COLLEGE OF EDUCATION AND HEALTH PROFESSIONSDEPARTMENT OF TEACHER EDUCATION

ELEMENTARY EDUCATIONBSE

ASSESSMENT PLANSUBMITTED 2017

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Program Report for the Initial Preparation of Elementary Teachers

Association for Childhood Education International (ACEI)

C O V E R S H E E T

Institution University of Arkansas at Little Rock State AR

Date submitted

Name of Preparers John Burgin, Katina Leland, Anne Lindsay

Phone #: 569-8934 Email jsburgin@ualr.edu

Program documented in this report:Name of institution’s program (s) Elementary Education Grade levels for which candidates are being prepared K-6 Degree or award level BSE Is this program offered at more than one site? □ Yes X No

Title of the state license for which candidates are prepared Elementary Education

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

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SECTION I – CONTEXT

1. Description of any state or institutional policies that may influence the application of standards: The State Department of Education has changed the licensing of teachers from Early Childhood Pre-K through Grade 4 to Elementary Education K-6, and the standards to be used for accreditation from NAEYC to ACEI. The State Department of Education requires teacher education programs be NAEP accredited. The last cohort of Early Childhood Ed. students were admitted during the fall of 2015 and will graduate spring 2017. The first cohort of Elementary Education students were admitted during the fall of 2015. ECED classes will be deleted as the spring 2015 group completes each block of courses, and will be replaced with ELEM classes.

2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships:

Block Course Hrs. Field/Clinical Experience Age/Grade1 ELEM 2200 Field Exp. I 14 days x

7 hrs. = 9814 full days; Large group read alouds, other book activities, story telling w/ELEM 2301 Children’s Lit; ; 10 literacy projects associated with ELEM 2303 Emergent Lit.

K or 1

2 ELEM 3200 Field Exp. II 14 days x7 hrs. = 98

14 full days; Teaching and assessment project assigned in ELEM 3301 Integrated Lit. & Lang. I, ELEM 3302 Social Studies, ELEM 3300 Building Learning Environments

Grades 2 or 3

3 ELEM 4200 Field Exp. III 14 days x7 hrs. = 98

14 full days; Literacy projects from ELEM 4301 Integrated Lit and Lang II;Two Assessment projects from ELEM 4300

Grades 4, 5 or 6

3 SPED 4301 Ed. Except Learners

42 hrs. Complete case study, parent interview Grades 4, 5 or 6

4 ELEM 4600Internship I

82 days x7 hrs. = 578

16.5 full weeks (equivalent) –Includes one week teaching with full responsibility for all assessing, planning, teaching, and communications with school and community under supervision of cooperating teacher and university supervisor

Grades K, 1, 2 or 3

5 ELEM 4901Internship II

82 days x7 hrs. = 578

14 full weeks--Includes one week teaching with full responsibility for all assessing, planning, teaching, and communications with school and community under supervision of cooperating teacher and university supervisor

Grades 4, 5, or 6

3. Description of the criteria for admission, retention, and exit from the program: A. Admission to the program will only be considered if the student has completely met the following requirements:

1. Formal admission to UALR.2. Completion of English Composition 1311 and 1312 with a grade of C or better; completion of Mathematics 1302 or 1315 with a grade

of C or better.3. Completion of a total of all core education requirements (35 hours) with a cumulative average of 2.7 or better.4. Submission of required scores on all sections of the Praxis Core exam (Reading = 156; Writing = 162; Math = 150)

B. Retention in the program. Once admitted, students are required to:1. Maintain a 2.7, with at least a C in all professional courses (this includes all courses on the licensure/degree plan).2. In addition, students' professional skills and dispositions will be evaluated throughout the program.

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3. The identification of a problem in any aspect of a student’s performance will result in the convening of a professional development conference. Areas of concern will be addressed and a timeline for remedying them will be specified, and a follow up conference will be scheduled. If the concerns remain, a student may be removed from the program at the time of the follow up conference.

4. During Block III students are required to apply for admission to internship. Students must be recommended by the program for admission. Concerns with students' previous performance may result in students not being recommended for internship.

C. Exit from the Program1. A GPA of 2.7 and completion of all courses on the degree plan with a minimum grade of C.2. Passing scores on the Praxis II exams3. State Police and FBI record check

4. Description of the relationship of the program to the unit's conceptual framework: The mission of the University of Arkansas at Little Rock College of Education and Health Professions is to promote and strengthen the professional development of individuals concerned with education and human resource development in a variety of settings such as schools, colleges and universities, private and corporate organizations, and government agencies. We strive to develop professionals who use state of the art methodologies and technologies.

The conceptual framework is: Leaders in Learning demonstrate Communication, Specialized Expertise, Diversity, and Professional Development in competency, disposition and behavior. The conceptual framework for the elementary education program is the same as the conceptual framework for the college. This conceptual framework aligns with the Arkansas Department of Education's standards for Teacher Licensure and with ACEI standards for initial preparation of elementary teachers. Specialized Expertise of elementary teachers is knowledge of the content areas and mastery of the tools of planning.

Arkansas Department of Education (ADE) StandardsStandard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.(SE, D)

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (SE, D

Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (SE, C)

Standard #4: Content Knowledge.

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The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. (SE)

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. (SE)

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (SE)

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.(SE)

Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. (C, PD, D)

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.(C, D)

Association for Childhood Education International (ACEI) Elementary Education StandardsDEVELOPMENT, LEARNING AND MOTIVATION1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

CURRICULUM2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas.

2.2 Science—Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to

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convey the nature of science.

2.3 Mathematics—Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation;

2.4 Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world;

2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;

2.6 Health education—Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health;

2.7 Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

INSTRUCTION3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;

3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;

3.3 Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving;

3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments;

3.5 Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in theelementary classroom.

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ASSESSMENT4.0 Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

PROFESSIONALISM5.1 Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities togrow professionally.

5.2 Collaboration with families, colleagues, and community agencies—Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.

5. Indication of whether the program has a unique set of program assessments and their relationship of the program's assessments to the unit's assessment system: All assessments and rubrics required for the elementary education program are closely aligned with the unit's conceptual framework and the ADE Standards for K-6 teacher licensure. The ELEM assessment system includes unit wide assessments and assessments unique to the program. ELEM candidates upload key assessment artifacts into an electronic portfolio called Chalk & Wire (C&W) that are then scored by program faculty. Artifacts are submitted to an "iLab" table of contents that is common to all the programs in the College of Education, and to an ELEM table of contents that covers the program's eight unique assessments. Scored documents are collected after a series of gateways: 1) Entry, 2) Intermediate, 3) Professional, and 4) Capstone. Reports are generated by C&W in order to inform program decision making.

Program of Study: After passing the Praxis core exam and completing the UALR and Arkansas State required “core” curriculum, candidates may apply for admission to the ELEM BSE program. The Elementary program of study for initial licensure (85 hours) is organized around five sequential blocks of courses that candidates take in order, and a “floating block” of courses that is completed as time allows. Candidates graduate with a total of 120 hrs.

Floating Block: 10 hrs. Block I: 17 hrs. Block II: 17 hrs.HHPS 3330 Teaching PK-5 PE (3 hrs)HIST 4355 Arkansas History (3 hrs)MUED 3232 Elementary Classroom Music (2 hrs.)ARED 3245 Art for Elementary Teachers (2 hrs.)

ELEM 2200 Field Exp. I Grades K-2 (2 hrs.)ELEM 2300 Foundations of Elem. Ed. (3 hrs.)ELEM 2301 Children’s Literature (3 hrs.)ELEM 2302 Child Growth & Dev. (3 hrs.)ELEM 2303 Emergent Literacy (3 hrs.)ELEM 2304 Integrated Science I (3 hrs.)

ELEM 3200 Field Exp. II Grades 3-4 (2 hrs.)ELEM 3300 Building Learning EnvironmentsELEM 3301 Integrated Lit & Lang. I (3 hrs.)ELEM 3302 Social Studies Methods (3 hrs.)MATH 3380 Math Methods I (3 hrs.)LANG 4324 Teach People Other Cult. (3 hrs.)

Block III: 17 hrs. Block IV: 12 hrs. Block V: 12 hrs.ELEM 4200 Field Exp. III Grades 5-6 (2 hrs.)ELEM 4300 Assessment Methods K-6 (3 hrs.)ELEM 4301 Integrated Lit & Lang. II (3 hrs.)ELEM 4302 Integ. Science II (3 hrs.)MATH 3382 Math Methods II (3 hrs.)SPED 4301 Ed. Exceptional Learners (3 hrs.)

ELEM 4304 Internship Seminar I (3 hrs.)ELEM 4600 Internship I Grades K-3 (6 hrs.)ELEM 4305 Collaboration w/ Families (3 hrs.)

ELEM 4306 Internship Seminar II (3 hrs.)ELEM 4900 Internship II Grades 4-6 (9 hrs.)

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8. Candidate Information:Program: ECED 2014-2015

Academic Year # Candidates Enrolled in the Program

# Program Completers1

2014-2015 122 472015-2016 104 312016-2017 101 39

9. Faculty Information:Faculty Member Name

HighestDegree, Field, & University2

Assignment: Faculty Rank3

Tenure Track

Teaching or other professional experience in P-12 schools4

Burgin, John PhD University of Arkansas, Fayetteville in Curriculum and Instruction

T/R/Sfaculty

Associate Professor

Yes PK –kindergarten teacherReading specialist grades 1-6 (18 years)

Director, K-4 Sum program (9 yrs)

Licenses are current

Cellitti, Mirtha A.

Ph.D. University of South Carolina, Columbia in Early Childhood Education

T/R/Sfaculty

Associate Professor

Yes Elementary and Secondary Teaching Certificates, 5 years as pre-k teacher, 5 years as a high school teacherPreschool license in Venezuela, elementary license in Venezuela All current

Leland, Katina M.

Ed.D. University of Mississippi in Curriculum and Instruction

T/R/SFaculty

Associate Professor

Yes Certification: Elementary Teaching (K-8) Current. Teaching/Professional Experience: 1 year as kindergarten teacher, 4 years as 1st grade teacher, 1 year as Literacy Coach

Clinical Supervision (Aug. 2011-present)Lindsay, Anne C.

Ph.D University of VictoriaIn ECE Language Arts

T/R/Sfaculty

Associate Professor

Yes Certifications: K-8 Elementary and Primary SpecialistPermanent license from Ontario,Canada

Clinical Supervision P-4 (2000-present)

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SECTION II— LIST OF ASSESSMENTS

Name of Assessment5 Type orForm of

Assessment6

When the AssessmentIs Administered7

Faculty Member

1 Praxis II – Elementary Education: Content Knowledge

Standardized Test Before Completion of Program Burgin

2 Praxis II – Principles of Learning and Teaching: Grades K-6

Standardized Test Before Completion of Program Burgin

3 Plan & Implement Learning Experiences Project

Project First Semester of a Two Semester Internship Leland

4 Internship Evaluation (TESS) Clinical Evaluation End of Second Semester of Internship (Fifth semester of a Five Semester Program)

Burgin

5 Student Learning Project Project End of Second Semester of Internship (Fifth semester of a Five Semester Program)

Cellitti

6 Professional Portfolio Electronic Portfolio End of program Cellitti7 Child Study Project Third Semester of the Five Semester program before

beginning the InternshipSmith

8 Parent Interview Project Third Semester of the Five Semester program before beginning the Internship

Smith

DEVELOPMENT, LEARNING AND MOTIVATION1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

#1 #2 #3 #4

#5 #6 #7 #8

CURRICULUM2.1 Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use concepts from reading, language and child development, to teach reading writing, speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to many different situations, materials, and ideas;

#1 #2 #3 #4

#5 #6 #7 #8

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2.2 Science—Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science;

2.3 Mathematics—Candidates know, understand, and use the major concepts and procedures that define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation;

2.4 Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the integrated study of history, geography, the social sciences, and other related areas—to promote elementary students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world;

2.5 The arts—Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;

2.6 Health education—Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunities for student development and practice of skills that contribute to good health;

2.7 Physical education—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for elementary students.

INSTRUCTION3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community;

3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students;

3.3 Development of critical thinking and problem solving—Candidates understand and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving;

3.4 Active engagement in learning—Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction and to create supportive learning environments;

#1 #2 #3 #4

#5 #6 #7 #8

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3.5 Communication to foster collaboration—Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom.

ASSESSMENT4.0 Assessment for instruction—Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

#1 #2 #3 #4

#5 #6 #7 #8

PROFESSIONALISM5.1 Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.

5.2 Collaboration with families, colleagues, and community agencies— Candidates know the importance of establishing and maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children.

#1 #2 #3 #4#5 #6 #7 #8

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SECTION IV - EVIDENCE FOR MEETING STANDARDS

Assessment 1 (Licensure Assessment): Praxis II – Elementary Education K-6: Multiple Subjects (Content Knowledge) #5031

1. Description of assessment: The Praxis II – Elementary Education K-6: Multiple Subjects (Content Knowledge) #5001 is designed to assess the content knowledge elementary teachers must have in order to support children’s learning in the content areas. The test consists of 210 multiple-choice questions, each of which pertains to one of 4 content areas: reading and language arts, mathematics, social studies, and science. Questions assess whether the test taker knows the major concepts, skills, and tools of inquiry in the content areas, can apply knowledge of the content areas in the context of children’s learning; knows the structure of the content areas, and knows how the content areas are interrelated. The test does not emphasize knowledge of pedagogy, though some questions are framed in the context of children’s learning. Passing of this test is required for completion of the program. This test is required by the state for elementary education candidates.

2. Description of how this assessment aligns with standards cited in Section IIIThis test is an assessment of ACEI Standard 2: Curriculum. It assesses content knowledge in the areas of math, literacy, science, and social studies.

3. Brief analysis of the data findings: The elementary education K-6 program will not begin until fall 2015 and candidates will not take the Praxis II test until spring of 2017. One hundred percent of our early childhood candidates passed the Praxis II content test. Our candidates met or exceeded state and national average passing rates on test items in all subsections of the test.

4. Interpretation of how data provide evidence for meeting standards: We do not yet have scores for Praxis II – Elementary Education K-6: Multiple Subjects (Content Knowledge) #5031 test.

5. Assessment Documentation5 a) Assessment Tool: The assessment tool is the Praxis II (#5001) test as described in section 1 of this assessment.

5 b) Scoring Guide: The data will provide the % of items correct per section of the test and compares this institutional average with state and national averages.

5 c) Candidate data Early Childhood Praxis II Content Knowledge

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Assessment 2: Principles of Teaching and Learning K-6

1. Description of assessment: Praxis II Principles of Teaching and Learning K-6 (#5622) consists of 70 selected response questions and 4 constructed response items related to two case histories. The purpose of the test is to assess a new teacher’s knowledge and understanding of educational practices foundational to beginning a career as a teacher. The test content assesses key indicators of the beginning educator’s knowledge of topics such as human development, learning processes, instructional processes, diverse learners, educational psychology, and professional issues.

2. Description of how this assessment aligns with standards cited in Section III: The Principles of Teaching and Learning praxis assessment addresses ACEI standard one Development, Learning, and Motivation; Standard three Instruction; Standard four Assessment; and Standard five Professionalism. 3. Brief analysis of the data findings: Our first cohort took the test in the spring of 2017, and we do not yet have results.4. Interpretation of how data provide evidence for meeting standards: 5. Assessment Documentation 5 a) Assessment Tool: The assessment tool is the set of assignments described above in section 1.5 b) Scoring Guide for Content Knowledge Assessment5 c) Candidate Data

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Assessment 3 (Plan, Implement Appropriate Teaching and Learning Experiences):

1. Description of assessment: The planning assignment is constructed during the fourth and fifth semesters of the program. Candidates complete two semesters of internship in a K-3 classroom and the other in a 4-6 classroom. It is designed to align with ACEI Standards 1,2, 3, and 5. The assignment requires candidates to plan rigorous and comprehensive lessons in a single content area. This planning assignment also requires candidates to document their planning for guidance, teaching, and learning in addition to their reflection upon the success of the lesson. This assignment aligns with the Pathwise Evaluation Instrument based on Danielson’s (2007) work and was used by the state of Arkansas for evaluation of novice teachers. This instrument is organized into three domains (A, B, C). The three domains are termed (A) Planning, (B) Learning Environment and Guidance Strategies, and (C) Teaching for Student Learning.

2. Description of how this assessment aligns with standards: The planning assignment includes evaluation of program standards that address planning, teaching, and reflection. To score proficient on this planning assignment, candidates must exemplify knowledge of how learners grow and develop, and create learning environments that accommodate learning differences and support individual and collaborative learning that encourage positive social interaction, active engagement in learning, and self-motivation (ADE 1, 2, 3; ACEI 1). Evidence of documentation for these standards are evaluated in Danielson’s Domain A: Planning, Domain B: Learning Environment and Guidance Strategies, and Domain C: Teaching for Student Learning. Candidates must understand the central concepts, tools of inquiry, and structures of discipline they teach and be able to connect concepts and use differing perspectives to teach learners in critical thinking, creativity, and collaborative problem solving related to real world issues (ADE 4, 5; ACEI 2, 3). Candidates must use differing methods of assessment to engage learners in personal growth, to monitor the learner’s progress, and to guide in decision making (ADE 6; ACEI 4, 5). Candidates must show evidence of their ability to support every student in meeting rigorous learning goals by drawing upon knowledge of content areas and learners, curriculum, cross-disciplinary skills, and pedagogy. They must use a variety of instructional strategies to encourage learners to develop and apply a deep understanding of content areas and their connections (ADE 7,8). Evidence of documentation for these standards are evaluated in Danielson’s Domain A: Planning and Domain C: Teaching for Student Learning.

3. Brief analysis of the data: 4. Interpretation of how data provide evidence for meeting standards: 5. Assessment Documentation5 a) Assessment Tool

The project consists of three parts, Introduction of Current Placement, Comprehensive Plans, and the Summative Analysis. You will develop a set of lesson plans that you will teach during one week. The electronic form, Instructional Planning Guide (see attached copy), should be used to plan each of your 5 initial lessons using Domains A, B, and C. The Summative Analysis will include an overall reflection and analysis of the entire project. The entire project will be uploaded into Chalk and Wire and submitted to your ECED 4301 instructor. The maximum score for this project is 100 points and will be assessed using the attached scoring guide. Candidates must obtain a score of 75 or greater in order to pass. If the candidate scores less than 75 points, he/she will meet with the course instructor and discuss the strengths and weaknesses and develop a plan of action to make needed revisions in order to pass.

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Specific Guidelines This assignment will be completed during your first semester of internship and will be taught over a one-week period. Following are specific guidelines for the project. This assignment should be submitted in a 1” binder with 3 dividers labeled with the 3 parts of the assignments listed below.

A. Introduction of Current PlacementWrite a 1-2 typewritten page introduction detailing your current placement with a minimum of a paragraph addressing each of the areas below.

Cooperating TeacherYears of experience and educational backgroundProfessional background (degrees held, certifications)Number of years teaching current grade level and how long they have taught in current schoolGuidance approach, typical rapport with the childrenTeaching style (Traditional or Constructivist, etc.)

Planning What part of planning you are responsible for?Methods you and your Cooperating Teacher use for planning and assessmentHow you feel about this planning process?If you could change something about the planning process in your internship, what would you change?

Teaching How much you are currently teaching?What you are responsible for teaching?

School Location/districtAverage socioeconomic status of children in the school (not district)Summary of the school’s test scoresLiteracy and curricular models used in the school

Children in the class (2a)Levels of ability Cultural and linguistic contextsRelationships with parentsEconomic conditions of average class population How the Cooperating Teacher supports diverse family characteristics and uses family members as resources in the classroom

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B. Comprehensive Plans The plans include 5 lesson plans for a single content area that address Domains A, B, and C on the Instructional Planning Guide with a daily reflection. The final section, the Reflective Summary, will be completed after you have taught the lessons. You may be using the same benchmark on consecutive days, but your objective(s) should clarify how your teaching progresses each day to build children’s learning. These detailed lessons should demonstrate your ability to make connections over consecutive days in a single content area. A reflective summary should be written after each lesson and included at the end of each lesson plan (4d).

C. Summative AnalysisThe Summative Analysis is a detailed reflection of the overall project addressing the following.

How do you feel about this entire planning process?How did it help you to “think out loud” and break your planning process into smaller, more detailed pieces in each domain?Elaborate on how this process required you to think in more detail than you typically do when planning? What were some of the recurring themes you noticed in your plan modifications?What are some of the things that stand out in your mind that worked or did not work throughout this process?What will you change or modify in your future planning?What are suggestions for improving this entire assignment for strengthening your planning and teaching skills.

Assessment 3 Instructional Planning and Reflection GuideIntern I Name: Field Supervisor:School: Grade: Cooperating Teacher:# Children in Class: Subject and Activity:# of Children in the class with an activeIEP: ELL:

Date/Time of Lesson:

***When using this form electronically, leave everything on the form (A1, A2, etc.). Type your plans directly under the descriptors for each element. Numbers/letters in parentheses throughout the form represent NAEYC Standards. You will not meet EVERY component for every lesson.

Domain A: Planning (Organizing Content Knowledge for Children Learning)____A1 Describe the relevant aspects of children’s background and experience (1a, 1b) (Who are the children that you will teach? What

type of background do the children come from and can they “relate” to this lesson? Is it relevant to “their” culture/experience? How? How will you apply this understanding of these influences and interactions in the lesson?)

____A2 Articulate clear developmentally appropriate learning goals and objectives (5c) (List and write out the framework/benchmark.)

____A3 Explain how connections between previously known information will be made with new learning (5c)(Provide a detailed description of the children’s current level of understanding which should be the basis of your objective, i.e. “They learned about… yesterday, so…”.)

____A4 Create or select appropriate teaching methods, activities and materials that are aligned with the goals of the lesson (4b, 4c, 5a)

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(Explain the activity you will use making sure you link your explanation to the objective(s). What strategies-verbal, non-verbal, technological, did you use to create foundations for literacy and cognitive development? How are your materials culturally responsive? What approaches will you use to integrate the curriculum and when did you use whole versus small group?)

____A5 Create or select appropriate assessments that are aligned with the goal of the lesson and how you will use results to plan (3c) (Describe what form of assessment you will use to monitor children’s learning. This assessment can be anecdotal, or a more formal systematic form, but make it clear how it assesses the learning stated in the objective.)

Domain B: Learning Environment and Guidance Strategies____B1 Explain how you will create a climate that promotes fairness (1c) (How will you create a healthy, respectful, and supportive

environment (4a)? How will you demonstrate fairness for children of different cultures, languages, and all forms of diversity?)____B2 Explain how you will establish and maintain rapport with children (4a) (How will you ensure warm, nurturing activities? What

will you do to build a supportive, interesting environment, and relationships to prevent challenging behaviors?)____B3 Explain how you will communicate challenging learning expectations to each child (5c)

(How do you encourage self-regulation in children?)____B4 Explain how you will establish and maintain consistent and equitable standards of behavior (1c)____B5 Explain how you will make the physical environment as safe and conducive to learning as possible (1c)

Domain C: Teaching for Children’s Learning____C1 Explain how you will make learning objectives and procedures clear to children (5c)____C2 Explain how you will make content comprehensible and relevant to children (5c)____C3 Explain how you will encourage children to extend their thinking (5c) (What will you do to extend learning beyond personal

basic knowledge using Bloom’s Taxonomy, etc. and how will you use high quality resources in this lesson?)____C4 Explain how you will monitor progress and provide feedback (3c)____C5 Explain how you will use instructional time effectively (5c)____C6 Explain how you will integrate curriculum and content areas (5b)

Reflective Summary (Complete this section after teaching the lesson)Address the following:

The success of the lesson taught - why were those things successful?What modifications did you make and why?How did your teaching and/or the children’s learning (in terms of objectives) serve as the basis for these changes?The things you learned about yourself as a teacher?

5 b) Scoring Guide for Learning Experiences Project ITEM DOES NOT MEET 1-5 MEETS EXPECTATIONS 6-9 EXCEEDS EXPECTATIONS 10

Introduction-10 points

Introduction detailing your current placement does not provide adequate information (as described in your “Specific Guidelines and Directions” Section) about

Adequate introduction detailing your current placement. Provides adequate information (as described in your “Specific Guidelines/Directions” Section) about your

Thorough introduction detailing your current placement. Provides detailed information (as described in your “Specific Guidelines/Directions” Section) about your

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(NAEYC 1c) your Cooperating Teacher, Planning, Teaching, School, Children in your classroom.

Cooperating Teacher, Planning, Teaching, School, Children in your classroom.

Cooperating Teacher, Planning, Teaching, School, Children in your classroom.

1c Introduction showed little knowledge and understanding about the family and community characteristics.

Introduction showed adequate knowledge and understanding about the family and community characteristics.

Introduction showed an extensive knowledge and understanding about the family and community characteristics.

Grammar, punctuation, and spelling - 5 points

DOES NOT MEET 1-2 MEETS EXPECTATION 3-4 EXCEEDS EXPECTATIONS 5

Numerous word choice, grammar and punctuation errors are displayed throughout the assignment.

A few word choice, grammar and punctuation errors. Lacks depth.

Exemplary use of conventions of English.

Comprehensive Planning-70 Points

DOES NOT MEET 1-50 MEETS EXPECATIONS 51-69 EXCEEDS EXPECTATIONS 70

(NAEYC 1c, 4a, 4b, 4c, 5c) 10 points

Meets some of each of the Pathwise Domains A-Planning, B-Learning Environment and Guidance Strategies, and C-Teaching for Student Learning and includes changes that the candidate would make prior to the implementation of the next lesson. Meanings and explanations of what was said does not flow with the statements of possible teaching and management methods to be used on the succeeding day based on responses.

Meets most of each of the Pathwise Domains A-Planning, B-Learning Environment and Guidance Strategies, and C-Teaching for Student Learning and includes changes the candidate would make prior to the implementation of the next lesson. Meanings and explanations of what was said adequately flowed with the statements of possible teaching and management methods to be used on the succeeding day based on responses.

Thoroughly meets each of the Pathwise Domains A-Planning, B-Learning Environment and Guidance Strategies, and C-Teaching for Student Learning and includes changes the candidate would make prior to the implementation of the next lesson. Meanings and explanations of what was said flow exceptionally well with the statements of possible teaching and management methods to be used on the succeeding day based on responses.

1c, 4a 10 points Plans show few connections with children and families, reflecting minimal knowledge, understanding, and using positive relationships and supportive interactions.

Most plans show connections with children and families, reflecting your knowledge, understanding, and using positive relationships and supportive interactions.

Plans consistently show connections with children and families, reflecting your knowledge, understanding, and using positive relationships and supportive interactions.

5a, 5b 10 points Few plans reflect your understanding of content knowledge in early education: Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines.

Most plans reflect your understanding of content knowledge in early education: Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines.

Plans consistently reflect your understanding of content knowledge in early education: Knowing and understanding the importance, central concepts, inquiry tools, and structures of content areas or academic disciplines.

5c 10 points Plans seldom utilized meaningful curriculum by using your own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes.

Most plans consistently utilize meaningful curriculum by using your own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes.

Plans consistently utilize meaningful curriculum by using your own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum to promote positive outcomes.

1b 10 points Your knowledge and understanding of the multiple influences on development and learning is evident in few of your plans.

Your knowledge and understanding of the multiple influences on development and learning is evident in most of your plans.

Your knowledge and understanding of the multiple influences on development and learning is consistently evident in your plans.

1c 10 points Few plans reflect developmental knowledge to create Most plans reflect developmental knowledge to create Plans consistently reflect developmental knowledge to

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healthy, respectful, supportive, and challenging learning environments.

healthy, respectful, supportive and challenging learning environments.

create healthy, respectful, supportive and challenging learning environments.

3c 10 points Plans seldom demonstrate use of observation, documentation, and other appropriate assessment tools and approaches.

Most plans demonstrate use of observation, documentation, and other appropriate assessment tools and approaches.

Plans consistently demonstrate use of observation, documentation, and other appropriate assessment tools and approaches.

Overall Reflective Summary 4d 15 points

DOES NOT MEET 1-9 MEETS EXPECTATIONS 10-14 EXCEEDS EXPECTATIONS 15

Does not provide adequate personal reflection over the planning process. The reflection includes: How did you feel about this entire process? Did it help you to “think out loud” and break your planning process into smaller, more detailed pieces in each domain? Elaborate on how this process required you to think in more detailed than you typically do when planning? What were some of the reoccurring themes you noticed in your plan modifications? What are some of the things that stand out in your mind that worked or did not work throughout the process? Suggestions for improving this assignment in an effort to strengthen your planning and teaching skills?

Adequate personal reflection over the planning process. The reflection includes: How did you feel about this entire process? Did it help you to “think out loud” and break your planning process into smaller, more detailed pieces in each domain? Elaborate on how this process required you to think in more detailed than you typically do when planning? What were some of the reoccurring themes you noticed in your plan modifications? What are some of the things that stand out in your mind that worked or did not work throughout the process? Suggestions for improving this assignment in an effort to strengthen your planning and teaching skills

Detailed personal reflection over the planning process. The reflection includes: How did you feel about this entire process? Did it help you to “think out loud” and break your planning process into smaller, more detailed pieces in each domain? Elaborate on how this process required you to think in more detailed than you typically do when planning? What were some of the reoccurring themes you noticed in your plan modifications? What are some of the things that stand out in your mind that worked or did not work throughout the process? Suggestions for improving this assignment in an effort to strengthen your planning and teaching skills?

5 c) Candidate Data

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Assessment 4: Internship Evaluation

1. Description of assessment: Candidates complete two semesters of internship, one in a K-3 classroom and the other in a 4-6 classroom for a total of ten months. Each candidate is formally observed teaching by a university supervisor at least once per month, and a written formative observation is completed each time. At the end of each semester a summative evaluation is completed collaboratively between the cooperating teacher and the university supervisor and is reviewed with the candidate. The evaluation instrument used for these summative evaluations is based on the Teacher Excellence Support System (TESS) evaluation instrument used by the state for evaluation of all in-service teachers. This instrument is organized into four domains (A, B, C, and D). These four domains are termed (A) Planning and Preparation, (B) The Classroom Environment, (C)Instruction, and (D) Professional Responsibilities.

2. Description of how this assessment aligns with standards: The summative evaluation includes evaluation of all program standards. In order to be successful in internship, candidates must begin with their knowledge of learners, development and motivation and how patterns of development vary across individuals. They must know how to construct developmentally appropriate and challenging learning opportunities for learners from a diverse array of children’s families and communities backgrounds (ADE 1, 2; ACEI 1). Evidence of performance for these standards is evaluated in Domain A: Planning and Preparation.

Candidates must be able to demonstrate understanding of how to create learning environments supportive of the diverse array of learners’ needs and that also build positive social interaction, active engagement in learning and strong self-motivation (ADE 3; ACEI 1). These 2 sets of skills are ongoing tasks of the candidates in collaboration with their cooperating teachers. Evidence of performance for this standard is evaluated in Domain B: The Classroom Environment.

Candidates must have strong understanding of content knowledge and know how to use it both to develop learners’ content knowledge and to develop their ability to apply it to various real world topics and issues (ADE 4, 5; ACEI 2). Evidence of performance on these standards is evaluated in Domain A: Planning and Preparation and Domain C: Instruction.

Teaching Strategies is a major focus of the evaluation of candidates in this assignment. Candidates are evaluated on their ability to connect curriculum with individual and diverse students and communities in order to develop deep understanding of content and how to apply this knowledge in the real world. They must be able to use a variety of teaching strategies to engage students in learning, to foster self motivation and develop positive learning environments that are collaborative and develop critical thinking and problem solving skills. Candidates must have effective verbal, nonverbal, and media communication skills to enable them to apply their knowledge of effective teaching strategies (ADE 8; ACEI 3). This set of skills is evaluated in Domain C: Instruction.

This assessment instrument also evaluates candidates’ understanding and use of assessment. Candidates must be able to understand and use a variety of assessment strategies that engage students in self-assessment and allow teachers to monitor progress and guide decision-making (ADE 6; ACEI 4). These skills are evaluated in Domains A: Planning and Preparation and C: Instruction.

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Candidates must develop the skills necessary for planning based on assessment. Planning must be grounded in knowledge of learners and designed to meet curricular standards, goals and objectives. Planning must encompass knowledge of content areas as well as the community context (ADE 7; ACEI 3). Planning is evaluated in Domain A: Planning and Preparation.Finally, candidates are assessed in this assignment on their professional growth. This includes adherence to ethical and professional standards as well as commitment to working collegially with other professionals, families and communities. As well they must develop understanding of how to engage in ongoing reflective professional growth. (ADE 9, 10; ACEI 3, 5). These capabilities are evaluated in Domain D: Professional Responsibilities.

3. Brief analysis of the data findings: 4. Interpretation of how data provide evidence for meeting standards: 5. Assessment Documentation

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5 a) Assessment Tool and 5 b) Scoring Guide

Scoring:1 = Unsatisfactory; 2 = Basic/Developing; 3 = Meets Expectations; 4 = Exceeds Expectations

Score Domain 1: Planning and Preparationa: Demonstrating knowledge of content and pedagogyb: Demonstrating knowledge of studentsc: Selecting instructional outcomesd: Demonstrating knowledge of resourcese: Designing coherent instructionf: Assessing student learning

Key Proficient “Look Fors” CriteriaClassroom Observation Effective and accurate oral communication Feedback to students furthers learning Interdisciplinary connectionsTeacher Lesson Plans Reflect important concepts in discipline Accommodate prerequisites concepts/skills Intra-interdisciplinary connections Appropriate mechanics in all oral and written communication

a. Teacher is familiar with major concepts/skills of the subject he/she teaches. Familiar with connections between subject and other disciplines.- Knowledge of prerequisite relationships- Knowledge of content-related pedagogy

Comments:

Teacher Lesson Plans Plans reflect information about students Plans reflect student interests and needs Designs or participates in opportunities for families

b. Teacher demonstrates knowledge of students.- Knowledge of child and adolescent development- Knowledge of the learning process- Knowledge of students' skills, knowledge, and language proficiency- Knowledge of students' interest and cultural heritage- Knowledge of students with special needsComments:

Teacher Plans/Interviews represent big ideas; challenge students connect to national, state, and local standards permit assessment (observable/measurable) are differentiated for all students’ needs represent concepts/skills central to the discipline and related to

those in other disciplines

c. Teacher selects instructional outcomes.- Value, sequence, and alignment- Clarity- Balance- Suitability for diverse learnersComments:

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Teacher Plans Utilizes several and differentiated resources

District-provided materials Range of texts Internet resources Materials provided by professional organizations Community resources

d. Teacher demonstrates knowledge of resources.- Resources for classroom use- Resources to extend content knowledge and pedagogy- Resources for students

Comments:

Teacher Plans Structured lesson plan supports outcome and reflects important

concepts & challenges Indicates relationships to prior learning Activities represent high-level thinking Opportunities for student choice

e. Teacher designs coherent instruction.- Learning activities- Instructional materials and resources- Instructional groups- Lesson and unit structureComments:

Teacher Plans Assessments match outcomes and students

Expectations clearly defined

Develops appropriate strategies to monitor progress

Results guide future instruction

f. Teacher assesses student learning.- Congruent with instructional outcomes- Criteria and standards- Design of formative assessments- Used for Planning

Comments:

Score Domain 2: The Classroom Environmenta: Designing an environment of respect and report

b: Establishing a culture for learning

c: Managing classroom procedures

d: Managing student behavior

e: Organizing physical space

Key “Look Fors” Criteria Polite language & encouragement is used in each interaction with

students Respect for students’ background and their life situations A caring environment is established Acknowledges and listens to each student thoughtfully

a: Teacher interactions with students. Students’ interactions with one another.Comments:

Teacher shares the lesson’s goal and explains the lesson’s purpose Expectations are high and supported by positive voice and body

language Quality participation and work are expected and recognized Effort and persistence are anticipated and acknowledged

b: The importance of the content. Expectations of learning and achievement. Student pride in work.

Comments:

All routines function smoothly Minimal or no loss of instructional time Students are empowered to carry out the routines; they know what to

do and where to proceed Groups and/ or individuals productively work to meet learning goal Materials and supplies are handled smoothly and efficiently

c: Routines are clearly established to minimize loss of instructional time. Teacher has established procedures for group work making sure students understand what they are to do and how they are to accomplish it. There are clear procedures to manage transitions, distribution of materials and supplies.

Comments:

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Clear standards of conduct are stated and referred to during a lesson Positive behavior is acknowledged Preventative action is taken and clear consequences are established Teacher remains fair and consistent Teacher is constantly aware of student conduct

d: Standards of conduct appear to be clear to students, and the teacher monitors student behavior against those standards. The teacher’s response to student misbehavior is appropriate and respects the students’ dignity.

Surroundings are appealing, suitable and facilitate learning The space is accessible and safe for all students Physical resources including computer technology are effectively

utilized by teacher and students

e: The classroom is safe, and learning is accessible to all students; the teacher ensures that the physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical resources, including computer technology.Comments:

Score Domain 3: Instructiona: Communicating with students

b: Using questioning and discussion techniques

c: Engaging students in learning

d: Using Assessment in Instruction

e: Demonstrating flexibility and responsiveness

Key Proficient “Look Fors” Criteria Clear directions and procedures specific to lesson activities Absence of content errors Clear explanations of concepts Students understand the content Correct and imaginative use of language

a: Expectations for learning. Directions and procedures. Explanations of content.

Comments:

Questions of high cognitive challenge formulated by intern/student Questions with multiple correct answers Effective use of student responses and ideas High levels of student participation in discussion

b: Quality of questions. Discussion techniques. Student participation.

Comments:

Activities aligned with the goals of the lesson Student enthusiasm, interest, thinking, problem-solving, etc. Learning tasks that require high-level student thinking Learning tasks that are aligned with lesson objectives Suitable pacing of the lesson, neither dragging nor rushed Time allowed for closure and student reflection

c: Activities and assignments. Grouping of students. Instructional materials and resources. Structure and pacing.

Comments:

Teacher pays close attention to evidence of student understanding Teacher circulates to monitor student learning and feedback Students assess their own work against established criteria Teacher adjusts instruction in response to evidence of student

understanding (or lack of it)

d: Assessment criteria. Monitoring of student learning. Feedback to students. Student self-assessment and monitoring of progress.

Comments:

Teacher incorporates student interests and events of the day into a

lesson Teacher makes visible adjustment in the face of students’ lack of

understanding Teacher seizes on a “teachable moment”

e: Lesson adjustment. Response to students. Persistence.

Comments:

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Domain 4: Professional Responsibilitiesa: Reflecting on teaching in terms of accuracy and use in further teaching

b: Maintaining accurate records

c: Communicating with families

d: Participating in a professional community

e: Developing and growing professionally

f: Demonstrating professionalism

Key Proficient “Look Fors” Criteria Accurate reflections on a lesson Citations of specific adjustments to practice, Draws on a repertoire of strategies

a. Reflecting on teaching—Accuracy/Use in future teaching

Comments:

• Tracks student completion of assignments.• Systems for measurement of student progress against instructional

outcomes.• Maintains accurate non-instructional records

b. Maintaining accurate records- Student completion of assignments- Student progress in learning- Non-instructional records

Comments:

Frequent and culturally appropriate information sent home regarding the instructional

System measurement of program and student progress

c. Communicating with families- Information about the instructional program- Information about individual students - Engagement of families in the instructional program

Comments:

Regular participation w/ colleagues to share and plan for student success

Self-starting in classroom work. Volunteers and supports school and community initiatives

d. Participating in a professional community - Participating in a professional community- Involvement in a culture of professional inquiry- Service to the school- Participation in school and district projects

Comments:

Frequent attendance in courses/workshops; regular academic reading Participation in learning networks with colleagues; Regular sharing of feedback; accepts and acts on constructive criticism. Participation in professional organizations supporting academic

inquiry

e. Growing and developing professionally- Enhancement of content knowledge and pedagogical skill - Receptivity to feedback from colleagues- Service to the professionComments:

Displays high standards of honesty, integrity, and confidentiality in

interactions with colleague, students, and the public. Actions demonstrate that students are the highest priority ensuring

that all students have the opportunity to succeed. Consistently fulfilling school district mandates regarding policies and

procedures Regular attendance and participation in team and faculty meetings. Consistent and on time in attendance, Professional dress and demeanor.

f. Showing professionalism- Integrity and ethical conduct- Service to students- Advocacy- Decision making- Compliance with school and district regulations

Comments:

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5 c) Candidate Data

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Assessment 5 (Effects on Student Learning):

1. Description of assessment: The assignment for assessment 5 is completed in the candidates’ final semester of internship. For this assignment they choose a content area and 3 focus children at different developmental levels. As they teach these lessons for this content area, they collect copies of all assessments for these 3 children. All assessments that they use must have rubrics and they also collect copies of the completed rubrics. In the assignment candidates provide evidence for each child’s learning. Then they construct a table that summarizes the 3 children’s learning over a 10 day period. They then explain how and why they selected the assessments they did, how they used the assessments to inform subsequent teaching, how they provided feedback to children about the assessments, and how they did or could have used the assessments to communicate with parents about the child’s learning. They then explain the children’s learning and analyze the effectiveness of their own teaching.

2. Description of how this assessment aligns with standards cited in Section III: The assignment is designed to give candidates experience with multiple methods and uses of assessment It is designed to help candidates recognize and learn to track how their teaching impacts children’s learning and also to use it to engage learners in their own growth. It also provides opportunities to understand how to use documentation and to focus on individual children’s strengths and needs for assessment purposes and also to guide the teacher’s and learner’s decision making. It requires that they demonstrate some understanding of issues of responsibility in assessment. It provides an opportunity to consider how to communicate about assessment with families and possibly with other professionals. It also includes a component focusing on reflection on teaching effectiveness such that the teacher understands that they must continually use evidence to evaluate his/her practice and to consider its effects on various stakeholders and adapts practice accordingly. (ADE 6, 9; ACEI 4, 5)

3. Brief analysis of the data findings: 4. Interpretation of how data provide evidence for meeting standards: 5 a) Assessment Tool: : Internship provides you with multiple opportunities to demonstrate your growth in teaching effectiveness. Teaching effectiveness is understood as the effects on learning of children with specific reference to the goals and objectives for that learning. Furthermore it involves providing for children with different developmental characteristics and cultural and linguistic variations, including children with disabilities. Teaching effectiveness is grounded in assessment of children’s growth as individuals, members of families and members of cultural and linguistic communities. Effective assessment is understood as grounded in the goals for children’s learning. Its purpose is to provide feedback to the teacher about how children’s learning is progressing for these goals and to guide subsequent planning of teaching to maximize learning outcomes. Assessment that will accomplish these purposes will need to be varied depending on what information the teacher needs. It needs to be systematic and requires thoughtful reflection for it to inform teaching and so learning. Finally good assessment requires the skills to communicate with sensitivity and knowledge with families and colleagues about assessment results (ADE 6, 9; ACEI 4, 5).This assignment should span approximately ten days but you may decide that a longer time span is necessary. It should not be shorter as the purpose of the assignment is to demonstrate the effects of your teaching on children’s learning. The assignment will be based on documentation of either math or literacy. Decisions as to content area and time span will be decided jointly by your CT, yourself, and the faculty member teaching the Internship Seminar II. You will follow the planning – teaching – analysis cyclical process taught in Internship Seminar I, but this assignment focuses specifically on the effects of your teaching on children’s learning and the use of this information in future planning.

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This assignment should span approximately ten days but you may decide that a longer time span is necessary. It should not be shorter as the purpose of the assignment is to demonstrate the effects of your teaching on children’s learning. The assignment will be based on documentation of either math or literacy. Decisions as to content area and time span will be decided jointly by your CT, yourself, and the faculty member teaching the Internship Seminar II. You will follow the planning – teaching – analysis cyclical process taught in Internship Seminar I, but this assignment focuses specifically on the effects of your teaching on children’s learning and the use of this information in future planning.

Specific Guidelines1. In consultation with your CT decide which content area you will work on for this assignment.2. Using the Arkansas Benchmarks and Common Core Standards identify the particular concepts, skills etc that will be the objectives of your lessons.3. Plan your lessons according to the format used by your CT for the content area. 4. Design or choose a diagnostic performance assessment for your objectives (3a).5. As you plan these lessons choose and/or design a variety of assessments that will assess children’s growth in understanding of the objectives of the lessons (3a). Examples of appropriate early childhood assessments include focused observations, checklists, work samples such as children’s drawings or written products, photographs or videotapes of children’s work, anecdotal observations, journals and other documentation including opportunities for children to assess their own learning. Remember that the focus of the assessments is to demonstrate that children are learning from your teaching and can perform tasks and/or understand concepts at the end of the 2 weeks that they could not at the beginning. 6. For each of the assessments formulate a rubric using your objectives (3c).7. Identify 3 children from whom you will collect work samples. One of these should be one who usually performs well, one about average, and one who typically is a low level performer (3c). Do not select a child who is frequently absent.8. Compile a summary of background information on your 3 focus children including gender, home language, cultural information, and special needs (3c).9. Using your diagnostic performance assessment collect “pre-test” data on your children (3c). 10. Teach the lessons and make your assessments (3c) modifying daily lesson plans based on daily assessment information focusing on the need to help children learn the objectives identified.11. Keep copies of all the assessments you make and collect work samples from your 3 focus children (3c). 12. If you decide that you need to modify a lesson or an assessment part way through this time period, make note of the reasons for the modifications and keep copies of the original and the revised versions. 13. Using your diagnostic performance assessment collect “post-test” data on your children (3c).

Assignment ComponentsA/ Title--The title should include subject, grade level, school, and cooperating teacher.B/ Description of children --Brief description of the 3 focus children.C/Objectives--Your objectives for the 2 weeks including the Arkansas Benchmarks and Common Core StandardsD/ Lesson plansE/ Summary of assessment information

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i) Summarize the assessment strategies you used in a 3 column chart that includes the following information: the name of the assessment, the date used, and the objectives assessed (both Arkansas benchmarks and Common Core Standards) (3c). ii) Assemble for each child the collection of work samples and any other material you need to demonstrate the children’s performance and the assessment of it including the rubrics, replacing children’s names with numbers or pseudonyms ( 3c, 3d).iii) Construct a chart showing children’s “pre and post test” results to illustrate children’s learning (3c).

E/ Explanation – For each assessment i) Explain why you selected or created the set of assessments you used and how you determined the rubrics (3a). Make specific connections between the objectives and the assessment strategies. Explain differentiated choices based on individual differences of children (3a).ii) Describe how you provided feedback to children based on the assessment (3c).iii) Explain how you did or could have used the assessments to provide feedback to parents about children’s performance (3b).iv) Explain how you used the assessment data to inform subsequent teaching including any discussions you had about the results with your Cooperating Teacher or other colleagues/professionals (3a, 3c). v) With specific reference to the children’s work and your assessments, summarize and discuss the learning of these 3 children over these lessons. Integrate this discussion with your knowledge of early learning (3c).

F/ Interpretation and Reflectioni) Analyze the effectiveness of your teaching of this unit. Ground your analysis in the objectives for your teaching. Include any changes you would make to the particular assessments used or the ways you used them and explain why you would make these changes (4d).ii) Reflection on Teaching Growth-Using your analysis as a guide, describe your strengths and areas for future development in terms of your ability to use assessment to accomplish the learning objectives and so provide for optimal learning outcomes for all children (4d).

5 b) Scoring Guide for Early Childhood Candidates’ Teaching Effectiveness and Young Children’s Learning1 - Does Not Meet Expectations 2 3 – Meets Expectations 4 5 – Exceeds Expectations

Impact on Learning

Evidence of Children’s Learning (3a)

Little evidence of children’s learning Some evidence of children’s learning Evidence of learning for all 3 children.

Quality of Assessment Information

Comprehensiveness (3a) Collection of assessment information does not contain the kind of material to analyze children’s growth over time

Collection of assessment information provides the kind of material that will allow analysis of growth over time

Collection of assessment information provides the kind of material to allow for rich and compelling analysis of growth over time

Ethics (3d) Information may not be completely anonymous &/or may be difficult for the teacher to use in planning or reporting on individual children

Information is anonymous but the teacher can trace it back to individual children

All information is completely anonymous but with a systematic system for the teacher to connect back to individual children

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Understanding of a Wide Range of AssessmentsDiversity of assessment strategies (3c)

Few strategies used with little variety A range of strategies A wide range of formal & informal strategies

Explanation of choice of strategies re individual differences (3c)

Little evidence of recognition of individual differences

Recognition of individual differences is evident Recognition of individual differences of various kinds is clearly evident

Explanation of choice of strategies re learning objectives (3a)

Strategies chosen do not provide much insight into children’s learning for objectives

Strategies chosen provide insight into children’s learning for most objectives

Strategies chosen provide clear insight into children’s learning for all objectives

Providing feedback to children (3c)

Explanation of how feedback is provided to children is limited

Explanation of how feedback is provided to children is adequate

Explanation of how feedback is provided to children is comprehensive and insightful

Providing feedback to parents (3b)

Explanation of how feedback is provided to parents is limited

Explanation of how feedback is provided to parents is adequate

Explanation of how feedback is provided to parents is comprehensive and insightful

Understanding of how to connect assessment & subsequent teaching (3a)

Explanation of how assessment informed subsequent teaching is limited

Explanation of how assessment informed subsequent teaching is adequate

Explanation of how assessment informed subsequent teaching is comprehensive and insightful

Understanding of how to use assessment information to summarize children’s learning (3c)

Cannot make use of assessment information to describe individual children’s growth

Can describe child’s growth integrating information about individual children’s previous & current learning and general knowledge of early learning

Can describe child’s growth in depth integrating information about individual children’s previous & current learning and general knowledge of early learning

Interpretation and ReflectionAnalysis of teaching effectiveness using assessment data (4d)

Analysis of teaching effectiveness is minimally linked to assessment data

Analysis of teaching effectiveness is linked to assessment data

Analysis of teaching effectiveness is clearly linked to assessment data

Reflection on teaching effectiveness (4d)

Reflection on teaching growth is limited &/or is not linked to analysis of effectiveness

Reflection on teaching growth is linked to analysis of effectiveness

Reflection on teaching growth is extensive & linked to analysis of effectiveness

5c) Candidate data for Early Childhood Candidates’ Teaching Effectiveness and Young Children’s Learning

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Assessment 6: Professional Portfolio

1. Description of assessment: After the completion of Internship II, candidates take Internship Seminar II. During these classes candidates construct a professional portfolio and complete materials for application for licensure and graduation. They also complete the submission of data to Chalk & Wire.

2. Description of how the assessment aligns with the standards cited in Section III: Candidates write their autobiographies along with their philosophy statements. In this document they are instructed to explain the connections between their own lives and their commitments to being an early childhood professional. The section on Professional Standards requires them to compile a collection of these standards in one place for READY access and also to explain how they will use these standards in professional practice. The Reference for Suspected Child Abuse provides them with a ready reference for information on this topic as well as evidence that they know how to use it. Professional Development Plan requires that they think through their ongoing professional growth for the subsequent 3-5 years.. The Philosophy Statement requires that they integrate their understanding of their own beliefs with theory and practice including advocacy. The portfolio is also graded on correct use of written language and professional quality. (ADE 9, 10; ACEI 5)

3. Brief analysis of the data findings: 4. Interpretation of how data provide evidence for meeting standards: 5. Assessment Documentation5a) Assessment Tool: Throughout your program you have been immersed in the concept of becoming a professional in the field of Elementary Education . You know that being a professional involves many different aspects of daily practice and interaction in and out of schools. You also understand that the nature of a professional is about handling yourself and all your actions and interactions in a professional way. It requires that you understand how to draw on various resources to create the most positive learning environments for children . You also know that it is understanding your responsibilities and the accountability you have to different standards, professional positions, and the knowledge base of the field and that all decisions are made based on this foundation. Similarly being an early childhood professional means understanding how to advocate for diverse children and families. You also know it involves reflective and collaborative planning for your ongoing growth as a professional. Finally, you are expected to be able to clearly and succinctly explain, demonstrate, or provide key components of your professional identity. This assignment provides you the opportunity to compile a number of documents that reflect these qualities of you as a professional into a single portfolio. The portfolio will also provide you with a useful resource in your search for your first job as a professional and also as a ready resource for key components of your professional responsibilities in your first years as a teacher. You already have some of these documents. Others will be constructed in the context of this assignment. The documents are of 4 kinds: Personal Information, Professional Information, Professional Documentation, and Performance Documentation. Once these documents are all collected you will be constructing an electronic portfolio and entering the documents into it. (ADE 9, 10; ACEI 5)

Directions:

Personal Information

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Autobiography: Write a simple autobiography of 1-2 pages. Although this should be the first item in your portfolio, you should write this either after you have written your philosophy statement or at the same time. The autobiography should provide the background experiences that have developed in you the kinds of values and beliefs that are the foundation of your philosophy statement and of your identification as an early childhood professional. This information will help convince the reader of your convictions as they see their origins. Experiences related in the autobiography should provide a background to your Views on the Nature of Humans and Goals for Humans in your philosophy statement. Possible types of experiences could include values you learned as a child, significant experiences you have had with others, views on global issues etc. (5a).

Professional InformationProfessional Standards: Construct a document that includes all the professional standards which guide your practice and also to which you are held accountable. These include NAEYC standards, the Statement of Commitment from the NAEYC Code of Ethics, the Common Core Standards, and the websites for the Arkansas Benchmarks for K-4 and the Arkansas Frameworks for PreK. Describe briefly how you will use these standards as a practitioner (6b).

Resource Guide for Related Professionals and Agencies: You already are familiar with some other types or groups of professionals and agencies that you can use as a resource or to which you can refer a colleague or a family. You should spend some time as you finish up internship adding to this collection by making inquiries in the school and following up with phone calls to other community contacts. You may also find websites that you could add to your guide. These guides will differ across candidates as you will want to compile them specifically for the community in which you plan on teaching although there will be some that are state wide or possibly regional or national. For example you would all want to include the websites for NAEYC and the Arkansas Division of Child Care (6e).Quick Reference for Suspected Child Abuse Reporting: Include in this component the definition of a mandated reporter, a brief description of indicators of child abuse, the DOs and DON’Ts for when a child discloses abuse, and the Arkansas Child Abuse Hotline Number. This information is all in the handout you receive in the course during the workshop on this topic. Write a plan for your actions if any of these are identified (6e).

Professional DocumentationProfessional Resume: Choose a format for a resume. Professional Resume Format provided by MS Word is one such format. It must include educational background and any work experience with details of length of time employed and responsibilities. Formatting should use formatting features such as headings, bold, and font size to support the clarity of information for the reader. Multiple font styles are not likely to be a good feature. Simplicity is a good guide.

Philosophy Statement: In class we will be spending time discussing the various components of a philosophy statement and helping you articulate your beliefs and understandings for each component and how to construct the overall document. The components are: Views of Human Nature, Views of Goals for Humans, Goals for Education, Teaching Methods, Curriculum, A Summary of Ethical Guidelines for Practice, and A Summary of Approaches for Advocacy. The first 2 sections should connect back to your autobiography at least in part. All sections need to connect to each other. For example your goals for humans should be reflected in your goals for education (6d, 6e).

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Transcript: Scan a copy of your UALR transcript to make up a transcript document. Make sure the scans are oriented appropriately and are in the appropriate size such that the reader does not have to make various adjustments in order to view them.

Praxis Scores: Scan in all your Praxis I and II scores. Again check for orientation and magnification.

List of School/Classroom Field Placements: Construct a chart detailing each school district, school, cooperating teacher and grade level.

Professional Development Plan: Use the format and rubric provided in class to construct your plan. We will spend time in class discussing each section. The components are: Sources of feedback about performance, Strengths, Areas For Improvement, Plan for Improvement, and Sources For Further feedback about your Improvement (6d). The plan is to be written up as bulleted points in a chart. The other sections are to be written in paragraph format with complete sentences.

Reference List: List 3 professional references providing name, position, address, phone # and email contact FOR EACH.

Performance DocumentationElectronic Portfolio: In the seminar you will receive instruction on how to construct an electronic portfolio. Once this is complete, you can start entering your documents into your electronic portfolio. Once that is complete, use the scoring guide to check that the portfolio meets the expected standards. Note that the scoring guide provides standards for all documents in the portfolio and additional specific standards for the autobiography, resource guide, quick reference, philosophy statement and the professional development plan.

b) Scoring Guide Scoring Guide for Professional Portfolio

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Does Not Meet Expectations

2 3

Meets Expectations

4 5

Exceeds Expectations

Professional Quality of Portfolio

Comprehensiveness (6b) More than 1 document is missing &/or placed in the incorrect section &/or incomplete

1 document is missing or in the incorrect section &/or is incomplete

All documents are present in correct sections & complete

Formatting of Documents (6b) Documents make little use of bullets &/or headings &/ or other formatting to display information

Documents make some use of bullets &/or headings &/ or other formatting to display information

Documents make effective use of bullets &/or headings &/ or other formatting to display information clearly

Writing Mechanics (6b) More than 9 spelling &/or grammar errors 3-6 spelling &/or grammar errors No spelling or grammar errors

Navigation (6b) More than 6 problems navigating &/or 3 problems navigating &/or Links are clearly visible & all correctly linked. Reader does not need to search for any item. Items are all

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reading the portfolio reading documents in the portfolio readable without adjustment & correctly oriented.

Presentation (6b) Formatting is inconsistent throughout the documents and distracts from the clarity of the information

Formatting is generally consistent &/or generally adds to clarity of the information

Formatting is consistent and adds to the clarity of the documents

Autobiography

Content (6a) No descriptions of experiences ground candidate’s identity as an early childhood professional

Most descriptions of experiences ground candidate’s identity as an early childhood professional

All descriptions of experiences ground candidate’s identity as an early childhood professional

Professional Standards

Content (6b) Candidate shows no evidence of how standards translate into practice

Candidate generally shows evidence of understanding how these translate into practice

Candidate shows exceptional evidence of understanding how standards translate into practice

Resource Guide

Content (6e) Guide is inadequate as a resource Guide provides multiple resources Guide provides a very detailed resource

Quick Reference for Suspected Child Abuse

Content (6e) Candidate demonstrates lack of understanding of how to apply knowledge in practice

Candidate demonstrates understanding of how to apply knowledge in practice

Candidate demonstrates exceptional understanding of how to apply knowledge in practice

Philosophy Statement

Content (6e) More than 4 elements of the philosophy statement are missing

Two elements of the philosophy statement are missing

All 7 elements of the philosophy statement are discussed

Accuracy of Information (6d) Some theories & concepts represent misconceptions

All theories & concepts are represented clearly

All theories & concepts are represented exceptionally clearly

Comprehensiveness (6d) Elements are generally not well developed Most elements are well developed Elements are all exceptionally well developed

Coherence – Internal (6d) Less than 3 elements are logically connected to others

5 elements are logically connected to others

All elements are logically connected to others

Coherence – External (6d) No logical connections to the autobiography are made

Logical connections to the autobiography are made

Logical connections to the autobiography are exceptionally clear

Professional Development Plan

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Content (6c) More than 1 section of the plan is missing 1 section of the plan is missing All sections of plan are addressed

Comprehensiveness (6c) More than 1 section is not well developed 1 section is not well developed All sections are well developed

Coherence (6c) Areas for improvement are not connected to the plan for improvement

Areas for improvement are not completely linked to the plan for improvement

Areas for improvement are linked to the plan for improvement

5 c) Candidate Data:

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Assessment 7(Optional): Child Study

1. Description of assessment: In this assignment candidates make multiple observations of a child with exceptionalities who is placed in a special needs center and documenting these observations. It also involves planning activities for the child based on the documented observations and creating a professional presentation of the child study. The child study also requires the candidates to demonstrate their knowledge of ethical and legal issues.

2. Description of how this assessment aligns with standards cited in Section III: 3. Brief analysis of the data findings: 4. Interpretation of how data provide evidence for meeting standards: 5. Assessment Documentation5 a) Assessment Tool:

PSYCHOLOGY OF THE EXCEPTIONAL CHILD OBSERVATIONThe major goal of the observation requirement is for you to be able to “ground” the knowledge that you are learning in class discussions and readings in the practical world in which people with disabilities live and learn. While knowledge about teaching students with disabilities is very important, I do want you to also learn some important skills of observation as well. Most crucial for me is that you begin to try to use observation in attempting to “walk a mile” in the shoes of the individual(s) with disabilities that you are observing. Almost every major approach to helping students with disabilities now suggests that this ability to understand the student from his or her point of view is a crucial beginning step in assisting the student to develop and learn in meaningful and beneficial ways.

Your first step in the observation is to find a site in which to observe. As I said in class, I do not care as much about the site as I do about your observation. But, in some way you need to be observing an individual or individuals with disabilities or special needs in some sort of learning situation.

If I were you, I would take some notes during the observation to help you remember. But, the more actively involved you are in the setting, the harder this will be. One good method is to use a chart in which at certain time intervals you jot down the time, the activity or what is going on, and comments or questions that you may have. Make a chart like this:

Time Activity Comment/Question

This chart will help you remember what you saw and it will also help you to focus your observations and to notice possible patterns of behavior.

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Once you get away from the observation and have some time, you can write an expanded narrative of the event(s) that you witnessed. After you have done this it is now time to attempt to interpret what you have observed.

Use these “questions” and statements to help you focus your interpretation and write up of your observation experience:What happened during my observation, in terms of the individual(s) with special needs, that especially interested me?Why does this interest me?Why did it happen? What are some explanations for what happened what the kid(s) did or didn’t do?How would I feel, what would I be thinking, if I were him/her?How would I feel, what would I be thinking, if I was the other kids, the teacher/adult in charge?Based on what I observed, is this the way that they seemed to feel and think about it?What could I do to find out what was really happening, what they were really feeling?What do I need to learn to help me to better understand what was happening?What can I take from this observation that will help me in the future?

Observation Assignment RubricConduct an observation in an educational setting which involves of an individual with a disability for at least ten (10) hours. The observation must be written up and must include an introduction which summarizes pertinent case information and a reflective summary in which you describe your thoughts and feelings about the experience (100 points).

EXEMPLARY EXCEEDS

EXPECTATIONSMEETS EXPECTATIONS UNSATISFACTORY

IntroductionSummarizes pertinent information about the student(s) and situation, methods used, and place/time of observation(s).(20 pts)

An especially clear, pertinent, and meaningful summary about the student(s) with exceptionalities and the educational situation, which exceptionally sets up the observation data. Exemplary observation methods are used and legal and ethical issues, especially those involving confidentiality, are highly maintained and explained.

Clear and pertinent information about the student(s) with exceptionalities and the educational situation nicely sets up the interview data. Good observation methods are used and legal and ethical issues, especially those involving confidentiality, are appropriately maintained and explained.

Appropriate information about the student(s) with exceptionalities and the educational situation sets up the observation data. Appropriate observation methods are used and legal and ethical issues, especially those involving confidentiality, are upheld.

Information summary is inadequate, unnecessary, and/or inappropriate and does not adequately set up the observation data. Inappropriate observation methods are used and legal and ethical issues, especially those involving confidentiality, are not upheld.

Observation Data:Descriptions of people, places,

Raw observation data is exceptionally presented (as described in the assignment sheet) and the

Raw observation data is presented (as described in the assignment sheet) and the observation narrative

Raw observation data is presented (as described in the assignment sheet) and the observation narrative

Raw observation data is either not presented or it is incomplete, inadequate or not understandable. Observation

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and events during observation(s).(45 pts)

observation narrative is a highly readable, descriptive picture of the student(s), places, and events. Narrative makes a good holistic sense and provides exceptionally pertinent information for a good, meaningful understanding of the people and the program and the events observed. The narrative is exceptionally presented either chronologically or thematically (or both), but presents a good, meaningful, and realistic portrayal of the student(s) and the educational program. If interpretations are made, they are clearly marked or worded as the observer’s interpretation. Meanings and interpretations are exceptionally in-line with the professional knowledge base. Legal and ethical issues, especially those involving confidentiality, are strictly upheld.

is a readable, descriptive picture of the student(s), places, and events. Narrative makes good sense and provides good information for a good understanding of the people and the program and the events observed. The narrative is well-presented either chronologically or thematically (or both), but presents a good and realistic portrayal of the student(s) and the educational program. If interpretations are made, they are marked or worded as the observer’s interpretation. Meanings and interpretations are well in-line with the professional knowledge base. Legal and ethical issues, especially those involving confidentiality, are upheld.

is a readable, descriptive picture of the student(s), places, and events. Narrative makes sense and provides enough information to adequately understand the people and the program and the events observed. The narrative is presented either chronologically or thematically (or both), but presents a realistic portrayal of the student(s) and the educational program. If interpretations are made, they are marked or worded as the observer’s interpretation. Meanings and interpretations are in line with the professional knowledge base. Legal and ethical issues, especially those involving confidentiality, are upheld.

narrative is inadequate, inappropriate, unrealistic, or not readable or understandable. The narrative does not make sense or does not provide enough information to understand people, places, or events. Interpretations made are not clearly marked as coming from the observer. Meanings and interpretations are inappropriate or unprofessional and not in line with the professional knowledge base. Legal and ethical issues are not upheld.

EXEMPLARY EXCEEDS EXPECTATIONS

MEETS EXPECTATIONS UNSATISFACTORY

Reflective summary of observation:

(30 pts)

Highly salient, relevant, and understandable connections with the observations. Meanings and explanations of what took place flow exceptionally well with the explanations and reflective statements of possible teaching and

Salient, relevant, and understandable connections with the observations. Meanings and explanations of what took place flow well with the statements of possible teaching and management methods to be used in the future based on

Relevant, and understandable connections with the observations. Meanings and explanations of what took place flow with the statements of possible teaching and management methods to be used in the future based on

No statements, or statements do not connect with the observations. Meanings and explanations of what took place do not flow with the statements of possible teaching and management methods to be used in the future. Or, the statements do not represent best practices in

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management methods to be used in the future based on the observations and interpretations. These methods represent best practices in the professional knowledge base and are well-connected to accepted professional theories. Meanings and interpretations are an exceptional attempt to understand people and events in a highly meaningful way.

responses. These methods represent best practices in the professional knowledge base and are connected to accepted professional theories. Meanings and interpretations attempt to understanding people and events in a significantly meaningful way.

responses. These methods represent best practices in the professional knowledge base and are connected to accepted professional theories. Meanings and interpretations attempt to understand people and events in a meaningful way.

the professional knowledge base and are not connected to accepted professional theories. Meanings and interpretations do not attempt to understand people and events in a meaningful way.

Standard Formal English (5 pts)

Exemplary use of conventions of English, unless “errors” are part of natural observation.

No word use, grammar, or punctuation errors, unless they were part of natural observation.

A few word choice, grammar and punctuation errors which are not from observation.

Numerous word choice, grammar and punctuation errors which are not from observation.

5 c) Candidate Data

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Assessment 8: Family Observations and Interviews

1. Description of assessment: 2. Description of how this assessment aligns with standards cited in Section III: 3. Brief analysis of the data findings: 4. Interpretation of how data provide evidence for meeting standards: 5. Assessment Documentation5 a) Assessment Tool:

PARENT INTERVIEWIn this assignment, you are to interview a parent/guardian of an individual with disabilities. The individual with disabilities must be receiving special education services, or at least, have received special education services in the last 10 years. You can interview an individual with disabilities instead if they are old enough to have participated in their own special education conferences (either an IDEA conference or a Section 504 accommodation meeting). I am having you do this assignment to help you “walk a mile in the shoes” of these parent(s) and/or students. Here is the description of the assignment that is in your syllabus:

Conduct an interview with a parent/guardian of an individual with disabilities and/or with the individual with disabilities. The interview should be transcribed and must include an introduction which summarizes pertinent case information about the family and a summary in which you describe your thoughts and feelings about the experience (100 points).

Please pay very close attention to the bolded part of the last sentence above. You must start your write up of the interview with an introduction. Then you must present the data from the interview in some way. On the next two pages are the actual interview questions that you must ask. If you are interviewing an individual with disabilities, you will have to alter the questions in some way for them to make sense. You can type up the transcription or you can handwrite the responses directly on the form. There are two blank questions (#14 & #15) for you to ask your own questions. Then, you must include a reflection section in which you reflect upon the interview. At the very least, answer the questions at the bottom of the second page of the interview form. The scoring rubric I will use to grade your assignment is provided to help you.

PARENT INTERVIEW

1. How old is your child and what grade is he/she in?2. How long has your child been receiving special education services? 3. What is your child’s identified disability and how was it identified?4. What was it like when you first received a formal word or notice about your child maybe needing special education services?5. What was your first special education conference like? What do you especially remember?6. What do you remember about it that was positive?7. What do you remember about it that was negative?

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8. How have the other conferences been…the same, different?9. Do you feel like you have had input as an IEP team member? Have you been listened to and treated with respect?

10. Did the others use terms or language that you did not understand? If so, what did you do about that?11. What would you like to have different at a conference?12. What is your impression of the necessary paperwork?

13. As a future teacher, what advice would you give me in terms of dealing with parents of kids with disabilities?

Reflection: What did you think about the interview? What are some things that surprised you? What are some things that the parent(s) said that really made you think? How could this interview help you in terms of this class and your future profession? If you are not a parent, how could this interview help you in terms of becoming a parent? If you are a parent, how did this parent differ from you in his/her responses?

Parent Interview AssignmentConduct an interview with a parent/guardian of an individual with disabilities and/or with the individual with disabilities. The interview should be transcribed and must include an introduction which summarizes pertinent case information about the family and a summary in which you describe your thoughts and feelings about the experience (100 points).

EXEMPLARY EXCEEDS

EXPECTATIONSMEETS

EXPECTATIONS

UNSATISFACTORY

IntroductionSummarizes pertinent case information about the family, methods used, and place/time of interview.(20 pts)

An especially clear, pertinent, and meaningful case summary about the family and situation, which exceptionally sets up the interview data. Exemplary interview methods are used and legal and ethical issues, especially those involving confidentiality, are

Clear and pertinent case information about the family and situation nicely sets up the interview data. Good interview methods are used and legal and ethical issues, especially those involving confidentiality, are appropriately maintained and explained.

Appropriate case information about the family and situation sets up the interview data. Appropriate interview methods are used and legal and ethical issues, especially those involving confidentiality, are upheld.

Case information summary is inadequate, unnecessary, and/or inappropriate and does not adequately set up the interview data. Inappropriate interview methods are used and legal and ethical issues, especially those involving confidentiality, are not upheld.

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highly maintained and explained.

Interview Data:Transcription of the interview responses to questions.(45 pts)

All questions were asked and all responses were recorded appropriately, with no summaries, paraphrasing, or corrections made. If interpretations were made (say due to an ambiguous or inarticulate response), they are clearly marked or worded as interviewer’s interpretation. But, there were good attempts at probing or following-up or clarifying to attain appropriate response to question or to seek further information or clarification. Extra questions are asked that are extremely appropriate and follow interview content and add important data.

All questions were asked and all responses were recorded appropriately, with no summaries, paraphrasing, or corrections made. If interpretations were made (say due to an ambiguous or inarticulate response), they are clearly marked or worded as interviewer’s interpretation. But, there were obvious attempts at probing or following-up or clarifying to attain appropriate response to question or to seek further information or clarification. Extra questions are asked which are appropriate and add important data to the interview.

All questions were asked and all responses were recorded appropriately, with no summaries, paraphrasing, or corrections made. If interpretations are made (say due to an ambiguous or inarticulate response), they are marked or worded as interviewer’s interpretation.

Not all questions were asked or all responses were recorded appropriately. Blank questions were not explained. Summaries, paraphrasing, corrections, or interpretations were made and/or not clearly marked or worded as if interviewee’s response or origin is uncertain.

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Reflective summary of interview:

(30 pts)

Highly salient, relevant, and understandable connections with the interviewee’s responses and situation. Meanings and explanations of what was said flow exceptionally well with the statements of possible teaching and management methods to be used in the future based on responses. These methods represent best practices in the professional knowledge base and are well-connected to accepted professional theories

Salient, relevant, and understandable connections with the interviewee’s responses and situation. Meanings and explanations of what was said flow well with the statements of possible teaching and management methods to be used in the future based on responses. These methods represent best practices in the professional knowledge base and are connected to accepted professional theories

Relevant, and understandable connections with the interviewee’s responses and situation. Meanings and explanations of what was said flow with the statements of possible teaching and management methods to be used in the future based on responses. These methods represent best practices in the professional knowledge base and are connected to accepted professional theories

No statement or statements do not connect with the interviewee’s responses or situation. Meanings and explanations of what was said do not flow with the statements of possible teaching and management methods to be used in the future. Or, the statements do not represent best practices in the professional knowledge base and are not connected to accepted professional theories

Standard Formal English (5 pts)

Exemplary use of conventions of English, unless “errors” are part of interviewees natural responses.

No word use, grammar, or punctuation errors, unless they were part of interviewee’s natural responses.

A few word choice, grammar and punctuation errors which are not from interviewee.

Numerous word choice, grammar and punctuation errors which are not from interviewee.

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