instruction.

6.2 Uses available technology to implement instruction that facilitates student learning.

Uses technology to implement instruction that facilitates student learning.

6.3 Integrates student use of available technology into instruction.

Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs.

6.4 Uses available technology to assess and communicate student learning.

Uses technology to assess and communicate student learning.

6.5 Demonstrates ethical and legal use of technology.

Ensures that personal use and student use of technology are ethical and legal.

34

STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING.

The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

7.1 Uses data to reflect and evaluate student learning.

Reflects on and accurately evaluates student learning using appropriate data.

7.2 Uses data to reflect on and evaluate instructional practice.

Reflects on and accurately evaluates instruction practice using appropriate data.

7.3 Uses data to reflect on and identify areas for professional growth. Identifies areas for professional growth using appropriate data.

STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS

The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that

develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become

responsible team members, think and solve problems, and integrate knowledge.

8.1 Identifies students whose learning could be enhanced by collaboration.

Identifies one or more students whose learning could be enhanced by collaboration and provides an appropriate

rationale.

8.2 Designs a plan to enhance student learning that includes all parties in the collaborative effort.

Designs a plan to enhance student learning that includes all parties in the collaborative effort.

8.3 Implements planned activities that enhance student learning and engage all parties.

Implements planned activities that enhance student learning and engage all parties.

8.4 Analyzes data to evaluate the outcomes of collaborative efforts.

Analyzes student learning data to evaluate the outcomes of collaboration and identifies next steps.

STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT

The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky’s learning goals, refines the

skills and processes necessary, and implements a professional development plan.

9.1 Self assesses performance relative to Kentucky’s Teacher Standards.

Identifies priority growth areas and strengths by thoroughly and accurately assessing current performance on all the

Kentucky Teacher Standards.

9.2 Identifies priorities for professional development based on data from self-assessment, student

performance and feedback from colleagues.

Identifies priorities for professional development based on data from self-assessment, student performance and

feedback from colleagues.

9.3 Designs a professional growth plan that addresses identified priorities.

Designs a clear, logical professional growth plan that addresses all priority areas.

9.4 Shows evidence of professional growth and reflection on the identified priority areas and impact on

instructional effectiveness and student learning.

Shows clear evidence of professional growth and reflection on the identified priority areas and impact on instructional

effectiveness and student learning.

STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION

The teacher provides professional leadership within the school, community, and education profession to improve student learning

and well-being.

10.1 Identifies leadership opportunities that enhance student learning and/or professional environment

of the school.

Identifies leadership opportunities in the school, community, or professional organizations and selects one with the

potential for positive impact on learning or the professional environment and is realistic in terms of knowledge, skill,

and time requirement.

10.2 Develops a plan for engaging in leadership activities.

Develops a leadership work plan that describes the purpose, scope, and participants involved and how the impact on

student learning and/or the professional environment will be assessed.

10.3 Implements a plan for engaging in leadership activities.

Implements the approved leadership work plan that has a clear timeline of events/actions and a clear description of how

impact will be assessed.

10.4 Analyzes data to evaluate the results of planned and executed leadership efforts.

Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed leadership

efforts.

35

AP-Table 2 below is designed to derive information about the valued dispositions for service,

collaboration, and the teacher as a reflective practitioner of the Boyce teacher preparation unit,

how it is to be used (column 2 “Item #”, is the order of the item on the student’s version of the

instrument), the item statements related to the above dispositions (column 3) that the student

must agree or disagree with, the alignment of each of the items with the program standard and

the valued Boyce disposition (column 4, “Standard/Disposition Assessed”), the expected correct

response (column 5 “A”=Agree or “D”=disagree), and the determined level of difficulty (column

6, “Difficulty Level”, E = Easy, A=Average, D=Difficult)

TABLE 2: Boyce Dispositions Inventory for Assessing the Valued Boyce Teacher

Dispositions

#

Student Version Item # Item Statement

KTS Standard/

Disposition Assessed *

A or D **

Difficulty Level ***

1 2 General knowledge of the major content areas related to teaching in the elementary school is necessary for an effective teacher leader.

KTS-1.1 Reflection 3.1

D D

2

10 Specific knowledge gained from all content areas related to teaching in the elementary school is absolutely necessary for an effective teacher leader.


A

E

3 17 Understanding the central concepts and vocabulary of my teaching subjects is necessary for effective communication for student learning.

KTS-1.4,1.5 Reflection 3.1

A A

4 6 As a teacher I need to understand most of the general concepts and the basic structures of the content areas of elementary teaching to prevent student misconceptions.

KTS-1.5, Reflection 3.1

D D

5 24 The most important component of my teaching is the accuracy of the knowledge I share, then depending on the student to apply it to his/her own everyday life.


D A

6 20 The effective teacher-leader not only knows the concepts of his/her discipline of teaching but also is engaged in continuous learning and revision of his/her own knowledge to remain current.

KTS-1, 7.3 Reflection 3.1

A A

7 26 The teacher as servant-leader sometimes reflects on the results from assessment data to plan instruction to improve student learning.

KTS 7.1, 7.2 Reflection 3.3

D D

8 4 The teacher as servant-leader reflects on his/her own teaching experiences in order to improve future student learning

KTS 7.2 Reflection 3.2

A E

9 13 To be effective in teaching the teacher must conserve time and limit the frequency of assessments in the instructional process in order to focus on student learning.


D A

10 28 The effective teacher must take the time to assess the learning progress of the students at least once each week in each of the subjects taught.


D D

11 8 The best approach to a planned instructional program is to perfect a lesson in a certain subject area and use it each time to teach that lesson.

KTS 2.2 Reflection

3.2, 3.2

D A

12 16 An important practice for the successful teacher as servant-leader is to reflect on his/her own teaching experiences in order to plan more improved teaching practices for student learning.


A E

13 22 The most important skill as a collaborative teacher is the ability to recognize a great teaching strategy for a particular lesson in order to share that strategy with other teachers.

KTS 8.1 Collaboration

2.1

D D

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14 19 If a servant-leader is to be effective in collaborating with other teachers, he/she must be able to effectively communicate the need for a school culture of a community of learners.

KTS 8.2 Collaboration.

2.2 & 2.3

A A

15 1 A teacher as servant-leader must be an effective communicator to be a collaborator with other professionals to improve student learning.

KTS 8.3 Collaboration

2.2

A E

16 12 Knowing and using various teaching strategies is not necessary after the teacher discovers those “best practices” for his/her own teaching..

KTS 8, 4.2 Collaboration.

2.1

D A

17 25 The effective teacher as servant-leader must be open to the use of different strategies of teaching in order to assist herself and other teachers of the professional learning community to meet the diverse needs of the learners.

KTS 8.3, 3.3, 4.1

Collaboration 2.1, 2.3

A E

18 9 A major purpose for collaboration with other teachers is to share the best teaching strategies that work for nearly all of the learners.

KTS 8.2 Collabor. 2.3

D D

19

29 The effective servant-leader must practice collaboration with other teachers to support student learning and establish a professional community of learners.


2.3

A A

20 15 A major purpose for collaboration is to develop a better working relationship with the other teachers, the parents, and the principal in the school.


2.3

D D

21 23 Collaboration must be an organized school-wide activity in order to achieve its basic purpose of improving student learning throughout all classes of the school.


2.3

A E

22 5 The effective servant-leader gains the respect of others as the rightful authority to be the leader in the school.

KTS 10.1 Service. 1.1

D A

23 30 The most basic principle of servant-leadership for the teacher is to become the servant of those the teacher wishes to lead.


A E

24 18 Effective teacher-leaders must serve others first before having the right and privilege to lead as the authority.


D D

25 27 The effective servant-leader attempts to serve in any area or opportunity that arises in the school or community in order to earn the recognition as a leader.


D A

26 7 A teacher who wants to serve in the school recognizes that the service must be limited to those opportunities that have potential for having a positive impact on the professional environment as a learning community.


A D

27 14 The teacher as servant-leader must not jump into every leadership role that arises just to prove leadership skill.


A E

28 21 What the teacher as servant leader believes about other teachers in the school is vitally important to success in service to them.

KTS 10 Service. 1.3

A E

29 11 The major character trait for the successful servant-leader is a humble spirit which does not exert power over others.

KTS 10 Service. 1.3

D D

30 3 The teacher as servant leader must have integrity and honesty as the basic character traits for earning the privilege to lead others in the school.

KTS 10 Service. 1.3

A A

Expected Performance Level on Boyce Dispositions Inventory: Minimum 80% Correct.

Developed by Al Hickey, All rights reserved

37

* KTS = Kentucky Teacher Standard

**A =Agree; D = Disagree

*** E=Easy, meaning that most students should get this correct. Those who do not need to be corrected immediately D=Difficult, meaning that only the high disposition student or highly motivated teacher will get this correct. This student has a “natural“ disposition for this. Others who miss this item need to be motivated to reach for the higher standard A=Average, meaning many will get this correct while a significant number of others will not. Those who miss this item are borderline low in this disposition, and will need to be trained and taught to develop this disposition.

Table 3 is designed to explain why each of the items of the Boyce Dispositions inventory are

determined to be of a certain “Difficulty Level”. Column 1 matches the item # of Table 4 above,

column 2 is the Key for the required correct response from the student, column 3 is the difficulty

level of each item, and column 4 is the explanation for rating the difficulty level as each one is

rated in column 3.

AP-TABLE 3 – Explanation of Boyce Dispositions Inventory Scoring Decisions

Item # Correct

Response

Difficulty

Level

Explanation of Response

1 D D This is “difficult” because the desired disposition is not for “general

knowledge” but for thorough and specific knowledge of the content areas. The

candidate may be prone to believe that general knowledge covers all knowledge

but they must believe that the knowledge MUST be specific.

2 A E All candidates should agree that knowledge of the central concepts of the

teaching subject is absolutely necessary; therefore 100% of the candidates

should get this correct.

3 A A In order to communicate student .learning to students, a teacher must have a

thorough grasp of the central concepts of the teaching subjects.but the candidate

may be thrown off by the reason for knowing the central concepts.

4 D D This is difficult because candidates may believe that just knowing “most” of the

concepts is all that can be expected; however, it is necessary to know all of the

central concepts (not the general concepts) to be an effective teacher

5 D A . Some candidates will believe that it is the students’ responsibility to apply

what they learn to their own lives; however, it is the teacher’s responsibility to

guide the students’ to apply the knowledge, and not leave it up to the students to

do it on their own. Most candidates but not all, will believe the latter,

6 A A Some candidates will believe that once they have learned their subject area their

growth in the knowledge of that subject is complete; however most will

understand that knowledge is ever-changing and therefore the teacher must be

continuously learning and revising the knowledge of the field.

7 D D Candidates may stumble over the word “sometimes”, thus they may agree with

the statement, but the careful reader will not agree with sometimes but knows it

must be “always” as the ideal.

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8 A E 100% 0f the candidates should agree with the idea that reflection is meant to

ultimately improve student learning..

9 D A This statement seems logical and thus some candidates may believe this false

logic that a teacher can only use assessment as time permits not as a vital part of

teaching all the time.

10 D D Because teachers are used to the idea of assessing at the end of instruction,

many candidates may agree with this statement; thus it is difficult for the

candidate to overcome this thinking.

11 D A Because teachers get “hung-up” on a pet teaching strategy that worked in the

past, they may believe that using it always is the best approach without

considering the context of the different learners.

12

A

E

Using reflection to improve student learning is a recognized basic purpose for

reflection, thus 100% should agree with this.

13 D D This sounds very logical as a good reason for collaborating with teachers thus

many candidates may agree with the idea, but it is really not the purpose for

collaborating at all.

14 A A Since the establishment of a school culture as a community of learners is the

real purpose for collaboration, most candidates may agree with this idea but

others will miss this grander goal of collaboration and focus on more limited

goals.

15 A E 100% of candidates should recognize the truth of the need for effective

communication skill as the number one skill for collaboration.

16 D A Some candidates may have heard of the idea of “best practices” and have been

misled to believe that means it may be used under all teaching circumstances,

and thus they may agree with this statement, but no strategy is “best” for all

learners.

17 A E 100% of the candidates should agree tat teachers need to ever-learning new

teaching strategies to meet the diverse learning needs of the learners.

18 D D Candidates may be misled by this statement for sharing the “best teaching

strategies”, but that is not a major purpose for collaboration, thus should be

disagreed with.

19

A A This statement is right on target for the purposes of collaboration. Most

candidates should recognize this and agree, but some will balk at the idea of

creating a professional leaning community as part of the purpose.

20 D D A better working relationship sounds great but it has little to do with the purpose

for collaboration. Because it sounds like this will “lead to” a better school for

the learners, that is not necessarily so ; therefore many candidates may agree

with this statement when they should disagree.

21 A E To achieve its true goal of a “professional community” of learners, collaboration

cannot be limited to just a few teachers in the school. It must be a school-wide

engagement. Candidates who do not think the big picture for collaboration may

disagree, thinking collaboration can be between just a few teachers and still

achieve its major goal.

22 D A Some candidates may be stuck with the idea that the leader must be respected as

the authority but the servant-leader is not that kind of leader; thus this statement

should be disagreed.

23 A E 100% of the candidates should agree with this idea that a servant-leader does

“serve” those he/she leads.

24 D D All of this statement except the use of the word “authority” is correct.

Candidates may still accept the idea that the leader must have authority thus

many may agree with the statement.

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25 D A Some candidates may forget that the motive for doing any service is never for

any kind of recognition; but some may miss this point and agree with this

statement.

26 A D Many candidates may lack the insight to see that service in the school has but

one purpose and that is to impact learning for the students. Servant leaders must

have this insight before getting involved in activities that will not have a

positive impact on student learning.

27 A E Service opportunities that do not impact student learning should not be a part of

the servant-leaders service.. 100% of the candidates should agree with this

obvious logic.

28 A E 100% of the candidates should know that bad attitudes about colleagues can

only hamper servant-leadership

29 D D Many candidates may be carried away with the word ”humble”and agree with

this, but humility is not the main character trait for the servant- leader. Integrity

and honesty are the top traits. Humility may actually be a stumbling block for

the servant-leader.

30 A A 100% of the candidates should agree that integrity and honesty are the main

traits for servant-leaders to earn the privilege to serve the others.

Table 4 below is the student version of the Boyce Dispositions Inventory that will be

administered to the student. No teacher candidate will ever see Table 4 or Table 5 above because

they contain information that would invalidate the administration of the measure to the candidate

if the candidate had seen the two tables.

AP-Table 4: Boyce Dispositions Inventory: Student Version-Assessment

of Teacher Candidate Dispositions

Boyce Dispositions Inventory for Measuring Teacher Candidate Dispositions for Service,

Collaboration, and the Teacher as a Reflective Practitioner

(Student Version)

Teacher Candidate: ______________________________________ ID # ___________________ Education Major: ________________________________________

Directions: This assessment instrument is an inventory of your consistency with the dispositions indicators of the Boyce Dispositions, that are aligned with the Kentucky Teacher Standards. Your responses will help you identify any beliefs/attitudes that are contrary to expectations for teacher dispositions as set by state and national standards and which Boyce College has adopted. Your responses will be aggregated with those of other teacher candidates and analyzed so that we can improve our teacher preparation unit program. The survey should take you about 15 minutes to complete; however, give serious thought to each statement below to determine if you agree or disagree with each one.

40

This is not a True/False test. Your responses should be solely based on your “beliefs”, not on the factual nature of the statements. Therefore answer honestly about what you believe. Some of the items will be more difficult than others, so read carefully and answer from the heart. If any part of the statement you disagree with, then you should circle “D” for “Disagree”. If you agree with the thought of the whole statement, then circle “A” for“ Agree”. # Item Statement Response

1 A teacher as servant-leader must be an effective communicator to be a collaborator with other professionals to improve student learning.

A D

2 General knowledge of the major content areas related to teaching in the elementary school is necessary

for an effective teacher leader. . A D

3 The teacher as servant leader must have integrity and honesty as the basic traits for earning the right and privilege to lead others in the school.

A D

4 The teacher as servant-leader reflects on his/her own teaching experiences in order to improve future student learning

A D

5 The effective servant-leader gains the respect of others as the rightful authority to be the leader in the

school.. A D

6 As a teacher I need to understand most of the general concepts and the basic structures of the content

areas of elementary teaching to prevent student misconceptions. . A D

7 A teacher who wants to serve in the school recognizes that the service must be limited to those opportunities that have potential for having a positive impact on the professional environment as a learning community

A D

8 The best approach to a planned instructional program is to perfect a lesson in a certain subject area and use it each time to teach that lesson

A D

9 A major purpose for collaboration with other teachers is to share the best teaching strategies that each has discovered works for nearly all of the learners.

A D

10 Specific knowledge gained from all content areas related to teaching in the elementary school is absolutely necessary for an effective teacher leader

A D

11 The major character trait for the successful servant-leader is a humble spirit which does not exert power over others.

A D

12 Knowing and using various teaching strategies is not necessary after the teacher discovers those “best practices” for his/her own teaching..

A D

13 To be effective in teaching the teacher must conserve time and limit the frequency of assessments in the instructional process in order to focus on student learning.

A D

14 The teacher as servant-leader must not jump into every leadership role that arises just to prove leadership skill.

A D

15 A major purpose for collaboration is to develop a better working relationship with the other teachers, the parents, and the principal in the school.

A D

16 An important practice for the successful teacher as servant-leader is to reflect on his/her own teaching experiences in order to plan more improved teaching practices for student learning.

A D

17 Understanding the central concepts and vocabulary of my teaching subjects is necessary for effective communication for student learning

A D

18 Effective teacher-leaders must serve others first before having the right and privilege to lead as the authority.

A D

19 If a servant-leader is to be effective in collaborating with other teachers, he/she must be able to effectively communicate the need for a school culture of a community of learners.

A D

20 The effective teacher-leader not only knows the concepts of his/her discipline of teaching but also is engaged in continuous learning and revision of his/her own knowledge to remain current.

A D

21 What the teacher as servant leader believes about other teachers in the school is vitally important to success in service to them.

A D

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AP- TABLE 5: Boyce Dispositions Questionnaire for Assessing Teacher Candidate

Dispositions For Service, Collaboration, and the Teacher as a Reflective Practitioner

The questions below are used in the intermediate and final dispositions assessment of Boyce teacher candidates. Each question is aligned with the Kentucky Teacher Standards (Initial Level). During the seminar meetings of the ED 381 Clinical Experience course, and later during the seminar sessions of the Supervised Teaching semester, the questions are administered for the teacher candidates to respond in writing. The student’s response is evaluated according to the rubric as shown beneath each question. Possible evidence for evaluating each level of the rubric is indicated in the boxes for each level. The teacher candidate is assigned a score from the rubric for each standard and a holistic score for “Teacher Dispositions” which is the sum of all of the rubric scores divided by 9 to derive a “Mean Dispositions Score”. Purpose and uses of the Dispositions Questionnaire: The results of the two administrations of the Boyce Dispositions Questionnaire (ED 381 and ED 490) are used to assess each teacher candidate’s dispositions for service, collaboration and for the teacher as a reflective practitioner. When each candidate exits the Boyce TEP, he/she is expected to achieve the rubric level of “3-On Target” for each of the related standards. The final evaluation for the student teaching experience will be affected by the student’s Mean Dispositions Score, which must be a minimum of 2.5 for the overall holistic mean score. Patterns of student responses will also be used to determine strengths and weaknesses of the overall Boyce TEP. Where any of the dispositions appear consistently weak over aggregated candidates’ scores of any of the dispositions, the Boyce TEP will be reviewed for changes in the program to address those dispositions more intensely

22 The most important skill as a collaborative teacher is the ability to recognize a great teaching strategy for a particular lesson in order to share that strategy with other teachers.

A D

23 Collaboration must be an organized school-wide activity in order to achieve its basic purpose of improving student learning throughout all classes of the school.

A D

24 The most important component of my teaching is the accuracy of the knowledge I share, then depending on the student to apply it to his/her own everyday life.

A D

25 The effective teacher servant-leader must be open to the use of different strategies of teaching in order to assist herself and other teachers of the professional learning community to meet the diverse needs of the learners.

A D

26 The teacher as servant-leader sometimes reflects on the results from assessment data to plan instruction to improve student learning.

A D

27 The effective servant-leader attempts to serve in any area or opportunity that arises in the school or community in order to earn the recognition as a leader.

A D

28 The effective teacher must take the time to assess the learning progress of the students at least once each week in each of the subjects taught

A D

29 The effective servant-leader must practice collaboration with other teachers to support student learning and establish a professional community of learners.

A D

30 The most basic principle of servant-leadership for the teacher is to become the servant of those the teacher wishes to lead.

A D

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Aligned Standard

KTS-1 & 7 1. Disposition Question: Pursuit of Knowledge

(Candidate values the need to grow in knowledge for professional growth and for effective reflection)

Select a central concept of your teaching discipline. If you will be teaching several subjects, such as in elementary grades, choose any one subject you will be teaching. Then list at least 5 central concepts that are important in the teaching of the knowledge or skills of that discipline. Finally, tell why each one of the listed concepts is important for students to learn for that subject area.

Boyce Disposition Measured

Reflection: 3.1

Rationale: If the teacher candidate has not pursued knowledge in his/her studies, the assumption is made for this

question that the student will be shallow in conceptual understanding of the subject area, and be unaware of the central concepts of the teaching discipline.

SCORING RUBRIC

3-ON TARGET 2-BELOW TARGET 1-OFF TARGET

The candidate is on target for the disposition: Demonstrates a grasp of the central concepts of the teaching area and of the possible methods for teaching the concepts. Knows the subject; and has been committed to the pursuit of knowledge in the teaching discipline.

The candidate is below target for the disposition: Weak in the knowledge of the subject and central concepts of the subject. Knows some major concepts; knows why some are major, but others not central to the subject. Has been only average in the pursuit of knowledge as a student.

The candidate is off-target for the disposition: Concepts listed are not central to the subject, or has not listed any or less than 5. Does not take study seriously or has a poor grasp of the subject; has not been committed to the pursuit of knowledge in the teaching discipline.

Aligned Standard KTS-10.1

2.Disposition Question: Values the Need to Serve to Affect Student Learning (values the need to serve in ways that promote a professional community of learners)


Service 1.2

You are a teacher in a school where the prevailing idea is that the individual teacher’s classroom is his/her own domain and that the other teachers’ classroom is their domain. You are also aware that some of the learners under certain teachers are not doing as well as others in other classrooms though all classes are heterogeneously grouped. You know there is a more effective way for helping all learners achieve to their greatest potential. What prevailing attitude do you believe YOU should have in order to begin to change this situation? What changes do you believe need to be made to help all learners in the school reach their learning potential? What role will YOU need to play to make this happen?

Rationale:

SCORING RUBRIC


The candidate is on target for the disposition: Understands that an attitude of servant-first is needed, that the school culture must change to that of a “community of learners”, and that his/her role must be to serve the school by leading in the effort to create a collaborative team of professionals to maximize student learning in all classrooms.

The candidate is below target for the disposition: Knows that the teachers must work together toward the goal of maximizing student learning in all classrooms, but does not understand the need to have a servant-first attitude, but contrarily believes that a strong leader is needed to take authority over the school.

The candidate is off-target for the disposition: Does not recognize the need to be a servant to the needs of the school; makes no reference to the need to create a “community of learners”, and does not refer to the need for the teachers to work as a collaborative team to maximize all students’ learning.

43

Aligned Standards KTS-1,2,3,4

3. Disposition Question: Awareness of Diversity of Learners (values diversity as a fact of life that gives all individuals their own distinctive, and God-given abilities)


Collaboration 2.1

“Children differ in the way they learn”…Explain why this statement is or is not true using your awareness and knowledge of diverse learning modalities and of developmental and cognitive psychology. Then explain how you would use the concept of differentiated instruction to meet the diverse learning needs of a classroom of learners.

Rationale: If the candidate is aware that not all children learn the same way and within the same time period, he/she

will be able to discuss the different modalities of learning and that some children cognitively develop earlier than others. The candidate will also recognize that emotional and social development affects learning.

SCORING RUBRIC


The candidate is on target for the disposition: Understands different modalities (visual, auditory, psycho-motor) of learning; is aware of the effects of child development (cognitively, emotionally, socially, spiritually) on learning and knows the need to differentiate instruction because of these differences.

The candidate is below target for the disposition: Knows that children differ in their learning but is not sure why that is true; vague on the specifics of learning modalities and of developmental levels and rates. Does not clearly relate childrens’ differences and the need for differentiated instruction.

The candidate is off-target for the disposition: May not believe that learning is much different from learner to learner and has little or no understanding of the different modalities of learning nor of the differences in development that require different instruction.

Aligned Standards

KTS-1, 3

4. Disposition Question: Value of Communication Skills for Collaborative Leadership ( recognizes that effective communication is a primary skill for effective collaboration)


Collaboration 2.2

You recognize that you need to collaborate with the other teachers to create a culture of a professional community of learners to enhance student learning in the school. What one skill for you is the most important as you begin to plan to collaborate with the other teachers? Once you identify that all-important skill, explain why it is such a vital skill for building collaborative leadership among the other teachers.

Rationale: If the teacher candidate recognizes the value of all the different modes of communication for teaching

effectiveness, he/she will present a full range of communication techniques, to include verbal, non-verbal, and media for use in teaching to foster active inquiry, collaboration, and supportive interaction in the classroom.

SCORING RUBRIC

3-ON TARGET 2-BELOW TARGET 1-OFF TARGET The candidate is on target for the disposition: Recognizes that the skill of effective communication is vital for collaborative leadership and that without skill in communication of ideas to the other teachers, the need for a community of learners will be unconvincing or unclear. .

The candidate is below target for the disposition: Recognizes the value of communication skill for collaboration but fails to understand why it is so important for building a community of learners.

The candidate is off-target for the disposition: Does not identify communication as the all-important skill for collaborative leadership. Identifies a different skill other than communication skill.

44

Aligned

Standards KTS-5, 7

6. Disposition Question: Value of Reflection as a Servant-Leader (Candidate values reflection as a vital practice for growth and effectiveness as a servant-leader)

Boyce Disposition Measured Reflection

3.2

Tell about a particular success or failure you have experienced in your own personal life. In the aftermath of the experience what did you do in order to assure that you would or would not do the same things again, if similar circumstances arose for you. Do you think you learned anything valuable from your experience? Tell why or why not. Explain how the answer to this question relates to your professional improvement as a teacher?

Rationale: If the teacher candidate has formed habits of reflecting about the successes and/or failures in the

experiences of life, the candidate will transfer that habit to the teaching profession successes and/or failures and will grow professionally as a result.

SCORING RUBRIC 3-ON TARGET 2-BELOW TARGET 1-OFF TARGET

The candidate is on target for the disposition: Has practiced habits of reflection through experiences in life that resulted in actions to change or maintain certain behavior. Knows that reflection is a value that has benefitted personal growth. Clearly sees the need to be reflective for professional growth as a teacher.

The candidate is below target for the disposition: Has understood the need to be reflective some time but it has not formed as a habit. Has experienced growth through some reflective behavior. Does not see the necessity of making reflection a vital habit in the teaching profession but will use it sometimes.

The candidate is off-target for the disposition: Has not practiced reflection much at all and in fact may see it as an unnecessary activity with no benefit for growth through the use of it. Does not see using it to any advantage in the teaching profession.

Aligned Standards

KTS-4,5

5. Disposition Question: Value of Assessment for Improvement of Instruction ( recognizes the value of assessment data as a major source of information for reflection

to improve teaching for student learning) Boyce

Disposition Measured Reflection

3.3

What is the role of assessment in the teaching/learning process? In your answer, first give a clear definition of assessment, then tell how you will use assessment in your own teaching, both during and after instruction. Finally, tell the basic purpose of all assessment strategies.

Rationale: If the teacher candidate cannot connect the need to assess as a continual process of teaching, and does not

understand that assessment is more than determination of a final grade at the end of instruction, he/she will be unable to recognize the full range of the contexts of assessment (the individual learner, the school, the community, and the match between the performance goals and where the learner presently is), and will fail to connect assessment to performance goals of the instructional process.

SCORING RUBRIC 3-ON TARGET 2-BELOW TARGET 1-OFF TARGET

The candidate is on target for the disposition: Clearly defines and understands the role of assessment in the teaching/learning process. Sees the full range of assessment as pre-assessment, formative assessment, and post assessment and the uses of each. Connects assessment clearly to the performance objective(s) of the instruction.

The candidate is below target for the disposition: Defines assessment but not as a continuous process. May include some components of pre-assessment, formative assessment, and/or post assessment, but does not see their total value. Makes little or no connection between assessment and the performance objective(s) of the instruction.

The candidate is off-target for the disposition: Has no clear or meaningful definition of assessment other than for “grades”. Does not see assessment as continuous with pre-assessment, formative assessment, and post assessment. Does not connect the performance objective(s) to assessment.

45

Aligned Standards

KTS-6

7. Disposition Question: Need for Collaboration as a Servant-Leader (Candidate values the need for collaboration with others for meeting the needs of learners)

Boyce

Disposition Measured

Collaboration 2.3

You have been teaching for several years as an elementary school teacher, you know you have gained some respect for your commitment to teaching, and have observed that all the teachers, including yourself, function in relative isolation from the other teachers with little or no communication among them about what goes on in the classrooms. You believe that the school should work more as a team to promote more effective student learning. What action do you believe you should follow to promote a greater team effort to promote student learning in all classrooms of the school? Be specific in your answer, being sure to include who should be included in your effort to create a greater team effort.

Rationale: If the teacher candidate recognizes that a professional learning community is built on communication and

seeking answers to how to improve student learning, he/she will seek help through collaboration and conferring with the other professionals in the school, with the learners themselves, and even through collaboration with the home.

SCORING RUBRIC


The candidate is on target for the disposition: Recognizes the need to be the leader in creating a professional learning community through collaboration.. with the principal, other teachers, the learners themselves, and the parents. Knows that collaboration is absolutely necessary for having a culture of a community of learners

The candidate is below target for the disposition: Hints at the possibility of seeking help from other teachers and may see collaboration as a possible, but not necessary, solution, but does not see the need to take the leadership role in creating a community of learners.

The candidate is off-target for the disposition: Does not refer to collaboration as a necessary solution. And does not see the need to be the leader as a collaborative teacher.

46

Aligned Standards KTS-8, 10

8. Disposition Question: Attitude of Servant Leadership (Candidate has an attitude of “servant first” as the basis for leadership as a teacher)

Boyce

Disposition Measured

Service 1.1

You are about to begin your second year of teaching and you have begun to think about what your major purpose for being a teacher should be and how that purpose would affect your overall activities as a teacher. Describe what you decide about your purpose for being a teacher. You have also been asked to be the director of a program to get some parents more involved in the daily teaching activities as aides or assistants in the classrooms of all teachers in your school building. How do you think this responsibility would fit your determined “purpose for being a teacher”? Tell what you decide to do with this request to take responsibility outside the classroom.

Rationale: If the teacher candidate does not see the purpose of teaching in the context of being a servant first and also

a leader in the school and community where he/she teaches, the idea of taking advantage of the opportunity to serve the school and community outside the classroom will be negative or a distraction to the profession as a “teacher” in the classroom. The candidate’s attitude will be that he/she will serve in whatever way is necessary to improve student learning.

SCORING RUBRIC


The candidate is on target for the disposition: States that the role of a teacher is as a servant first and then as leader in the school and community; does not perceive the role of ”teacher” as confined to the classroom, but does see classroom teaching as part of the role as servant and leader. Sees the servant and leader role beginning with serving and leading the children in the classroom but then extends school-wide and to the community.

The candidate is below target for the disposition: Does not see the purpose of being a teacher as being a servant first or leader outside the classroom. Agrees to the responsibility of getting involved outside the classroom, but does not see this as a role of the need to serve or be a leader in the school or community.

The candidate is off-target for the disposition: Makes no reference to being a servant or leader as part of the purpose for being a teacher. Disagrees with taking any responsibility outside the classroom because it may interfere with the role of classroom teaching. Does not see teaching as related to leadership or service in or outside the classroom.

47

Aligned Standards KTS-8, 10

9. Disposition Question: Character Traits for Servant Leadership (Candidate believes in integrity, honest and the value of each person)


Service 1.3

To be a servant-leader there are certain character traits and beliefs about others that are necessary to command the following of other teachers. What do you believe those character traits should be and what attitudes should the servant-leader have about others. List those character traits and the necessary attitudes about others for the servant-leader. Then discuss why those traits and that attitude about others are so important for the servant-leader’s success in creating a community of learners in a school.

Rationale: If the teacher candidate does include the traits of integrity, and honesty in the list of necessary traits,

and does not hold the attitude that each individual is to be valued as a person and has much to offer in any situation, they do not have the valued character traits and beliefs about others for servant-leadership.

SCORING RUBRIC


The candidate is on target for the disposition: Includes integrity, and honesty among the valued traits for servant-leadership, and clearly understands their importance. Expresses the belief in the value of others and the contribution each can make to any situation. It is clear that the role of leader, is as servant first, not as the source of all knowledge and the sole authority for solving problems.

The candidate is below target for the disposition: Does not include both integrity and honesty as necessary traits for servant-leadership. Values others but is not specific about the need for them in making contributions to solutions to any problem. There is some evidence of the “servant-first” attitude.

The candidate is off-target for the disposition: Does not include integrity or honesty as the necessary traits for servant-leadership. Also, does not place value on others as necessary for offering solutions to problems. The “servant-first” attitude is missing from the discussion

48

AP-TABLE 6: Dispositions Questionnaire-Teacher Candidate Version

Dispositions Questionnaire

Directions : The writing tasks of this questionnaire are designed to measure your consistency

with some of the national, and state Teacher Education Program standards for the preparation of

professional teachers. These questions specifically assess your dispositions for the teaching

profession as stated in the Kentucky Teacher Standards (KTS), and the Boyce dispositions for

service, collaboration, and the teacher as a reflective practitioner. Your responses will be used to

help you identify any beliefs that are contrary to the standards for these dispositions. Your

responses will also be pooled with the responses of other Boyce teacher candidates so that we

can improve our teacher preparation unit here at Boyce College. You will be completing one

question over a period of 9 weeks during the ED 381 course and later in the ED 490 seminar.,

Each question should require no more than 45-60 minutes to answer adequately. No research is

allowed in answering each of the questions.

You are expected to respond from your present knowledge and beliefs in your written response

to each of these. Read each question, then write your answer from the store of your present

knowledge. Be as specific as possible. You must record your answers using a word processor

with the question preceding your recorded response.

Dispositions Assessment Question #1

Select a central concept of your teaching discipline. If you will be teaching several subjects,

such as in elementary grades, choose any one subject you will be teaching. Then list at least 5

central concepts that are important in the teaching of the knowledge or skills of that discipline.

Finally, tell why each one of the listed concepts is important for students to learn for that subject

area.


You are a teacher in a school where the prevailing idea is that the individual teacher’s classroom

is his/her own domain and that the other teachers’ classroom is their domain. You are also aware

that some of the learners under certain teachers are not doing as well as others in other

classrooms though all classes are heterogeneously grouped. You know there is a more effective

way for helping all learners achieve to their greatest potential. What prevailing attitude do you

believe YOU should have in order to begin to change this situation? What changes do you

believe need to be made to help all learners in the school reach their learning potential? What

role will YOU need to play to make this happen?

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“Children differ in the way they learn”…Explain why this statement is or is not true using your

awareness and knowledge of diverse learning modalities and of developmental and cognitive

psychology. Then explain how you would use the concept of differentiated instruction to meet

the diverse learning needs of a classroom of learners.


You recognize that you need to collaborate with the other teachers to create a culture of a

professional community of learners to enhance student learning in the school. What one skill for

you is the most important as you begin to plan to collaborate with the other teachers? Once you

identify that all-important skill, explain why it is such a vital skill for building collaborative

leadership among the other teachers..


What is the role of assessment in the teaching/learning process? In your answer, first give a

clear definition of assessment, then tell how you will use assessment in your own teaching, both

during and after instruction. Finally, tell the basic purpose of all assessment strategies.


Tell about a particular success or failure you have experienced in your own personal life. In the

aftermath of the experience what did you do in order to assure that you would or would not do

the same things again, if similar circumstances arose for you. Do you think you learned anything

valuable from your experience? Tell why or why not. Explain how the answer to this question

relates to your professional improvement as a teacher?


You have been teaching for several years as an elementary school teacher. You know you have

gained some respect for your commitment to teaching, and have observed that all the teachers,

including yourself, function in relative isolation from the other teachers with little or no

communication among them about what goes on in the classrooms. You believe that the school

should work more as a team to promote more effective student learning. What action do you

believe you should follow to promote a greater team effort to promote student learning in all

classrooms of the school? Be specific in your answer, being sure to include who should be

included in your effort to create a greater team effort.

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You are about to begin your second year of teaching and you have begun to think about what

your major purpose for being a teacher should be and how that purpose would affect your overall

activities as a teacher. Describe what you decide about your purpose for being a teacher. You

have also been asked to be the director of a program to get some parents more involved in the

daily teaching activities as aides or assistants in the classrooms of all teachers in your school

building. How do you think this responsibility would fit your determined “purpose for being a

teacher”? Tell what you decide to do with this request to take responsibility outside the

classroom.


To be a servant-leader there are certain character traits and beliefs about others that are necessary

to command the following of other teachers. What do you believe those character traits should

be and what attitudes should the servant-leader have about others. List those character traits and

the necessary attitudes about others for the servant-leader. Then discuss why those traits and that

attitude about others are so important for the servant-leader’s success in creating a community

of learners in a school.

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AP-Table 7: Early Field Experiences Teacher Candidate Evaluation (Based on performance standards of the Kentucky Teacher Standards and valued dispositions of the Boyce TEP)

Teacher Candidate: ________________________________________ Email Address: _________________ last name first name m.i.

Cooperating Teacher: __________________________________________ Email Address: _________________ last name first name m.i.

Semester: ___ Spr. ___ Fall Year: _________ Course: __________________ Instructor: ________________________________________

Evaluation Instructions: For each item check the skill level or disposition you observed, using the following

scale: 0= Unsatisfactory (Intervention required: Please include explanation under “Comments” below)

1= Below Expectations 2= Meets Expectations 3= Exceeds Expectations N= Not Observed

PROFESSIONALISM 0 1 2 3 N

1. Professional appearance and demeanor

2. Punctuality and attendance

3. Communication skills (fluent, clear, grammatically correct)

4. Positive and enthusiastic attitude

5. Initiative in professional tasks (e.g. planning, meetings, leadership, etc.)

6. Commitment to continuous improvement (demonstrates a reflective quality)

DEMONSTRATES KNOWLEDGE OF… 0 1 2 3 N

7. relevant content.

8. strategies for student learning and development.

9. classroom dynamics for a positive learning environment.

10. diversity in the educational process (diverse learners, colleagues, and approaches to

teaching).

RELATIONSHIPS 0 1 2 3 N

11. Displays an attitude of servitude with colleagues, parents, and supervisors.

12. Demonstrates equitable and respectful behavior toward all types of diverse learners.

13. Collaborates with others (colleagues, parents) to promote a professional learning

community.

14. Works effectively in group situations.

15. Demonstrates respect for other views, opinions, and approaches to teaching.

16. Accepts constructive criticism and reflects upon the need to modify her/his behavior.

17. Sets and implements high expectations for all learners.

COMMENTS: (Please use reference numbers above related to your comments)

PROFESSIONAL SKILLS 0 1 2 3 N

18. Demonstrates qualities of servant-leadership

19. Practices organizational and planning skills

20. Uses instructional time effectively

21. Manages group dynamics meaningfully

22. Varies teaching strategies and materials to address individual learner needs

23. Applies assessment skills for more effective learning

24. Uses appropriate technology to promote learning

25. Practices skills of the teacher as a reflective practitioner

Office of Teacher Education Program, Rankin 203

Boyce College, Louisville, KY, 40280 Phone: (502) 897-4207

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AP-TABLE 8: Teacher Work Sample (TWS) Guide

Boyce College Teacher Work Sample: Overview A completed Teacher Work Sample (TWS) is one of several culminating activities leading to a degree in teacher education at Boyce College.. Concepts and terms from the TWS are imbedded into every Professional Education course, and portions of the TWS are assigned throughout the program curricula.. A well-conceived, fully implemented TWS is an integral component of the Supervised Teaching experience and must be submitted as part of the electronic portfolio.

Analytic Scoring Rubric for Boyce TEP Teacher Work Sample (TWS)

Teaching Process Goal for Teacher Candidate Performance Points

Learning Context The candidate describes a specific learning context, including community, school, classroom, teacher, and student characteristics, which might affect student learning.

15

Learning Goal & Objectives

The candidate sets a learning goal and multiple learning objectives that offer variety and are appropriate to the learning context, challenging to students, and aligned with Kentucky’s standards for student learning.

15

Assessment Plan The candidate plans appropriate assessment strategies for each learning objective to evaluate student learning before, during, and after instruction.

15

Design for Instruction

The candidate designs instruction for specific learning objectives, taking into account the entire learning context.

15

Instructional Decisions

The candidate makes instructional changes based on analyses of assessments before and during instruction, These assessments may be simple observations of student reactions or actual “test” results.

5

Analysis of Student Learning

The candidate uses assessment results to profile student learning and presents an analysis of student progress for each learning objective.

15

Reflections & Self Evaluation

The candidate reflects on his or her instruction and student learning to improve teaching practice.

10

Competent Communication

The candidate communicates about his or her teaching through the written TWS document that reflects clarity of thought and competence in written English.

10

Total 100

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Format

Your Teacher Work Sample should reflect your knowledge and skills in teaching as well as in communicating about your teaching, through written expression. Please use the required Boyce College style for the mechanics of writing, abbreviations, headings, series, quotations, footnotes, and references. Use 11-12 point font and one inch margins and tabs, and since this document is not being prepared for publication, single space the lines.

Write your TWS clearly and concisely in Standard English and attend closely to your concept development, grammar, and mechanics. Concept development includes thesis, coherence, clarity, support, and transitions. Grammar includes parallelism, agreement, verb tense, and word choice. Mechanics include spelling, punctuation, and capitalization. Use computer software to check spelling and grammar. This is a necessary yet not sufficient step to accomplish this objective. Therefore, also print, proofread, and edit a hard draft, and then enter the edits into the final draft on your computer before you submit your final TWS for your electronic portfolio.

Section 1: Learning Context

Goal for Teacher Candidate Performance: Learning Context

The candidate describes a specific learning context, including community, school, classroom, teacher, and student characteristics that might affect student learning.

Objectives & Scoring Guide: Learning Context

Objective for Teacher Candidate Performance

Points

The candidate describes specific community characteristics that might affect student learning. 2

The candidate describes specific school characteristics that might affect student learning. 2

The candidate describes specific classroom characteristics that might affect student learning. 2

The candidate describes characteristics of the classroom teacher and herself or himself that might affect student learning.

2

The candidate describes specific student characteristics that might affect student learning. 7

Guidelines: Learning Context

Instructional Implications: Community, School, Students, and Physical Environment, Schedules Describe the general socio-economic status of the community where your school is located and

draw inferences from this about the possible impact of this on your students’ learning in general as you teach this unit. Describe the school, including its age and physical appearance; number of students; number of teachers; support personnel; administration; student to teacher ratio; media and educational resources (e.g, computer lab, library, teacher resource room); parent involvement; enrichment activities; sports; and extracurricular activities. How might the school as you have described it above, affect the learning of the students in any way, positive or negative. What is the composition of your students in the classroom? How many students are in the classroom? What are the genders by number? Do you have any that are repeating the grade? What is the ethnicity breakdown of the students? Do you have a significant number of disadvantages students in you classroom? Do you have special needs learners (LD, ADHD, autistic, etc.)? If so, how many, and what are the IEPs (if any) for these students?

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How will these student characteristics and the dynamics of the classroom affect the possible learning outcomes during the instruction of the unit? What is the physical environment of the classroom and how will that affect the instruction? How is the room arranged, and will you need to do any rearranging to accommodate the instruction? How about the lighting, the room temperature, and the resources available to you for performance of the teaching? Will any of this affect the instruction and/or the student learning outcomes? Does the room arrangement allow you the freedom to do grouping if necessary? What is the school schedule during the teaching of the unit? For example, are there any interruptions of the instruction by recess, or lunch, or students who are taken from the room for special resource learning during the instruction of the unit time? How will any of this affect the learning outcomes?

Section 2: Learning Goal and Objectives Goal for Teacher Candidate Performance: Learning Goal and Objectives

The candidate sets a learning goal and multiple learning objectives that offer variety and are appropriate to the learning context, challenging to students, and aligned with Kentucky’s standards for student learning.

Objectives & Scoring Guide: Learning Goal and Objectives

Objective for Teacher Candidate Performance Points

The candidate sets a learning goal that identifies levels and areas of learning that address the grade-level

curriculum and the specific students.

3

The candidate sets multiple learning objectives that will lead the students to achieve the learning goal. 5

The candidate sets learning objectives that describe areas and levels of learning that are appropriate to the

students, grade level, and multiple learning activities.

5

The candidate aligns each learning objective with Kentucky’s Core Content for Assessment. 2

Guidelines: Learning Goals and Objectives

Appropriate Learning Goal Contemplate the big picture and determine the overall goal you want your students to meet

through their participation in this unit of activity. State the goal in clear terms that would be understood easily by your students. Avoid wordiness. Explain how this goal addresses one or more crucial components of the curriculum and how it is appropriate, in terms of your students’ learning levels. Multiple Objectives That Lead to the Goal

Determine what your students will need to know and do to reach the goal you have set. State each type of knowledge or skill as a separate objective. Objectives Match Learner Context, Grade Level, and Learning Activities

Consider each aspect of the learning context you described in Section I to assure that each objective is appropriate for your specific community, school, classroom, classroom teacher, and students. Pay particular attention to the achievement levels, prior knowledge, and learning styles of your students, and how these objectives lend themselves to appropriate learning activities. Objectives Align with Core Content for Assessment

Show the alignment of each objective with Kentucky=s Core Content for Assessment. Write the code and the Core Content indicator directly below each objective. Avoid a “kitchen sink” alignment; include only the most important and applicable indicator(s) for each objective.

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Section 3: Assessment Plan Goal for Teacher Candidate Performance: Assessment Plan

The teacher candidate plans appropriate assessments for each learning objective to evaluate student learning before, during, and after instruction.

Objectives & Scoring Guide: Assessment Plan

Objectives for Candidate Performance Points The candidate plans and implements an appropriate pre-assessment and presents the results in a table and chart. 3

The candidate uses pre-assessment results to plan, select, or design appropriate formative assessment and post-assessment strategies for assessing each learning objective. 3

The candidate develops reliable assessment strategies to evaluate the learner’s performance on each learning objective. 3

The candidate plans assessment and scoring procedures that will yield valid results for determining progress toward the learning objectives.

3

The candidate plans adaptations in assessment procedures to meet the needs of each student. 3 3

Guidelines: Assessment Plan Pre-assessment

Develop a pre-assessment strategy that is aligned with your unit goal and objectives. Administer the pre-assessment well in advance of implementing your instructional unit. Develop a table and chart that reflect the pre-assessment results. Assessment Plan Overview

Develop a table that will reflect an overview of the assessment plan. Include four columns in the table with these headings: Learning Objective(s), Type of Assessment, Assessment Format, and Adaptations. The purpose of the first two columns is to depict the alignment between the learning objectives and the planned assessments. The Assessment Format column should summarize the type of assessment (e.g., objective test, essay response, authentic performance, checklist, running record, project) to be used to assess the learning objectives. The Adaptations column should explain any procedures that will be used to meet the individual needs of the learners in the administration of the assessment(s). Make certain that the planned assessments are appropriate for the level of objective intended to be assessed. For example, knowledge objectives might best be assessed by questions which require the learner to respond with the correct knowledge; whereas, skills objectives might best be measured by requiring the learner to practice or demonstrate the learned skill; and thinking skills, such as analyzing or evaluating, might best be assessed through some writing activity that requires that thinking process. Reliable and Valid Assessment

Describe each of the assessment strategies (pre-assessment, formative assessments, post-assessment) that you will use to evaluate learning for each of the learning objectives. Does your method(s) of assessment measure what you intend for it to measure? Does your pre-assessment and post assessment instrument measure reliably the same construct or all of the same objectives or learning outcomes? Verify your judgments by collaborating with a practicing professional teacher.

1. Justify why you are choosing each of the assessment strategies. 2. If the pre-assessment and post-assessment are not the same, explain how each assesses

the same knowledge or skills. If they do not measure the same learning objectives, the

56

conclusions you make cannot be reliable, i.e. the results cannot be consistent from one measure to the next.

3. Make sure to plan enough items for the test measure(s) to be valid. If you do not have enough items or enough opportunities for the learner to demonstrate learning, the test measure may not be measuring what you wish for it to measure.

4. Explain how the assessment items or procedures are a valid assessment of the stated learning objectives they are designed to measure.

Valid Assessment and Scoring Procedures Describe the scoring procedures for each of the assessment strategies. Explain how you will use

assessment results to draw valid conclusions about each learner’s progress. State the criteria you will use to determine learner progress. The criteria may be include a mastery scale, rubric, raw scores, percentage scores, gain scores, performance rating scale, observation checklist, anecdotal record, or a combination of any of these. Regardless of the chosen criteria, be sure to determine in advance of the pre-assessment how you will measure the students’ learning progress. If you will use a form for recording learner responses (e.g., rubric, checklist, rating scale), include it in the Appendices and explain its use in the description of this section.. Adaptations in Assessment Administration Procedures

Based on the learning context for differences in student learning characteristics, describe any and all planned adaptations for the administration of each of the assessments. If you plan to use a different procedure for some of the learners, describe precisely that adaptation.

Section 4: Design for Instruction Goal for Teacher Candidate Performance: Design for Instruction

The candidate designs instruction for specific learning objectives, taking into account the entire learning context.

Objectives & Scoring Guide: Design for Instruction

Objectives for Teacher Candidate Performance Points

The candidate clearly describes how pre-assessment data inform content level and choice of key teaching/learning activities.

5

The candidate plans appropriate teaching strategies that align with the learning objectives and utilizes a variety of teaching strategies and resources to facilitate student learning.

4

The candidate discusses how certain contextual characteristics will impact instruction and student learning. 4

The candidate integrates appropriate technology and highlights how it will enable teaching and learning or provides a clear rationale for not using technology.

2

Guidelines: Design for Instruction

Interpretation and Application of Pre-assessment Data

Discuss what the pre-assessment data suggest or reveal about students’ strengths and weaknesses in relation to the learning objectives. Then show how the inferences you draw from the pre-assessment data guide you to select appropriate level(s) of content and learning strategies. If you had already made plans for the instruction or parts of it, what changes were required as a result of the pre-assessment results?

57

Plan for Instruction Draw upon your knowledge of professional theories, principles, best practices, and research to

design a block plan that shows the topic of each learning activity and the learning objective(s) addressed. Be certain that your plan includes a variety of teaching strategies and resources. Then, write a narrative that explains the block plan by presenting the scope and sequence (the flow) of the activities and provides clear rationales for your choices of activities. Explain how your plan reflects recognized approaches or “best practices” to teaching for the learning objectives you have identified for this unit. Impact of Learning Context

Identify the contextual characteristics (especially special student needs) you are addressing, as you plan for instruction. Is there any individual student or group of students you are making adjustments in your plan for the instruction? Describe the possible impact of each identified characteristic and how your instructional plan deals with it. Use of Technology Explain how you will use technology during instruction. Discuss how it will contribute to teaching and learning. If you cannot use technology, provide justification.

Section 5: Instructional Decisions

Goal for Teacher Candidate Performance: Instructional Decisions The candidate makes instructional decisions and changes based on analysis of the teaching,

student learning, and the learning context.

Objectives & Scoring Guide: Instructional Decisions

Objectives for Teacher Candidate Performance Points The candidate makes sound instructional decisions for changes in the instructional procedures to address individual student or group performance.

2

The candidate connects instructional decisions for changes to achievement of the learning objective(s). 3

Guidelines: Instructional Decisions

Instructional Decisions Informed by Student Performance Discuss two changes you made in terms of content level, pacing, sequencing, instructional

strategy, classroom management, etc., in response to individual student or group performance or need, as indicated by formative assessment data or instructional feedback during instruction. Were the modifications effective? Discuss the impact of the modifications. Instructional Decisions and Learning Goals

Discuss how each of the instructional decisions for change of instructional procedure contributed to the realization of any of the unit learning objectives.

58

Section 6: Analysis of Student Learning

Goal for Teacher Candidate Performance: Analysis of Student Learning The candidate uses assessment results to profile student learning and presents an analysis of

student progress for each learning objective.

Objectives & Scoring Guide: Analysis of Student Learning

Objectives for Teacher Candidate Performance Points The candidate graphically presents the results of the assessments clearly and accurately for each learning objective, comparing the pre-assessment data and the post-assessment data.

4

The candidate analyzes assessment results from the data for both the whole class and two subgroups, using the criteria identified in the Assessment Plan.

4

The candidate interprets and draws meaningful and appropriate conclusions that are based upon analysis and interpretation of assessment results.

5

The candidate presents evidence that clearly demonstrates the affective impact of the learning on student attitudes and/or behavior resulting from the overall instructional unit or any segment thereof.

2

Guidelines: Analysis of Student Learning Graphic Presentation of Assessment Results

To analyze the progress of your whole class, create a table using computer technology that shows pre- and post-assessment data on every student on each of the learning objectives. Then create a graphic (chart) 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 objective, in the Assessment Plan section.

Analysis of Student Learning

Whole Group. Using the assessment data, analyze and describe student progress for the whole class, along each learning objective, according to the criteria you identified in the Assessment Plan section. For example, if your criterion for one or more of your objectives was a rubric, how many of the students showed learning progress to the higher levels of the rubric? If you used a mastery, partial mastery, no mastery scale, how many of the students increased their mastery of the criterion set for each objective?

Sub-Groups. Select any two groups (male vs. females, special needs vs. non-special needs, two different ethnic groups or individuals, etc) to compare for progress on each learning objective. Describe group similarities and differences in achieving the criterion set for each objective. Did one of the sub-groups do better than the other(s) on any objective? Explain possible reasons for similarities and different.

Interpretation of Assessment Results

Pull back from the details of your assessment results and discuss what your students learned during this unit of instruction. How well did they accomplish your learning objectives? What new knowledge and skills did they demonstrate? Will there be any transfer of what they learned to other studies in future lessons?

59

Section 7: Reflection and Self-Evaluation

Goal for Teacher Candidate Performance: Reflection and Self-Evaluation

The candidate reflects on his or her instruction and student learning to improve teaching practice.

Objectives & Scoring Guide: Reflection and Self-Evaluation

Objectives for Teacher Candidate Performance in Reflection and Self-Evaluation Points

The candidate reflects on the need for changes in the learning objectives, instruction, and assessments to improve student learning.

5

The candidate reflects on implications for professional development resulting from the experience of planning and teaching this unit of instruction (the TWS).

5

Guidelines: Reflection and Self-Evaluation Reflection on Modifications to the Unit of Instruction Reflect back over the entire unit, both the planning process and the actual instruction, and assessments, and discuss any changes that you now believe would improve student learning. These modifications may relate to the learning objectives, assessments (pre-, formative, or post-), or the instruction and/or planned learning activities. Reflection on Implications for Professional Development

What has the planning and implementation of this unit of instruction revealed to you about yourself? Consider these questions as you reflect on this issue: What strengths and/or weaknesses emerged with regard to... your planning skills and abilities for a lengthy unit of instruction? ...your knowledge of assessment and developing assessment criteria? ...your knowledge of the subject area covered by this unit? ...your ability to select effective learning activities related to specific learning objectives? ...your teaching skills for affecting learning? ...your ability to attend to the attitudes and behaviors of the students during instruction? ...your ability to meaningfully analyze and interpret assessment results to determine student learning? ...your ability to manage the learning environment (classroom management skills) to keep learning on track?

Identify any three of these areas of consideration and present evidence for your personal need for improvement in these areas that emerged from this unit planning and instruction. Finally, describe specific steps you would take to meet the goal of improving in these areas.

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AP-TABLE 9: Kentucky Teacher Standards Rubrics


Directions: After repeated observations of the teacher candidate in teaching lessons, circle one of the rubric levels. Then follow

directions for that level with regard to the indicators

1 2 3 4

BEGINNING DEVELOPING PROFICIENT ADVANCED

The teacher candidate fails to

demonstrate a current and

sufficient academic

knowledge of the certified

content areas to develop

student knowledge and

performance in those areas.

No indicators performed.

The teacher candidate

demonstrates limited

academic knowledge of the

certified content areas.

Check the indicators below

that the candidate performed

adequately.


demonstrates sufficient


certified content areas to

develop student knowledge

and performance in the

content areas.


to show the candidate’s

strengths.


demonstrates exemplary


certified content areas to

develop student knowledge

and performance in the

content areas.

The candidate performed all

indicators below.

Indicators:

______ Communicates concepts, processes, and knowledge.

______ Connects content to life experiences of students.

______ Demonstrates instructional strategies that are appropriate for content and contribute to student learning.

______ Guides students to understand content from various perspectives.

______ Identifies and addresses students’ misconceptions of content.



directions for that level with regard to the indicators 1 2 3 4

BEGINNING DEVELOPING PROFICIENT ADVANCED The teacher candidate does

not design/plan instruction

that develops student abilities

to grow through the

instruction.

No indicators below are

performed.

The teacher candidate shows

limited ability to design/plan

instruction that develops

student abilities to grow

through the instruction.



adequately.



ability to design/plan





to show the candidate’s

strengths.



ability to design/plan





indicators below.

Indicators:

______ Develops significant learning outcomes aligned with standards.in the Kentucky Core Content for Assessment.

______ Uses classroom contextual data to design instruction relevant to students.(IEP’s, special needs learners, ELL’s, etc.)

______ Plans assessments to guide instruction and measure learning outcomes.

_______Plans instructional strategies and activities that address learning outcomes for all students.

_____ Plans instructional strategies and activities that facilitate multiple levels of learning.

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directions for that level with regard to the indicators.

1 2 3 4

BEGINNING DEVELOPING PROFICIENT ADVANCED The teacher candidate

fails to create a learning

climate that supports the

development of student

abilities to grow through

the instruction.


performed.


limited ability to create a

learning climate that develops





adequately.


demonstrates sufficient ability

to create a learning climate that

develops student abilities to

grow through the instruction.

Check the indicators below to

show the candidate’s strengths.



ability to create a learning

climate that develops student

abilities to grow through the

instruction.


indicators below.

Indicators:

_____ Communicates high expectations.

_____ Establishes a positive learning environment.

_____ Values and supports student diversity and addresses individual needs.

_____ Fosters mutual respect between teacher and students and among students.

_____ Provides a safe environment for learning.




1 2 3 4

BEGINNING DEVELOPING PROFICIENT ADVANCED The teacher candidate fails to

introduce, implement, manage

instruction that develops student

abilities to grow through the

instruction.


performed.


limited ability to introduce,

implement, manage






adequately.



ability to introduce,

implement, manage




Check the indicators

below to show the

candidate’s strengths.



ability to introduce,

implement, manage





indicators below.

Indicators:

_______ Uses a variety of instructional strategies that align with learning objectives and actively engage students.

_______ Implements instruction based on diverse student needs and assessment data.

_______ Uses time effectively.

_______ Uses space and materials effectively.

_______ Implements and manages instruction in ways that facilitate higher order thinking.

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1 2 3 4


fails to assess learning

and communicate

results to students and

others with respect to

student growth resulting

from the instruction.


performed.


limited ability to assess

learning and communicate

results to students and others

with respect to student growth

resulting from the instruction.



adequately.


demonstrates sufficient ability

to assess learning and

communicate results to

students and others with respect

to student growth resulting

from the instruction.




demonstrates exemplary ability

to assess learning and

communicate results to students

and others with respect to

student

growth resulting from the

instruction.


indicators below.

Indicators:

______ Uses pre-assessments to establish baseline knowledge and skills for all students.

______ Uses formative assessments to determine each student’s progress and guide instruction.

______ Uses summative assessments to measure student achievement.

______ Describes, analyzes, and evaluates student performance data to determine progress of individuals and

identify differences in progress among student groups.

______ Communicates learning results to students and parents that provide a clear and timely

understanding of learning progress relative to objectives.

______ Allows opportunity for student self-assessment.

STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY

Directions: After repeated observations of the teacher candidate in teaching lessons, or in other school situations where

technology may be used, circle one of the rubric levels. Then follow directions for that level with regard to the indicators.

1 2 3 4

BEGINNING DEVELOPING PROFICIENT ADVANCED The teacher candidate fails

to use technology to

support instruction or to

enhance effectiveness as a

professional teacher.


performed.

The teacher candidate makes

limited use of technology to

support instruction or to

enhance effectiveness as a




adequately.


demonstrates sufficient use of

technology to support instruction

or to enhance effectiveness as a





demonstrates exemplary use

of technology to support

instruction or to enhance

effectiveness as a



indicators below.

Indicators:

______ Uses available technology to design and plan instruction.

______ Uses available technology to implement instruction that facilitates student learning.

______ Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student

needs.

______ Uses technology to assess and communicate student learning.

______ Ensures that personal use and student use of technology are ethical and legal.

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STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING.

Directions: After repeated observations of the teacher candidate in teaching lessons, or in conference with the candidate about

his/her practices in reflection, and reading teacher candidate reflections following lessons taught, circle one of the rubric levels.

Then follow directions for that level with regard to the indicators.

1 2 3 4


to reflect on and evaluate

specific teaching/learning

situations and/or

programs.


performed.


limited use of reflecting on and

evaluating specific

teaching/learning situations

and/or programs.

Check the indicators below that

the candidate performed

adequately.



reflecting on and evaluating

specific teaching/learning

situations and/or programs. .





of reflecting on and

evaluating specific

teaching/learning situations

and/or programs.


indicators below.

Indicators:

______ Reflects on and accurately evaluates student learning using appropriate data.

______ Reflects on and accurately evaluates instruction practice using appropriate data.

______ Uses data to reflect on and identify areas for professional growth.

STANDARD 8: COLLABORATES WITH COLLEAGUES AND/OR PARENTS AND/OR OTHERS

Directions: After discussion with the cooperating teacher and/or other teachers, or the school principal, circle one of the rubric

levels which best applies with regard to the candidate’s use and skills of collaboration. Then follow directions for that level with

regard to the indicators.

1 2 3 4


to collaborate with

colleagues, parents, and

other agencies to design,

implement, and support

learning programs for

improved student learning.


performed.


limited use of collaboration

with colleagues, parents, and







adequately.



collaboration with colleagues,

parents, and other agencies to

design, implement, and support

learning programs for improved

student learning.





of collaboration with

colleagues, parents, and






indicators below.

Indicators:

______ Identifies students whose learning could be enhanced by collaboration.

______ Designs a plan to enhance student learning that includes all parties in the collaborative effort.

______ Implements planned activities that enhance student learning and engage all parties.

______ Analyzes data to evaluate the outcomes of collaborative efforts.

64


Directions: After conference with the teacher candidate and/or cooperating teacher about the teacher candidate’s implementation

of a professional development plan, circle one of the rubric levels which best applies. Then follow directions for that level with

regard to the indicator.

1 2 3 4


to evaluate his/her overall

performance with respect

to modeling and teaching

Kentucky’s learning goals,

and does not implement a

professional development

plan.


performed.


limited use of evaluation of

his/her overall performance

with respect to modeling and

teaching Kentucky’s learning

goals for the purpose of

implementing a professional

development plan.



adequately.



evaluation of his/her overall

performance with respect to

modeling and teaching

Kentucky’s learning goals for

the purpose of, implementing a

professional development plan.





of evaluation of his/her

overall performance with

respect to modeling and

teaching Kentucky’s learning

goals, for the purpose of

implementing a professional

development plan.


indicators below.

Indicators:

______ Self assesses performance relative to Kentucky’s Teacher Standards.

______ Identifies priorities for professional development based on data from self-

assessment, student performance and feedback from colleagues.

______ Designs a clear, logical professional growth plan that addresses all priority areas.

______ Shows clear evidence of professional growth and reflection on the identified priority areas and impact on

instructional effectiveness and student learning.

STANDARD 10: PROVIDES LEADERSHIP WITHIN THE SCHOOL OR COMMUNITY OR PROFESSION

Directions: After conference with the teacher candidate and/or cooperating teacher about the teacher candidate’s leadership role

in the school, or community, or profession, circle one of the rubric levels which best applies. Then follow directions for that

level with regard to the indicators.

1 2 3 4


fails to provide

professional leadership

within the school,

community, and

education profession to

improve student

learning and well-being.


performed.

The teacher candidate provides

only limited professional

leadership within the school,

community, and education

profession to improve student




adequately.

The teacher candidate provides

sufficient professional

leadership within the school,

community, and education

profession to improve student






professional leadership within

the school, community, and

education profession to

improve student learning and

well-being.


indicators below.

Indicators:

______ Identifies and selects leadership opportunities that enhance student learning and/or professional

environment of the school.

______ Develops a plan for engaging in leadership activities.

______ Implements a plan for engaging in leadership activities.

______ Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed

leadership effort.

65

AP-Table 10: KTS STUDENT TEACHER EVALUATION FORM Boyce College Department of Teacher Education

KTS Student Teacher Evaluation Form

PURPOSE OF THIS FORM: This form is to be used as the final evaluation for the student teacher. From the results of evaluation

observations using the KTS Teacher Observation Rubrics, complete each of the KTS evaluations below. All 10 standards must

have an evaluation; however, if you are unable to evaluate the teacher candidate on any particular indicator, please use the “NA”,

meaning “Not Assessed” or not observed. The use of the “NA” must be used sparingly since it is desired to assess the teacher

candidate on as many of the indicators as possible. The 10 standards below cover the important knowledge and skills that the

Boyce Teacher Education Program desires for its teacher candidates to demonstrate during the Supervised Teaching experience.

Guidelines for Assigning the Final Grade: A: Candidate is Advanved on most of the Standards evaluations on this form and is not below Proficient on any of the

Standards. The Dispositions Questionnaire is no lower than a 2.5 mean score out of the possible 3.0 and the Boyce Teacher

Dispositions Inventory final score is no lower than 85% correct.

B: Candidate is about equally Advancedd and Proficient on all of the Standards of this form. The Dispositions Questionnaire

is no lower than a 2.5 mean score out of the possible 3.0 and the Boyce Teacher Dispositions Inventory is no lower than 85%

correct

C: Candidate is Proficient on most of the Standards (more than 6) and is not below Developing on any other Standard. The

Dispositions Questionnaire is no lower than a 2.0 mean score out of the possible 3.0.and the Boyce Teacher Dispositions

Inventoryis no lower than 80%.

F: If the teacher candidate does not meet the requirements for any of the three grade categories above, the teacher candidate has

not passed Student Teaching and must repeat the Supervised Teaching in a future semester.

The Teacher Candidate’s FINAL GRADE: ________ (The grade assigned MUST match the above criteria for that grade)

PLEASE SUBMIT THIS FORM WITH THE GRADE RECORDED TO THE COORDINATOR OF SUPERVISED

TEACHING BEFORE THE BEGINNING OF THE FINAL EXAM WEEK.


1.1 Communicates concepts, processes, and knowledge O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

1.2 Connects content to life experiences of students. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

1.3 Demonstrates instructional strategies that are appropriate for

content and contributes to student learning.

O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

1.4 Guides students to understand content from various

perspectives.


1.5 Identifies and addresses students’ misconceptions of content O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

Final Standard 1 Performance O Distinguished O Proficient O Developing O Novice

STUDENT NAME _________________________________________________ BOYCE STUDENT ID# _____________

YEAR: ______ SEMESTER: ____ Fall ____ Spring ST MAJOR ____ Elem.Ed.

PLACEMENT TYPE ____ Single PLACEMENT GR. LEVEL: ____

PLACEMENT SCHOOL: _________________________PLACEMENT SCHOOL DISTRICT: ___________________

66


2.1 Develops significant objectives aligned with standards O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

2.2 Uses contextual data to design instruction relevant to

students.


2.3 Plans assessments to guide instruction and measure learning

objectives.


2.4 Plans instructional strategies that address learning objectives

for all students.


2.5 Plans instructional strategies and activities that facilitate

multiple levels of learning.




3.1 Communicates high expectations. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

3.2 Establishes a positive learning environment O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

3.3 Values and supports student diversity and addresses

individual needs.


3.4 Fosters mutual respect between teacher and students and

among students.


3.5 Provides a safe environment for learning O Demonstrated O Partially Demonstrated O Not Demonstrated O NA




4.1 Uses a variety of instructional strategies that align with

learning objectives and actively engage students.


4.2 Implements instruction based on diverse student needs and

assessment data.


4.3 Uses time effectively. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

4.4 Uses space and materials effectively. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

4.5 Implements and manages instruction in ways that facilitate

higher order thinking.



5.1 Uses pre-assessments O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.2 Uses formative assessments. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.3 Uses summative assessments. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.4 Describes, analyzes, and evaluates student performance data. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.5 Communicates learning results to students and parents. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

5.6 Allows opportunity for student self-assessment. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA


67

STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY

STANDARD 7: REFLECTS AND EVALUATES TEACHING AND LEARNING

7.1 Uses data to reflect and evaluate student learning. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

7.2 Uses data to reflect on and evaluate instructional practice. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

7.3 Uses data to reflect on and identify areas for professional

growth



STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS


STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION

6.1 Uses available technology to design and plan instruction. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

6.2 Uses available technology to implement instruction that

facilitates student learning


6.3 Integrates student use of available technology into instruction. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

6.4 Uses available technology to assess and communicate student

learning.


6.5 Demonstrates ethical and legal use of technology. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA


8.1 Identifies students whose learning could be enhanced by

collaboration.


8.2 Designs a plan to enhance student learning using all parties in

collaboration.


8.3 Implements planned activities to enhance student learning and

engage all parties.


8.4 Analyzes data to evaluate the outcomes of collaborative efforts. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA


9.1 Self assesses performance relative to Kentucky’s Teacher

Standards


9.2 Identifies priorities for professional development based on data

from self-assessment, student performance and feedback from

colleagues.


9.3 Designs a professional growth plan that addresses identified

priorities.


9.4 Shows evidence of professional growth and reflection on the

identified priority areas and impact on instructional

effectiveness and student learning.



10.1 Identifies leadership opportunities that enhance student

learning and/or professional environment of the school.


10.2 Develops a plan for engaging in leadership activities. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

10.3 Implements a plan for engaging in leadership activities. O Demonstrated O Partially Demonstrated O Not Demonstrated O NA

10.4 Analyzes data to evaluate the results of planned and executed

leadership efforts.



continuous assessment plan...unit theme “teacher as servant-leader” and the three sub-themes of...

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