national council for accreditation of teacher … · web viewoverall, mced candidates score at...

April 16, 2018

Program Report for the Initial Preparation of Middle Level Educators

Association for Middle Level Education (AMLE)NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER

EDUCATION

C O V E R S H E E T

Institution The University of Arkansas, Little Rock State Arkansas

Date submitted

Name of Preparer Dr. Amy L. Sedivy-Benton

Phone # 501.569.8652 Email [email protected]

Program documented in this report:Name of institution’s program (s) Middle Childhood Education Grade levels for which candidates are being prepared 4-8 Degree or award level MED Is this program offered at more than one site? □ Yes X No

If yes, list the sites at which the program is offered

Title of the state license for which candidates are prepared

Program report status: Initial Review Response to a Not Recognized Decision Response to National Recognition With Conditions Response to a Deferred Decision

State licensure requirement for national recognition:NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test?

X Yes □ No

Program Report Template—AMLE Initial 1

April 16, 2018

SECTION I—CONTEXT

1. The State of Arkansas has a grades 4-8 license option. State policy dictates that persons seeking licensure in grades 4-8 must choose two of the four content areas math, science, language arts and/or social studies as an emphasis. Upon graduation candidates receive an initial license that allows them to teach math, science, language arts, and/or social studies in a self-contained or departmentalized setting. To receive a standard teaching license, initial licensed teachers must pass the Praxis III assessment within three years of receiving the initial license. Additionally, the State of Arkansas requires that all licensure programs receive endorsement from the Specialty Program Associations.

2. The University of Arkansas at Little Rock (UALR) follows all state policies regarding teacher licensure. The UALR School of Education (SOE) provides professional course work for pre-service and in-service teachers and other personnel. The Middle Childhood Education (MCED) program requires field or clinical experiences during all four semesters of the program. The descriptions are as follows:

TCED 5321 Teaching Diverse LearnersThis field experience will focus on working with diverse candidates in small groups. Candidates will spend 40 hours working with students and teachers in a middle school setting. These hours include direct contact, planning, teaching, attending school sponsored events, parent/teacher meetings, professional collaboration, and professional development. Candidates will be expected to complete assignments related to all concurrent courses during the classroom placement. During this field experience candidates will continue to develop their professional portfolio and community resource file.

MCED 7319 Internship Prerequisites: admission to middle childhood education program and completion of the Introduction to the Profession and Curriculum Applications semesters. Classroom observation and participation in classroom routines with gradual assumption of complete classroom teaching responsibilities. Or in the case of a provisional license they will be the teacher of record in the classroom. Candidates plan, teach, and reflect on the total experience. Candidates make accommodations for children with special needs. All of the school resources are used, and competence in using technology is required. This is a 12 week internship in a diverse setting.

3. Middle Childhood Education Admission, Retention, and Exit Policies AdmissionThe following are minimum criteria for consideration for admission to the program.All applicants must:

1. Be formally admitted to UALR Graduate School2. Submit official Praxis CORE scores of at least 150 in Mathematics; 156 in Reading;

162 in Writing. Applications may be submitted prior to receiving scores; however, interviews for admission will not be scheduled until scores are received.

3. Demonstrate the dispositions to work with children through past experiences (such as employment related to children or volunteer work with children).

4. Submit completed application package to the Licensure Advisor and receive a letter informing them that they have been admitted to the program and have authorization before registering for/or gaining employment.


April 16, 2018

5. Demonstrate grammatical English and composition skills.

Program Admission StatusRegular admission is granted when all admissions requirements have been satisfied. However, candidates may have specific stipulations applied to their enrollment. If no stipulations have been specified, regular status will continue as long as all standards and requirements are maintained.

RetentionOnce admitted, candidates must:1. Maintain a 2.70 grade point average, with at least a C in all professional courses (this includes

all courses associated with the licensure/degree plan). 2. Demonstrate professionalism regarding behaviors, content knowledge, and classroom

performance though numerous evaluations.Issues regarding a candidate's performance or dispositions are addressed through a Concerns Conference that includes the MCED program coordinator, the Director of Placement and Licensure, and additional MCED faculty or field personnel. Remedial actions are identified, noted, and discussed with the candidate. Failure to make satisfactory progress within a specified time may result in a candidate being removed from the program.


April 16, 2018

Legal RequirementsCandidates who have been formally admitted to the program must complete the following requirements for field placements and internships.1. Proof of liability insurance for no less than $100,000. 2. A negative TB skin test or X-ray. 3. Criminal records check: both FBI background and state civil record check.

For Internships, candidates must/may: 1. Prove completion of, or enrollment in, all required courses in the major teaching field and

professional education.2. Receive approval of advisor and appropriate departmental chairperson.3. Agree not to register for more than four credit hours per semester in evening, correspondence,

or weekend courses beyond those required in the internship block.4. Appeal, if admission is denied, to the college’s Admission, Retention, and Exit Committee.

Decisions of this committee are final.

To be recommended for licensure, candidates must:1. Successfully complete Praxis II Principles of Teaching and Learning and Praxis II Middle

School Content exams. Scores must meet Arkansas state standards.2. Satisfy all other state regulations.

ExitUpon completion of Internship II and satisfactory completion of coursework, candidates must submit their Exit Portfolios. The portfolios are aligned directly to the Association for Middle Level Education (AMLE) Standards for Initial Licensure. As well as the Council for the Accreditation of Educator Preparation (CAEP).

Applicants for an initial teaching licensure must provide to the Office of Teacher Licensure, a completed license application form, an official UALR transcript showing the date the degree was granted, official transcripts from all other institutions attended, and appropriate Praxis II scores, demonstrating passage of both content and pedagogical components. 4. School of Education Mission:The School of Education Mission : “ Preparing Professionals to Teach, Lead and Innovate in a Diverse Society”

The MCED program addresses the three major outcomes of teacher preparation – knowledge, dispositions, and performance. The Arkansas Principles for Beginning Licensure for Teachers correlate with the AMLE standards and are integrated and assessed throughout the MCED program. This integration and assessment ensure that candidates are developing the knowledge, skills, and dispositions expected by the profession, state, and institution.

Specialized ExpertiseThe program requires graduates from an MCED initial licensure program to demonstrate competencies in knowledge, skills, and dispositions of (1) content and pedagogy, (2) early adolescent development, (3) diverse learners, (4) multiple instructional strategies, (5) motivation and management, (6) communication and technology, (7) planning, (8)


April 16, 2018

assessment, (9) reflective practice and professional development, and (10) school and community involvement.

Professional DevelopmentThe program expects graduates from an MCED initial licensure program to use their knowledge, skills, and dispositions in research and technology to stay abreast of the latest developments in methodologies and strategies, to implement what they have learned in their classrooms, and to share new knowledge with colleagues through modeling and mentoring.

CommunicationThe program expects graduates from an MCED initial licensure program to use knowledge, skills, and dispositions to communicate effectively in a variety of ways and settings with diverse populations, including students, parents, and other professionals.

DiversityThe program expects graduates from an MCED initial licensure program to have the knowledge, skills, and dispositions to work in diverse settings. The program requires all candidates to have diverse field and clinical experiences. In addition, diversity is a strand that runs throughout all MCED courses.

5. Program assessments and their relationship to the unit’s assessment system

Primarily, the MCED program assessments link directly to the AMLE standards. Additionally, they are informed by the unit’s assessments of the SOE as they are linked together in a way that informs, supports, and reflects growth and change. The key assessments of the MCED program feed into the Unit’s assessment system by providing information on how the teacher candidates are achieving Unit and program goals. In turn, as the Unit collects data on assessments through the various programs, we refine our assessments to capture the experiences of our candidates as they progress through the program. This progress is measured through performance-based and standardized program assessments.


SECTION II – LIST OF ASSESSMENTS

Name of Assessment1 Type orForm of Assessment2

When the AssessmentIs Administered3

1 [Licensure assessment, or other content-based assessment]Praxis II Middle Level Content KnowledgePraxis II Principles of Learning and Teaching

State Licensure Tests Praxis II MLCK – Before Block IIIPraxis II PLT – Before Graduation

2 [Assessment of content knowledge in middle level education] Philosophy of Education

Philosophy of Education MCED 7313

3 [Assessment of candidate ability to plan instruction] Planning for the Classroom

Curriculum Unit Project MCED 7315

4 [Assessment of student teaching] Field Observations

Field Observations TCED 5231 Teaching Diverse Learners, MCED 7319 Internship

5 [Assessment of candidate effect on student learning] Pre/Post Student Learning Assessment

Teacher Work Sample MCED 7319 Internship

6 Additional assessment that addresses AMLE standards (Middle Level Instruction and Assessment) ] Integration of Technology

Presentation MCED 7314 Teaching the Exceptional Child

7 Additional assessment that addresses AMLE standards (Standard 1. Adolescent Development)

Case Study TCED 5321 Teaching Diverse Learners

1 Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.2 Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).3 Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).


April 16, 2018

SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS

For each AMLE standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple AMLE standards.

AMLE STANDARDAPPLICABLE ASSESSMENTS FROM

SECTION IIProgrammatic Standards1. Middle Level Courses and Experiences. Institutions preparing middle level teachers have courses and field experiences that specifically and directly address middle level education. Information is provided in Section I, Context.1 2. Qualified Middle Level Faculty. Institutions preparing middle level teachers employ faculty members who have middle level experience and expertise. Information is provided in Section I, Context.Performance-based Standards1. Young Adolescent Development. Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to young adolescent development and use that knowledge in their practice.

#1 #2 #3 #4

#5 #6 #7

2. Middle Level Curriculum. Middle level teacher candidates understand and use the central concepts, standards, research, and structures of content to plan and implement curriculum that develops all young adolescents’ competence in subject matter

#1 #2 #3 #4

#5 #6

13. Middle Level Philosophy and School Organization. Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within middle level organizational components

#1 #2 #3 #4

#5 #6

4. Middle Level Instruction and Assessment. Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to data-informed instruction and assessment. They employ a variety of developmentally appropriate instructional strategies, information literacy skills, and technologies to meet the learning needs of all young adolescents (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition).

#1 #2 #3 #4

#5 #6

5. Middle Level Professional Roles. Middle level teacher candidates understand their complex roles as teachers of young adolescents. They engage in practices and behaviors that develop their competence as middle level professionals. They are informed advocates for

#1 #2 #3 #4

#5 #6


April 16, 2018

AMLE STANDARDAPPLICABLE ASSESSMENTS FROM

SECTION IIyoung adolescents and middle level education, and work successfully with colleagues, families, community agencies, and community members. Middle level teacher candidates demonstrate positive dispositions and engage in ethical professional behaviors.


April 16, 2018

SECTION IV—EVIDENCE FOR MEETING STANDARDS

Assessment I Praxis Exams

1. Required licensure test: Praxis II Principles of Learning and Teaching and Praxis II Middle Level Content Knowledge. All four core areas are required in Praxis II Content Knowledge.

2. Candidates are required to make appropriate scores in all four core content areas on the Praxis II Middle Level Content Knowledge. These exams support AMLE Standard 4, Middle Level Instruction and Assessment. As reliable tests that have been validated by content experts in their field, these exams determine whether the candidates possess adequate content knowledge to instruct in grades 4-8 whether it be a self-contained or departmentalized teaching assignment.

The Praxis II Principles of Learning and Teaching exam is also aligned with AMLE Standard 1,Young Adolescent Development, because of its concentration on the theories of middle childhood concepts, major theorists, philosophy, curriculum, assessment and the cognitive development of the middle childhood learner. This exam is a reliable, valid measure of the candidates’ content knowledge with regard to these vital concepts in young adolescent development and the way in which middle schools are organized, created and managed.

3. For the academic years 2014-2017, 100% of candidates completing the program have made acceptable passing scores on all Praxis II tests. We require all students to pass Praxis II content knowledge exams before entrance to Block III, the beginning of internships. Before graduation, all students must pass the Praxis II - Principles of Learning and Teaching exam before graduation and licensure. A review of scores for both Praxis II exams does not show significant differences between completers and non-completers scores, or a significant increase in scores for completers only. This indicates that the curriculum development, assessment, adolescent development and learning community courses, taken in Block I, prepare candidates adequately for the Praxis II PLT exams. Additionally, since these courses require candidates to infuse Arkansas state content standards into curriculum and assessment projects, these findings may indicate that these courses serve to introduce new and review/reinforce candidates' content knowledge.

5. Assessment I - Praxis II Scores

2014-2015 - Completers n Mean

Praxis II Principles of Learning and Teaching160 passing score

11 174.5

Praxis II Content Knowledge 11Language Arts 164 passing score 6 173Social Studies 150 passing score 6 168Math 165 passing score 5 181Science 164 passing score 5 165


April 16, 2018



7 175

Praxis II Content Knowledge 7Language Arts 164 passing score 4 171Social Studies 150 passing score 4 181Math 165 passing score 3 184Science 164 passing score 3 172



0

Praxis II Content KnowledgeLanguage Arts 164 passing scoreSocial Studies 150 passing scoreMath 165 passing scoreScience 164 passing score

4. The N numbers, and means for Praxis Scores II are listed in item 5.Data from candidates’ passing scores on the Praxis II exams provide evidence that our candidates demonstrate a comprehensive knowledge of their content areas to provide appropriate learning experiences that are rigorous yet developmentally appropriate for the middle childhood learner.

The Praxis II Middle Level Content Knowledge tests assess candidates’ content knowledge. This assessment demonstrates candidates’

breadth and depth of knowledge in four content areas including literature, mathematics, history/social studies and science, AMLE Standard 4, Middle Level Instruction and Assessment,by scoring at the acceptable level, above 160, according to the Arkansas Department of Education.

The Praxis II Principles of Learning and Teaching test assesses the candidates’ knowledge of pedagogy and how students learn. This assessment demonstrates candidates’

comprehensive knowledge of the concepts, principles, theories, and research about young adolescent development

ability to use this knowledge to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous, AMLE Standard 1, Young Adolescent Development, with scores that are at the acceptable level, above 160, according to Arkansas State Department of Education.

Assessment II – Philosophy of Education

1. Two times, first upon entrance to the MCED program and second, before completion, candidates submit a philosophy of education statement. The dual submissions allow the program to document candidate growth over time. More importantly, faculty in the MCED program addresses the


April 16, 2018

relationships between candidate's beliefs, classroom practice and philosophy. Therefore, throughout the MCED program, candidates are engaged in the examination of personally held educational beliefs and philosophies.

2. The philosophy of education essays statements align to AMLE Standard 1,Young Adolescent Development, AMLE Standard 3, Middle Level Philosophy and School Organization, AMLE Standard 5, Middle Level Professional Roles. Students are required to write to these standards in terms of their beliefs and practices.

3. The philosophy of education assessment rubric was modified to align to the AMLE’s standards as we desire to engage candidates in the evaluation and comparison of personal beliefs to those espoused by the AMLE and UALR's middle childhood program. This evaluation cannot be measured directly through the written philosophy statement. However, the process of writing an exit philosophy statement is a component of a valuable beliefs/values analysis process that relates to successful completion of a candidate's internship.

Specifically, mean scores indicate that candidates' understanding and assimilation of middle childhood level learning, sensitivities to student differences and common professional knowledge changed significantly from the TCED 1200, the Introduction to Education course, to the end of Internship II. The exit philosophy statements indicate that candidates assimilate new knowledge and understandings of teaching and learning theory, at the middle childhood level, into their personal teaching schema. Evidence of this assimilation is supported through other assessments in this report.

5 c. Philosophy of Education

2014-2015 All scores reported in percent’s % of candidates scoring at particular level

n=11Unacceptable = 1, Acceptable = 2, Target = 3

1 2 3

Philosophy of Teaching and Learning - Exit 20 80

2015-2016All scores reported in percent’s % of candidates scoring at particular level


1 2 3Philosophy of Teaching and Learning - Exit 10 90

2016-2017All scores reported in percent’s % of candidates scoring at particular level


1 2 3Philosophy of Teaching and Learning - Exit


April 16, 2018

4. Data derived from scoring guides 5 b.1 and 5 a. 2 indicate the extent to which middle level candidates assimilate the middle childhood level philosophy. Candidates that espouse beliefs that they desire to demonstrate a comprehensive knowledge of the concepts, principles, theories and research

about young adolescent development, respond positively to the diversity found in young adolescents and use that diversity in

planning and implementing curriculum and instruction, and develop close, mutually respectful relationships with all young adolescents that support

their intellectual, ethical, and social growth,support AMLE Standard 1 regarding young adolescent development.

Candidates that espouse beliefs indicating that they understand and apply the philosophical and historical foundations of developmentally responsive middle level

programs and schools, and developmentally responsive practices, such as, teaming, advisory, extra-curricular, and

service learning, and are committed to developmentally responsive organizational structures that foster socially

equitable educational practices, are more likely to incorporate practices that address AMLE Standard 3, middle level philosophy and school organization.

Candidates that espouse beliefs indicating that they desire to work collaboratively with family and community members, address the challenges that families may encounter in contemporary society and

subsequently use available support services and other resources regardless of family circumstances, community environment, health, and/or economic conditions are more likely to address issues regarding AMLE Standard 5, involving family and community involvement.

Assessment III Planning for the Classroom

1. An interdisciplinary curriculum unit is submitted for key assessment III, Planning for the Classroom, to provide evidence for candidates’ pedagogical and professional knowledge, skills, and dispositions. This unit project is designed to engage candidates in the following major curriculum planning processes: selecting appropriate Arkansas Department of Education standards for learning in the

content areas, designing higher level learning objectives as appropriate for students, selecting appropriate teaching method/s for diverse students and allow for differentiated

instructional practices, and selecting assessment and evaluation tools that indicate students' level of performance

accurately and indicate the type of remediation, if needed, to be implemented.The unit project handout, description and scoring rubric may be reviewed in the attachment

section of this report.

2. The curriculum unit is a crucial work sample with regard to candidates meeting multiple criteria and competently completing multiple teaching related tasks. For example, the unit is designed in a manner that requires candidates to develop developmentally appropriate standards-based instructional units for middle school students, AMLE Standard 4, Middle Level Instruction and Assessment. These units reflect the middle level philosophy of developmentally responsive


April 16, 2018

curriculum which engages young adolescents in activities related to the community, AMLE Standard 1, Young Adolescent Development and AMLE Standard 5, Middle Level Professional Roles. The unit is based on Arkansas Curriculum Frameworks and is designed to be integrative, challenging, and grounded in the ideas, interests, and experiences of all young adolescents. Candidates create units which provide meaningful learning experiences that develop student competence in subject matter, AMLE Standard 4, Middle Level Instruction and Assessment. Candidates must develop plans which respond positively to the diversity found in classrooms and activities related to various adolescent responsibilities and employ a variety of strategies to meet the varying abilities and learning styles of young adolescents, AMLE Standard 3, Middle Level Philosophy and School Organization and AMLE Standard 4, Middle Level Instruction and Assessment. Additionally, candidates are required to work in “teams” to design the unit and present the unit as a team in a micro-teach situation thereby practicing crucial middle level concepts.

3. Data is reported in item 5 c. Please note that there are 35 criteria in the assessment scoring rubric (See attachments 5 b. 1). The 5 c. data table includes 10 of the 35. These 10 were considered to be of most importance. Overall, MCED candidates score at acceptable levels on this assessment as the mean scores are at the adequate and proficient levels. Some weaknesses with regard to candidate performance are indicated, these include variety of teaching strategies, and modifications for gifted and talented. One strength appears to be in the variety of assessment strategies that candidates choose. However, more important information inferred from this data involves the difference in grading by course instructors.

Another solution involving a "committee" grading system, including the assessment, community and family, and the curriculum and planning course instructor, should bring more consistent grading to this major assessment item.

5 c. Assessment III Planning for the Classroom

2014 – 2015 AMLE Three Scale Rubric Percent MetCriteria UNACCEPT ACCEPTABLE TARGET Mean NAMLE Standard 1 100 2.63 11AMLE Standard 2 20 80 2.65 11AMLE Standard 3 10 90 2.45 11AMLE Standard 4 10 90 2.64 11AMLE Standard 5 100 2.70 11

2015 – 2016 AMLE Three Scale Rubric Percent MetCriteria UNACCEPT ACCEPTABLE TARGET Mean NAMLE Standard 1 90 10 2.53 7AMLE Standard 2 90 10 2.60 7AMLE Standard 3 90 10 2.45 7AMLE Standard 4 20 80 2.80 7AMLE Standard 5 90 10 2.60 7

2016 – 2017 AMLE Three Scale Rubric Percent MetCriteria UNACCEPT ACCEPTABLE TARGET Mean NAMLE Standard 1 0AMLE Standard 2 0AMLE Standard 3 0AMLE Standard 4 0AMLE Standard 5 0


April 16, 2018

4. This is a very comprehensive authentic assessment that demonstrates candidates’ abilities to apply middle level concepts in a developmentally appropriate manner. Candidates must use apply their content expertise to work in interdisciplinary teams, address Arkansas Curriculum Frameworks, plan appropriate goals and objectives, write engaging developmentally appropriate standards-based lesson plans, and develop various assessments of learning.

This assessment demonstrates candidates’ knowledge of or ability to apply the concepts, principles, theories and research about young adolescent

development, provide all young adolescents with learning opportunities that developmentally

responsive, socially equitable, and academically rigorous , create and maintain supportive learning environments, respond positively to diversity and use that diversity to plan instruction, engage young adolescents in activities related to interpersonal, community, and societal

responsibilities, AMLE Standard 1,by creating curriculum units which address all of these goals.

This assessment demonstrates candidates’ ability to effectively articulate and implement developmentally responsive practices understand the reasons these practices work to foster adolescent development

academically, socially, emotionally, and physically and make instructional decisions based on the reasons

understand the significance of their actions on student learning, AMLE Standard 2,by working in teams to develop the curriculum and present the unit in a micro-teach situation.

This assessment demonstrates candidates’ ability to analyze local and state curriculum standards based on knowledge of content and early

adolescent development design curriculum and select materials that are integrative, challenging, and grounded in

the ideas, interest, and experiences of young adolescents, AMLE Standard 3,by aligning standards with activities and objectives in the unit and selecting activities which meet the standards set in the rubric.

This assessment demonstrates candidates’ ability to use specific content teaching and assessment strategies and integrate state-of-the-art

technologies and literacy in their teaching fields teach in engaging ways incorporate content knowledge with ideas, interests, and experiences of students take leadership roles in promoting and participating in activities designed to extend

knowledge in their teaching fields, AMLE Standard 4,by meeting the standards set in the rubric, by collaborating with members of their team, and by presenting the unit in a micro-teach situation.

This assessment demonstrates candidates’ ability to actively engage students in independent and collaborative inquiry select instructional strategies that are challenging, culturally sensitive, and

developmentally responsive create equitable, caring, and productive learning environments link and array of formal and informal assessments to instruction use this information to adjust future lesson plans initiate and value collaboration with others to improve instruction and assessment,

AMLE Standard 5.


April 16, 2018

Assessment IV Observations

1. The observation instrument used by university supervisors and cooperating teachers to assess candidates’ classroom teaching, dispositions and professional growth. It is desirable to see growth, based on feedback and improvement, in all four domains (Domain A - Planning, Domain B - Learning Environment and Guidance Strategies, Domain C - Teaching, and Domain D - Professionalism) from the first observations to the last observations for Internships I and II. The assessment is based on the Praxis III which is required for licensure in Arkansas. The instrument includes four principle domains. The four domains are subdivided into 34 criteria.

2. This assessment aligns to all AMLE Standards including: Standard 1. Young Adolescent

Development, Standard 2, Middle Level Curriculum, Standard 3, Middle Level Philosophy and School Curriculum, 4 Middle Level Instruction and Assessment, 5 Middle Level Professional Roles (see attachment 5 b. 2, each criterion and AMLE Standard are linked in the observation rubric). The observations of candidates’ classroom teaching produce data in the areas of planning for instruction and assessment, producing a healthy learning environment, effective instructional applications, and professional dispositions.

3. Means and medians are reported in 5 c. Data for Field Experience II, for the three years including 2014 through spring 2017, indicate the lack of classroom experience that students at this level typically demonstrate. However, the decline in overall N numbers from Field Experience II, compared to the same group of students entering Internship I, indicates that students decide after field experiences to leave the field of teaching. This is as expected. More importantly, data consistently indicate that teacher candidates improve performance from the first and last observations by the cooperating teacher and the university supervisors. This indicates that candidates are demonstrating desirable growth in the four TESS domains.


April 16, 2018

5 c. Assessment IV ObservationsCT = Cooperating Teacher, US = University Supervisor, 1 = 1st Evaluation, L = Last Evaluation

20142015

Candidate Numbers 11 11 11 11 11 11 11 11Mean 3.7 4.3 3.7 4.1 4.0 4.3 4.1 4.4

Median. 3.6 4.4 3.4 4.2 4.4 4.7 4.0 4.7Standard deviation 0.5 0.4 0.4 0.4 0.7 0.5 0.4 0.5

20152016

Candidate Numbers 7 7 7 7 7 7 7 7Mean 3.8 4.4 3.8 4.3 4.2 4.5 3.6 4.3

Median. 3.6 4.4 3.4 4.2 4.0 4.3 3.2 4.0Standard deviation 0.7 0.4 0.7 0.4 0.8 0.5 0.7 0.6

20162017

Candidate Numbers 0 0 0 0 0 0 0 0Mean

Median.Standard deviation

4. Candidates are observed in their internship by a university supervisor (US) and their cooperating teacher (CT). The Observation Form is used in each observation. The first and last observation from the US and CT are submitted to Chalk and Wire.

This assessment demonstrates candidates’ ability to analyze local and state curriculum standards based on knowledge of content and early

adolescent development design curriculum and select materials that are integrative, challenging, and grounded in

the ideas, interest, and experiences of young adolescents assess students achievement using multiple strategies that focus on the key concepts

found within the critical knowledge base articulate their criteria for strategy selection, AMLE Standards 1 and 3,

by selecting strategies and activities which meet the standards set in Domain A of the Observation Form.This assessment demonstrates candidates’ ability to

use specific content teaching and assessment strategies and integrate state-of-the-art technologies and literacy in their teaching fields

teach in engaging ways incorporate content knowledge with ideas, interests, and experiences of students take leadership roles in promoting and participating in activities designed to extend

knowledge in their teaching fields, AMLE Standard 4,by meeting the standards set in Domain B of the Observation Form, by collaborating with members of their internship team. This assessment demonstrates candidates’ ability to

actively engage students in independent and collaborative inquiry select instructional strategies that are challenging, culturally sensitive, and

developmentally responsive create equitable, caring, and productive learning environments link and array of formal and informal assessments to instruction use this information to adjust future lesson plans


April 16, 2018

initiate and value collaboration with others to improve instruction and assessment, AMLE Standard 4,

by meeting the standards set in Domain C the Observation Form on engaging activities, assessments, and reflection and revision and by presenting the lesson in the classroom situation with feedback from their US or CT.This assessment demonstrates candidates’ ability to

serve as advocates for young adolescents engage in activities that help parents and community members understand the nature of

young adolescents and the implications for parenting, teaching, and learning plan and execute successful parent conferences thoughtfully engage in other school and community activities, AMLE Standard 5,by

meeting the standards in Domain D of the Observation Form.This assessment demonstrates candidates’ ability to

understand teaming/collaborative theories and processes and the relationships and interdependencies among various professionals that serve young adolescents

work as successful members of interdisciplinary teams model high standards of ethical behavior and professional competence and collegiality,

AMLE Standard 5, by meeting the standards in Domain D of the Observation From.

Assessment V Pre/Post Student Learning

1. Candidates submit to Chalk and Wire authentic, direct evidence of their impact on middle level student learning for this key assessment. During internship I, candidate’s pre and post-test students through a simplified format which involves individual lessons in which they are required to document the lessons and student assessments, and complete a Pre/Post Instructional Record Form (IRF) (see attachment 5 b. 2). During Internship II, candidates are required to pre- and post-test students over a unit of instruction they have planned and executed. Candidates must provide documentation of the lessons, and student assessments. They must also summarize and reflect on the data collected through the Pre/Post IRF.

2. The standards addressed through the Pre/Post Student Learning Assessment include AMLE Standard 2, Middle Level Curriculum and Assessment and AMLE Standard 4, Middle Level Instruction and Assessment. Assessment of student learning is essential in a standards-driven assessment education climate. MCED students must be able to document how their lesson planning, instruction, assessments and lesson reflection impacts young adolescent learning.

3. It was determined during the fall of 2014 that the data for the pre/post student learning assessment project needed to be a., separated from the curriculum unit, and b., align more closely to AMLE standards three and five. Therefore, a new rubric was created for both purposes.

However, it is obvious that this rubric will not be adequate for our pre/post purposes. We will change the assignment and rubric to engage candidates in the discovery and application of assessment through differentiated teaching and learning principles. Therefore, beginning fall 2015 Internship I candidates will engage in, and be evaluated by, a process and cycle of pretest, teach, assess, reflect, re-teach, assess, reflect, re-teach.... until at 90 % of all students have learned the new content.

5 c. Assessment V Pre/Post Student Learning


April 16, 2018

Unacceptable = 1, Acceptable = 2, Target = 3 2014 - 2015 All scores reported in percents % of candidates scoring at particular level

Criteria 1 2 3 Mean Std.D

N

AMLE Standard 4: Middle Level Curriculum and Assessment I - Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice.

20 80 2.8 0.5 11

Unacceptable = 1, Acceptable = 2, Target = 3 2015 - 2016 All scores reported in percent’s % of candidates scoring at particular level


N


10 90 2.9 0.5 7



N


0

4. The data from rubric from table 5 c. indicate that candidates can demonstrates that candidates have the ability to

assess student achievement using multiple strategies that focus on key concepts found within the critical knowledge base, and can

articulate their criteria for teaching and assessment strategy selection, and create equitable, caring, and productive learning environments, AMLE Standard 4,

by designing lesson plans with objectives that are assessable and address various cognitive levels.

This assessment also demonstrates that candidates are capable of linking an array of formal and informal assessments to instruction, and using this information to adjust future lesson plans, AMLE Standard 4.

These competencies show directly how candidates create a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents teaching and learning.

Assessment VI PowerPoint Project

1. MCED candidates create a PowerPoint presentation on exceptionalities. The presentation must address the definition/classification, characteristics, causation/prevention, and educational interventions of their assigned exceptionality. The presentation must also include a reference list of where the reader can get additional information and of resources available in the community.


April 16, 2018

2. Standards addressed through the PowerPoint are AMLE Standards 1, Young Adolescent Development, 2 Middle Level Curriculum, 4 Middle Level Instruction and Assessment, and 5, Middle Level Professional Roles. This assessment effectively measures candidates’ ability to articulate and apply their understanding and advocacy of middle level exceptional students as they relate to the classroom, curriculum, and family/community involvement.

3. The assessment rubric 5. b.1 for the Power Point Project includes 20 assessment criteria. However, for data reporting purposes, six criterion were selected that focus on the topic of exceptionalities. Criterion not included in the data table below address candidate technological competencies. Overall, the Power Point project is a powerful assignment that students thoroughly enjoy. Data indicate that candidates scored at adequate, but for the most part at proficient levels.

For this assessment, data analysis does not necessarily reveal an inadequacy for rubric 5 b.1. Data indicate that candidates were engaged candidates in the development of critical competencies for both technology and students with exceptionalities. Both rubrics are used concurrently and scored separately in the two courses, 5. b. 1 for curriculum and planning and 5. b. 2 for family and community.

5 c. Assessment VI PowerPoint Project Data

Unacceptable = 1, Acceptable = 2, Target = 3 2014 - 2015 All scores reported in percents % of candidates scoring at particular level


N

AMLE Standard 1, 2, 5 30 70 2.6 0.5 11



N

AMLE Standard 1, 2, 5 40 60 2.5 0.5 7



N

AMLE Standard 1, 2, 5 0

4. The data indicate that candidates are able to use technology and understand the exceptionalities they will encounter in the classroom. Additionally, they are prepared to facilitate the learning of students with exceptionalities and able locate resources to aide this facilitation.

The data from rubric 5 c. indicate that candidates are scoring at adequate and proficient levels. This assessment demonstrates candidates’ knowledge of

concepts, principles, theories and research about young adolescent development


April 16, 2018

that they respond positively to diversity in the planning of instruction, AMLE Standard 1,by the research done to prepare and the information given through the PowerPoint and by reporting educational interventions needed.

This assessment demonstrates that candidates are competent to integrate state-of-the-art technology in their teaching fields, and teach in engaging ways that maximize student learning, AMLE Standard 2, by

designing intricate and engaging presentations.It also demonstrates that candidates

understand working collaboratively with family and community members and they effectively use this knowledge to maximize the learning of all young adolescents

understand the relationships between schools and community organizations comprehend the challenges that families may encounter in society use available support services and other resources value and appreciate all young adolescents, AMLE Standard 5,

by highlighting the resources and services available to the stakeholders.

Assessment VII Case Studies1. During Block I candidates take the SCED 4321, Teaching Diverse Adolescents and MCED 3105,

Field Experience I, courses. Each MCED candidate is required to complete two comprehensive case studies during these courses. One case study involves an average student and one case study involves a student with an exceptionality. Candidates record observations in a journal, reflect on the observations, and then relate Educational Psychology and Early Adolescent Development course content including cognitive, social, emotional, and physical characteristics to the students they chose to involve in their case studies. Candidates then draw conclusions with regard to possible classroom interventions and remediation.

2. This assessment is aligned to AMLE Standards 1, Young Adolescent Development, and 3, Middle Level Philosophy and School Organization. In the case study, candidates must demonstrate an understanding of the cognitive, social, emotional, and physical development of young adolescents as well as developmentally appropriate instructional and motivational strategies.

3. Overall, candidates' ability to apply theory to practice in typical and diverse situations is evident.

As is common, these candidates eventually withdraw from the program. During 2007-2008 only five candidates entered Block I. In this case, data reveal that candidates' performance was more consistent and somewhat higher. This positive change may be linked to factors including: a new faculty member teaching the psychology course; the use of additional faculty as guests; smaller class size; and the increased use of constructivist - diversity related - activities to help candidates gain the understanding of learners with exceptionalities. Additionally, the use of scenarios to help candidates prepare for Praxis II, the Principles of Learning and Teaching exam, may be linked to the increase of candidates knowledge and understanding of the application of educational psychology theory to classroom practice.

5 c. Assessment VII Case Studies

2014 - 2015 UNACCEPT ACCEPTABLE TARGETCriteria 1 2 3 Mean S.D. N

AMLE Standards 1 and 3 20 80 2.5 0.5 11


April 16, 2018


AMLE Standards 1 and 3 10 90 2.9 0.5 7


AMLE Standards 1 and 3 0.6 0

4. This assessment demonstrates candidates’ knowledge of concepts, principles, theories and research about young adolescent development,

AMLE, Standard 1,by reporting aspects of development using theories of development in essays.

This assessment demonstrates candidates’ ability to understand concepts, principles, theories and research underlying the philosophical and

historical foundations of developmentally responsive middle level programs and schools

effectively articulate developmentally responsive practices understand the reasons the practices work to foster adolescent development

academically, socially, emotionally, and physically, AMLE Standard 1,by meeting the standards set in the rubric.


April 16, 2018

SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE CANDIDATE AND PROGRAM PERFORMANCE

Combined, the data from the eight assessments indicate that UALR MCED candidates have the content knowledge, the comprehension of theory, and have developed the skills and competence to apply their education to successful classroom teaching. To summarize, 100% of candidates completing the program have passed the Praxis I and Praxis II required content exams as well as maintained the minimum GPA.

Overall use of data for program improvement:

The Initial Licensure Track of the Middle Childhood Education Program at the University of Arkansas at Little Rock began in the fall of 2005. During that time, the assessment results for the Middle Childhood Program at the University of Arkansas at Little Rock have been analyzed and reflected upon. This analysis and reflection revealed several areas within the program which were areas of strength as well as areas that needed improvement. As a result of this continual assessment, there has been much revision and improvement. This section willdiscuss those areas around the (1) content knowledge, (2) pedagogical and professional knowledge, skills, and dispositions, and (3) effect on student learning.

Content KnowledgeData on content knowledge is derived from a transcript analysis and from the candidates’ Praxis II results. Data show that UALR MCED candidates have the content knowledge to teach the subject areas for which they will be licensed.Each candidate must have completed at least 18 hours in the content areas of mathematics, science, social studies, and language arts. Candidates must also complete Arkansas history and 6 hours of reading. The transcript analysis has been in place from the beginningand has proven to be effective in assessing content knowledge.Candidates also demonstrate content knowledge through the completion of the exit portfolio. In addition, application of content knowledge is required for successful completion of each key artifact. The exit portfolio, not one of the key assessments, is full of extensive information on content knowledge but it is not easily separated for analysis. After analyzing and reflecting on the key assessments, it was decided that this was an area that should be revised for easier accessibility to the data. The exit portfolio, which now contains 6 of the key assessments, clearly aligns to the AMLE Standards and provides easily accessible data for program assessment.Praxis II is a State mandated assessment of content knowledge. The Praxis II assesses knowledge in mathematics, science, social studies, and language arts. Although candidates from the Middle Childhood Education Program have been successful in passing this assessment, it does reveal valuable information on which content the candidate may need remediation. There are additional content courses available if the candidate needs additional instruction.

Pedagogical and Professional Knowledge, Skills, and DispositionsWhile candidates demonstrate they have the professional and pedagogical knowledge, skill, and dispositions through the key assessments, it must be noted that many of the rubrics did not directly address AMLE standards. To improve clear alignment, all rubrics have been rewritten to directly reflect artifacts’ relationships to the AMLE standards and have been put together to form the


April 16, 2018

candidates’ exit portfolio. This was a significant change as INTASC Standards were the foundation for the rubrics. While rewriting the rubrics, several gaps were identified. For example, family and community issues and application in assessments was lacking. In order to improve this, family and community components were strengthened in key assessments. Through meetings of the MCED faculty and other graduate faculty over the last two years for writing this document, the curriculum unit was revised extensively and other revisions will be made in the near future. Rubrics and guidelines for assessments which are course assignments have been clarified and cleaned up, and now indicate clear alignment with AMLE standards.

Steps to Improve the Program and Program AssessmentThis analysis of the MCED program and the guidelines and assessment has proven to be extremely helpful. Most of the rubrics that were being used did not effectively measure the AMLE standards. As a result, each key assessment was studied and analyzed and revised to reflect the standards it was intended to measure. At the point of revision, it became evident that the guidelines for the assignments we inadequate and did not define and explain to the candidates exactly what was needed to successfully meet each of the standards. So, most of the guidelines were revised to accurately reflect the expectations. Evidence that we believed we were collecting (and were in practice) were not as easily available for analysis as others were. For example, the initial and exit philosophy of education were collected. The initial philosophy was part of a course assignment as was the exit philosophy. When candidates were instructed to upload these to their portfolio, the initial licensure candidates had only one place to upload.They uploaded one into the electronic portfolio that is for all initial licensure candidates. A final revised philosophy was included in their exit portfolio but assessment information on that piece could not be easily extracted. With the new exit portfolio which is aligned to AMLE standards, this has been corrected. Another problem discovered is that while the rubrics in the electronic portfolio were extensive and detailed, they were much too cumbersome. Much of what was being collected was not needed to meet AMLE standards. Rubrics in the electronic portfolio looked muchlike the rubrics used for grade assessment. For example, many things assessed for a grade (title page, submitting on time, etc.) are not needed as part of the key assessment. With the creation of the new exit portfolio, this problem is eliminated. Our courses, which have always been aligned to AMLE standards, can now clearly reflect that alignment.


April 16, 2018

ATTACHMENT ACandidate Information

Program: Middle Childhood Education – Undergraduate

Academic Year

# of Candidates Enrolled in the

Program

# of Program Completers4

2014-2015 30 112015-2016 28 7

2016- 201713 24 0

4 CAEP uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements.


April 16, 2018

ATTACHMENT BFaculty Information

Faculty Member Name

HighestDegree, Field, & Univers

ity5

Assignment:

Indicate the role of the faculty

member6

Faculty

Rank7

Tenure Trk

(Yes/No)

Scholarship,8 Leadership in Professional

Associations, and Service: 9 List up

to 3 major contributions in the past 3 years

10

Teaching or other

professional experience

inP-12

schools11

Amy Sedivy-Benton

Ph.D.Research MethodologyLoyola University Chicago

Full-time MCED/TCED Faculty & MCED undergraduate coordinator

Associate Professor

Yes Sedivy-Benton, A. (2013) The Impact of K-20 policies on Teachers, from Effectiveness to Attrition. In C.V. Wang (Ed.). Handbook of Research on Teaching and Learing in K-20 Education. Hershey, PA: IGI Global.

Sedivy-Benton, A.L., Hunt, A.L., Hunt, T.L., Fetterly, J.M., & Wood, B.K. (2013). Emergence of

Professional Development/In-service facilitator with K-12 Educators including topics around Data Driven Decision Making, Curriculum Mapping, and Classroom Management. Provided to teachers in over 10 states.

5 e.g., PhD in Curriculum & Instruction, University of Nebraska6 e.g., faculty, clinical supervisor, department chair, administrator7 e.g., professor, associate professor, assistant professor, adjunct professor, instructor8 Scholarship is defined by CAEP as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.9Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission.10 e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program11 Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.


April 16, 2018

Successful Online Courses: Faculty and Student Shift. In S. Mukerji & P. Tripathi (Eds.), Handbook of Research on Transnational Higher Education Management. Hershey, PA: IGI Global.

Sedivy-Benton, A.L.,

Boden McGill, C.J. (2012). Significant factor for teachers’ intentions to stay or

leave the profession: Teacher influence on school, perception of control and perceived support. National Teacher Education Journal, 5,2, 101-116.

Andrew Hunt

Ph.D., University

of Arkansas,

Fayetteville

Associate Professor Yes

1. Hunt, A. L. & Grable, C. R. (2007). Digital field experience in teacher preparation: Virtually possible. Society for Information Technology and Teacher Education, 2007 (1), 358-359.3. Grable, C.R, Hunt, A.L. & Pearce, P. (2006). Meeting NCATE & learned society standards through chalk and wire digital

Shiloh Christian School grades 7 – 9 & 12, faculty, social studiesPulaski Academy grades 7-9, 11 & 12, faculty social studies


April 16, 2018

portfolios. Society for Information Technology and Teacher Education, 2006 (1), 60-62.

Amanda Nolen

Ph.D. Educational Psychology,

Baylor University

Faculty FullProfessor

Yes 1. Meta-analysis of research in Educational Psychology: Establishing ‘Canon’ (in progress); Action Research in Education: Addressing Gaps in Ethical Principles and Practices (2007) – Educational Researcher 36(7);2. Serve on Editorial Board for the Journal of Educational Research; Member of AERA and APA Division 15.

N/A

Judith A. Hayn

Ph.D. English

Education University of Kansas

Secondary Teacher

Education English

Language Arts

Full Professor

Yes 1. (2006). Chapter 8: Diversity in young adult literature.” In J.H. Bushman & K.P. Haas. Using young adult literature in the English classroom. 4th Edition. Upper Saddle River, NJ: Pearson Merrill Prentice-Hall;2. (2007). Validation of adolescent literature: Scholarly study through the refereed journal. The emergence of adolescent literature as scholarship. National Council of Teachers of English. New York, NY.;3. (2005-07 Chair WILLA (Women in Literacy & Life Assembly of NCTE.

7-12, 15 years public schools Omaha, NB; Topeka, KS


April 16, 2018

ATTACHMENT CDegree Plan – MCED


April 16, 2018


April 16, 2018

Attachments for SECTION IV—EVIDENCE FOR MEETING STANDARDS

Assessment I Praxis II5 a. DescriptionFor this key assessment, we use the Praxis II Middle Level Content Knowledge, and Praxis II Principles of Learning and Teaching. The Praxis II Middle Level Content Knowledge and Principles of Learning and Teaching assessments measure knowledge of specific subjects that 4-8 educators will teach, as well as general and subject-specific teaching skills and knowledge. The Praxis II Principles of Learning and Teaching assessments measure a candidates’ general pedagogical knowledge at four grade levels: Early Childhood, K-6, 5-9, and 7-12. These tests use a case study approach and feature constructed-response and multiple-choice items.

5 b. 1 Scoring Guide from Chalk and Wire

Praxis II testing area

Criterion Description iLABScoringRubricRating

iLABScoringNum.Scale

Praxis Score

PLT Pedagogical Content Knowledge for Teacher CandidatesConceptual Framework dimensions: Specialized Expertise, Communication, and Professional DevelopmentArkansas Teacher Licensure Standards: Standards 1-5.: know instructional strategies present in clear and meaningful ways integrate technology Standard 1b: Knowing and understanding the multiple influences

on development and learning

Exemplary 3 180 and above

Proficient 2 165 - 179

Unsatisfactory 1 164 and below

ContentKnowledge

Conceptual Framework dimension: Specialized ExpertiseArkansas Teacher Licensure Standards: Standard 1: know subject matter explain concepts in professional, state and

institutional standards pass academic content exams at a rate of 80 percent

or more Standard 1a: Knowing and understanding young children's

characteristics and needs

Exemplary 3 161 and above

Proficient 2 139 - 160

Unsatisfactory 1 139 and below


April 16, 2018

Assessment II Transcript Analysis5 a. Description

Candidates are required to submit their transcript into their iLAB portfolio each semester. The assessor analyses the GPA and course grades. An evaluation is given according to the attached rubric.

5 b. 1 Scoring Guide from Chalk and Wire

Note - The criterion descriptions, scoring rubric rating and the GPA numerical scale and GPA range for Assessment II do not change at any time during transcript analysis process. The analysis is completed four times during the MCED program, i.e., before each block.

Transcript Analysiscompleted four (4) times in the program

Assessment II Criterion Description iLAB GPAScoring RubricRating

iLABGPANumericalScale

GPA Range

iLAB GPA at entry -iLAB GPA at professional -Before Block IV

Content Knowledge for Teacher Candidates Conceptual Framework dimension: Specialized Expertise Arkansas Teacher Licensure Standards: Standard 1:

know subject matter explain concepts in professional, state and

institutional standards pass academic content exams at a rate of 80

percent or more

Exemplary 3 3.26 - 4.00

Proficient 2 2.65 - 3.25

Assessment III Attachment 5 a. Planning for the Classroom - Unit Project Description

CURRICULUM UNIT PROJECTFall 2008

Create a unit of study for middle childhood students. The unit will be done as a “team” and should include at least three lessons on a topic of your choice. There will be no more than four people on a team. Include a title page with the unit name, grade level, your names, date, and this course name (e.g., MCED 3303). Following the title page should be an introduction to the unit, a concept map, and a table of specifications (Bloom’s matrix). You will also need a matrix for Multiple Intelligences included in each lesson. Each lesson should include but not limited to:

Teacher name (that’s you) Grade(s) that is targeted Unit name Unit goal or concept Lesson name Lesson goals Objective(s) Interdisciplinary areas Arkansas/district framework(s) Set

C2

Guided activity Independent Activity Closure Lesson extension Modifications Resources/materials needed Assessment Space for reflection/revision Cites (if needed)

Each lesson should be on a separate plan sheet. I will be looking for use of manipulatives, group work, a variety of teaching strategies, involving all learning styles (auditory, visual, kinesthetic and multiple intelligences), a variety of


April 16, 2018

assessment strategies as well as at least one rubric, clear and appropriate (Mager three-part) objectives, valuable and appropriate activities using higher level thinking skills, appropriate materials included, appropriate cites and reference list, and modifications. Chose one lesson to adapt for gifted students and another lesson to adapt for a student with learning disabilities. Make copies of your lessons for your teammates. Submit your unit to Chalk and Wire (iLAB and MCED BSE).

PRESENTATION

The presentation should be a lesson from your unit. We, the class, will become the age/grade that your unit requires. Assume that we know the previous information presented in your unit. We want to be involved, so let us do one of your activities. Bring whatever supplies you need with you. You have only 20-25 minutes for your presentation so do anything possible (cutting, etc.) before class. Utilize your students (us) to help you hand out things. You may include a short (5-10 slides) PowerPoint presentation in the lesson but it is not required. I will be grading your presentation from a rubric which you will have before you present. Dress professionally. You need to turn in a self-evaluation of your presentation when you complete your presentation.

Any other questions?


April 16, 2018

CHECKLIST FOR UNITTITLE PAGE Unit name Grade level Your names Date Course name

FOLLOWING TITLE PAGE Introduction Concept map Table of specifications MI Matrix

EACH LESSON Teacher name Subject area Grades that are targeted Unit name Unit goal or concept Lesson name Lesson topic Lesson goal(s) Objective(s) Curriculum connections Arkansas/district framework(s) Resources/materials needed Set C2

Guided activity Independent activity Closure Lesson extension Modifications

Assessment (at least one rubric) Reflection/revision

HAVE I INCLUDED At least one rubric Use of manipulative Group work Variety of teaching strategies Use of all learning styles Clear and appropriate (Mager three-part) objectives Valuable and appropriate activities using higher

level thinking skills Appropriate materials (where possible) Appropriate cites and reference list if needed Did I address the needs of gifted students in at least

one lesson Did I address the needs of learning disabled

students in at least one lesson Did I include a reference page in APA style

HAVE I SUBMITTED MY UNIT TO CHALK AND WIRE?


5 b. 2 Scoring guide

PRINCIPLE A: THE LEARNER AND LEARNING

Standard 1: Young Adolescent Development:Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to young adolescent development and use that knowledge in their practice. They demonstrate their ability to apply this knowledge when making curricular decisions, planning and implementing instruction, participating in middle level programs and practices, and providing healthy and effective learning environments for all young adolescents.Element a. Knowledge of Young Adolescent Development: Middle level teacher candidates demonstrate a comprehensive knowledge of young adolescent development. They use this understanding of the intellectual, physical, social, emotional, and moral characteristics, needs, and interests of young adolescents to create healthy, respectful, supportive, and challenging learning environments for all young adolescents, including those whose language and cultures are different from their own.Element b. Knowledge of the Implications of Diversity on Young Adolescent Development: Middle level teacher candidates demonstrate their understanding of the implications of diversity on the development of young adolescents. They implement curriculum and instruction that is responsive to young adolescents’ local, national, and international histories, language/dialects, and individual identities (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). They participate successfully in middle level practices that consider and celebrate the diversity of all young adolescents.Element c. Implications of Young Adolescent Development for Middle Level Curriculum and Instruction. Middle level teacher candidates use their knowledge of young adolescent development when planning and implementing middle level curriculum and when selecting and using instructional strategies.Element d. Implications of Young Adolescent Development for Middle Level Programs and Practices: Middle level teacher candidates apply their knowledge of young adolescent development when making decisions about their respective roles in creating and maintaining developmentally responsive learning environments. They demonstrate their ability to participate successfully in effective middle level school organizational practices such as interdisciplinary team organization and advisory programs.Supporting Explanation: Specialized middle level teacher preparation is grounded in the young adolescent knowledge base. A comprehensive knowledge of young adolescent development and its diversities provides middle level teacher candidates with a substantial basis upon which they can build an understanding of the implications of young adolescent development for teaching and learning. Effective teacher preparation programs provide multiple and continuing opportunities for middle level teacher candidates to learn about the unique characteristics, needs, and interests of young adolescents and to document their ability to use the knowledge gained in their practice. The importance of middle level candidates having a strong developmental knowledge base is well documented in the literature (Association for Middle Level Education, 2006, 2010; McEwin, Dickinson, Smith, 2004; McEwin & Smith, in press; National Forum to Accelerate Middle Grades Reform, 2002; Snyder & Lit, 2010).

April 16, 2018

Effective middle level teachers understand how young adolescent development influences learning and use this knowledge when planning curriculum; designing, sequencing, and pacing teaching; diagnosing learning needs; organizing teaching environments, and making other decisions that influence student learning (Horowitz, Darling-Hammond, & Rust, 2005; McEwin & Smith, in press). Successful middle level teacher preparation programs utilize program assessments that measure candidates’ abilities to apply their knowledge of young adolescent development to inform their decisions regarding middle level curriculum, instruction, assessment, organizational practices, and other key components of successful middle level teaching.

Literature about social justice typically addresses the need for middle level candidates to overcome stereotypes and prejudices they may have about students from low-income and racial/ethnic minority backgrounds (Grant & Agosto, 2008; Villegas, 2007). Successful middle level teacher preparation programs help middle level teacher candidates overcome the stereotypes that are prevalent about young adolescents. These stereotypes and negative images are pervasive in media coverage of young adolescents where they are often depicted as bizarre, delinquent, and abhorrent (McEwin & Smith, in press).

Well-prepared middle level teacher candidates demonstrate their understanding of how young adolescents grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, moral and physical areas. They create developmentally responsive learning environments that allow all young adolescents to achieve high standards. Middle level teacher candidates document their ability to fashion developmentally appropriate instructional materials and teach in ways that are challenging and meaningful to young adolescents. They understand the multiple influences on young adolescents’ development and learning and use those influences in ways that support healthy development and increase learning. Middle level teacher candidates celebrate the diversity found in young adolescents and to use it in positive ways to create healthy, supportive, and challenging learning environments. They participate in developmentally responsive middle level programs and practices in a variety of grade organizations that include the middle grades (e.g., grades 5-8, 6-8, K-8) (Association for Middle Level Education, 2006, 2010; McEwin & Dickinson, 2012; McEwin & Smith, in press).


April 16, 2018


UNACCEPTABLE ACCEPTABLE TARGETMiddle level teacher candidates understand the importance of being knowledgeable about young adolescent development.

Middle level teacher candidates demonstrate their knowledge of the concepts, principles, theories and research about young adolescent development. They apply this knowledge in their practice.

Middle level teacher candidates understand and accurately interpret the concepts, principles, theories and research about young adolescent development.They use this knowledge to deconstruct classroom events and other experiences, analyze how this information impacts student learning, and modify their teaching to reflect this new understanding.

Middle level teacher candidates understand the importance of creating and maintaining safe learning environments that promote the development of young adolescents.

Middle level teacher candidates create supportive learning environments that promote the healthy development of diverse populations of young adolescents.

Middle level teacher candidates create and maintain safe and supportive learning environments that promote the healthy development of all young adolescents. They create dynamic environments that celebrate and incorporate the diversity found within student populations.

Middle level teacher candidates understand the importance of using young adolescent development when selecting instructional strategies and making curricular decisions.

Middle level teacher candidates assess the diverse developmental levels of their students and use this information when selecting instructional strategies and making curricular decisions.

Middle level teacher candidates assess the diverse developmental levels of their students and use this information effectively when selecting instructional strategies and making curricular decisions. They reflect on their decisions and revise their practice to enhance their teaching effectiveness and to increase student learning.

Middle level teacher candidates demonstrate awareness about the ways young adolescent development impacts school organizations and middle level programs and practices.

Middle level teacher candidates articulate and apply their understanding of the diversities of young adolescent development as they work successfully within middle level school organizations and engage in middle level programs and practices.

Middle level teacher candidates articulate and apply their understanding of school organizations and the components of middle level programs and practices. They use this understanding to help ensure a successful schooling experience for all young adolescents (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). They use reflection to improve their ability to be successful in middle level programs and practices in a variety of school organizational patterns.

April 16, 2018

ReferencesAssociation for Middle Level Education (2006). Association for Middle Level Education position

statement on the professional preparation of middle level teachers. Westerville, OH: Author. Retrieved from http://www.amle.org/AboutAMLE/PositionStatements/ProfessionalPreparation/tabid/287/Default.aspx

Association for Middle Level Education (2010). This we believe: Keys to educating young adolescents. Westerville, OH: Author.

Grant, C. A., & Agosto, V. (2008). Teacher capacity and social justice in teacher education. In M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Eds.), Handbook of research on teacher education: Enduring questions in changing context (pp. 175-200). NY: Routledge and Manassas, VA: Association of Teacher Educators.

Horowitz, P. D., Darling-Hammond, L., & Bransford, J. (2005). Educating teachers for developmentally appropriate practice. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 88-125). San Franciso, CA: Jossey-Bass.

McEwin, C. K., & Dickinson, T. S. (2012). Value young adolescents: Educators value young adolescents and are prepared to teach them. In This we believe in action: Implementing successful middle level schools (pp. 7-15).

McEwin, C. K., Dickinson, T. S., & Smith, T. W. (2004). The role of teacher preparation, licensure, and retention in creating high performing middle schools. In S. Thompson (Ed.), Reforming middle level education: Considerations for policymakers (pp. 109-129). Greenwich, CT: Information Age.

McEwin, C. K., & Smith, T. W. (in press). The professional preparation of middle level teachers. In G. Andrews (Ed.), Research to guide practice in middle grades education. Westerville, OH: Association for Middle Level Education.

National Forum to Accelerate Middle-Grades Reform (2002). Policy statement: Teacher preparation, licensure, and recruitment. Newton, MA: Education Development Center. Retrieved from http://www.mgforum.org

Snyder, J. & Lit, I. (2010). Principles and exemplars for integrating developmental sciences knowledge into educator preparation. Washington, DC: National Council for the Accreditation of Teacher Education.

Villegas, A. (2007, January 1). Dispositions in teacher E\education: A look at social justice. Journal of Teacher Education, 58(5), 370-380. (ERIC Document Reproduction Service No. EJ778023) Retrieved from ERIC database.

PRINCIPLE B: CONTENT

Standard 2: Middle Level Curriculum

Middle level teacher candidates understand and use the central concepts, standards, research, and structures of content to plan and implement curriculum that develops all young adolescents’ competence in subject matter. They use their knowledge and available resources to design, implement, and evaluate challenging, developmentally responsive curriculum that results in meaningful learning outcomes. Middle level teacher candidates demonstrate their ability to assist all young adolescents in understanding the interdisciplinary nature of knowledge. They design and teach curriculum that is responsive to all young adolescents’ local, national, and international


April 16, 2018

histories, language/dialects, and individual identities (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). Element a. Subject Matter Content Knowledge: Middle level teacher candidates demonstrate a depth and breadth of subject matter content knowledge in the subjects they teach (e.g., English/language arts, mathematics, reading, social studies, health, physical education, and family and consumer science). They incorporate information literacy skills and state-of-the-art technologies into teaching their subjects.Element b. Middle Level Student Standards: Middle level teacher candidates use their knowledge of local, state, national, and common core standards to frame their teaching. They draw on their knowledge of these standards to design, implement, and evaluate developmentally responsive, meaningful, and challenging curriculum for all young adolescents.Element c. Interdisciplinary Nature of Knowledge: Middle level teacher candidates demonstrate the interdisciplinary nature of knowledge by helping all young adolescents make connections among subject areas. They facilitate relationships among content, ideas, interests, and experiences by developing and implementing relevant, challenging, integrative, and exploratory curriculum. They provide learning opportunities that enhance information literacy (e.g., critical thinking, problem solving, evaluation of information gained) in their specialty fields (e.g., mathematics, social studies, health).Supporting Explanation:The knowledge base on the essential components of successful middle level teacher preparation programs includes placing a high priority on middle level teacher candidates demonstrating their ability to understand and apply developmentally responsive curriculum that is challenging, exploratory, integrative, relevant, and both technology and literacy based. Effective middle level teacher preparation programs emphasize how middle level curriculum can be designed to support and extend young adolescents’ learning (Association for Middle Level Education, 2006, 2010; Jackson & Davis, 2000; McEwin & Dickinson, 1996, 2012; McEwin, Dickinson, & Smith, 2004; National Forum to Accelerate Middle Grades Reform, 2002).

It is widely accepted that teachers need to know the subject matter they teach (Darling-Hammond, Banks, Zumwalt, Gomez, Sherin, Griesdorn, & Finn, 2005; Grossman, Schoenfeld, & Lee, 2005). Effective middle level teacher preparation programs require candidates to demonstrate an in-depth disciplinary knowledge with strong interdisciplinary connections. This means that candidates document both a depth and breadth of subject matter knowledge. Depth and breadth should not be interpreted as an amount of knowledge, but rather as types of knowledge and the ability to use that knowledge in multiple ways (McEwin & Smith, in press). The subject matter content demonstrated by middle level teacher candidates should include, but not be limited to, that knowledge reflected in local, state, national, and common core standards.

Well-prepared middle level teacher candidates document their understanding of developmentally responsive middle level curriculum and demonstrate their ability to help young adolescents make connections among subject matter content areas. They document their ability to use subject matter knowledge in ways that are challenging, exploratory, integrative, and relevant (Beane, 1993; Stevenson, 2002; Stevenson & Bishop, 2012). Middle level teacher candidates create learning experiences that make knowledge in the subject areas assessable to all young adolescents to help them connect knowledge in ways that enhance critical thinking, creativity, literacy, and problem solving. They integrate culturally relevant content to build on all young adolescents’ background knowledge. Middle level teacher candidates demonstrate a comprehensive knowledge of student


April 16, 2018

content standards and learning progressions in the subjects they teach. They use information literacy skills and state-of-the-art technologies to enhance their teaching.

ReferencesAssociation for Middle Level Education (2006). Association for Middle Level Education position



Beane, J. (1993). A middle school curriculum: From rhetoric to reality (2nd ed.). Columbus, OH: National Middle School Association.

Darling-Hammond, L., Banks, J., Zumwalt, K., Gomez, L., Sherin, M. G., Griesdorn, J., & Finn, L. (2005). Educational goals and purposes: Developing a curricular vision for teaching. In L. Darling-Hammond and J. Bransford (Eds.) Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 169-200) San Franciso, CA: Jossey-Bass.

Grossman, P, Schoenfeld, A. & Lee, C. (2005). Teaching subject matter. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do. San Franciso, CA: Jossey-Bass.

Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century. New York: Teachers College Press.

McEwin, C. K., & Dickinson, T. S. (1996). Forgotten youth, forgotten teachers: Transformation of the professional preparation of teachers of young adolescents. Background paper prepared for the Middle Grade School State Policy Initiative. New York: Carnegie Corporation of New York.

McEwin, C. K., & Dickinson, T. S. (2012). Value young adolescents: Educators value young adolescents and are prepared to teach them. In This we believe in action: Implementing successful middle level schools (pp. 7-15) Westerville, OH: Association for Middle Level Education.

McEwin, C. K., Dickinson, T. S., & Smith, T. W. (2004). The role of teacher preparation, licensure, and retention in creating high performing middle schools. In S. Thompson (Ed.), Reforming middle level education: Considerations for policymakers (pp. 109-129). Greenwich, CT: Information Age Publishing.



Stevenson, C. (2002). Teaching 10 to 14 year olds (3rd ed.). Boston: Pearson Allyn and Bacon.Stevenson, C., & Bishop, P. A. (2012). Challenging curriculum: Curriculum is challenging,

exploratory, and relevant. In This we believe in action: Implementing successful middle level schools (pp. 29-46). Westerville, OH: Association for Middle Level Education.

UNACCEPTABLE ACCEPTABLE TARGETMiddle level teacher candidates demonstrate

Middle level teacher candidates demonstrate depth

Middle level teacher candidates demonstrate depth


April 16, 2018

limited content knowledge in the subjects they teach. They do not pursue the acquisition of additional knowledge.

and breadth of subject matter content knowledge in the subjects they teach.

and breadth of subject matter content knowledge in the subjects they teach. They demonstrate their understanding of the complexities of the subject area disciplines, value continued learning, and seek the knowledge needed to improve the effectiveness of their teaching for all young adolescents.

Middle level teacher candidates recognize the importance of using content specific teaching and assessment strategies.

Middle level teacher candidates demonstrate their ability to use content specific teaching and assessment strategies and integrate information literacy skills and technologies into the subjects they teach.

Middle level teacher candidates demonstrate their ability to analyze content and assess the needs of their students. They purposely select and integrate teaching and assessment strategies that include information literacy skills and state-of-the-art technologies for all students.

Middle level teacher candidates are aware of state, national, and common core standards for student learning.

Middle level teacher candidates demonstrate their knowledge of state, national, and common core middle level curriculum standards for student learning. They use this knowledge in their teaching.

Middle level teacher candidates demonstrate their knowledge of state, national, and common core middle level curriculum standards for student learning. They deconstruct the standards to better understand their intent and their effects on all young adolescents. They align instructional goals and student assessments with these standards.

Middle level teacher candidates recognize that middle level curriculum should be relevant, challenging, integrative, and exploratory.

Middle level teacher candidates develop and utilize middle level curriculum that is relevant, challenging, integrative, and exploratory.

Middle level teacher candidates demonstrate a commitment to and advocacy for middle level curriculum that is relevant, challenging, integrative, and exploratory. They select, design, evaluate, and modify curriculum in ways that capitalize on the diverse learning needs of all young adolescents.

Middle level teacher Middle level teacher Middle level teacher


April 16, 2018

candidates recognize the importance of the interdisciplinary nature of knowledge.

candidates demonstrate an understanding of the interdisciplinary and integrated nature of knowledge and teach in ways that enable young adolescents to make connections among subject areas, their interests, and experiences.

candidates demonstrate an understanding of the interdisciplinary and integrated nature of knowledge. They provide credible evidence that all their students make authentic and meaningful connections among subject areas, and their interests and experiences.

Standard 3: Middle Level Philosophy and School OrganizationMiddle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within middle level organizational components.Element a. Middle Level Philosophical Foundations: Middle level teacher candidates demonstrate an understanding of the philosophical foundations of developmentally responsive middle level programs and schools.Element b. Middle Level Organization and Best Practices: Middle level teacher candidates utilize their knowledge of the effective components of middle level programs and schools to foster equitable educational practices and to enhance learning for all students (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition). They demonstrate their ability to apply this knowledge and to function successfully within a variety of school organizational settings (e.g., grades K-8, 6-8, 7-12). Middle level teacher candidates perform successfully in middle level programs and practices such as interdisciplinary teaming, advisory programs, flexible block schedules, and common teacher planning time.Supporting Explanation:The knowledge base on specialized middle level teacher preparation has consistently included an emphasis on the importance of middle level teacher candidates demonstrating their knowledge of the philosophical foundations of middle level education and their ability to use this knowledge in their practice. Calls for middle level teachers having this knowledge began appearing in the knowledge base at the turn of the previous century and continues today (AMLE, 2006, 2012; Carnegie Corporation of New York, 1989; McEwin & Smith, in press; Van Til, Vars, & Lounsbury, 1967). Understanding the history and philosophy of middle level education guides the practice of middle level teacher candidates, gives them confidence, and helps develop their ability to teach all young adolescents in ways that support healthy development and enhance student learning.

The knowledge base also includes a strong focus on the importance of middle level candidates demonstrating their ability to successfully participate in middle level programs and practices that are supported by research and successful practice; for example, team organization, advisory programs, flexible scheduling, integrated curriculum, and effective teaching strategies (AMLE, 2010, 2012; Andrews, in press; Dickinson, 2001; George & Alexander, 2003; Jackson & Davis, 2000; McEwin & Greene, 2011; Smith & McEwin, 2011; NASSP, 2006; Roney, Anfara, & Brown, 2008). These programs and practices are grounded in the commitment of the middle school philosophy to provide educational practices, programs, and personnel that are responsive to the intellectual, social, emotional, cultural, physical, and academic needs of all young adolescents.


April 16, 2018

Well-prepared middle level teacher candidates demonstrate their knowledge of the philosophical and historical underpinnings of middle level education and document their ability to use this knowledge in their practice. They can articulate the rationale for developmentally responsive programs and practices such as interdisciplinary teaming and advisory programs, and they use this knowledge within the context of a range of school settings. Middle level teacher candidates exhibit a commitment to developmentally responsive organizational structures that foster socially equitable programs and practices that enhance the education and well-being of all young adolescents. They demonstrate their ability to participate successfully in best practices that are supported by the middle-level knowledge base in a variety of school settings.ReferencesAndrews, P.G. (Ed.) (in press). Research to guide practice in middle grades education. Westerville,

OH: Association for Middle Level Education.Association for Middle Level Education (2006). Association for Middle Level Education position


Association for Middle Level Education (2012). This we believe in action: Implementing successful middle schools. Westerville, OH: Author.


Carnegie Corporation of New York. (1989, June 1). Turning points: Preparing American youth for the 21st century. The report of the task force on education of young adolescents. (ERIC Document Reproduction Service No. ED312322) Retrieved from ERIC database.

Dickinson, T. S. (2001). Reinventing the middle school: A proposal to counter arrested development. In T. S. Dickinson (Ed.), Reinventing the middle school (pp. 1-20). NY: Routledge Falmer.

George, P. S., & Alexander, W. M. (2003). The exemplary middle school (3rd ed.). CA: Wadsworth/Thomson Learning.


McEwin, C. K., & Greene, M. W. (2011). The status of programs and practices in America’s middle schools: Results from two national studies. Westerville, OH: Association for Middle Level Education. Retrieved from http://www.amle.org/portals/0/pdf/research/Research_from_the_Field/Status_Programs_Practices_AMLE.pdf


National Association for Secondary School Principals (2006). Breaking ranks in the middle: Strategies for leading middle level reform. Reston, VA: Author.

Roney, K., Anfara, V., & Brown, K. (2008). Creating organizationally healthy and effective middle schools: Research that supports the middle school concept and student achievement. Westerville, OH: Association for Middle Level Education.

Smith, T. W., & McEwin, C. K. (Eds.) (2011). The legacy of middle school leaders: In their own words. Charlotte, NC: Information Age.

Van Til, W, Vars, G, F. & Lounsbury, J. H. (1967). Modern education for the junior high years (2nd ed.). Indianapolis, IN: Bobbs-Merrill.


April 16, 2018

UNACCEPTABLE ACCEPTABLE TARGETMiddle level teacher candidates recognize the importance of the philosophical and historical foundations of developmentally responsive middle level programs and schools.

Middle level teacher candidates demonstrate an understanding of the knowledge base underlying the philosophical and historical foundations of developmentally responsive middle level education. They understand that the implementation of successful programs, practices, and schools can occur in a variety of organizational patterns that enroll young adolescents (e.g., grade 6-8, K-8, 7-12). They apply this knowledge in their practice.

Middle level teacher candidates advocate for and provide leadership in the authentic implementation of middle school programs and practices, understanding that these may occur in a variety of organizational patterns that enroll young adolescents (e.g., grade 6-8, K-8, 7-12).

Middle level teacher candidates can describe developmentally responsive practices.

Middle level teacher candidates articulate the rationale for developmentally responsive and socially equitable practices, and they use this knowledge within the context of the school setting.

Middle level teacher candidates articulate the rationale for developmentally responsive and socially equitable practices, and they use this knowledge to foster healthy adolescent development within their practice. They assess the effectiveness of middle level components within the school context and share that knowledge when appropriate.

PRINCIPLE C: INSTRUCTIONAL PRACTICE

Standard 4: Middle Level Instruction and Assessment Middle level teacher candidates understand, use, and reflect on the major concepts, principles, theories, and research related to data-informed instruction and assessment. They employ a variety of developmentally appropriate instructional strategies, information literacy skills, and technologies to meet the learning needs of all young adolescents (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition).Element a. Content Pedagogy: Middle level teacher candidates use their knowledge of instruction and assessment strategies that are especially effective in the subjects they teach.Element b. Middle Level Instructional Strategies: Middle level teacher candidates employ a wide variety of effective teaching, learning, and assessment strategies. They use instructional strategies and technologies in ways that encourage exploration, creativity, and information literacy skills (e.g., critical thinking, problem solving, evaluation of information gained) so that young adolescents are


April 16, 2018

actively engaged in their learning. They use instruction that is responsive to young adolescents’ local, national, and international histories, language/dialects, and individual identities (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition).Element c. Middle Level Assessment and Data-informed Instruction: Middle level teacher candidates develop and administer assessments and use them as formative and summative tools to create meaningful learning experiences by assessing prior learning, implementing effective lessons, reflecting on young adolescent learning, and adjusting instruction based on the knowledge gained.Element d. Young Adolescent Motivation: Middle level teacher candidates demonstrate their ability to motivate all young adolescents and facilitate their learning through a wide variety of developmentally responsive materials and resources (e.g., technology, manipulative materials, information literacy skills, contemporary media). They establish equitable, caring, and productive learning environments for all young adolescents.Supporting Explanation:The knowledge base on specialized middle level teacher preparation includes a major emphasis on the importance of middle level teacher candidates documenting their ability to teach young adolescents in developmentally responsive ways that reflect what is known about effective middle level teaching strategies and assessment (AMLE, 2006, 2010, 2012a, 2012b; Jackson & Davis, 2000; McEwin & Smith, in press; National Forum to Accelerate Middle Grades Reform, 2002). Specialized middle level teacher preparation programs provide candidates with multiple opportunities to obtain the knowledge and skills necessary to document their ability to plan for teaching, facilitate instruction, and assess student work. Emphasis is placed on candidates using a wide variety of research-based instructional approaches that are effective with young adolescents and motivate them to learn (e.g., learning inventories, projects, student reflections, question posing to and by young adolescents, building advanced concepts) (Brodhagen & Gourd, 2012).

Young adolescents are experiencing a critical time in their development where they need relationships, connections with others, autonomy, and a feeling that they are worthwhile. Well designed middle level teacher preparation programs require middle level teacher candidates to demonstrate their ability to skillfully apply developmental principles in ways that motivate young adolescents and enhance their learning. Middle level teacher candidates understand that teaching subject matter in isolation is ineffective and often leads to student disengagement in the learning process, and they use that knowledge in their teaching (NCATE, 2010; Nesin, 2012).

Effective middle level preparation programs require middle level teacher candidates to document their ability to use data from various forms of student assessments to inform their teaching. Middle level teacher candidates develop and implement a variety of assessments including authentic assessments, portfolios, exhibitions, and traditional testing. They document their ability to plan and implement instruction that is inclusive and designed to meet the needs of young adolescents with different learning styles. Middle level teacher candidates demonstrate their capability of using assessment methods that encourage active learning and help young adolescents accept responsibility for their own learning. They develop and implement a variety of assessments including authentic assessments, portfolios, exhibitions, and traditional testing (AMLE, 2012a, 2012b; National Forum to Accelerate Middle Grades Reform, 2002). Successful middle level teacher preparation programs also help middle level teacher candidates understand subject matter from a pedagogical perspective and require them to demonstrate their ability to have their students connect disciplinary subject matter to their own experiences (Grossman, Schoenfeld, & Lee, (2005).


April 16, 2018

Well-prepared middle level teacher candidates demonstrate their ability to use a wide range of assessments to inform their decisions about instruction. They use multiple methods of formative and summative assessments to engage young adolescents in their own learning. Middle level teacher candidates document their ability to draw upon their subject matter knowledge when planning instruction, teaching, and conducting assessments. They enhance student learning, information literacy skills (e.g., critical thinking, problem solving, evaluation of information gained), and technology skills in the students they teach. Middle level teacher candidates prepare young adolescent learners for the demands of particular assessment formats and make accommodations in assessments for learners with exceptionalities and language learning needs. They employ technology to support assessment practices that engage young adolescents in assessing their own learning needs and interests.

References:Association for Middle Level Education (2006). Association for Middle Level Education position

statement on the professional preparation of middle level teachers. Westerville, OH: Author. Retrieved from http://www.amle

Association for Middle Level Education (2012a). Research and resources in support of This We Believe. Westerville, OH: Author.

Association for Middle Level Education (2012b). This we believe in action: Implementing successful middle schools. Westerville, OH: Author.


Brodhagen, B., & Gorud, S. (2012). Multiple learning approaches: Educators use multiple learning and teaching approaches. In This we believe in action: Implementing successful middle level schools (pp. 47-61). Westerville, OH: Association for Middle Level Education.

Grossman, P, Schoenfeld, A. & Lee, C. (2005). Teaching subject matter. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do. San Franciso, CA: Jossey-Bass.


McEwin, C. K., & Smith, T. W. (in press). The professional preparation of middle level teachers. In G. Andrews (Ed.), Research to guide practice in middle level education. Westerville, OH: Association for Middle Level Education.

National Research Council (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

National Council for Accreditation of Teacher Education (2010). The road less traveled: How the developmental sciences can prepare educators to improve student achievement: Policy recommendations. Washington, DC: Author.


Nesin, G. (2012). Active learning: Students and teachers are engaged in active, purposeful learning. In This we believe in action: Implementing successful middle level schools (pp. 17-27). Westerville, OH: Association for Middle Level Education.


http://www.mgforum.org/

April 16, 2018

UNACCEPTABLE ACCEPTABLE TARGETMiddle level teacher candidates can articulate a variety of content specific teaching and assessment strategies.

Middle level teacher candidates demonstrate their knowledge of content specific teaching and assessment strategies by using them successfully in their teaching.

Middle level teacher candidates demonstrate their knowledge of content specific teaching and assessment strategies, use a wide variety of them in their teaching, and modify their use based on the unique learning needs of their students.

Middle level teacher candidates understand the importance of creating learning experiences that are developmentally responsive and that engage young adolescents.

Middle level teacher candidates create challenging, culturally sensitive, and developmentally responsive learning experiences that encourage exploration, creativity, and information literacy skills (e.g., critical thinking, problem solving, evaluation of information gained).

In collaboration with students, colleagues, and other stakeholders, middle level teacher candidates create challenging, culturally sensitive, and developmentally responsive learning experiences that encourage exploration, creativity, and information literacy skills (e.g., critical thinking, problem solving, evaluation of information gained).

Middle level teacher candidates recognize the importance of formative and summative assessment in effective instruction.

Middle level teacher candidates understand the multiple roles of assessment and use this knowledge to create formative and summative tools. They use assessment data to inform their instruction (e.g., adjust pace, differentiate for individuals, create meaningful learning experiences, and implement effective lessons).

Middle level teacher candidates collaborate with students and colleagues to select and create a wide variety of formative and summative assessments. They analyze the data to evaluate their practice and inform their instruction (e.g., adjust pace, differentiate for individuals, create meaningful learning experiences, and implement effective lessons).

Middle level teacher candidates understand the importance of motivating young adolescents.

Middle level teacher candidates demonstrate their ability to motivate young adolescents. They facilitate student learning through developmentally responsive materials and resources (e.g., technology, manipulative materials, information literacy

Middle level teacher candidates facilitate student learning through a wide variety of developmentally responsive materials and resources (e.g., technological resources and contemporary media). They employ a process of self-analysis and


April 16, 2018

skills, contemporary media). collaboration with students and colleagues to determine the impact of their instruction on student motivation and learning, and they adjust their teaching accordingly.

Middle level teacher candidates understand the importance of establishing a productive learning environment.

Middle level teacher candidates demonstrate their ability to increase student motivation for learning by establishing productive learning environments for all young adolescents (e.g., one that is equitable, inclusive, and caring; that employs research- based methodologies; fosters trusting relationships; sets rigorous academic expectations; and includes the skilled use of technology).

Middle level teacher candidates collaborate with colleagues, family members, and others to increase motivation to learn among all young adolescents. They emphasize intrinsic and extrinsic student motivation by establishing productive learning environments for all students (e.g., one that is equitable, inclusive, and caring; that employs research- based methodologies; fosters trusting relationships; sets rigorous academic expectations; and includes the skilled use of technology).

PRINCIPLE D: PROFESSIONAL RESPONSIBILITIES

Standard 5: Middle Level Professional Roles

Middle level teacher candidates understand their complex roles as teachers of young adolescents. They engage in practices and behaviors that develop their competence as middle level professionals. They are informed advocates for young adolescents and middle level education, and work successfully with colleagues, families, community agencies, and community members. Middle level teacher candidates demonstrate positive dispositions and engage in ethical professional behaviors.Element a. Professional Roles of Middle Level Teachers: Middle level teacher candidates understand, reflect on, and are successful in their unique roles as middle level professionals (e.g., members of teaching teams and advisors to young adolescents). Element b. Advocacy for Young Adolescents and Developmentally Responsive Schooling Practices: Middle level teacher candidates serve as advocates for all young adolescents and for developmentally responsive schooling practices. They are informed advocates for effective middle level educational practices and policies, and use their professional leadership responsibilities to create equitable opportunities for all young adolescents in order to maximize their students' learning.Element c. Working with Family Members and Community Involvement: Middle level teacher candidates understand and value the ways diverse family structures and cultural backgrounds influence and enrich learning. They communicate and collaborate with all family members and community partners, and participate in school and community activities. They engage in practices that build positive, collaborative relationships with families from diverse cultures and backgrounds


April 16, 2018

(e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition).Element d. Dispositions and Professional Behaviors: Middle level teacher candidates demonstrate positive orientations toward teaching young adolescents and model high standards of ethical behavior and professional competence. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, critical perspectives on their teaching.Supporting Explanation:Middle level teacher preparation programs focus intently on assuring that middle level teacher candidates understand the specialized professional roles they play in middle level education, and they require candidates to demonstrate their capabilities to perform successfully in these roles (e.g., members of interdisciplinary teams and advisers of young adolescents). These specialized professional roles constitute one of the primary differences in specialized middle level teacher preparation programs and professional preparation programs designed to prepare teachers of young children for the primary grades or older adolescents at the senior high school level (AMLE, 2006, 2010; Anfara, 2006; Burkhardt & Kane, 2012; Jackson & Davis, 2000; Kasak & Uskali, 2012; McEwin, Dickinson, & Anfara, 2005; McEwin, Dickinson, & Smith, 2003; Mertens & Flowers, 2004).

Middle level teacher candidates document their ability to be knowledgeable and effective advocates for young adolescents and their schools. They demonstrate their capability to position themselves as advocates, and they become bearers and disseminators of critical information that supports the health, education, schooling, and well-being of young adolescents (Knowles & Brown, 2000; McEwin & Smith, in press). Middle level teacher candidates demonstrate their ability to work successfully with family members of young adolescents while taking into account and celebrating their diversity (e.g., race, ethnicity, culture, age, appearance, ability, sexual orientation, socioeconomic status, family composition).It is well documented that circumstances that occur outside classrooms and schools influence the learning and well-being of young adolescents and that parental involvement is frequently pivotal to their academic achievement (Epstein, 2012). Research and experience also document that involvement from parents and other family members generally declines when young adolescents enter the middle grades (Epstein, 2005; Pate & Andrews, 2006). This lessening of parental involvement makes it paramount that middle level candidates document their ability to work collaboratively with parents, other family members, and care givers.

Middle level teacher preparation programs provide middle level candidates with the knowledge and experience base needed to develop appropriate dispositions and to act upon those dispositions in ways that benefit all young adolescents (Arth, Lounsbury, McEwin, & Swaim, 1995; Knowles & Brown, 2000; Williams, 2012). They also document ethical behaviors while engaged in middle level field experiences and activities in other venues.

Well-prepared middle level teacher candidates understand their roles as teachers and demonstrate their ability to perform successfully in these unique roles (e.g., members of interdisciplinary teams, teachers of integrative curriculum). They serve as advocates of young adolescents, developmentally responsive middle level curriculum, and instructional strategies. Middle level teacher candidates document their knowledge about developmentally responsive middle level programs and practices and demonstrate their capability of participating successfully in those roles. They engage in ongoing professional development and use the knowledge gained to improve their effectiveness. Middle level


April 16, 2018

teacher candidates look for appropriate leadership roles and seek opportunities to take responsibility for young adolescent learning. They collaborate with other learners, family members, school professionals, and community agencies and partners to enhance student learning. They model high standards of professional ethics, demonstrate ethical practices, and treat all learners and colleagues equitably. Middle level teacher candidates collaborate successfully with colleagues, family members, and the larger community and demonstrate their understanding of how to capitalize on the diversity found in families and community members and do so successfully as appropriate for their levels of experience and expertise.

References:Anfara, V. A., Jr. (2006). Research summary: Advisory programs. Retrieved from

http://www.nmsa.org/Research/ResearchSummaries/AdvisoryPrograms/tabid/812/Default.aspxArth, A., Lounsbury, J., McEwin, K., & Swaim, J. (1995). Middle level teachers: Portraits of

excellence. Westerville, OH: National Middle School Association and National Association of Secondary School Principals.

Association for Middle Level Education (2006). Association for Middle Level Education position statement on the professional preparation of middle level teachers. Westerville, OH: Author. Retrieved from http://www.amle.org

Association for Middle Level Education (2010). Research and resources in support of This We Believe. Westerville, OH: Author.

Burkhardt, T. M., & Kane, T. (2012). Every student’s academic and personal development is guided by an adult advocate. In This we believe in action: Implementing successful middle schools (pp. 145-157). Westerville, OH: Author

Epstein, J. L. (2005). School-initiated family and community partnerships. In T. Erb (Ed.) This we believe in action: Implementing successful middle level schools (pp. 77-96). Westerville, OH: Association for Middle Level Education.

Epstein, J. L., & Hutchins, D. J. (2012). Family Involvement: The school actively involves families in the education of their children. In This we believe in action: Implementing successful middle level schools (pp. 181-198). Westerville, OH: Association for Middle Level Education.


Kasak, D., Uskali, E. (2012). Organizational Structures: Organizational structures foster purposeful learning and meaningful relationships. In This we believe in action: Implementing successful middle schools (pp. 119-131). Westerville, OH: Author

Knowles, T., Brown, D. F. (2000). Being an advocate for young adolescents. In What every middle school teacher should know (pp. 165-171). Portsmouth, NH: Heinemann.

McEwin, C. K., Dickinson, T. S., & Anfara (2005). The professional preparation of middle level teachers and principals. In V. A. Anfara, G. Andrews, and S. B. Mertens (Eds.), Encyclopedia of Middle Grades Education (pp. 59-67). Charlotte, NC: Information Age.


McEwin, C. K., Smith, T.W., & Dickinson, T. S. (2003). Middle level teacher preparation: Status, progress and challenges. In G. Andrews & V. Anfara (Eds.), Leaders for a movement: Professional preparation and development of middle level teachers and administrators (pp. 3-26). Greenwich, CT: Information Age.


April 16, 2018

Mertens, S. B., & Flowers, N. (2004). Interdisciplinary teaming. Retrieved from http://www.amle.org/Research/ResearchSummaries/Summary21/tabid/250/Default.aspx

Pate, P. E., & Andrews, G. (2006). Parental involvement. Retrieved from http://www.amle.org/Research/ResearchSummaries/ParentInvolvement/tabid/274/Default.aspx

Williams, D. M. (2012). Care in the middle level classroom. Retrieved from http://www.amle.org/Research/ResearchSummaries/Care/tabid/2657/Default.aspx

UNACCEPTABLE ACCEPTABLE TARGETMiddle level teacher candidates can articulate the basic components of middle level education, including the importance of collaborative processes such as teaming.

Middle level teacher candidates demonstrate the components of middle level education and understand the interdependent relationships among all professionals who serve young adolescents (e.g., interdisciplinary teams, school counselors, social service workers, home-school coordinators, and community agencies). They participate as members of student support systems.

Middle level teacher candidates understand collaborative theories and processes and the interdependent relationships among all professionals who serve young adolescents (e.g., interdisciplinary teams, school counselors, social service workers, home-school coordinators, and community agencies). They initiate opportunities to collaborate with other professionals in ways that support and strengthen teaming practices and collaborative processes.

Middle level teacher candidates recognize the importance of advocating for young adolescents and middle level education.

Middle level teacher candidates advocate for young adolescents and middle level education (e.g., school personnel and family members).

Middle level teacher candidates demonstrate knowledge of advocacy theories and skills. They advocate for young adolescents and middle level education in a variety of settings (e.g., school, community, youth-serving organizations, legislative bodies, policy makers).

Middle level teacher candidates recognize the importance of working with family and community members.

Middle level teacher candidates can articulate the knowledge base related to working collaboratively with family and community members. They communicate with parents and community members to improve education for all young adolescents.

Middle level teacher candidates value family diversity and cultural backgrounds and capitalize on those assets in their teaching. They initiate collaboration with parents and community members to improve education and to promote the well-being of all young


http://www.amle.org/Research/ResearchSummaries/Care/tabid/2657/Default.aspx

April 16, 2018

adolescents.

Middle level teacher candidates can articulate the importance of ethical behavior and professional competence.

Middle level teacher candidates demonstrate appropriate ethical behaviors and professional competence. They recognize the impact of their behaviors on young adolescents.

Middle level teacher candidates understand the impact they have on young adolescents and colleagues. They take responsibility for modeling appropriate ethical behaviors and high levels of professional competence.

Middle level teacher candidates recognize the importance of professional development opportunities.

Middle level teacher candidates engage in professional development opportunities that extend their knowledge and skills.

Middle level teacher candidates self-assess their professional development needs and take initiatives to seek out and participate in opportunities that address them.


Assessment IV Observations5 a. Assignment directions

REQUIREMENTS FOR STUDENT TEACHINGFailure to adhere to these requirements may result in a lowered or failing grade.

You must spend 11 full weeks in the fall placement and 12 full weeks in your placement. You must make-up any missed days. You are allowed one sick day. Failure to contact your CT, US, & Dr. Sedivy-Benton PRIOR to an absence will result in a lowered grade.

The first week in the school, you must have a meeting with your CT to discuss:1. Your CT’s needs2. Your needs3. REQUIREMENTS FOR STUDENT TEACHING4. Calendar issues5. Teaching schedule6. Observation expectations7. Instructional expectations8. Norms of how you will operate as a team9. Other items you want to discuss

(Place a copy of your meeting outcomes in your internship notebook& E-mail a copy to Dr. Sedivy-Benton and your UALR Supervising Instructor)

Due by Monday, August 25 , 2012 Your new assignments are as follows:

Four Pathwise lesson plans for the semester, two (2) for your Cooperating Teacher and two (2) for your University Supervisor.

Four Instructional Review Forms, one for each Pathwise lesson plan. The IRF's are to be submitted to Dr. Sedivy-Benton and U.S. when completed. Responses are required when requested by Dr. Sedivy-Benton.

Intern notebook will house all lesson plans. These must be reviewed by U.S. during visits. You are to write a plan for each lesson you will teach. Other than the four (4) Lessons, you

are to complete a lesson plan in one of two forms: one such as the attached, or one (1) completed as your classroom teacher completes.

Reflect on each lesson you teach. It will be in your handwriting at the bottom of your lesson plan. Include such things as how the lesson progressed, how effective it was, which parts were weak or ineffective and what you would do to improve them, etc.

The process for teaching will proceed as follows. First, you will observe and help in the classroom for the first few days, then start adding periods/lessons to teach. Second, you will teach one lesson for a few days, then add another, and after a few days add another, until you are teaching ALL the classes for your cooperating teacher.

You should plan with your cooperating teacher so that you have one full week with him/her in the room with you and one full week with you in the classroom alone. Finally, you will start dropping subjects until the cooperating teacher is doing all the teaching again.

Your cooperating teacher needs to observe and analyze one lesson per week (or at least five times during your assignment). Both you and Dr. Sedivy-Benton need a copy of this observation report.

April 16, 2018

You need to be videotaped at least once. You and your peers will critique that tape. You will do this when you are back on campus in May. Do not forget the video consent form!

Your university supervisor and MCED Undergraduate Coordinator need a weekly teaching schedule from each of you on the preceding Friday (or weekend). You can email this to both.

Start (or continue) collecting artifacts and pictures for your portfolio. You need to show evidence of your effect on student learning. You can accomplish this in

part by pretesting and post testing. You need to keep individual pre- and post-tests as well as compile a chart for at least one assessment showing pre- and post-scores for the entire class.

See your Internship Orientation packet for more information.We will try to communicate as often as needed, and as succinctly as possible. Therefore, you will be asked to respond to, or acknowledge important emails sent by the University Supervisor or Program Coordinator, Dr. Sedivy-Benton. These emails will have important information, dates, etc. These emails will serve as a record of communications and record of the intern’s acknowledgment of important information. Please respond as directed to any emails.


April 16, 2018

5 b. 2 Assessment IV Observation Form and scoring guide (Used by the University Supervisor and the candidate's Cooperating Teacher.)

University of Arkansas at Little RockCollege of Education

INTERNSHIP PERFORMANCE EVALUATION

This form is to be completed by the Cooperating Teacher (CT) and University Supervisor (US) to provide formative evaluation to the student throughout his/her professional program. Conferences must be held with the student for the purpose of giving feedback through guided reflection. A copy of this completed evaluation form must be given to the student.

Terms to be used in observation: 5—Superior performance; 4—Commendable performance; 3—Satisfactory performance; 2—Performance requiring improvement; 1—Performance below acceptable level; NA—Not applicable; NO—No opportunity to observe.

Check Appropriate BoxDomain A: Planning 5 4 3 2 1 NA NOA1 Plans using student background knowledge & experiences (SE, P 1, 2, 3) AMLE Standard 5A2 Articulates clear, developmentally appropriate, learning goals and

objectives (SE, P 1, 2, 3) AMLE Standard 5A3 Connects content previously learned with new learning (SE, P 1, 2, 3) AMLE Standard 4 and 5A4 Creates/selects appropriate teaching methods, learning activities,

and instructional materials (SE, P 1, 2, 3) AMLE Standard 2 & 5A5 Creates or selects assessment strategies that are appropriate for the

students and the learning (SE, P 1, 2, 3)AMLE Standard 5Domain D: ProfessionalismD1 Reflects on the extent to which the learning goals were met and

teaching behaviors that helped or hindered success of the lesson (C, PD; P 4, 5) AMLE Standard 7D2 Demonstrates a sense of efficacy (Professional presence) (C, PD; P 4, 5) AMLE Standard 7D3 Builds professional collegial relationships to share teaching

insights and coordinate learning (C, PD; P 4, 5) AMLE Standard 7

D4 Communicates with parents/guardians about student learning (C, PD; P 4, 5) AMLE Standard 6D5 Models professional attitudes and behaviors (C, PD; P 4, 5) AMLE Standard 7D6 Reflects and plans for professional development (C, PD; P 4, 5) AMLE Standard 7D7 Advocates for children and families (C, PD; P 4, 5) AMLE Standard 6D8 Follows appropriate grooming and dress (C, PD; P 4, 5) AMLE Standard 7D9 Uses appropriate spoken and written language (C, PD; P 4, 5) AMLE StandardD10 Accepts constructive criticism and initiates efforts toward

improvement (C, PD; P 4, 5) AMLE Standard 7D11 Adheres to attendance policies (C, PD; P 4, 5) AMLE Standard 7


Intern____________________________Grade Level/Content Area _________________________________CT: ______________________________US: ______________________________Date _____________________________FE II _____ Internship I _____ II _____

April 16, 2018

Domain B: Learning Environment and Guidance StrategiesB1 Creates climate that promotes fairness (SE, P 1, 2, 3) AMLE Standard 1B2 Establishes and maintains rapport with students (SE, P 1, 2, 3) AMLE Standard 1B3 Communicates challenging learning expectations to each student (SE, P 1, 2, 3) AMLE Standard 1B4 Establishes and maintains consistent and equitable standards of

classroom behavior (SE, P 1, 2, 3) AMLE Standard 1B5 Exhibits skills in group and individual guidance/ classroom management strategies (SE, P 1, 2, 3) AMLE StandardB6 Makes the physical environment safe and conducive to learning (SE, P 1, 2, 3) AMLE Standard 1

Domain C: TeachingC1 Makes learning goals/objectives and instructional procedures

clear to students (SE, C; P 1, 2, 3, 5) AMLE Standard 4C2 Makes content comprehensible to students (SE, C; P 1, 2, 3, 5) ) AMLE Standard 4C3 Encourages students to extend their thinking (SE, C; P 1, 2, 3, 5) AMLE Standard 4C4 Monitors progress and provides feedback (SE, C; P 1, 2, 3, 5) AMLE Standard 3C5 Uses instructional time effectively and efficiently (SE, C; P 1, 2, 3, 5) AMLE Standard 4C6 Utilizes a variety of teaching strategies (SE, C; P 1, 2, 3, 5) ) AMLE Standard 4C7 Uses theories and principles of learning effectively (SE, C; P 1, 2, 3, 5) AMLE Standard 4 and 5C8 Adapts to meet specific needs of children (SE, C; P 1, 2, 3, 5) AMLE Standard 2C9 Exhibits age appropriate expectations (SE, C; P 1, 2, 3, 5) AMLE Standard 4 and 3C10 Integrates curriculum content areas (SE, C; P 1, 2, 3, 5) AMLE Standard 4C11 Organizes self-directed independent experiences for practice/problem-solving/exploratory learning (Uses centers, cooperative learning groups) (SE, P 1, 2, 3) AMLE Standard 3 and 4C12 Exhibits understanding of attributes of discovery learning as a learning strategy (SE, P 1, 2, 3) AMLE Standard 4Summary Comments of Observer (Attach, if necessary)Student Signature __________________________ Signature of Cooperating Teacher ______________________ Signature of Faculty Supervisor ____________________

ReferencesEducational Testing Service. (1995). Pathwise. (This document incorporates Arkansas Principles for Teacher Licensure, the UALR College of Education Conceptual Framework, and the

Professional Association Standards)


April 16, 2018

Assessment V Pre/Post Student Learning

5 a. Pre/Post student learning assignment - used from fall 2006 to spring 2008

Assessment of Student Learning1. Upload the pre/post test.2. Upload at least one student artifact (get rid of the names). Include the pre-

and post-test.3. Write a short paper of what you learned and how

you responded to the pre-test, what kind of results did you get on the post-test, and what you may have learned from this process.

4. Upload a graphic representation of the results of the pre/post test of the whole class.

5 a. Pre/Post student learning assignment - used beginning spring 2008 (note – same assignment directions as PathwisePlus observation assignment. Pre and post-testing section highlighted below.

REQUIREMENTS FOR STUDENT TEACHINGFailure to adhere to these requirements may result in a lowered or failing grade.

You must spend 11 full weeks in the fall placement and 10 full weeks in your spring placement. You must make-up any missed days. You are allowed one sick day. Failure to contact your CT, US, & Dr. Sedivy-Benton PRIOR to an absence will result in a lowered grade.

The first week in the school, you must have a meeting with your CT to discuss:10. Your CT’s needs11. Your needs12. REQUIREMENTS FOR STUDENT TEACHING13. Calendar issues14. Teaching schedule15. Observation expectations16. Instructional expectations17. Norms of how you will operate as a team18. Other items you want to discuss

(Place a copy of your meeting outcomes in your internship notebook& E-mail a copy to Dr. Sedivy-Benton and your UALR Supervising Instructor)

Due by ? 2008Your new assignments are as follows:

Four Pathwise lesson plans for the semester, two (2) for your Cooperating Teacher and two (2) for your University Supervisor.

Four Instructional Review Forms, one for each Pathwise lesson plan. The IRF's are to be submitted to Dr. Sedivy-Benton and U.S. when completed. Responses are required when requested by Dr. Sedivy-Benton.

Intern notebook will house all lesson plans. These must be reviewed by U.S. during visits.


April 16, 2018

You are to write a plan for each lesson you will teach. Other than the four (4) Pathwise lessons, you are to complete a lesson plan in one of two forms: one such as the attached, or one (1) completed as your classroom teacher completes.

Reflect on each lesson you teach. It will be in your handwriting at the bottom of your lesson plan. Include such things as how the lesson progressed, how effective it was, which parts were weak or ineffective and what you would do to improve them, etc.

The process for teaching will proceed as follows. First, you will observe and help in the classroom for the first few days, then start adding periods/lessons to teach. Second, you will teach one lesson for a few days, then add another, and after a few days add another, until you are teaching ALL the classes for your cooperating teacher.

You should plan with your cooperating teacher so that you have one full week with him/her in the room with you and one full week with you in the classroom alone. Finally, you will start dropping subjects until the cooperating teacher is doing all the teaching again.

Your cooperating teacher needs to observe and analyze one lesson per week (or at least five times during your assignment - remember two of these are Pathwise lessons.). Both you and Dr. Sedivy-Benton need a copy of this observation report.

You need to be videotaped at least once. You and your peers will critique that tape. You will do this when you are back on campus in May. Do not forget the video consent form!

Your university supervisor and MCED Undergraduate Coordinator need a weekly teaching schedule from each of you on the preceding Friday (or weekend). You can email this to both.

Start (or continue) collecting artifacts and pictures for your portfolio. You need to show evidence of your effect on student learning. You can

accomplish this in part by pretesting and post testing. You need to keep individual pre- and post-tests as well as compile a chart for at least one assessment showing pre- and post-scores for the entire class.

See your Internship Orientation packet for more information.We will try to communicate as often as needed, and as succinctly as possible. Therefore, you will be asked to respond to, or acknowledge important emails sent by the University Supervisor or Program Coordinator, Dr. Sedivy-Benton. These emails will have important information, dates, etc. These emails will serve as a record of communications and record of the intern’s acknowledgment of important information. Please respond as directed to any emails.

5 b. 1. Scoring Guide used beginning spring 2008Standard UNACCEPTABLE ACCEPTABLE TARGET


Middle level candidates fail to employ appropriate student achievement strategies that recognize the key concepts found within the critical knowledge base.

Middle level candidates assess student achievement using strategies that focus on the key concepts found within the critical knowledge base.

Middle level candidates assess student achievement using multiple strategies that focus on the key concepts found within the critical knowledge base, and they are able to articulate their criteria for strategy selection.


April 16, 2018

AMLE Standard 5: Middle Level Instruction and Assessment I - Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents.

Middle level candidates demonstrate weak and ineffective classroom management techniques that result in an environment characterized by unfairness and disrespect. Assessment is disconnected from instruction, and therefore unable to inform future instruction.

Middle level candidates employ classroom management techniques designed to create positive learning environments. They link formal and informal assessments to instruction, and they use this information to adjust future lesson plans.

Middle level candidates create equitable, caring, and productive learning environments. They link an array of formal and informal assessments to instruction, and they consistently use this information to adjust future lesson plans.

5 b. 2 Pre/Post Student Learning - Instructional Record Form (Shortened for space concerns, all questions included)

INSTRUCTIONAL RECORD FORM (IRF)PRE AND POST TEST

Student Teacher: ___________________________________Date: _____________________Grade Level/Subject Area: ___________________________________________Instructions to Candidate: Please select one PathwisePlus lesson that you will implement a pre and post test to evaluate your teaching and student learning . Use the following outline to guide your evaluation and reflection. Take as much space as you need to respond to each question.

Lesson Taught - Attach PathwisePlus lesson plan (including length, group size, and reason for teaching it):Objective(s):1. What did I do? (Type of lesson and procedure used)

2. Summarize the pretest results. (What did you determine students know and do not know regarding the content you will teach?3. Summarize the posttest. (What were the results, what knowledge was gained, etc.?)4. Were you satisfied with your results? Why or why not based on 1 strength and one weakness from your results?5. What would you do differently next time with regard to teaching this lesson? (planning, teaching strategy, materials, etc..)6. What did I learn about this instructional strategy? About teaching this content?

About this age child?7. What concerns do I have about teaching this grade/subject?

Assessment VI PowerPoint Project5 a. Assignment instructions

SLIDE SHOW PRESENTATION


April 16, 2018

You will be assigned a special needs topic to present to the class in the form of a PowerPoint presentation. You will need to research the topic and decide on what information to present and how to present it. Your slideshow presentation should include: 1. A title slide, bullet slide, and an organizational or data chart slide2. At least 3 variations in font style, font size, and font color3. Transition to each slide4. Object animation on at least two slides5. At least 3 graphics from clip art or from the web6. At least one hyperlink to another page in the slideshow and back7. A hardcopy with at least 4 slides per page for Dr. Sedivy-Benton Search textbooks (there are some in the library). Find information on your assigned topic. You may switch among yourselves if you want a different topic.

High Incidence Disabilitiesbehavior disorder/emotional disability language disorders (receptive and expressive)speech disorderslearning disabilitiesADD/ADHD mental retardation Low Incidence disabilities

physical disabilitieshealth disabilitiesvisual impairmentshearing impairmenttraumatic brain injuryautismDown SyndromeAsperger Sy

Report on definition/classification, characteristics, causation/prevention, and educational interventions. Limit yourself to 20 minutes. It would be nice to have handouts for your classmates. This presentation works in conjunction with Ms. Lipsmeyer’s assignment, so check with her for further details. You will need a reference list page in the slide show done in APA style. Submit this PowerPoint on Chalk and Wire.


5 b. 1 Scoring guide

SKILL/LEVEL LACKING BASIC PROFICIENT DISTINGUISHEDAdherence to time limits no slide show less than 10 minutes more than ___ minutes;

_____ minutesbetween ___ and ___

minutes

Title slide

sloppy; too small; too large; unrelated to topic; more than 2 typos; more than 2

misspellings

somewhat neat; too much information for

one slide; 1 - 2 typos; 1 - 2 misspellings

neat; right amount of information for one slide; no typos; no misspellings

Bullet slide no bullet slide


misspellings

somewhat neat; too much information for one slide;

1 - 2 typos; 1 - 2 misspellings

neat; right amount of information for one slide; no typos; no

misspellings

Organizational/data chart slide no organizational slide


misspellings

somewhat neat; too much information for one slide;

1 - 2 typos; 1 - 2 misspellings

neat; right amount of information for one slide; no typos; no

misspellings

Font style no slide show only one or two styles 3 stylesFont size no slide show 1 or 2 sizes 3 or more sizesFont color no slide show 1 or 2 colors 3 or more colors

Transitions no slide show Only one or two slides had transitions

about half of the slides had transitions

all of the slides had transitions

Object animation no slide show Object animation on 1 slide

Object animation on 2 slides

Graphics no slide show 1 graphic 2 graphics 3 graphics

Hyperlink no slide show present but unrelated to link; not smooth

present; first link correct but did not link back

present; related to link; smooth

Number of slides less than 10 slides 10 or more slidesHardcopy none given received by professor

APA style reference list No reference list Reference list mostly

not in APA styleReference list mostly in

APA style

Definition/ classification no slide show not much information some good information

but seemed to lacking

good information; all necessary info seemed

to be present

Characteristics no slide show not much information some good information but seemed to lacking


to be present

Causation/prevention no slide show not much information some good information but seemed to lacking


to be present

Educational interventions no slide show not much information some good information

but seemed to lacking


to be present

Content no slide show content poor content relevant; may not be too current

content relevant; current; correct

April 16, 2018

Educational value of the content chosen to present

no slide show little value to beginning teachers

some value to beginning teachers

much value to beginning teachers

Assessment VI PowerPoint Project 5 b. 2

UNACCEPTABLE ACCEPTABLE TARGET

AMLE Standard 1Young Adolescent Development I - Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning.

Middle level candidates fail to show acceptable levels of knowledge of the concepts, principles, theories and research about young adolescent development. They fail to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous.

Middle level candidates demonstrate a knowledge of the concepts, principles, theories and research about young adolescent development. They use this knowledge to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous.

Middle level candidates demonstrate a comprehensive knowledge of the concepts, principles, theories and research about young adolescent development. They use this knowledge to provide all young adolescents with learning opportunities that are developmentally responsive, socially equitable, and academically rigorous.

AMLE Standard 1. Young Adolescent Development II - Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning.

Middle level candidates lack enthusiasm and a desire to respond positively to the diversity found in young adolescents. They fail to use young adolescent diversity in planning curriculum and instruction.

Middle level candidates respond positively to the diversity found in young adolescents and use that diversity in planning curriculum and instruction.

Middle level candidates respond positively to the diversity found in young adolescents and use that diversity in planning curriculum and instruction.

AMLE Standard 3. Middle Level Curriculum and Assessment I - Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice.

Middle level candidates focus on their content area to the exclusion of other aspects of the total school curriculum. They do not articulate an appropriate curriculum and assessment design to various stakeholders.

Middle level candidates demonstrate an understanding of the total school curriculum; for example: the importance of advisory, co-curricular activities, exploratory courses, and other programs. They articulate this curriculum and assessment design to various stakeholders.

Middle level candidates understand and advocate for the total school curriculum. They consistently articulate this curriculum and assessment design to various stakeholders

AMLE Standard 4: Middle Level Teaching Fields I - Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills.

Middle level candidates do not possess or exhibit the ability to use specific content teaching and assessment strategies and do not integrate state-of-the-art technologies and literacy skills in their teaching fields.

Middle level candidates demonstrate the ability to use specific content teaching and assessment strategies and integrate state-of-the-art technologies and literacy skills in their teaching fields.

Middle level candidates frequently demonstrate the ability to use specific content teaching and assessment strategies and integrate state-of-the-art technologies and literacy skills in their teaching fields.

AMLE Standard 4:. Middle Level Teaching Fields II - Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young adolescents’ competence in subject matter and skills.

Middle level candidates fail to provide instruction that is engaging and increases student learning and supports academic excellence.

Middle level candidates teach in engaging ways that maximize student learning.

Middle level candidates frequently teach in engaging ways that maximize student learning.

AMLE Standard 6: Family and Community Involvement I - Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents.

Middle level candidates lack an understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members. They fail to maximize the learning of all young adolescents.

Middle level candidates demonstrate an understanding of the major concepts , principles, theories, and research related to working collaboratively with family and community members. They use this knowledge to ensure the maximum learning of all young adolescents.

Middle level candidates demonstrate a comprehensive understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members. They effectively use this knowledge to maximize the learning of all young adolescents.


April 16, 2018AMLE Standard 6: Family and Community Involvement II - Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents.

Middle level candidates are ignorant of how diverse family structures and family and cultural backgrounds influence and enrich learning. They are unable to work successfully with parents and community members to improve the education of all young adolescents.

Middle level candidates understand and value how both diverse family structures and family and cultural backgrounds influence and enrich learning. They work successfully with parents and community members to improve the education of all young adolescents.

Middle level candidates understand the relationships between schools and community organizations and communicate effectively with all stakeholders. They comprehend the challenges that families may encounter in contemporary society and subsequently use available support services and other resources.

AMLE Standard 6: Family and Community Involvement III - Middle level teacher candidates understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents.

Middle level candidate knowledge about support services and other resources in schools and communities that support students and teachers is unacceptable. They neither demonstrate respect for all young adolescents and their families and neither value nor employ the variety of resources available in communities.

Middle level candidates are knowledgeable about support services and other resources in schools and communities that support students and teachers. They respect all young adolescents and their families and value the variety of resources available in communities.

Middle level candidates value and appreciate all young adolescents regardless of family circumstances, community environment, health, and/or economic conditions.

Assessment VII Case Studies

5 a. Case study assignment instructions

MCED 4303Case Study Assignment Instructions

Each student will select two children to observe throughout the semester (one child who is considered typical and one who is considered atypical). As topics concerning social relationships, physical, cognitive, language, emotional development, etc. are read and discussed in class, you will describe your selected children=s development by applying the knowledge you have gained.

It is very important that during your case study and in your classroom discussion that you NOT refer to the name of the children you are observing. It is YOUR RESPONSIBILITY to protect the privacy rights of the children and the families involved. Assign your children aliases and consistently use them. Practice this at all times. Also be sure that you do not talk to the case study children. These characteristics are simply observed.

You should NOT use the name of the teacher or school in your written case study in the event that the paper accidentally falls into the hands of someone other than the classroom teacher or your university professor which could lead to the children being identified.

Format: The case studies should have four distinct headings: 1. Introduction - alias, age-grade level, and any other information which explains how you

selected this particular child2. Physical Development – are they average size, any disabilities, big for age, remember that

girls mature faster than boys, check out the handout given early in the semester3. Cognitive Development - try to identify Piagetian level and incidences of scaffolding –

check out the theorist on cognitive development 4. Personality and Social-Emotional Development - outgoing/withdrawn, try to determine

Erikson level (use interaction not age level), again check out the theorists to help with this section.

5. Moral Development – use Kohlberg’s stages of moral reasoning


April 16, 2018

6. Problem Solving, Motivation, and Self-Esteem – refer to Vygotsky for problem solving, chapter 10 for motivation, chapter 2 for self-esteem

The format of the child study will be in formal English and will be evaluated in terms of the quality of writing, including grammar, spelling, punctuation, and sentence/paragraph structure. Use APA style, use cites, and include a reference list on each study. A suggested length is around 3-5 double-spaced printed (word processed) pages for each case study. Use either Times New Roman or Courier New (size 12) as the font.

Go to book and look at these chapters before you start writing. Be sure to include characteristics that theorists use.

5 b. 2 Scoring guide UNACCEPTABLE ACCEPTABLE TARGET

AMLE Standard 1: Young Adolescent Development I - Middle level teacher candidates understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning.

Middle level candidates fail to show acceptable levels of knowledge of the concepts, principles, theories and research about young adolescent development.

Middle level candidates demonstrate a knowledge of the concepts, principles, theories and research about young adolescent development.

Middle level candidates demonstrate a comprehensive knowledge of the concepts, principles, theories and research about young adolescent development.

Standard 2: Middle Level Philsosphy and School Organization I - Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components.

Middle level candidates fail to show acceptable levels of understanding of the concepts, principles, theories, and research underlying the philosophical and historical foundations of developmentally responsive middle level programs and schools.

Middle level candidates demonstrate understanding of the concepts, principles, theories, and research underlying the philosophical and historical foundations of developmentally responsive middle level programs and schools.

Middle level candidates demonstrate comprehensive understanding of the concepts, principles, theories, and research underlying the philosophical and historical foundations of developmentally responsive middle level programs and schools.

AMLE Standard 2: Middle Level Philsosphy and School Organization II - Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and they work successfully within these organizational components.

Middle level candidates do not possess the foundational knowledge to articulate developmentally responsive practices, such as, teaming, advisory, extra-curricular, and service learning. They do not understand the reasons these practices foster adolescent development academically, socially, emotionally, and physically and fail to make instructional decisions based on these reasons.

Middle level candidates articulate developmentally responsive practices, such as, teaming, advisory, extra-curricular, and service learning. They understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on these reasons.

Middle level candidates effectively articulate developmentally responsive practices, such as, teaming, advisory, extra-curricular, and service learning. They understand the reasons these practices work to foster adolescent development academically, socially, emotionally, and physically and make instructional decisions based on these reasons.

Assessment VIII Philosophy of Education5 a. Description of initial philosophy assignment. New assignment description used starting spring 2008.

TCED 1200Philosophy Statement Assignment

Name: ___________________________________________ Assignment descriptionFor this assignment you are to create an essay or paper describing your current philosophy of education. Do not to engage in research for this assignment, simply write what you believe to be


April 16, 2018

your teaching/educational philosophy at this time. However, please address each of the broad 10 (ten) categories, listed as standards, in the scoring rubric.

Assignment ObjectivesLearners will:

EXPLORE personal foundations and philosophies of educationRELATE through drawings and writings personal philosophy of educationCOMPARE and CONTRAST personal philosophy to those of others


national council for accreditation of teacher … · web viewoverall, mced candidates score at...

Documents