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DEPARTMENTAL PLAN FOR ASSESSMENT OF STUDENT LEARNING Updated February 2016
Department: Teaching & Learning
Program: Undergraduate Licensure Programs: Early Childhood, Elementary, Middle, Secondary
Mission Statement: The Department of Teaching and Learning is dedicated to the scholarly pursuit and dissemination of
knowledge to aid in the professional development of teachers, teacher educators, and scholars at the bachelor’s, master’s,
and doctoral levels. We engage in teaching, research, and service that inform exemplary policy and practice at all levels of
education, from early childhood through higher education. Through our practice, scholarly pursuits, and service, we
emphasize, embrace and reflect upon the intertwined processes of teaching and learning. We support and promote diverse
learning environments, thus enhancing students’ abilities to appreciate diversity and operate as productive citizens of a
global society.
Goal: Prepare teacher candidates to work effectively in P-12 schools.
Background Information: The Educator Preparation Program (EPP) at the University is housed in the College of
Education and Human Development and the dean of the college is the head of the unit. The university’s Teacher and
School Professionals Education Committee (TSPEC) serves as the policy advisory body for all programs facilitating
collaboration with faculty in teacher education programs that cross colleges or departments within the University and with
preK-12 schools. The college’s mission is to foster healthy human development and learning across the lifespan,
beginning in early childhood. Twenty initial teacher preparation programs and 17 advanced programs are offered in the
EPP. There are four departments within the college that have educator preparation and development programs. Also,
selected departments in the College of Arts and Sciences help to prepare our secondary and K-12 candidates for careers as
teachers and Speech Language Pathologists.
Educator Preparation Provider’s Conceptual Framework (Revised, Spring 2013) The structural complexity of the University of North Dakota’s (UND) Educator Preparation Provider (EPP) is pulled
together by a common conceptual framework of educator preparation and development. Our framework is continually
evolving and supported by the missions of the university, the colleges and departments and related professional program
standards. The following three themes, embedded on the graphic below, form the core of our conceptual framework and
provide direction for the EPP:
Educators as learners
Educators as practitioners
Educators as advocates
Foundations of the Conceptual Framework The EPP at UND includes two colleges (Arts and Sciences and Education and Human Development), 17 departments
(Teaching and Learning, Educational Leadership, Educational Foundations and Research, Counseling Psychology and
Community Resources, Communication Sciences and Disorders, Music, Kinesiology and Public Health Education, Visual
Arts, English, Languages, Biology, Chemistry, Physics, Geology, Geography, History, Math,) and our P-12 partner
schools. The College of Education and Human Development (CEHD) is the organizing body for UND’s EPP. CEHD’s
mission is to foster healthy human development and learning across the lifespan, beginning in early childhood. As noted
in the mission statement, “Both graduate and undergraduate candidates are expected to develop the skills and self-
awareness to become effective and ethical professionals and leaders in schools, higher education, human service and
wellness organizations. In these roles, graduates of EHD empower individuals, families, groups, organizations, and
communities to make healthy decisions and lead full and productive lives.” (Organization and By-Laws College of
Education and Human Development, p. 1).
Educator preparation and development at the University of North Dakota is grounded in a philosophy of progressivism
and experientialism espoused by John Dewey. We believe, with Dewey (1938) and others (Fosnot, 1996; Gardner, 1991;
Lambert, 1995; Mansilla & Gardner, 1998; Smilkstein, 2011) that learning is active and constructed from experience and
reflection on the experience. Consequently, progressivism rather than conservatism, transformation rather than
transmission, and reconstruction rather than replication guide and define the goals of our programs. Specifically, faculty
work to enable the development of educators who:
• are committed to the continuing process of learning;
• take an active role in promoting the learning and well-being of all students;
• engage in reflective practice;
• envision alternative solutions and courses of action in response to the challenges posed in schools;
• embrace diversity and support pluralistic views;
• examine thoughtfully the role of technology and apply it effectively so as to enhance and advance the
learning process.
Constructivist learning theory provides a useful match with a progressive philosophy and informs the work that faculty
undertake. As noted by Yilmaz (2008), this theoretical perspective posits that “knowledge is not passively received from
the world or from authoritative sources but constructed by individuals or groups making sense of their experiential
worlds” (p. 162). Pedagogical approaches that faculty employ are intentionally designed to promote a constructivist
perspective; although, faculty also understand that instructionist approaches (teacher-centered, highly structured, and non-
interactive instructional practices) may on occasion be an effective way of delivering information or helping candidates
build a skill base required of the profession (Johnson, 2009). Regardless, faculty are mindful and strive to meet the
learning and experiential needs of our candidates.
Constructivist beliefs also inform the evaluation processes. Participation in continuous assessment with candidates offers
faculty members numerous opportunities for formative and summative evaluation of our candidates and programs.
Guiding Standards The revised Interstate Teacher Assessment and Support Consortium (InTASC) Principles were adopted by the North
Dakota Education Standards and Practices Board (ESPB) in 2011 and guide our curricular decisions and the assessment of
candidates in our initial programs. These are aligned with CAEP standards, state approval standards and the Department
of Teaching and Learning program standards. Advanced programs for teachers adhere to the National Board for
Professional Teaching Standards’ (NBPTS) core propositions, and are aligned with CAEP Standards, as well as state
approval standards. Other professional programs adhere to state approval standards and/or the standards of their
professional bodies (AHSA, ELCC/ISLLC, NASAD and NASM).
Explanation of the Conceptual Framework A Venn diagram provides a graphic representation of our conceptual framework. Three themes emerge: educators as
learners, educator as practitioners and educators as advocates. Central to these three themes is the learner – who is defined
as the candidate, the students they teach, or educators who support the development of teachers. The following narrative
describes the three themes of our model and how they are integrated into our program.
Educators as Learners: Initial Programs. The initial theme, educator as learner, addresses our goal of developing
candidates who are committed to the continuing process of learning about many things, especially about their content and
learning to teach. This theme is first addressed in the general education and specialty areas of our programs and continues
as an emphasis throughout the professional coursework by studying how one can learn to teach. The theme supports our
work of preparing educators who see learning as a lifelong process and understand that knowledge is constructed when
meaningful connections are made through and among their experiences (Brooks & Brooks, 1993; Lambert, 1995). The
habit of searching for connections to personal experience in education is cultivated in the introductory courses of each of
our programs. Candidates are asked to reflect on their own experiences as learners as well as the implications of those
experiences for their growth as educators.
As noted by Fischer (2000), “Lifelong learning is a continuous engagement in acquiring and applying knowledge and
skills in the context of self-directed problems.” Self-directed learning de-emphasizes the type of instruction where a
teacher tells something to a passive learner, but instead focuses on dialog and the joint construction of knowledge. Faculty
in our programs provide support for the construction of knowledge within a collaborative environment across the domains
of content knowledge, pedagogical knowledge and knowledge related to how students learn.
Content Knowledge. “Teachers must possess a deep knowledge of the subject matter they teach. Only then can they
“anticipate and respond to typical student patterns of understanding and misunderstanding in a content area” and create
multiple examples that makes the content accessible to all learners (Grossman, Schoenfeld & Lee, 2005, p. 210).
Candidates in our initial programs begin their university education by completing the Essential Studies Program which is
designed to address learning across four strands (thinking and reasoning, communication, information literacy and
diversity) as well as breadth of knowledge in the social sciences, sciences, communication and arts and humanities. They
deepen their knowledge base through further study in a specialized field. For example, all secondary and P-12 (art, music
and physical education) candidates complete a content major in their licensure area while early childhood and elementary
candidates select from a variety of concentrations or minors to broaden their subject matter knowledge. Middle school
majors complete two areas of concentration (24 credits each) that prepares candidates in the content areas they will teach
in the middle school setting. They gain a depth and breadth of subject matter that prepares them to create inquiry-oriented,
constructivist classrooms for their own students (Grossman, Schoenfield & Lee 2005).
Pedagogical Knowledge. Subject matter knowledge is not enough, however, as indicated through the work of Darling-
Hammond & Sykes (1999), Darling-Hammond (2006); and Berliner (2000). Candidates need a thorough understanding of
the effective and appropriate pedagogical strategies that make subject matter knowledge accessible to learners. Our
methods courses, specific to the declared area of study, are accompanied by field experiences that support the candidates
in making practical decisions focused on the theories presented. Opportunities to apply a range of strategies are presented
through a variety of field experiences that require progressively deeper understanding of pedagogy.
Knowledge Related to How Students Learn. A third critical domain for candidates is the study of how students learn and
the effect of learning environments on students’ emotional, psychological, and academic success. This knowledge is
addressed through coursework in child and adolescent development, multicultural education, the education of exceptional
students and classroom management. Complimentary field experiences require candidates to expand and apply that
knowledge through practical application (Darling-Hammond, 2006; Gardner, 2000; Levine, 2006; Zeichner, 2006).
We try to provide experiences that will help future educators overcome "the apprenticeship of observation" which refers
to candidates imitating the practices of their educators leading to a pedagogy of "continuity rather than change" (Lortie,
1975, p.61-67). We foster learning environments that invite collaboration and cooperation among learners and provide
many opportunities for a rich exchange in which learners are asked to be reflective about moral, social, political, and
technical issues (Fine, 1995; Roland-Martin, 1994).
Educators as Practitioners: Initial Programs. The second theme, Educator as Practitioner, focuses on developing
educators who are able to take an active role in promoting the learning of all students (Zeichner, 2000; Berliner, 2000;
Darling-Hammond, 2006). As described in the first theme, in order to support the learning of others, candidates must
master content knowledge, have full knowledge of the learner and a robust understanding of pedagogy (Ball & Cohen,
1999; Darling-Hammond, 1999, 2006; Berliner, 2000). In addressing the second theme, candidates expand their
knowledge about the learning context and the diverse learner while engaging in multiple, authentic experiences that
challenge them to apply their growing knowledge and skill.
Understanding the value and purpose of education within a democratic society is central to candidates’ understanding of
the learning context and the learner. Drawing on the work of Dewey, as described by Hansen (2008), we see the purpose
of education as the development of the individual who views life itself as ongoing education, values multiple points of
view, and engages with a variety of others in a dynamic process that transforms one’s life and that of others. To prepare
candidates to enact the overarching purpose of education, we engage them in experiences that require them to consider
psychological, social, cultural, moral and intellectual aspects of interactions across classrooms, schools and communities
(Hansen, 2008, p. 12).Our introductory course as well as courses related to multicultural education, classroom
management and home, school and community relations address such issues directly. In addition, field experiences that
occur during Introduction to Education and Multicultural Education place candidates in a variety of school and
community settings which provide an opportunity for them to reflect upon and respond to the concept of schooling in a
democratic society.
In keeping with our constructivist perspective, we believe that learning is most able to occur in an environment that is rich
in resources and organized to promote thoughtful interaction. Teaching that addresses both collaborative and individual
learning requires an understanding of and sensitivity to students' individual needs and their differences. “… [A] teacher
proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express
what they have learned in order to increase the likelihood that each student will learn as much as he or she can as
efficiently as possible” (Tomlinson, 2010, p. 151).
Such planning and its implementation is complex and requires candidates to consider classroom management, instruction
and on-going assessment (Danielson, 2007) that incorporates knowledge of child and adolescent development and the
significance of ethnicity, gender, sexual orientation, culture, class, and disability for each student's education (Lantieri,
2001; Gardner, 2000). We strive to prepare candidates who can create flexible learning environments that can meet the
needs of all students. We are aware as Englehart (2012) notes that educators tend to build theories of management based
upon their own experiences. Our course in classroom management is designed to help candidates challenge their own
beliefs as they reflect and respond to various models whether teacher-oriented, student-oriented or group-oriented (Raoche
& Lewis, 2011). Other methods and content courses also guide candidates’ understandings about managing student
behaviors to support learning.
We strive as well to provide candidates with opportunities that develop teacher knowledge and skills to promote student
learning for the 21st century. In addition to the development of subject matter knowledge, today’s students must also learn
innovation skills such as creativity and critical thinking, as well as life and career skills such as flexibility and
adaptability. Additionally, they must understand ways to engage effectively in today’s media and technology driven
environment (see http://www.p21.org/overview/skills-framework for a full description of the Framework for 21st Century
Learning). Faculty design and model a variety of instructional approaches (differentiated instruction, cooperative learning,
workshop, and problem-based learning) and technology integration that encourages the development of 21st century
skills. They guide candidates in the development of units of study that will build their P-12 students’ expertise. Candidates
also have multiple opportunities to implement their instructional plans in P-12 classroom settings with teachers who
provide feedback to help them refine and improve their instruction.
Teaching demands that student learning be continuously assessed at multiple levels using a variety of methods (Darling-
Hammond, 1999; Wiggins, 1998, Stiggins, Arter, Chappuis & Chappius, 2011). Formal and informal processes must be
used to gather as much information as possible about the student and the learning context (Gardner, 2000). Teacher
education candidates are exposed to a range of assessment techniques both in theory and practice throughout their
programs. During the student teaching semester candidates demonstrate their abilities to assess students, analyze data and
reflect upon or alter their teaching to improve their students’ learning.
Educators as Advocates: Initial Programs. While themes one and two address our goals to develop candidates who are
life-long learners and have the knowledge and skills to teach well, the third theme is directed at the development of
candidates who will advocate with and for students, parents, colleagues, school and community (Cochran-Smith,
Shakman, Jong, Terrell, Barnatt & McQuillan, 2009). Drawing upon the work of Sandra Nieto (2005), we strive to
prepare caring and committed educators who share “a sense of mission, solidarity with and empathy for students, and the
courage to challenge mainstream knowledge” (p. 204). We want our candidates to be committed to meeting the
educational needs of all of their students in a caring, non-discriminatory and equitable manner. Additionally, we want
them to recognize the existing inequities in schools and society and adopt a proactive stance that will challenge such
inequities and improve the life chances of all their students (Cochran-Smith et. al., 2009; Darling-Hammond, 2006).
Development of schools that are healthy environments for learning and teaching requires educators to think critically
about educational and societal issues. We believe that those preparing to be educators must be given the opportunity to
explore the complexity of the context in which educators work. Like Garcia, Arias, Harris-Murri and Serna (2010), we
believe our teacher education programs must prepare candidates who “respect and integrate students’ values, beliefs, and
histories; patterns of thoughts and behaviors; and experiences and recognize the active role that students must play in the
learning process; and recognize that what each student brings to the classroom is continually influenced by family norms
and the larger society” (138). Toward that end, faculty engage candidates in reflecting upon, and discussing aspects of
education in ways that call upon them to challenge curriculum, policies and practices that may undermine an individual or
group’s life chances (Cochran-Smith, et.al, 2009). Through reflection in and on action (Schon, 1983), candidates can see
more clearly the path that might be taken to continuously improve instruction and relationships that will facilitate
learning. Reflective journals, papers and projects are assigned throughout the programs to encourage candidates to be
actively involved in the reflective process.
Dispositions. An additional critical element in the development of educators is recognizing and supporting the
development of dispositions. As David Berliner (2000) writes, “Professionals have developed standards of behavior that
are important for them to uphold, seeking to honor the wisdom they have acquired and to protect the public from
incompetence” (p. 362). NCATE (2008) defines professional dispositions as the “attitudes, values, and beliefs
demonstrated through verbal and non-verbal behaviors….that support student learning and development” (p. 90). Our
programs are dedicated to supporting the development of professional dispositions in our candidates in the following key
areas: professionalism, teaching qualities, relationship with others, commitment to learning, and professional
development. We recognize like Carroll (2012) that dispositions develop over time and are built upon what candidates
bring to the teaching and learning environment. We are aware of the power of our modeling and try to be a community of
educators and scholars who exemplify the dispositions we wish to develop in our candidates.
From the moment of application for admission through student teaching, candidates in our initial programs are informed
and guided in the development of professional dispositions. Faculty in the professional development courses and faculty
and supervisors in school environments assess those dispositions over time and provide feedback. Candidates in advanced
and other professional programs are informed of and expected to maintain professional dispositions throughout their
coursework and in advanced practica.
Learning is a lifelong journey and our focus is on teaching, learning, and human development in school settings. This
occurs best, when educators recognize that knowledge is holistic, interconnected, and never fully defined. Each of our
programs affirm this premise and each reflects views that have potential for contributing to a more just and humane
society. Our programs foster evaluation practices that: (1) raise meaningful questions; (2) are integrated as much as
possible with the ongoing experiences of candidates; and (3) advance learning rather than becoming an end in themselves
(Haney, 1985; Hanhan, 1988; King & Franklin, 1989; Wiggins, 1998; Zidon, 1996).
Unit Assessment System The EPP maintains an assessment system that routinely collects and analyzes data on candidates and operations for the
purpose of improving the performance of those candidates and our programs. The current assessment system was
originally designed during the 2002-2003 academic year by an assessment committee based on faculty collaboration and
guided by the Unit’s Conceptual Framework as well as professional, program, and state standards. The graphic inserted
directly below provides information related to the design of our assessment system.
Responsibility for oversight of the unit assessment system rests with the Associate Dean for Teacher Education who is
also the CAEP and Assessment Coordinator. While each department is responsible for the collection, analysis and
evaluation, and use of data for improvement of its candidates and individual programs, the Office of the Associate Dean
monitors progress to ensure ongoing implementation. The system is designed to collect and analyze data on candidate and
program performance and unit operations at four distinct levels: Initial Teacher Preparation Programs, Advanced
Programs for Teachers, Other School Professionals, and Unit Operations. The diagram below provides a flow chart of the
assessment activities in the EPP assessment system.
Initial Teacher Preparation Programs All initial teacher preparation (ITP) programs at the University of North Dakota are offered at the undergraduate level. In
the College of Arts and Sciences, the following degree programs offer a major that when coupled with the required
pedagogy courses housed primarily in the Department of Teaching and Learning leads to licensure: art, English, French,
German, Spanish, mathematics, music, biology, earth science, chemistry, physics, history, and geography. Assessment of
initial teacher candidates who are seeking degrees in the College of Arts and Sciences is overseen by the Office of the
Associate Dean for Teacher Education in collaboration with the Department of Teaching Learning and appropriate
departments within the College of Arts and Sciences. The program transition points and assessments for these candidates
are the same as those of the Department of Teaching and Learning.
In the College of Education and Human Development, two departments offer programs leading to initial certification, the
Department of Teaching and Learning and the Department of Kinesiology and Public Health Education. In the
Department of Teaching and Learning candidates may select from the following degree programs: early childhood
education, elementary education, middle level education, composite science education and composite social studies
education. Data related to candidate performance and program quality is assessed at five transition points in our initial
programs: program entry, the professional sequence, professional performance, program completion and post completion.
The assessments and rubrics are aligned with our program standards which are in turn aligned with our conceptual
framework and InTASC standards. During the 2013-14 academic year, the Undergraduate Assessment Committee,
revised the program standards and the master rubric to align with the most recent generation of InTASC Standards. The
assessment of critical tasks using the new rubric began in the fall of 2014.
Each of the assessments is described in detail below.
GPA. Candidates’ GPA is monitored at four transition points. To be admitted to Teacher Education, candidates must have
an overall GPA of 2.75 based upon at least 30 credits of coursework that applies towards graduation. In addition,
candidates must have a GPA of 3.0 in the communications requirement (includes coursework in composition: ENG 110,
ENG 120/125 and public speaking: COMM 110). Candidates must maintain a 2.75 GPA overall in order to progress to the
professional performance (student teaching) semester. They must also maintain a 2.75 GPA in all coursework in the major
and a 3.0 in education coursework. The standard for GPA has been set above the state standard of 2.5 for licensure to help
ensure that all candidates develop solid content knowledge and pedagogical knowledge before entering the profession.
Praxis Tests. To be licensed in the state of North Dakota candidates must pass the Praxis II series of tests. The Praxis
Core tests in reading, writing, and math must meet the program cut scores before candidates are admitted to teacher
education. The program cut scores are as follows reading: 156, writing: 160 and math 150. Licensure in the state also
requires passing the Praxis II test series. The first is a test of content knowledge and the second a test of pedagogical
knowledge (PLT). At this point, candidates must provide evidence of having taken the test prior to student teaching, but
they do not need to have passed it unless they wish to be assigned to an Out of Area (OOA) placement. They are informed
however that passing is a requirement for licensure. The tests and passing scores required by the state licensing board may
be found at http://www.ets.org/praxis/nd/requirements.
Critical Tasks Candidates in our initial programs complete a number of critical tasks as they progress through the
program. Five are class-embedded assessments and one is an 18 field-based assessment. Each is described briefly below.
Tasks one through five are completed during the Professional Sequence and tasks five and six are finished during the
Professional Performance Semester. Below the Critical Task chart provides additional information noting when each
critical task is assessed within the varied EPP programs.
Child Study: The Child Study critical task requires the teacher candidate to demonstrate an understanding of how
learners grow and develop recognizing that patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences. The teacher candidate observes and assesses one or more children or adolescents and
prepares a paper detailing what was learned.
Multiculturalism: The Multiculturalism critical task requires the teacher candidate to meet one-on-one with a
conversation partner, whose first language is not English, over the course of a semester and complete a detailed
Conversation Partner Reflection Log. This final Conversation Log speaks to cumulative learning based upon question
prompts addressed while working with their partner, someone of a different background. The conversation partner must
be a non-native speaker but may be a K-12 student or an adult.
Lesson Plan: The Lesson Plan critical task requires the teacher candidate to create a detailed lesson plan using
the program’s Understanding by Design template that embodies the standards of content knowledge and effective
pedagogy. This plan may be taught either in an authentic classroom setting or through peer teaching depending upon the
program area.
Technology Case Analysis: The teacher candidate analyzes a project-based learning curriculum project from
among a list of projects available through the Buck Institute website:
(http://bie.org/project_search/results/search&channel=project_search/P30)
The analysis includes a description of the project that addresses adult and student roles, the project structure, the learning
experience and the integration of technology (if the selected project did not include technology tools candidates are
required to indicate how and where they would use the tools they have studied in the course. Finally candidates must write
about how they intend to make use of technology in their future classrooms.
Teacher Work Sample: During student teaching, the teacher candidate creates a work sample related to a unit of
study that has been implemented in the classroom that includes an instructional sequence, assessment and analysis of student learning, detailed lesson plans, and a reflective analysis of the impact of teaching upon student learning.
Final Student Teaching Evaluation: The candidate is assessed three times during the student teaching semester.
An early observation of teaching is formative in nature and is completed during the first three to four weeks of the
experience. A mid-term observation is completed by the eighth week of the semester and this too is formative in nature. If
any significant weaknesses are noted during this observation, an Action Plan for Professional Growth is developed. The
final observation form is the same as the mid-term but is used to provide summative feedback and is completed by the last
week of student teaching. Mentor teachers and supervisors may elect to complete the forms together or separately.
All critical tasks within the Department of Teaching and Learning that are described above are submitted and assessed
within LiveText, a commercial data collection and management and reporting system. Results may be obtained at the
individual student, specific program or unit level. Data reports are created and shared with faculty and program
administrators on demand and at the annual retreat. Some of data in the PETE program is collected through LiveText, and
the rest is collected and kept digitally through document scanning. This data is stored in program coordinator’s office.
Eventually, all data, except instructional observations, will be collected and stored in LiveText.
Spring 2016 T&L Undergraduate Assessment Chart
Critical Tasks – Courses
(LiveText Critical Task Assessments) Critical Tasks Program Area Course Instructor
Child Study ECE
Elementary
Middle/Secondary
T&L 311
T&L 335
T&L 350
Grace Onchwari
Allison Izzo
Cecil Holland
Multiculturalism All Programs T&L 433 Arinola Wuriola
Cecil Holland
Technology Integration All Programs T&L 339 Kathy Smart
Janet O’Hara
Jared Sagini Keengwe
Lesson Plan All Programs Methods
Courses &
Field
Experiences
Donna Pearson
Naomi McGaughey
Secondary Extended Faculty
All TEAM Faculty
Final Student Teaching Observation All Programs T&L 487
Student
Teaching
University Supervisors
Cooperating Teachers
Capstone & Non-Capstone Teacher Work Sample: All Programs T&L 489 Course Instructors
Kathy Smart
Mark Guy
Candidate Professional Dispositions: In the ITP
programs, dispositions are assessed at four levels:
Level 1: Program entry: field experience (30 hours)
Level 2: Professional sequence semester: university
course
Level 3: Professional sequence semester field experience
(60 hours)
Level 4: Professional performance semester: student
teaching experience
All Programs Pre-admit
through
Student
Teaching
UND Faculty (as assigned),
University Supervisors,
Cooperating Teachers
Surveys. Currently, there are three surveys that are used at the initial program level to assess our candidates, programs,
and unit operations. The Survey of Teacher Education Graduates is conducted annually. A randomly selected sample of
candidates who graduated one year and four years before are sent the survey through the mail. Names and address are
provided by the University’s alumni office. Two mailings are sent several weeks apart in an attempt to increase the return
rate. The Principal and Curriculum Leader Survey is conducted every two years. Surveys are mailed to educational
leaders in North Dakota. Names and addresses are provided through a search on the Department of Public Instruction
website. Just as with the graduates survey, two mailings are sent to increase the rate of return. The implementation and
reporting process for the two surveys described above is conducted by the Bureau of Educational Services and Applied
Research (BESAR) office. The Bureau is a separate entity but is affiliated with the College of Education and Human
Development and housed in the Education Building.
The Senior Exit Survey is the most recent of the three and was developed and piloted in 2010. The survey, in its current
form is completed by candidates taking T&L 488: Senior Seminar during the final class of the semester. The survey has
been created as a form in LiveText and is submitted into this data management system. This survey is different from the
other two in that it allows our graduating candidates to assess the program, their cooperating teachers and supervisors.
Dispositions. Professional dispositions are defined as “attitudes, values, and beliefs demonstrated through both verbal and
non- verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors
support student learning and development” (NCATE, 2008, p 91.). In the ITP programs, dispositions are assessed at four
levels:
The assessment instrument tied to field experiences and student teaching (Levels 1, 3, and 4) is the same. Candidates must
receive a positive dispositions report in order to proceed through the program. The instrument for Level 2 was redesigned
in 2011 to better align with expectations of candidates in the university classroom setting. In addition to the four required
levels, candidates’ dispositions may be assessed at any time by faculty or field experience partners. This is true whether
the purpose is to target positive or negative behaviors. Negative disposition reports will most often result in one of three
actions:
1. The candidate’s advisor will hold a one on one conference to discuss the issues identified in the dispositions report and
then complete the report.
2. Upon faculty or advisor request, the Student Review Committee will conduct a review and develop an action plan.
3. Candidates receiving unacceptable dispositions within a field experience must complete an additional field experience
before continuing on in the program.
The Undergraduate Assessment Committee (UAC) in the Department of Teaching and Learning is the body primarily
responsible for reviewing and revising assessments at the initial teaching level as well as monitoring the full
implementation of the assessment cycle (collection, analysis and decision making) for candidate and program
improvement. Faculty in the College of Arts and Sciences and the Department of Kinesiology and Public Health
Education collaborate in the review and revision of the assessment process through the work of the Extended Faculty
Committee, chaired by the coordinator of the secondary program (currently, Dr. Donna Pearson). As noted earlier, the
PETE program located in the Department of Kinesiology and Public Education conducts its own additional assessment of
those candidates preparing to be physical education teachers. Annual assessment reports from both the Department of
Teaching and Learning (beginning in 2008) and the PETE program (beginning in 2012) are provided to the office of the
Associate Dean for Teacher Education. Additionally, the art and music programs are accredited by the National
Association of Schools of Art and Design (NASAD) and the National Association of Schools of Music (NASM)
respectively and although there are a number of common assessments that we share, these programs respond primarily to
the assessment requirements of their accrediting bodies.
With a few exceptions within the PETE program as described earlier, from the point of admission to program completion
data for critical tasks, dispositions and the Senior Exit Survey are housed in LiveText an online data and course
management system. GPA and Praxis results are stored in an Excel data base managed by personnel in the office of the
Associate Dean for Teacher Education. The results of the graduate and employer surveys are prepared by the Bureau of
Educational Services and Applied Research (BESAR) and reports are provided in PDF format to the Associate Dean.
InTASC Standards Associated with the Department of Teaching & Learning
Standards for Undergraduate Licensure Programs
EL (Educators as Learners) EA (Educators as Advocates EP (Educators as Practitioners)
Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
Does Not Meet Standard Progressing Toward
Standard
Fulfills Standard Exceeds Standard
1.1 EL Demonstrates
an understanding of
how
children/adolescents
learn and develop
Demonstrates minimal
knowledge of student
patterns of learning and
development.
No clear understanding of
developmental milestones
for age group is evident;
learning opportunities are
inappropriate for the age
group; assessment
techniques are not aligned
with developmental
characteristics of learners;
learners’ background
knowledge is overlooked.
Demonstrates basic
knowledge of student
patterns of learning and
development.
Initial understanding of
developmental
milestones is evident;
learning and assessment
opportunities
demonstrate basic
consideration of
developmental traits of
learners;
attempts to access
learners’ background
knowledge.
Demonstrates thorough
knowledge of student
patterns of learning and
development.
Knowledge of
developmental
milestones support
practical applications;
learning and
assessment
opportunities are
designed with
consideration of
developmental traits of
learners; learners’
background knowledge
is routinely accessed
and built upon in
learning situations.
Is a resource for
colleagues in
understanding and
interpreting student
patterns of learning
and development.
1.2 EP Designs and
implements
developmentally
appropriate
instruction.
Implements activities and
assignments that are not
developmentally
appropriate for learners.
Implements some
activities and
assignments that are
developmentally
appropriate for learners.
Implements activities
and assignments that
are developmentally
appropriate for
learners.
Implements activities
and assignments that
challenge each
student at his/her
developmental level.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive
learning environments that enable each learner to meet high standards.
Does Not Meet
Standard
Progressing Toward
Standard
Fulfills Standard Exceeds Standard
2.1 EL The teacher
candidate
demonstrates an
understanding that
learners are
individuals with
differences in their
approaches to
learning and
performance
(including those
with exceptional
needs, cultural
differences,
community
background
differences and
Demonstrates minimal
understanding that
learners are individuals
with differences in
their approaches to
learning and
performance.
Demonstrates a basic
understanding that learners
are individuals with
differences in their
approaches to learning and
performance.
Demonstrates
thorough knowledge
of an understanding
that learners are
individuals with
differences in their
approaches to
learning and
performance.
Is a resource for
colleagues in guiding
their understanding that
learners are individuals
with differences in their
approaches to learning
and performance.
second language
learners).
2.2 EP The teacher
candidate makes
appropriate and
timely provisions
for individual
learners with
particular learning
differences or
needs.
Does not differentiate
instruction according to
individual learning
differences or needs.
While not always effective,
attempts to differentiate
instruction according to
individual learning
differences or needs.
Differentiates
instruction according
to individual learning
differences or needs.
Anticipates individual
learning needs by
proactively designing
differentiated
instruction, and makes
effective differentiation
decisions while
teaching.
2.3 EP The teacher
candidate
incorporates tools
of language
development into
planning and
instruction to
support
development of
academic language
proficiency.
Does not use strategies
and tools to support
student development of
academic language
proficiency.
While not always effective,
attempts to use strategies and
tools to support student
development of academic
language proficiency.
Uses strategies and
tools to support
student development
of academic language
proficiency.
Cultivates student
independence in the
development of
academic language.
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that
encourage positive social interaction, active engagement in learning, and self-motivation.
Does Not Meet
Standard
Progressing Toward
Standard
Fulfills Standard Exceeds Standard
3.1 EP Organizes,
allocates, and
manages the resources
of time, space, and
attention to actively
and equitably engage
learners.
Ineffectively designs
and manages the
learning environment
and/or instructional
time, resulting in
learners failing to
engage in learning
While not always
effective, designs and
manages the learning
environment and/
or instructional time to
accommodate learners’
needs and involvement
in learning
Designs and manages
the learning
environment
and instructional time to
accommodate all
learners’ needs and
involvement in learning
Proactively establishes
systems in which both
teacher and learners
manage the learning
environment, transitions
and instructional time to
maximize active
involvement in learning
for all learners.
3.2 EP Communicates
with learners in ways
that respect unique
backgrounds and
supports a positive
classroom climate
Does not build a
positive classroom
community based
upon shared values
and expectations. At
times fails to
communicate with
learners in a fair and
respectful manner.
While not always
effective, attempts to
build a positive
classroom community
based on shared values
and expectations for
respectful interactions
with regard to race,
culture, gender,
sexual orientation,
religion, socioeconomic
status, and
exceptionalities.
Communicates with
learners in a fair and
respectful manner.
Creates a positive
classroom community
based on shared values
and expectations for
respectful interactions
with regard to race,
culture, gender,
sexual orientation,
religion, socioeconomic
status, and
exceptionalities.
Communicates with
learners in a fair and
respectful manner.
Collaborates with learners
to facilitate their self-
reflection and ownership
for ongoing
improvement of the
classroom community
based upon respect,
fairness, and the
inherent value of all
members. Communicates
with learners in a fair and
respectful manner.
3.3 EP The teacher
candidate establishes
and monitors elements
of a safe and
productive learning
environment,
including norms,
expectations, routines
and organizational
structures (individual
and collaborative).
Minimal standards of
conduct or systems
for performing non-
instructional tasks are
in place. Teacher
either does not
monitor student
behavior or responds
inconsistently.
Standards of conduct
and systems for
performing non-
instructional tasks are
in place; however, they
are at times inconsistent
or unclear. Teacher
monitors student
behavior and responds
with moderate
effectiveness.
Standards of conduct
are clear; efficient
systems for performing
non-instructional tasks
are in place. Teacher
monitors student
behavior and responds
effectively.
Standards of conduct and
efficient systems
encourage learners to
independently monitor
their behavior and
performance. Monitoring
by teacher is subtle and
preventive.
3.4 EP The teacher
candidate knows how
to use interactive
technologies and how
to guide learners to
apply them in
appropriate, safe, and
effective ways to
extend the possibilities
for learning locally,
globally, and in
virtual environments.
Does not use
technology as a
resource to support
learning in
appropriate, safe, and
effective ways.
Attempts to use
technology as a
resource but activities
do not reflect a strategic
use of the resources in
appropriate, safe, and
effective ways.
Uses strategies and
technology tools to
support student learning
in appropriate, safe, and
effective ways.
Technology tools are
transparently utilized in
the teacher candidate’s
classroom environment in
appropriate, safe, and
effective ways.
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and
creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure
mastery of the content.
Does Not Meet
Standard
Progressing Toward
Standard
Fulfills Standard Exceeds Standard
4.1 EL; EP The teacher
candidate possesses
deep knowledge of
content and learning
progressions in the
discipline(s) s/he
teaches.
Displays minimal
content knowledge.
Instructional practices
indicate little
awareness of learning
progressions and such
knowledge is
incomplete or
inaccurate.
Displays basic content
knowledge. Instructional
practices indicate some
awareness of learning
progressions, although such
knowledge may be
incomplete or inaccurate.
Displays thorough
content knowledge.
Instructional
practices reflect
understanding of
learning
progressions within
the discipline.
Mastery of content
knowledge and
learning progressions
allow flexible
adjustments to address
learners at their
current level of
understanding to either
remediate or deepen
their understanding.
4.2 EP The teacher
candidate engages
students in learning
experiences in the
discipline(s) s/he
teaches that encourage
learners to understand,
question, and analyze
ideas from diverse
perspectives so that
they master the
content.
Does not apply
strategies designed to
engage learners in
understanding,
questioning, and
analyzing ideas from
diverse perspectives
within the discipline.
While not always effective,
attempts to apply strategies
designed to engage learners
in understanding,
questioning, and analyzing
ideas from diverse
perspectives within the
discipline.
Applies strategies
designed to engage
learners in
understanding,
questioning, and
analyzing ideas from
diverse perspectives
within the discipline.
Creates an interactive
environment where
learners take the
initiative to
understand, question
and analyze ideas from
diverse perspectives
within the discipline.
4. 3. EP The teacher
candidate integrates
culturally relevant
content to build on
learner’s background
knowledge.
Demonstrates minimal
knowledge of learners’
cultural backgrounds
and experiences and
lacks ability to design
learning experiences as
a result.
Demonstrates basic
knowledge and/or ability to
design learning experiences
that integrate culturally
relevant content to build on
learners’ cultural
backgrounds and
experiences.
Designs learning
experiences that
integrate culturally
relevant content to
build on learners’
cultural backgrounds
and experiences.
Designs learning
experiences that
integrate culturally
relevant content for
each student within the
context of the
curriculum.
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical
thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Does Not Meet
Standard
Progressing Toward
Standard
Fulfills Standard Exceeds Standard
5.1 EL The teacher
candidate
demonstrates an
understanding of
where and how to
access resources
including digital
and interactive
technologies to build
student awareness
of local and global
issues
Demonstrates minimal
knowledge of where
and how to access
resources including
digital and interactive
technologies to build
student awareness of
local and global issues.
Demonstrates basic
knowledge of where and
how to access resources
including digital and
interactive technologies to
build student awareness of
local and global issues.
Demonstrates
thorough knowledge
of where and how to
access resources
including digital and
interactive
technologies to build
student awareness of
local and global
issues.
Seeks out new and
innovative ways to
access resources
including digital and
interactive technologies
to build student
awareness of local and
global issues.
5.2 EP The teacher
candidate engages
learners in applying
content knowledge
to encourage
interdisciplinary
connections to real
world issues.
Does not design
learning experiences
where learners apply
content knowledge to
real world issues in
order to develop
interdisciplinary
connections.
While not always effective,
attempts to design learning
experiences where learners
apply content knowledge to
real world issues in order to
develop interdisciplinary
connections.
Designs learning
experiences where
learners apply content
knowledge to real
world issues in order
to develop
interdisciplinary
connections.
Embeds
interdisciplinary
connections within
curriculum, allowing
learners to
independently relate
these connections to
key concepts and
underlying themes.
5.3 EP The teacher
candidate engages
learners in critical
and creative
thinking,
encouraging new
ideas and
approaches.
Does not encourage
learners’ formation of
innovative ideas and
approaches connected
to relevant content.
Applies strategies that may
allow learners’ formation of
innovative ideas and
approaches that are
sometimes connected to
relevant content.
Applies strategies that
facilitate learners’
formation of
innovative ideas and
approaches that are
connected to relevant
content.
Creates an environment
that regularly
encourages learners’
formation of innovative
ideas and approaches
connected to relevant
content.
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor
learner progress, and to guide the teacher’s and learner’s decision making.
Does Not Meet
Standard
Progressing Toward
Standard
Fulfills Standard Exceeds Standard
6.1 EL The teacher
candidate understands
the range, types,
purposes, and impact
of assessments that are
linked to learning
objectives and knows
how and when they
are appropriate to use.
Demonstrates a minimal
understanding of the
types of assessments
and their use.
Demonstrates a basic
understanding and use
of formative and
summative assessments
that may or may not be
linked to learning
objectives.
Demonstrates a
thorough understanding
and appropriate use of
formative and
summative assessments
that are linked to
learning objectives.
Demonstrates mastery
of formative and
summative assessments
and uses assessments
that vary in range, type,
purpose, and are linked
to learning objectives.
6.2 EP The teacher
candidate works
independently and
collaboratively to use
both formative and
summative
assessments to identify
student learning needs
and strengths to
inform instruction
Uses assessment solely
as a means of
determining a grade
and/or neither examines
assessment data
independently with
colleagues to inform
decisions.
Documents, analyzes,
and interprets limited
student assessment data
independently and with
colleagues and/or
assessment data is
sometimes used to
identify student
learning needs.
Documents, analyzes,
and interprets a variety
of student assessment
data, independently and
with colleagues, to
identify individual
student learning needs,
trends, and patterns
among groups of
Documents, analyzes
and interprets a variety
of student assessment
data, independently and
with colleagues,
resulting in a
continuous feedback
loop of effective
assessment informing
effective instruction.
learners to inform
instruction.
6.3 EL The teacher
candidate understands
how to analyze and
report assessment data
to guide planning and
instruction and
provide students with
effective descriptive
feedback to guide their
progress
Assessment data is not
used to guide planning
and instruction or
inform learners of their
progress.
Beginning to use test
and performance data
to guide planning and
provide learners with
feedback for improving
the quality of their
work.
Uses test and
performance data to
guide planning and
provide effective
feedback to learners
that aids in the
improvement of the
quality of their work.
Models and
demonstrates the
process for providing
descriptive and specific
feedback to individual
learners and involves
them in examining and
assessing their work.
6.4 EP The teacher
candidate engages
learners in
understanding and
identifying quality
work and provides
opportunities for
learners to be self-
reflective and monitor
their own learning
goals.
Does not assist learners
in understanding and
identifying quality
work. Rarely provides
opportunities for
learners to be self-
reflective.
Sometimes engages
learners in
understanding and
identifying quality
work (models,
examples, guidance,
etc.). Sometimes
provides opportunities
for self-reflection and
monitoring learning
goals.
Engages learners in
understanding and
identifying quality
work (models,
examples, guidance,
etc.). Provides
opportunities for self-
reflection and
monitoring learning
goals.
Creates a collaborative
environment that
engages learners in
understanding and
identifying quality
work. Seamlessly
infuses opportunities
for student self-
reflection and their role
in determining new
attainable learning
goals.
Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and
the community context.
Does Not Meet
Standard
Progressing Toward
Standard
Fulfills Standard Exceeds Standard
7.1 EL The teacher
candidate plans
learning experiences
that meet students’
needs and are aligned
to learning goals and
standards (content
and/or curriculum).
Planning is not
adequately aligned with
learning goals and does
not demonstrate an
understanding of
student needs.
Planning for learning
experiences
demonstrate an attempt
to align with goals,
standards, and student
needs.
Planning for learning
experiences are aligned
with learning goals and
standards and are
designed to meet
student needs.
Planning reflects
understanding of
prerequisite relationship
between goals and
standards. Proactive in
anticipating
misconceptions and
prepares to address
them.
7.2 EP The teacher
candidate evaluates
and adjust plans based
on student learning
needs.
Does not evaluate or
customize instructional
plans according to
learners’ learning
differences or needs.
Occasionally
customizes
instructional plans
based on assessment
findings, modifying as
needed based on
student needs.
Uses information
gained from
assessment findings to
customize instructional
plans and tailors
instruction based on
student needs.
Is able to predict and
plan ahead to customize
instructional plans
based on student needs.
7.3 EP The teacher
candidate plans and
works collaboratively
with colleagues and/or
specialists to design
instruction that
supports individual
student learning.
Connection with
colleagues and other
specialists is not
evident.
Makes some attempt to
collaborate with
colleagues and/or
specialists to design
instruction that
addresses and supports
individual student
learning.
Collaborates
consistently with
colleagues and/or
specialists to design
instruction that
addresses and supports
individual student
learning.
Proactively addresses
student learning needs
through ongoing
collaboration with
colleagues and/or
specialists.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Does Not Meet Standard Progressing Toward
Standard
Fulfills Standard Exceeds Standard
8.1 EP The teacher
varies role in the
instructional process
(e.g., instructor,
facilitator, guide,
audience)
Utilizes only one
instructional approach.
Beginning to integrate
role variation, but still
relies primarily on one
instructional approach.
Varies role between
instructor, facilitator, guide
and audience. Considers
learners’ needs and
instructional goals in
determining appropriate
instructional approach.
Integrates a variety of
instructional
approaches for all
members of the
classroom
community, so
learners become both
teachers and learners.
8.2 EP The teacher
understands how
content and skill
development can be
supported by media
and technology.
Does not incorporate or
ineffectively incorporates
available media and
technology resources in
support of content and
skill development.
Inconsistently
incorporates available
media and technology
resources in support of
content and skill
development.
Incorporates available
media and technology that
supports content and skill
development.
Seeks out new and/or
innovative ways to
integrate available
media and technology
to support content and
skill development.
8.3 EP The teacher
understands how to
evaluate media and
technology resources
for quality,
accuracy, and
effectiveness.
Does not understand how
to evaluate media and
technology resources for
quality accuracy, and
effectiveness.
Inconsistently evaluates
media and technology
resources for quality,
accuracy, and
effectiveness.
Consistently evaluates
media and technology
resources for quality,
accuracy, and effectiveness.
Engages learners in
evaluation and
selection of media
and technology
resources.
8.4 EP Uses a
variety of
instructional
strategies to support
and expand
learners’
communication with
various audiences
through speaking,
listening, reading,
writing, and other
modes.
Rarely uses instructional
strategies that provide
opportunities for learners
to communicate.
Sometimes uses
instructional strategies
that provide opportunities
for learners to
communicate. May not
allow for a variety of
methods for
communicating to
various audiences.
Uses instructional strategies
that provide regular
opportunities for learners to
develop and use a variety of
methods for communicating
to various audiences.
Uses instructional
strategies to create an
interactive
environment where
learners
independently select
and use a variety of
communication
modes.
8.5 EP Poses
questions to
stimulate discussion
that serve different
purposes, such as
probing for learner
understanding,
helping learners
articulate their ideas
and thinking
processes,
stimulating
curiosity, and
helping learners to
question.
Does not use questioning
strategies to stimulate
discussion that enhances
student learning.
While not always
effective, attempts to use
questioning strategies to
stimulate discussion that
enhances student
learning.
Effectively uses questioning
strategies to stimulate
discussion that enhances
student learning.
Flexibly uses
questioning strategies,
based on in-the-
moment analysis of
student
understanding, to
stimulate discussion
and move learners
forward in their
learning.
8.6 EP Engages all
learners in
developing higher
order thinking skills
and metacognitive
processes.
Does not use teaching
strategies to develop
higher order thinking skills
or metacognitive
processes.
Uses a limited number of
strategies that are
sometimes effective at
developing higher order
thinking skills and
metacognitive processes
for learners.
Uses various strategies to
engage all learners in
developing higher order
thinking skills and
metacognitive processes.
Creates a classroom
culture where learners
use higher order
thinking skills and
metacognitive
processes, both
independently and
with others, as a
natural part of the
learning process.
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
Does Not Meet
Standard
Progressing Toward
Standard
Fulfills Standard Exceeds Standard
9.1 EL Participates in
ongoing learning
opportunities to
develop and apply
knowledge and skills.
Rarely participates in
professional learning
opportunities.
Participates in
professional learning
opportunities, but does
not implement new
knowledge and skills.
Participates in
professional learning
opportunities and
attempts to implements
new knowledge and
skills.
Initiates and pursues
professional learning
opportunities and
implement new
knowledge and skills.
9.2 EP Uses multiple
sources of evidence
(e.g., student growth
data, self-reflection
tools, classroom
observations) to self-
assess professional
practice and the effects
those actions have
upon others.
Does not use evidence
to self-assess
professional practice.
Uses few sources of
evidence to self-assess
professional practice.
Utilizes multiple
sources of evidence to
self-assess professional
practice and its effects
upon others (e.g.,
reflections, disposition
reports, anecdotal
notes, etc.).
Integrates
experimentation, data
analysis, and reflection
into daily professional
practice. Readily
engages in collaborative
efforts to reflect on
professional practice
and its effect upon
others.
9.3 EL/EP
Demonstrates
knowledge of legal
and ethical rights and
responsibilities.
Demonstrates
inadequate knowledge
of federal, state, and
district regulations and
policies.
Demonstrates limited
understanding of
federal, state, and
district regulations and
policies.
Demonstrates thorough
understanding and fully
complies with federal,
state, and district
regulations and
policies.
Demonstrates an
understanding of the
larger context of public
education policy by
staying abreast of
changing laws and
ethical standards,
through literature,
professional
development or
activities.
Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to
collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner
growth, and to advance the profession.
Does Not Meet
Standard
Progressing Toward
Standard
Fulfills Standard Exceeds Standard
10.1 EA The teacher
candidate actively
participates on the
instructional team by
sharing responsibility
for decision making
and accountability for
student learning.
Rarely participates in
meetings and activities
designed to plan
curriculum, coordinate
resources, and solve
problems.
Sometimes participates
in meetings and
activities designed to
plan curriculum,
coordinate resources
and solve problems.
Participates in meetings
and activities designed
to plan curriculum,
coordinate resources,
and solve problems.
Initiates opportunities
for staff collaboration to
plan curriculum,
coordinate resources,
and solve problems.
10.2 EA/EP The
teacher candidate
works collaboratively
with students and
families to support
learner development
and achievement.
Rarely invites
interactive
communication with
learners and families to
support learner
development and
achievement.
Sometimes invites
interactive
communication with
learners and families.
Shares information to
support learner
development and
achievement.
Invites interactive
communication with
learners and families to
support learner
development and
achievement
Uses interactive
communication with
learners and families to
foster a culture in which
learners know how to
advocate for and
articulate their learning
needs in order to
improve their
achievement.
10.3 EA The teacher
candidate models
effective practice and
demonstrates shared
leadership (either
formally or
informally) in support
of school and
program goals.
Does not cooperate with
colleagues and/or does
not implement effective
practices in support of
school and program
goals.
Cooperates with
colleagues in
implementing effective
practices in support of
school and program
goals.
Actively collaborates
with colleagues in
modeling and
discussing effective
practices in support of
school and program
goals.
Initiates collaboration,
modeling, and reflective
discussion of effective
practices in support of
school and program
goals and advancement
of the profession.
References
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Handbook of policy and practice (pp. 3-32). San Francisco: Jossey Bass.
Berliner, D. (2000). A personal response to those who bash teacher education. Journal of teacher education,
51(5), 358-71.
Brooks, J., & Brooks, M. (1993). The case for constructivist classrooms. Alexandria, VA: ASCD.
Carroll, D. (2012). Examining the development of dispositions for ambitious teaching: One teacher candidate's
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teaching: The case for social justice in teacher education. American Journal of Education, 115(3), 347-377.
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300-314.
Darling-Hammond, L., & Sykes, G. (1999). Teaching as the learning profession. San Francisco: Jossey-Bass.
Dewey, J. (1938). Experience and education. New York: MacMillan. 13
Fine, M. (1995). Building Successful Multicultural Organizations: Challenges and opportunities. Westport, CT:
Quorum Books.
Fischer, G. (2000). Lifelong learning--More than training. Journal of Interactive Learning Research, 11(3/4),
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DEPARTMENTAL PLAN FOR ASSESSMENT OF STUDENT LEARNING Department: Teaching & Learning Program: Undergraduate Licensure Programs: Early Childhood, Elementary, Middle, Secondary, and various double and combined majors
Mission Statement: The Department of Teaching & Learning at the University of North Dakota is committed to lighting the path to life long learning in a global society. Goal: Prepare teacher candidates to work effectively in P-12 schools.
Background Information: The undergraduate licensure programs in the Department of Teaching & Learning include Early Childhood Education, Elementary Education, Middle Level Education, and Secondary Education (especially Social Studies and Science Education), and various combined majors (e.g., Middle/Elementary combined major). Additionally, our department is linked with departments at UND that offer undergraduate secondary education degrees (e.g., English Education). We are also linked to the EHD Office of Teacher Education and Office of Field Placement—the office that manages field and student teaching experiences. Teacher Candidates Defined: A TL teacher candidate is a developing professional who is on a journey using inquiry, experience and reflection to continually grow as a learner, an active agent of learning, and an articulate visionary. A teacher candidate possesses knowledge, skills, and dispositions to work effectively in schools. Knowledge, Skills and Dispositions Defined:
• Candidates possess a stance towards on-going learning which continually advances their professional knowledge, skills, and dispositions
• Candidates are knowledgeable about human learning, development, and individualized needs
• Candidates possess the background knowledge and commitment to create effective learning environments for all learners
• Candidates apply their professional knowledge, skills and dispositions to plan and prepare, and to some extent, implement effective lessons and assess student learning
• Candidates are effective communicators • Candidates are reflective thinkers • Candidates envision serving as advocates for students and the profession
Teacher Candidates Change Over Time: The applicant who is admitted to teacher education demonstrates the potential to learn to use inquiry, experience in the field, and reflection to acquire the knowledge, skills and dispositions to be an active agent of learning, life-long learner, and articulate visionary. The teacher candidate is learning to use inquiry, experience in the field, and reflection to acquire the knowledge, skills and dispositions to impact students in the classroom (active agent of learning), be life-long learner, and an articulate visionary. The student teacher can independently use inquiry, experience, and reflection to continue acquiring the requisite knowledge, skills and dispositions to be an active agent of learning, a life-long learner, and an articulate visionary. Role of the Conceptual Framework in the TL Undergraduate Assessment Plan: The assessment plan for the undergraduate programs in the Department of Teaching & Learning stems from the Conceptual Framework of Teacher Education at the University of North Dakota. It is the organizing element for our data collection, interpretation, and program changes. The Department of Teaching & Learning ascribes to the principles expressed in the Conceptual Framework. In essence the Conceptual Framework views teachers as learners, agents of learning, and visionaries.
• Teacher as Learner: Teachers are committed to the continuing process of learning within an emphasis on learning to teach.
• Teacher as Active Agent of Learning: Teachers take an active role in promoting the learning of all students. They embrace diversity and support pluralistic view. Additionally, they examine the role of technology and apply it effectively in their classrooms to enhance learning and advance the teaching process.
• Teacher as Articulate Visionary: Teachers can envision alternative solutions to the challenges posed in schools.
Role of the INTASC Standards in the TL Undergraduate Assessment Plan: Our Master Rubric articulates the program standards of the Department of Teaching & Learning. The INTASC Standards served as the content base for our program standards. The INTASC Standards are widely used in education programs (and NCATE accredited programs) as the basis for articulating what teachers need to know and be able to do to be effective in P-12 settings. They articulate the knowledge, skills, and dispositions that teachers need to develop and embrace.
Overview of the Undergraduate Assessment Plan: Assessing UND Teacher Candidates & Undergraduate Licensure Programs
Student Learning Goals & Objectives
What are our program’s goals and objectives? What will students be able to think, know, do or feel because of a given educational experience?
Teacher candidates: possess the knowledge, skills and dispositions to work effectively in P-12 schools; use inquiry, experience and reflection to continually grow as a learner, an active agent of learning, and an articulate visionary
Educational Experiences
How will the goals and objectives be met? What program experiences (courses, seminars, research, etc.) help students achieve the desired outcomes?
Program application, course work, field experiences in diverse settings, portfolio development and review, and student teaching combine to prepare teacher candidates to become effective professionals. Critical Tasks: Embedded in program experiences are Critical Tasks. These tasks have been identified by faculty, across program areas. These tasks embody the knowledge, skills and dispositions that teacher candidates must develop in order to perform as effective teachers in P-12 schools. Further, the tasks engage teacher candidates in using the tools of learning: inquiry, experience, and reflection. Examples of Critical Tasks include: lesson planning, teaching and assessing, case and child studies, statements of personal histories, and teaching-related statements of “beliefs” and practices (i.e., philosophy of teaching statements).
Assessment Methods
What assessment methods will we use to collect data about what our students have learned? What are our criteria for success? How will we know the objectives have been met? What level of performance meets each objective? How will we interpret and evaluate the data?
Standards-Based Rubrics: Assessment data are collected from Critical Tasks embedded in course work and identified by department faculty in all program areas. For each Critical Task, achievement is measured using standards-based rubrics. A rubric for each Critical Task is developed from the TL Master Rubric (which originates and is adapted from the INTASC standards). The TL Master Rubric is comprised of 23 standards and organized into three categories: Teacher as Learner (TaL—standards 1-7); Teacher as Active Agent of Learning (TAAL—standards 8-19); and Teacher as Articulate Visionary (TAV—standards 20-23). These standards embody the knowledge, skills, and dispositions identified in the professional literature that are required of teacher candidates to perform effectively in P-12 schools. Achievement: On the rubric, three levels of achievement are specified for each of the 23 standards: Does not meet Expectations (1 point); Fulfills Expectations (2 points); Exceeds Expectations (3 points). Fulfills Expectations is the target level of achievement. Exceeds Expectations is a reserved for achievement that is highly exceptional—a “walk on water” level of achievement. On the TL Master Rubric, the
descriptors for each level of achievement are derived from a central bank of descriptors. These achievement descriptors on the Master Rubric are also used for each rubric for the various Critical Tasks. Collectively and individually, teacher candidates are expected to achieve “Fulfills Expectations” on 90% of the standards on each Critical Task.
Timeline When will we collect data? How often?
At this time, data on select critical tasks are being collected. In time, data will be collected on each Critical Task every semester. Thus, data on every program standard and on every teacher candidate will be collected every semester.
Respons- ibilities
Who will be responsible for collecting, interpreting and reporting the results?
Course instructors are responsible for using the Critical Task rubrics to score the various tasks associated with their courses. The Critical Tasks are submitted by teacher candidates to instructors via Livetext—an Internet-based course tool with server space. The rubrics for the Critical Tasks are posted on Livetext and instructors access that tool to enter data on each teacher candidate’s program level achievement. Livetext has the capability of aggregating and disaggregating achievement information. The data on achievement are monitored by the Director of Teacher Education and is then submitted to the Undergraduate Assessment Committee in the Department of Teaching & Learning. That committee interprets the results, develops recommendations, and reports to the departmental faculty.
Use of Results and Process for Documentation & Decision- Making
How will the results of assessment be used? Who needs to know the results? How can we convince them that the goals and objectives have been met? How can we improve our program and assessment process?
Based on the data and committee recommendations, the faculty determines what program changes are to occur. Changes can occur at any time, but every spring, a formal assessment meeting which is attended by all undergraduate faculty, is a forum to determine program changes.
Teaching & Learning Undergraduate Assessment Plan: Assessing Undergraduate Licensure Programs and
UND Teacher Candidates (Updated 08/07)
Reflection Inquiry Experience
Teacher as Learner (TaL)
Program Standards (INTASC 1,2,3,6,8)
Teacher as
Active Agent of Learning (TAAL)
Program Standards (INTASC 3,4,5,6,7,8)
Teacher as
Articulate Visionary(TAV)
Program Standards (INTASC 6,9,10)
Student Teaching
Teacher Candidate
Admission
Critical Tasks Critical Tasks
PRAXIS GPA
Critical Tasks
Critical Tasks
Critical Tasks
Critical Tasks
Dispositions from field
Letter of Application
Graduate
Critical Tasks
Critical Tasks
Critical Tasks
Master Rubric for Assessing Undergraduate Licensure Programs and
UND Teacher Candidates
INTASC STANDARDS ASSOCIATED WITH DEPARTMENT OF TEACHING & LEARNING STANDARDS FOR
UNDERGRADUATE LICENSURE PROGRAMS TaL (Teacher as Learner)
TAAL (Teacher as Active Agent of Learning) TAV (Teacher as Articulate Visionary)
INTASC PRINCIPLES
PROGRAM STANDARDS
INTASC-1
TaL 1.1, 1.2, 1.3
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 1.1 TaL: Teacher candidate possesses content knowledge. 1.2 TaL: Teacher candidate uses tools of inquiry to develop content knowledge. 1.3 TaL: Teacher candidate selects content to encourage diverse perspectives.
INTASC-2
Tal 2.1
The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. 2.1 TaL: Teacher candidate possesses knowledge of developmental characteristics of learners.
INTASC-3
TaL 3.1 TAAL 3.2
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 3.1 TaL: Teacher candidate possesses expectations for learning and achievement. 3.2 TAAL: Teacher candidate plans and adapts instruction for individual needs.
INTASC-4
TAAL 4.1
The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. 4.1 TAAL: Teacher candidate incorporates multiple instructional strategies to include consideration for engagement, effectiveness, intellectual stimulation, and responsiveness to the needs of the learner.
INTASC-5
TAAL 5.1, 5.2, 5.3
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 5.1 TAAL: Teacher candidate maintains a positive learning environment that promotes a culture of learning. 5.2 TAAL: Teacher candidate establishes behavior standards that are fair and respectful. 5.3 TAAL: Teacher candidate monitors climate for learning (e.g., responsive to student behavior).
INTASC-6
TaL 6.1 TAAL
6.2, 6.3, 6.4, 6.5
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 6.1 TaL: Teacher candidate’s oral and written language is effective. 6.2 TAAL: Teacher candidate uses language to promote learning (e.g., use questioning skills, discussion techniques, delivery style, nonverbal cues). 6.3 TAAL: Teacher candidate uses media and technology as effective learning
TAV 6.6
and communication tools. 6.4 TAAL: Teacher candidate communicates expectations. 6.5 TAAL: Teacher candidate’s communication fosters active inquiry and participation among learners. 6.6 TAV: Teacher Candidates communication skills facilitate partnerships with students, families and colleagues.
INTASC-7
TAAL 7.1, 7.2
The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 7.1 TAAL: Teacher candidate plans for a range of materials and resources to enhance all student learning experiences. 7.2 TAAL: Teacher candidate plans content rich learning opportunities aligned with curriculum standards.
INTASC-8
TaL 8.1
TAAL 8.2, 8.3, 8.4
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. 8.1 TaL: Teacher candidate possesses knowledge of tools for assessment. 8.2 TAAL: Teacher candidate uses assessment to affect planning for instruction. 8.3 TAAL: Teacher candidate provides feedback to learners. 8.4 TAAL: Teacher candidate documents and monitors assessment results.
INTASC-9
TAV 9.1, 9.2
The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. 9.1 TAV: Teacher candidate evidences a reflective stance towards teaching and learning. 9.2 TAV: Teacher candidate accepts opinions and support to improve instruction and also for on-going learning opportunities.
INTASC-10 TAV 10.1
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being. 10.1 TAV: Teacher candidate fosters relationships with school colleagues parents and agencies in the larger community to support students’ learning and well being.
Department of Teaching & Learning
Master Rubric for Departmental Assessment Plan for Undergraduate Licensure Programs
(Updated 08/07)
INTASC 1: Knowledge of Subject Matter: The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. Program Standard Does not meet
expectations (1 pt)
Fulfills expectations (2 pts)
Exceeds expectations (3 pts)
1.1 TaL: Teacher candidate possesses content knowledge
Content is erroneous or incomplete; content errors by learners are not addressed; learning situation is content-poor; lack of confidence evident in presentation of content material.
Content knowledge is accurate; content needs of students are addressed; ample content is evident in learning situation; content material presented with confidence.
Content knowledge is fluid—even playful; instruction supports learners in making connections between content and experience; learning situation is content rich; content presented with mastery.
1.2 TaL: Teacher candidate uses tools of inquiry to develop content knowledge (i.e., uses books, articles, data bases, teacher editions, professional resources such as curriculum standards to research content)
Weak use of content resources; lacks initiative to research content.
Uses expected range of resources to gather/present content.
Resources are well chosen and content standards inform planning.
1.3 TaL: Teacher candidate selects content to encourage diverse perspectives
Demonstrates little attention to multiple perspectives; stereotypes may be reinforced; content is unrelated to real experience or cultural norms; individual differences are ignored.
Discusses multiple perspectives in subject matter; strives to include content that dispels stereotypes; includes attention to learners’ family and community experiences; individual differences are respected.
Strategically introduces resources and experiences that challenge the learner’s beliefs and assumptions about common understandings, thus creating an environment where critical thinking is a habit.
INTASC 2: Knowledge of Human Development and Learning: The teacher candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
Program Standard Does not meet expectations
(1 pt)
Fulfills expectations (2 pts)
Exceeds expectations(3 pts)
2.1 TaL: Teacher candidate possesses knowledge of developmental characteristics of learners
No clear understanding of developmental milestones for age group is evident; learning opportunities are inappropriate for the age group; assessment techniques are not aligned with developmental characteristics of learners; learners’ background knowledge is overlooked.
Knowledge of developmental milestones support practical applications; learning and assessment opportunities are designed with consideration of developmental traits of learners; learners’ background knowledge is routinely accessed and built upon in learning situations.
Developmental milestones are used as framework to support learners’ cognitive, social, emotional and physical needs; connections between developmental theory, practice and learners’ background knowledge are developed routinely to make adjustments for learners’ needs during planning, instructing and assessing.
INTASC 3: Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Program Standard Does not meet
expectations (1 pt)
Fulfills expectations (2 pts)
Exceeds expectations (3 pts)
3.1 TaL: Teacher candidate possesses expectations for learning and achievement.
Conveys low or limited expectations for learning and achievement through interactions, learning goals and activities.
Expectations for learning and achievement are conveyed to all learners through interactions, learning goals and appropriately adapted activities.
All students are challenged and supported to learn and achieve through choices and learner responsibility.
3.2 TAAL: Teacher candidate plans and adapts instruction for individual needs.
Limited or no accommodations are provided in planning and planning is unresponsive to learners—focus is upon “content” not on “learners.”
Accommodations are provided and attend to apparent differences (developmental, cultural, social, physical, special needs) that may be present in a classroom of learners: planning is responsive and appropriate to a variety of learners needs- focus is upon the learner as well as the content.
Accommodations are multiple and varied attending to the needs present in a classroom (developmental, cultural, social, physical, special needs); planning is highly responsive and consistently appropriate to the individual needs of a classroom of learners.
INTASC 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills
Program Standard Does not meet expectations
(1 pt)
Fulfills expectations (2 pts)
Exceeds expectations(3 pts)
4.1 TAAL: Teacher candidate incorporates multiple instructional strategies to include consideration for engagement, effectiveness, intellectual stimulation, and responsiveness to the needs of the learner.
Limited or no evidence of engagement of learners or multiple instructional strategies as evidenced by teacher-centered instruction; instructional strategies are unresponsive to needs of the learners.
Multiple instructional strategies are appropriately selected, effective, and responsive to needs of learners; learners are self-directed; multiple instructional strategies are adapted to learners as evidenced by engagement in problem solving, critical thinking, questioning, discussion, cooperative learning, etc.
Multiple instructional strategies are purposefully selected to best instruct content and learners are highly engaged in instruction. Incorporates resources from professional organizations; instructional strategies are effective and highly responsive to needs of learners: facilitates inquiry, questioning, discussion, cooperative learning, etc.
INTASC 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
Program Standard Does not meet expectations
(1 pt)
Fulfills expectations (2 pts)
Exceeds expectations (3 pts)
5.1 TAAL: Teacher candidate maintains a positive learning environment that promotes a culture of learning.
Little sense of a community is evident; heavy reliance on extrinsic rewards and/or punishment; attention is directed more toward classroom control that learning.
Students feel safe and enjoy being in the classroom; engaged in productive learning behaviors; students take learning risks; positive language is used to support social and academic achievements.
Climate of mutual respect results in willingness to take learning risks; students are achievement-oriented, intrinsically rewarded by the learning environment; demonstrate caring and value for each other
5.2 TAAL: Teacher candidate establishes behavior standards that are fair and respectful.
Classroom motivation and management practices tend to be authoritarian; classroom standards of conduct may not be clear to students.
Classroom motivation and management practices are well-established and clear to students, address a variety of situations and strategies support meeting behavior standards; students have input regarding behavior standards.
Democratic process is evident in management of classroom; students understand behavior standards.
5.3TAAL: Teacher candidate monitors climate for learning (e.g., responsive to student behavior)
Off task behaviors are unchecked; responses are inconsistent, too permissive or severe; not instructive; student dignity not honored.
Students are on-task; checks disruptive behaviors in respectful manner; generally applies strategies that results in appropriate student behaviors.
Students are actively engaged in meaningful learning opportunities; demonstrates high level of “with-it-ness” that results in skillful application of strategies that support students to self-monitor classroom behavior.
INTASC 6: Communication Skills: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Program Standard Does not meet expectations
(1 pt)
Fulfills expectations (2 pts)
Exceeds expectations(3 pts)
6.1 TaL: Teacher candidate’s oral and written language is effective
Speech is inaudible; written language is illegible; language may contain grammatical, syntax, spelling, errors.
Speech and written language are clear and correct; vocabulary is appropriate to the learning environment and needs of learners.
Communication skills of teacher strategically supports and enriches the learning of all students
6.2 TAAL:Teacher candidate uses language to promote learning (e.g., use questioning skills, discussion techniques, delivery style, nonverbal cues).
Vocabulary maybe inappropriate, vague, or used incorrectly; teacher talk routinely dominates the instruction; routinely, learners have limited opportunity for input; language use may create rather than solve problems, narrows thinking.
Language and wait time are used to engage and motivate learners to participate; typically, moderates learning environment so that all voices contribute; questioning and listening leads to some genuine opportunities for discussion.
Communication environment promotes free and respectful exchange of ideas, risk taking, turn-taking, questioning, and divergent thinking.
6.3 TAAL: Teacher candidate uses media and technology as effective learning and communication tools.
Makes little or no use of media and technology to promote effective learning and/or communication.
Makes some use of media and technology to promote effective learning and/or communication.
Makes consistent use of media and technology to promote effective learning and/or communication.
6.4 TAAL: Teacher candidate communicates expectations.
Limited or no evidence that expectations are clearly articulated; vocabulary is inappropriate, vague, or used incorrectly.
Expectations are evident through clear articulation to include appropriate and correct vocabulary.
Expectations are highly evident through clear articulation to include expressive and enriched vocabulary.
6.5 TAAL: Teacher candidate’s communication
Minimal response to students in a timely manner; teacher talk
Effective response to student questions; communication
Questions are encouraged and responded to
fosters active inquiry and participation among learners
dominates the instructional periods; minimal learner participation.
allows for student inquiry to enrich and expand the learning; Learner participation encouraged.
accurately; communication effectively promotes inquiry and guides the learning of all students; learners engaged with rich interactions with each other.
6.6 TAV: Teacher Candidates communication skills facilitate partnerships with students, families and colleagues.
Communication when it happens is unclear, inarticulate and confusing and/or tone is unprofessional and inappropriate.
Communication is clear and coherent; tone is professional and appropriate.
Communication is clear, detailed and articulate. There is self-assured use of the language of the profession or curricular content in; tone is professional, thoughtful and caring.
INTASC 7: The teacher plans instruction based upon knowledge of subject matter, students, the community and curriculum goals.
Program Standard Does not meet expectations
(1 pt)
Fulfills expectations (2 pts)
Exceeds expectations(3 pts)
7.1 TAAL: Teacher candidate plans for a range of materials and resources to enhance all student learning experiences
Range of materials and resources is limited; Technology, if used, tends not to be appropriately applied to purpose of the lesson.
Range of materials and resources is appropriate; Technology, if used, is appropriately applied.
Range of materials and resources is extensive; Technology, if used, is appropriately applied and enhances the purpose of the lesson.
7.2 TAAL: Teacher candidate plans content rich learning opportunities aligned with curriculum standards
Planning is thin, limited connection to standards; content poor.
Planning meets needs and goals of lesson, effort to connect to standards; content rich.
Planning is thorough, thoughtful and clearly aligned to standards at several levels; content rich.
INTASC 8: Assessment of Student Learning: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Program Standard Does not meet
expectations (1 pt)
Fulfills expectations (2 pts)
Exceeds expectations
(3 pts) 8.1 TaL: Teacher candidate possesses knowledge of tools for assessment
Assessment practices are few and unvaried; do not reflect best practices; tend not to support individual students or are not well suited to the task.
Assessment practices are multidimensional, formal and informal, reflecting sound practices; meet needs of the class, groups and individual learners.
Assessment practices are varied and differentiated when appropriate; well suited to the learning tasks; integrated throughout teaching; skillful use of assessment information to meet needs of the class, groups and individuals.
8.2 TAAL: Teacher candidate uses assessment to affect planning for instruction.
Lacks congruence with instructional goals, information from assessment tends not to affect planning for instruction.
Assessment practices are congruent with the instructional goals; assessment information affects planning for instruction.
Assessment is part of a cycle of teaching and assessing learning with learners involved in the process; instruction is based on assessment information, adjusting for the class, groups and individual needs.
8.3 TAAL: Teacher candidate provides feedback to learners
Feedback provided to learners is unclear or inaccurate, not timely, or poor quality.
Assessment results are communicated to students in respectful, meaningful manner.
Feedback to learners is clear and empowering. Learners self-assess and set new goals.
8.4 TAAL: Teacher candidate documents and monitors assessment results.
Assessment results are not readily accessible or in a format that supports effective use of information; information inaccurate, not well processed or incomplete.
Assessment results are organized for efficient use; information is accurate and informative.
Assessment results reveal insights about learners, fostering students’ engagement in learning.
INTASC 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Program Standard Does not meet expectations
(1 pt)
Fulfills expectations (2 pts)
Exceeds expectations
(3 pts) 9.1 TAV: Teacher candidate evidences a reflective stance towards teaching and learning.
Reflection on teaching occurs minimally and/or perceptions of knowledge and effectiveness are inaccurate; little or no seeking out or taking advantage of opportunities for professional development.
Reflection on teaching occurs regularly but perceptions of knowledge and effectiveness may be vague or general in nature; some participation in professional development activities designed to improve perceived weaknesses.
Frequent reflection on teaching with an ability to critically analyze; active participation in professional development opportunities that demonstrates an on-going commitment to improving and expanding upon ones own knowledge, skills & dispositions.
9.2 TAV: Teacher candidate accepts opinions and support to improve instruction and also for on-going learning opportunities.
Input and feedback from supervisors, mentors, and/or peers to improve teaching is seldom or never sought; constructive criticism is received in a negative manner.
Input from supervisors, mentors, and/or peers to improve teaching is sought; improvements are planned for future teaching situations based on feedback.
Input from supervisors, mentors, or peers to improve teaching in multiple situations is frequently sought; constructive criticism is welcomed and acted upon .
INTASC-10 The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being. Program Standard Does not meet
expectations (1 pt)
Fulfills expectations (2 pts)
Exceeds expectations(3 pts)
10.1 TAV : Teacher candidate fosters relationships with school colleagues parents and agencies in the larger community to support students’ learning and well being
Little or no participation in school/ district events; little or no awareness or use of school and community sources to support students’ learning and well-being; little or no communication with parents or failure to address parents’ concerns.
Voluntary participation in more than one school/ district event; awareness and use of appropriate school and community resources to support students’ learning and well-being ; some regular communication with parents and prompt response to parents’ concerns.
Active, voluntary participation with substantial contributions in initiating, planning, and/or follow through phases of one or more school/ district events; awareness of broad spectrum of school and community resources available to support students’ learning and well-being as well as actions taken to obtain appropriate support services; communicating with parents on a regular basis including welcoming parents to classroom; being sensitive and prompt in responding to concerns.
Adapted from the work of Garvin, P. (Ed) (2003). Developing Knowledgeable Teachers: A Framework for Standards-based Teacher Education. Washington, AACTE Standard 1.3 quoted from p. 257 of Garvin’s document.