PromptsforTeachingProcess1ContextualFactors

Definition: The teacher candidate uses information about the learning‐teaching context and studentindividual differences to set learning objectives and benchmarks and plan instruction and assessmentinformedbytheirunderstandingofrelevantmajorschoolsofthought.Task1.1:Describecommunity,districtandschoolfactorsthatmayimpactstudentlearning

• What type of geographic community (e.g., rural, urban, suburban, etc.) does the schoolprimarilyserve?

• What type of social community (e.g., working class, farm,middle‐class, etc.) does the schoolprimarilyserve?

• Inwhattype(e.g.,small,large;regular,charter,etc.)ofschooldistrictistheschoolembedded?How typical, relative to other schools in the district is your school (ethnically, politically,progressive/experimental,etc.)?

• What are the specific characteristics of the school itself (e.g., age of the building, number ofclassrooms,typicalclassroomsize,etc.)

Task1.2:Describeclassroomfactorsthatmayimpactstudentlearning

• Whatgradelevelisyourclassroom?• Where in thebuilding is your classroom located andwhat are the chief characteristics of the

classroomspace?• Defineanddiscusstheclassroomatmosphere(e.g.,brightandcolorful,noisy,quiet,etc.).• What is the classroom management system (e.g., procedures, rules, routines, etc. For more

examples,seeWong&Wong,unitonclassroommanagement)?• Isthisasingleteacherclassroom?Areanyteachingaidesorassistantspresent?• Are any new initiatives or curriculum changes (e.g., RTI, differentiated instruction, block

scheduling,etc.)impactingyourclassroom?Task1.3:Describestudentcharacteristicsthatmayimpactstudentlearning

• Howmanystudentsarethere?Whatistheirethnic,gender,linguistic,etc.,composition?• Are there any students needing special accommodations? If so, what are those

accommodations?• Whatdevelopmentallevel(s)(developmentalstages,skilllevel,etc.)is/arerepresented?• Identifyanddiscussallgroups,ifany,inyourclassroomintermsofability,motivation,etc.?

Task1.4:Informedbyyourunderstandingofrelevantmajorschoolsofthought,identifyanddiscussthe potential instructional implications of one or more contextual factor(s) identified above. Forexample:

• Given the sociocultural/multicultural theories discussed in EIS 302, describe any key socialand/or cultural/multicultural factors specific to your classroom that may impact studentlearninginyoursetting.

• Giventhepsychologicaltheories(e.g.,learning,motivation,development,etc.)discussedinEIS201andEIS301,whatstudentcharacteristicsspecifictoyourclassroomdoyouneedtokeepinmindasyouselectbenchmarks,objectives,andbegintheprocessofdesigningyourinstructionalstrategy?

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• Given your knowledge of legal and ethical issues as discussed in EIS 401, what studentcharacteristics specific to your classroom do you need to keep in mind as you selectbenchmarks,objectives,andbegintheprocessofdesigningyourinstructionalstrategy?

TEACHINGPROCESS1RUBRICContextualFactors

Indicator Unacceptable(1) Acceptable(2) Target(3) ScoreDescriptionofcommunity,districtandschoolfactorsthatmayimpactstudentlearning

Task1.1

Descriptionofcommunity,districtandschoolfactorsthatmayimpactstudentlearningisseverelylimited,irrelevant,inaccurate,and/ormissing.

Basic,accurateandperceptivedescriptionofcommunity,districtandschoolfactorsthatmayimpactstudentlearningisprovided.

Detailed,accurateandperceptivedescriptionofcommunity,districtandschoolfactorsthatmayimpactstudentlearningisprovided.

Descriptionofclassroomfactorsthatmayimpactstudentlearning

Task1.2

Descriptionofclassroomfactorsthatmayimpactstudentisseverelylimited,irrelevant,inaccurate,and/ormissing.

Basic,accurateandperceptivedescriptionofclassroomfactorsthatmayimpactstudentlearningisprovided.

Detailed,accurateandperceptivedescriptionofclassroomfactorsthatmayimpactstudentlearningisprovided.

Descriptionofstudentcharacteristicsthatmayimpactstudentlearning

Task1.3

Descriptionofstudentcharacteristicsthatmayimpactstudentlearningisseverelylimited,irrelevant,inaccurate,and/ormissing.

Basic,accurateandperceptivedescriptionofstudentcharacteristicsthatmayimpactstudentlearningisprovided.

Detailed,accurateandperceptivedescriptionofstudentcharacteristicsthatmayimpactstudentlearningisprovided.

Identificationanddiscussionofthepotentialinstructionalimplicationsofoneormorecontextualfactor(s)asinformedbyyourunderstandingofrelevantmajorschoolsofthought

Task1.4

Identificationanddiscussionofthepotentialinstructionalimplicationsofoneormorecontextualfactor(s)informedbyunderstandingoftherelevantmajorschoolsofthoughtseverelyislimited,irrelevant,inaccurate,and/ormissing.

Basicandaccurateidentificationandthoughtfuldiscussionofthepotentialinstructionalimplicationsofoneormorecontextualfactor(s)informedbyunderstandingoftherelevantmajorschoolsofthoughtisprovided.

Detailedandaccurateidentificationandthoughtfuldiscussionofthepotentialinstructionalimplicationsofoneormorecontextualfactor(s)informedbyunderstandingoftherelevantmajorschoolsofthoughtisprovided.

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PromptsforTeachingProcess2

LearningObjectivesandBenchmarksDefinition:Theteachercandidatesetssignificant,challenging,varied,andappropriatelearningobjectivesandbenchmarks.Task2.1:ListthebenchmarksfromtheIllinoisLearningStandardsthatyourunitisdesignedtoaddress.

• Identifyoneormorespecificbenchmark(s)foreachILSthatwillbeaddressedinthisunit(e.g.,20.A.3bfora7thgradeunit).

Task2.2:StatedailyobjectivesbasedontheidentifiedbenchmarksfromtheIllinoisLearningStandards.

• Stateoneormoreobjective(s)(asappropriate)foreachdailylessonplanyouwillteachduringtheunit.Thedailyobjective(s)shouldidentifythecontentand/orskillsthestudentsshouldacquireeachday(i.e.,whattheyshouldknowandbeabletodo).Thedailyobjective(s)shouldalsobealignedwiththebenchmark(s)identifiedinTask2.1.

• Eachdailyobjectiveshouldbesignificant(i.e.,itshouldreflectthebigideasorstructureofthediscipline),challenging,varied,achievable,anddevelopmentallyappropriate.

Task2.3:Discusswhythebenchmarksandobjectivesareappropriateintermsofdevelopment,pre‐requisiteknowledge,skills,andotherneeds.

• ProvidearationalefortheobjectivesidentifiedinTask2.2.Considerdevelopmentallevel,pre‐requisiteknowledgeand/orskills,performancedescriptor(s)(e.g.,StageF,G,orHforbenchmark20.A)andothercontextualfactorsasappropriateformeetingtheneedsofthestudentsintheclassroom.

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TEACHINGPROCESS2RUBRICLearningObjectivesandBenchmarks

Indicator Unacceptable(1) Acceptable(2) Target(3) Score

BenchmarksandIllinoisLearningStandardsforunitplan

Task2.1

Benchmarksfortheunitplanareinappropriate,insufficientinnumber,and/ornotidentifiedbynumberandnameforthecontenttobetaughtintheunit.

Benchmarksfortheunitplanareappropriateandsufficientinnumberforthecontenttobetaughtintheunit.

Benchmarksareappropriate,sufficientinnumber,andlabeledbybothnumberandnametodescribethecontenttobetaughtintheunit.

Alignmentofdailyobjectiveswithbenchmarksidentifiedfortheunitplan

Task2.2

Inappropriatenumberofdailyobjectivesforeachbenchmarkidentifiedfortheunitplan.

Appropriatenumberofdailyobjectivesthatarealignedwitheachbenchmarkidentifiedfortheunitplan.

Appropriatenumberofdailyobjectivesthatareclearlyalignedwitheachbenchmarkidentifiedfortheunitplan.

Rationaleforappropriatenessofdailyobjectives

Task2.3

Dailyobjective(s)is/areinappropriatebecausetheyfailtoconsiderthedevelopmentallevel,pre‐requisiteknowledge/skills,andcontextualfactorsofthestudentsintheclassroom.

Themajorityofdailyobjectivesareappropriatebecausetheyconsiderthedevelopmentallevel,pre‐requisiteknowledge/skills,andcontextualfactorsofthestudentsintheclassroom.

Allofthedailyobjectivesareappropriatebecausetheyconsiderthedevelopmentallevel,pre‐requisiteknowledge/skills,andcontextualfactorsofthestudentsintheclassroom.

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PromptforTeachingProcess3AssessmentPlan

Definition:The teacher candidate usesmultiple assessmentmodes and approaches to assess studentlearningbefore,during,andafterinstruction.Task3.1:Provideanoverviewoftheassessmentplanusingavisualorganizersuchastable3.1below.

• UsethebenchmarksandobjectivesfromTeachingProcess2‐LearningObjectivesandBenchmarks

tocompletethefirstcolumn.Theobjectivesforthepre‐assessment,duringtheunitassessments,andthepostassessmentwillbeidentical.

• In the type and/or nature of assessment column of the table, briefly describe the types ofassessments that will be used (e.g., test withmultiple choice questions, short answer questions,quickwrite, observations of student performance, etc.) for the pre‐assessment, formativeassessments,andpost‐assessment.Considercontextualfactorsasappropriate.

• In theadaptations column, list themodifications (e.g., reading the questions/task to the studentwho is unable to do so independently, recording the response of a student who struggles withwriting,etc.)thatyouwillneedtomakeineachassessmenttoenableallstudents,includingthosewithatypicalneeds, as identified in contextual factors, to representwhat theyknowand/orhavelearned.(Ideally,variedadaptationsareplanned.)

Table3.1Benchmark/Objectives Phasesof

AssessmentTypeand/orNatureoftheAssessment

AssessmentAdaptations

Benchmark:Objective1:

Pre‐assessmentFormative(duringtheunit)assessmentsPost‐assessment

Benchmark:Objective2:

Pre‐assessmentFormative(duringtheunit)assessmentsPost‐assessment

Task3.2:Providearationalefortheassessmentplan.

• Explain(1)howyourpre‐assessmentalignswithyourinstructionalobjectivesand,usingtable

3.2andtheaccompanyingrulesandguidelines,(2)howitreflectsanaccurate,consistent,andfairevaluationofstudentlearning.

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Table3.2

Rules1.Thenumberofitemsforeachobjectiveshouldberoughlyequaland/orproportional(P).2.Itemsshouldalignwiththematerialcoveredandobjectivesspecified.3.Anitemanalysisshouldbeconducted(bothdifficultyanddiscriminationindexesforeachitem,followedbyageneraldiscussionofthepropertiesoftheassessment).GuidelinesIfyourassessment(s) is/areoftheobjectivevariety(e.g.,multiple‐choice.matching,etc .),adapttable3.2 to fit your assessmentplan. If your assessment(s) is/areperformancebased (e.g., essay, project,demonstration, etc.), describe (1) whether or not it/they is/are school mandated, or teacherconstructed, and (2) how you, or the school, dealt with the critical question of whether or not theassessment(s)is/areconsistent,accurate,andfair.

• Explainhowyourformativeassessmentsalignwithyourinstructionalobjectivesandhowtheyreflectanaccurate,consistent,andfairevaluationofstudentlearningandstudents’progresstowardachievingtheunitbenchmarksandobjectives.

• Explainhowyourpost‐assessmentalignswithyourinstructionalobjectivesandhowitreflectsanaccurate,consistent,andfairevaluationofstudentlearningandstudents’progresstowardachievingtheunitbenchmarksandobjectives.

Task3.3:Describeandincludeacopyofthepre‐andpost‐assessmentsfortheunit.

• Includeacopyofthepre‐assessment.Indicatehowyouwillevaluateorscorethepre‐assessment,includingthecriteriayouwillusetodeterminetheextenttowhichstudentshavealreadyachievedtheobjectivesorhavetheprerequisiteskillorknowledgetoachievetheobjectivesoftheunit.

• Includeacopyofthepost‐assessment.Indicatehowyouwillevaluateorscorethepost‐assessment,includingthecriteriayouwillusetodeterminetheextenttowhichstudentshaveachievedtheobjectives.

LearningObjectives

AssessmentAnalysis

Instrument

Objective1

P=20%

Objective2

P=20%

Objective3

P=10%

Objective4

P=10%

Objective5

P=20%

Objective6

P=20%

Specificitems

3,7,11,18

1,4,9,14

2,5,

6,10

8,13,16,19

12,15,17,20

#ofitemsTotalitems=20

4

4 2 2 4 4

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Task3.4:Describetheplanforformativeassessment.

• Describetheformativeassessmentsyouwilluseduringtheunittomonitorstudentlearning.• Indicatehowyouwillevaluateeachformativeassessment,includingthecriteriayouwilluseto

determinetheextenttowhichstudentsareachievingorprogressingtowardsachievingtheunitobjectives.

Task3.5:Providearationaleforadaptationsofassessmentsbasedontheindividualneedsofstudents.

• Describehowtheadaptationforthepre‐assessmentwillenableindividualstudentstodemonstratewhattheyknow.

• Describehowtheadaptationfortheformativeassessmentswillenableindividualstudentstodemonstratewhattheyknow.

• Describehowtheadaptationforthepost‐assessmentswillenableindividualstudentstodemonstratewhattheyknow.

TEACHINGPROCESS3RUBRIC

AssessmentPlan

Indicator Unacceptable(1) Acceptable(2) Target(3) ScoreDescriptionofthetypeofassessment

Task3.1

Thetypeofassessmentplannedforoneormoreofthethreephasesofassessment(pre‐assessment,formativeassessment,post‐assessment)isinappropriate,inadequate,ormissingfortheobjectives.

Thetypeofassessmentplannedforeachofthethreephasesofassessment(pre‐assessment,formativeassessment,post‐assessment)isappropriateandadequatefortheobjectives.

Thetypeofassessmentplannedforeachofthethreephasesofassessment(pre‐assessment,formativeassessment,post‐assessment)willenablethecandidatetogatherhighlyrelevantandcomprehensivedataaboutstudents’knowledgeandskillsinmeetingtheobjectives.

Descriptionoftheadaptationsfortheassessments

Task3.1

Theadaptationsareinadequateorinappropriateforthetypeofassessmentand/oroflimitedvalueinhelpingalllearnersdemonstratetheirknowledge/skills.

Theadaptationsareadequate,appropriatefortypeofassessment,andenablealllearnerstodemonstratetheirknowledge/skills.

Theadaptationsarevaried,appropriateforthetypeofassessment,andenablealllearnerstofullydemonstratetheirknowledge/skills.

Rationalefortheselectionofthepre‐assessment

Task3.2

Therationaledoesnotprovideanadequateandappropriateexplanationofthealignmentofthepre‐assessmentwith

Therationaleprovidesanadequateandappropriateexplanationofthealignmentofthepre‐assessmentwith

Therationaleprovidesacomprehensiveandinsightfulexplanationofthealignmentofthepre‐assessmentwithinstructionalobjectives

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instructionalobjectivesand/ordoesnotexplainhowitreflectsanaccurate,consistent,andfairevaluationofstudentlearning.

instructionalobjectivesandadequatelydescribeshowitreflectsanaccurate,consistent,andfairevaluationofstudentlearning.

andincludesathoroughandcleardiscussionofhowitreflectsanaccurate,consistentandfairevaluationofstudentlearning.

Rationalefortheselectionoftheformativeassessments

Task3.2

Therationaledoesnotprovideanadequateandappropriateexplanationofthealignmentoftheformativeassessmentswithinstructionalobjectivesand/ordoesnotexplainhowtheyreflectanaccurate,consistent,andfairevaluationofstudentlearningandprogresstowardsachievingtheunitbenchmarksandobjectives.

Therationaleprovidesanadequateandappropriateexplanationofthealignmentoftheformativeassessmentswithinstructionalobjectivesandadequatelydescribeshowtheyreflectanaccurate,consistent,andfairevaluationofstudentlearningandprogresstowardsachievingtheunitbenchmarksandobjectives.

Therationaleprovidesacomprehensiveandinsightfulexplanationofthealignmentoftheformativeassessmentswithinstructionalobjectivesandincludesathoroughandcleardiscussionofhowtheyreflectanaccurate,consistentandfairevaluationofstudentlearningandprogresstowardsachievingtheunitbenchmarksandobjectives.

Rationalefortheselectionofthepost‐assessment

Task3.2

Therationaledoesnotprovideanadequateandappropriateexplanationofthealignmentofthepost‐assessmentwithinstructionalobjectivesand/ordoesnotexplainhowitreflectsanaccurate,consistent,andfairevaluationofstudentlearning.

Therationaleprovidesanadequateandappropriateexplanationofthealignmentofthepost‐assessmentwithinstructionalobjectivesandadequatelydescribeshowitreflectsanaccurate,consistent,andfairevaluationofstudentlearning.

Therationaleprovidesacomprehensiveandinsightfulexplanationofthealignmentofthepost‐assessmentwithinstructionalobjectivesandincludesathoroughandcleardiscussionofhowitreflectsanaccurate,consistentandfairevaluationofstudentlearning.

Pre‐assessment

Task3.3

Oneormoreoftheunitobjectivesarenotassessed;theitemsortasksarenotalignedwiththeunit’sinstructionalobjectives;and/orthecriteriaforscoringareinappropriateordonotprovideobjectiveandsufficientinformationabouttheextenttowhichstudentshave

Alloftheunitobjectivesareassessed;theitemsandtasksareadequatelyalignedwiththeinstructionalobjectives;andthecriteriaforscoringareappropriateandprovideobjectiveandsufficientinformationabouttheextenttowhichstudentshavealready

Alloftheunitobjectivesareassessed;theitemsortasksarefullyalignedwiththeinstructionalobjectives;andthecriteriaforscoringaretargetedtoprovideobjectiveandspecificinformationabouttheextenttowhichstudentshavealreadyachievedorare

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alreadyachievedorarepreparedtoachievetheobjectives.

achievedorarepreparedtoachievetheobjectives.

preparedtoachievetheobjectives.

Post–assessment

Task3.3

Oneormoreoftheunitobjectivesarenotassessed;theitemsortasksarenotalignedwithinstructionalobjectives;and/orthecriteriaforscoringareinappropriateordonotprovideobjectiveandsufficientinformationabouttheextenttowhichstudentsachievedtheobjectives.

Alloftheunitobjectivesareassessed;theitemsandtasksareadequatelyalignedwithinstructionalobjectives;andthecriteriaforscoringareappropriateandprovideobjectiveandsufficientinformationabouttheextenttowhichstudentsachievedtheobjectives

Alloftheunitobjectivesareassessed;theitemsarefullyalignedwiththeinstructionalobjectives;andthecriteriaforscoringaretargetedtoprovideobjectiveandspecificinformationabouttheextenttowhichstudentshaveachievedtheobjectives.

Formativeassessments

Task3.4

Theformativeassessmentplan,orcriteriaforevaluationtodeterminehowstudentsareprogressingtowardachievingallunitobjectivesislimitedornotprovidedandprovideslittleornoinformationabouttheextenttowhichstudentsareachievingtheobjectives.

Theformativeassessmentplan,orcriteriaforevaluationtodeterminehowstudentsareprogressingtowardachievingallunitobjectivesis/areappropriateandadequateandprovidessomeinformationabouttheextenttowhichstudentsareachievingtheobjectives.

Theformativeassessmentplan,orcriteriaforevaluationtodeterminehowstudentsareprogressingtowardachievingallunitobjectivesis/arehighlyrelevantandcomprehensiveandprovidesspecificinformationabouttheextenttowhichstudentsareachievingtheobjectives.

Rationalefortheassessmentadaptations

Task3.5

Therationaledescribinghowtheadaptationwillenableindividualstudentstodemonstratewhattheyknowislimitedordoesnotreflectanunderstandingofthedifficultiesstudentsmayencounterwhencompletingthepre‐assessment,formativeassessments,orpost‐assessmentfortheunit.

Therationaledescribinghowtheadaptationwillenableindividualstudentstodemonstratewhattheyknowisadequateandreflectsanunderstandingofthedifficultiesstudentsmayencounterwhencompletingthepre‐assessment,formativeassessments,andpost‐assessmentfortheunit.

Therationaledescribinghowtheadaptationwillenableindividualstudentstodemonstratewhattheyknowisinsightfulandreflectsasophisticatedunderstandingofthedifficultiesallstudentsmayencounterwhencompletingthepre‐assessment,formativeassessments,andpost‐assessmentfortheunit.

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PromptforTeachingProcess4DesignforInstruction

Definition: Based upon previously identified benchmarks, objectives, and assessment(s), the teachercandidate designs a unit of instruction targeted at student needs and characteristics (includingbehaviors)specifictothelearningcontext.

Task4.1:Presentanddiscusstheresultsofthepre‐assessment(s).

• Theresultsofthepre‐assessmentshouldbeanalyzedimmediatelyandonlyusedtomodifytheunit,notaspartofthefinalgrade.Donotaskstudentstocorrect/revisethepre‐assessment.

• Createavisualrepresentation(e.g.,chart,bargraph,linegraph)thatdisplaystheresultsofthepre‐assessmentforeachobjectiveand/orassessmentinstrumentused.Indicatethenumberofcorrect items/total number of items, the number of points awarded/total number of pointsavailablefortheassessmentofeachobjective,thelevelofskill,etc.

Example1:Pre‐AssessmentDataAnalysisChartbyObjectives

Objective1

Thestudentswillconvertamongcustomaryunitsoflength.

Objective2

Thestudentswillconvertamongcustomaryunitsofweight.

Objective3

Thestudentswillconvertamongcustomaryunitsofcapacity.

Objective4

Thestudentswilldecideifanestimateisenough.

Objective5

Thestudentswilladd,subtract,multiply,anddividewithcustomaryunitsofmeasure.

4/15or27%exceeded5/15or33%met6/15or40%showedsignificantweakness

6/15or40%exceeded3/15or20%met3/15or20%didnotmeet3/15or20%showedsignificantweakness

4/15or27%exceeded6/15or40%met5/15or33%showedsignificantweakness

10/15or67%exceeded5/15or33%showedsignificantweakness

7/15or47%exceeded8/15or53%showedsignificantweakness

Criteria:90%oraboveontheassessment:studentsexceededexpectationsfortheobjective.80%to89%ontheassessment:studentsmettheobjective.79%to62%ontheassessment:studentsdidnotmeettheobjective.61%andbelowontheassessment:studentshavesignificantweaknessinthisarea.

Example2:GraphofPre‐assessmentResultsfor20Students

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• Discusswhatyou learnedfromthepre‐assessmentdataabout thecurrent levelofmasteryoftheknowledge/skillsidentifiedforeachobjective.

• Discusswhatthepre‐assessmentdataindicateaboutstudents’priorknowledge/skills,patternsoferrors,andmisconceptions.

Task4.2:Describetheinstructionaltechnologiesyouplantouseinyourunit.

• Identify the specific instructional technologies that youwill useduring the implementationoftheunit.

• Discusshow theuseof these instructional technologieshas thepotential topositively impactstudentlearning.

Task4.3:Providethelessonplansusedintheunit.Amongthemanycomponentsofthelessonplan,besuretoaddressrelevantstudentbehavior,classroommanagement,andaccommodationsforindividuallearners.

• Theunitmust includeat leastfiveconsecutive lessonplans. Daysusedtoadministerthepre‐and post‐assessments cannot be used to fulfill this requirement for five consecutive lessonplans. Notes: (a) Some programsmay require additional lessons; (b) use lesson plan formatspecifiedbyyourdepartment,program,orstudentteachingsetting.

• Each lessonplanmust includeoneormoredaily objectives identified in TeachingProcess 2 ‐LearningObjectivesandBenchmarks.

• Design the sequential instructional procedures for each lesson that will enable students toachievethelessonobjectives.Includetheprocess(e.g.,specificquestions)youwillusetocheckforunderstandingaswellaspromotecriticalandcreativethinking.

• Identify the techniques that you will use to address student behaviors that may negativelyimpactstudentlearningduringthislesson.

• Identify the classroom management procedures that you will use to ensure that the lessonproceedssmoothly,efficientlyandwithoutconfusion.

• Identifytheproceduresyouwilluseduringtheunittoaccommodatetheneedsoflearnerswhomaystruggletolearn,whospeakEnglishastheirsecondlanguage,whomaygraspthecontentquickly,orwhomayhaveadisabilitythataffectsthisparticularlesson.Includeproceduresusedduring the delivery of the lesson as well as the accommodations you will make duringindependentpractice.

Task4.4:Discusshowthecontextualinformationandpre‐assessmentdatawereusedtoselectappropriateactivities,assignments,andresources.

• Identifyanyrelevantcommunity,district, school factorsand/orclassroomfactorsdescribed inTeaching Process 1 ‐ Contextual Factors that are likely to impact student learning during thisunit.Discusshowyourinstructionalplanwasinformedbytheconsiderationofthosefactors.

• IdentifythestudentcharacteristicsdescribedinTeachingProcess1,ContextualFactors,thatarelikelyto impactstudent learningduringthisunit. Discusshowthosecharacteristics influencedyourselectionofactivities,assignments,andresources.

• Discuss the decisions youmade about the activities, assignments, and resources for this unitbasedonthepre‐assessmentdata.

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Task4.5:Providearationaleforyourinstructionaldesign.

• Discusshowthisunitreflectswhatyouknowregardingrelevantmajorschoolsofthought(e.g.,specific theories) about how students best learn, what you know about children and theirlearninganddevelopment,andwhatyouknowaboutbestpractice in thecontentarea(s)youareteaching.Includespecificexamplesfromlessonplansasevidence.

• Discussthecognitiveproceduresthatstudentswilluseduringthisunit,suchascriticalthinking,problemsolving,decision‐making,drawingconclusions, creative thinking,etc. Includespecificexamplesofactivitiesand/orteachingstrategiesthatrequirestudentstousetheseprocedures.

• Discuss the specific instructional activities in this unit that aremost likely to promote activeengagementinlearning.Indicatewhyorhowtheseactivitieswillpromoteactiveengagement.

• Discusstechniques,strategies,oractivitiesinthisunitthatbestreflectyourabilitytocreateandimplement instruction that is achievable, meaningful, motivating and, therefore, provide anopportunityforallstudentsinyourclassroomtolearn.

• TeachingProcess4RubricDesignforInstruction

Indicator Unacceptable(1) Acceptable(2) Target(3) ScorePresentationoftheresultsofthepre‐assessment

Task4.1

Visualrepresentationofpre‐assessmentdatadoesnotincluderesultsforeachunitobjectiveand/orpre‐assessment,thedataareincomplete,and/orerrorsincalculationsareevident.

Visualrepresentationofpre‐assessmentdataincludesresultsforeachunitobjectiveand/orassessment,thedataarecomplete,andthecalculationsarecorrect.

Visualrepresentationofpre‐assessmentdataincludesresultsforeachunitobjectiveand/orpre‐assessment,andthedataarecomplete,correct,andpresentedinawaythatfacilitatesanalysis.

Discussionofthepre‐assessmentdata

Task4.1

Discussionofoneormoreobjectivesismissing,limited,orinconsistentwiththedatainthevisualrepresentation;theextenttowhichstudentshavealreadyacquiredtheknowledge/skillsintheobjectivesisnotclearlyoraccuratelydescribed;and/ordiscussionofwhatthedataindicateaboutstudents’priorknowledge,patternsoferrors,andmisconceptionsislimited.

Discussionadequatelyaddresseseachobjectiveandisconsistentwiththedatainthevisualrepresentation;theextenttowhichstudentshavealreadyacquiredtheknowledge/skillsintheobjectivesisclearlyandaccuratelydescribed;andsomediscussionofwhatthedataindicateaboutstudents’priorknowledge,patternsoferrors,andmisconceptionsisprovided.

Discussionofeachobjectiveisdetailedandconsistentwiththedatainthevisualrepresentation;theextenttowhichstudentshavealreadyacquiredtheknowledge/skillsintheobjectivesisthoroughlydescribed;andathoroughdiscussionofwhatthedataindicateaboutstudents’priorknowledge,patternsoferrors,andmisconceptionsisprovided.

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Discussionoftheuseofinstructionaltechnology

Task4.2

Discussionofspecificinstructionaltechnologiesimplementedintheunitand/orhowthosetechnologieshavethepotentialtoimpactstudentlearningislimited.

Adequatediscussionofspecificinstructionaltechnologiesimplementedintheunitandhowthosetechnologieshavethepotentialtoimpactstudentlearningisprovided.

Detaileddiscussionofspecificinstructionaltechnologiesimplementedintheunitwithspecificevidenceofhowthosetechnologieshavethepotentialtopositivelyimpactstudentlearningisprovided.

Numberoflessonplans

Task4.3

Fewerthanfivelessonplans(excludingdaysforadministeringpre‐andpostassessments)areincludedand/oroneormorelessonplansareinadequateinthefollowingways:(1)previouslyidentifiedobjectivesarenotincluded;(2)instructionalproceduresarenotsequentialand/ordonotclearlyandsufficientlyaddresstheobjectives;(3)process/questionstocheckforunderstandingorpromotecriticalorcreativethinkingarelimited,irrelevant,ormissing.

Atleastfivelessonplans(excludingdaysforadministeringpre‐andpostassessments)areincludedandeachlessonplan(1)addressespreviouslyidentifiedobjectives;(2)providessequentialinstructionalproceduresthatclearlyandsufficientlyaddresstheobjectives;and(3)includessufficientandrelevantquestions/processestocheckforunderstandingandpromotecriticalorcreativethinking.

Atleastfivelessonplans(excludingdaysforadministeringpre‐andpostassessments)areincludedandeachlessonplan(1)addressespreviouslyidentifiedobjectives;(2)providesdetailed,highlyrelevantinstructionalproceduresthatutilizebestteachingpracticesspecificallytargetedtoachieveeachlessonobjective;and(3)includesanappropriatenumberofrelevantprocesses/questionsdesignedtocheckforunderstanding;toelicitstudents’misconceptions;andtopromotecriticalandcreativethinkingandadeeperunderstandingoftheobjectives.

Techniquestoaddressstudentbehaviors

Task4.3

Techniquestoaddressstudentbehaviorswhichmaynegativelyimpactstudentlearningarenotrelevantorhavenotbeenincluded.

Relevanttechniqueswhichaddressstudentbehaviorsthatmaynegativelyimpactstudentlearningareincluded.

Highlyrelevantandeffectivetechniqueswhichaddressstudentbehaviorsthatmaynegativelyimpactstudentlearningareincluded.

Classroommanagementprocedures

Managementprocedurestoensurethateachlessonproceeds

Adequatemanagementprocedurestoensure

Highlyeffectivemanagementprocedureswhich

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Task4.3

smoothly,efficiently,andwithoutconfusionareinadequateornotprovided.

thateachlessonproceedssmoothly,efficiently,andwithoutconfusionareprovided.

ensurethateachlessonproceedssmoothly,efficiently,andwithoutconfusionareintegratedthroughouttheunit.

Procedurestoaccommodatingalllearners

Task4.3

Procedurestoaccommodatealllearnersarenotspecifiedforboththedeliveryofinstructionandindependentpracticeand/oraccommodationswillhavealimitedimpactontheabilityofalllearnerstoachievethelessonobjectives.

Procedurestoaccommodatealllearnersarespecifiedforboththedeliveryofinstructionandindependentpracticeandaccommodationswillpositivelyimpacttheabilityofalllearnerstoachievesomeofthelessonobjectives.

HighlyeffectiveproceduresthataccommodatealllearnersdiscussedinContextualFactorsareintegratedintoboththedeliveryofinstructionandindependentpracticeandaccommodationswillpositivelyimpacttheabilityofalllearnerstoachieveorextendbeyondtheknowledge/skillsincludedinthelessonobjectives.

Community,district,schoolandclassroomfactorsthatimpactstudentlearning

Task4.4

Alimitednumberofrelevantcommunity,district,school,andclassroomfactorsthatimpactstudentlearningduringtheunitarediscussed.

Asufficientnumberofrelevantcommunity,district,schoolandclassroomfactorsthatimpactstudentlearningduringtheunitarediscussed.

Highlyrelevantcommunity,district,school,andclassroomfactorsthatimpactstudentlearningduringtheunitarediscussedindetail.

Studentcharacteristicsthatimpactstudentlearning

Task4.4

Alimitednumberofrelevantstudentcharacteristicsthatimpactstudentlearningduringtheunitarediscussed.

Asufficientnumberofrelevantstudentcharacteristicsthatimpactstudentlearningduringtheunitarediscussed.

Highlyrelevantstudentcharacteristicsthatimpactstudentlearningduringtheunitarediscussedindetail.

Pre‐assessmentdatathatimpactsstudentlearning

Task4.4

Discussionofhowpre‐assessmentdatawasusedtoselectactivities,assignments,andresourcesislimitedornotrelevant.

Discussionofhowpre‐assessmentdatawasusedtoselectactivities,assignments,andresourcesisadequateandrelevant.

Discussionoftheuseofpre‐assessmentdatatoselectactivities,assignments,andresourcesishighlyrelevant,detailedandcomprehensive.

Theoriesutilizedtocreateunit.

Discussionand/orrelevantexamplesofhowtheunitreflectsanunderstandingofspecific

Adequatediscussionandsufficientrelevantexamplesofhowtheunitreflectsan

Detailed,thorough,andinsightfuldiscussionandsufficientrelevantexamplesofhowthe

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Task4.5 theoriesofhowstudentsbestlearn,therelationshipbetweendevelopmentandlearning,andtheuseofbestpracticesforthiscontentareaislimited.

understandingofspecifictheoriesofhowstudentsbestlearn,therelationshipbetweendevelopmentandlearning,andtheuseofbestpracticesforthiscontentareaisprovided.

unitreflectsanunderstandingofspecifictheoriesofhowstudentsbestlearn,therelationshipbetweendevelopmentandlearning,andtheuseofbestpracticesforthiscontentareaisprovided.

Cognitiveproceduresusedduringtheunit

Tasks4.5

Examplesofactivitiesandteachingstrategiesimplementedintheunitthatelicitcriticalthinking,problem‐solving,decision‐making,ordrawingconclusionsarelimitedand/ornotrelevant.

Sufficientandrelevantexamplesofactivitiesandteachingstrategiesimplementedintheunitthatelicitcriticalthinking,problem‐solving,decision‐making,ordrawingconclusionsareprovided.

Activitiesandteachingstrategiesthatelicitcriticalthinking,problem‐solving,decision‐making,anddrawingconclusionsandleadtodeeperunderstandingofthecontentand/orenhanceddevelopmentofskillsincludedintheobjectivesareintegratedthroughouttheunit.

Activeengagement

Task4.5

Examplesofinstructionalactivitiesthatactivelyengagestudentsinlearningand/ortherationaledescribinghowtheseactivitiespromoteactiveengagementarelimitedornotrelevant.

Sufficientandrelevantexamplesofinstructionalactivitiesthatactivelyengagestudentsinlearningandanadequaterationaledescribinghowtheseactivitiespromoteactiveengagementareprovided.

Activitiesthatactivelyengagestudentsinlearningandleadtodeeperunderstandingofthecontentand/orenhanceddevelopmentofskillsincludedintheobjectivesareintegratedthroughouttheunit.

Meaningful,motivatingandappropriatelychallengingactivitiesthatenablealltolearn

Tasks4.5

Examplesofinstructionalactivitiesthatareachievable,meaningful,andmotivating,andprovideanopportunityforallstudentsintheclassroomtolearnarelimitedornotrelevant.

Sufficientandrelevantexamplesofinstructionalactivitiesthatareachievable,meaningful,andmotivating,andprovideanopportunityforallstudentsintheclassroomtolearnareprovided.

Achievable,meaningful,andmotivatingactivitiesthatenableallstudentstodevelopadeeperunderstandingofthecontentand/orenhanceddevelopmentofskillsincludedintheobjectivesareintegratedthroughouttheunit.

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PromptsforTeachingProcess5InstructionalDecision‐Making

Definition: The teacher candidate uses ongoing (daily) analysis of student learning and studentbehaviorsbasedupondailyassessmentstomakeinstructionaldecisions.

Task 5.1: Describe the changes you made, if any, to your lesson while teaching it and provide arationaleforthechangesyoumade.

• Clearlydescribeeachchangeyoumadetoyourlesson(s).• Describetheprocess (e.g., formativeassessments)youusedasthebasis foranalyzingstudent

learningandmakinganychanges.• Provide a coherent rationale (the reasonsor basis) for any andall changesmadeandexplain

how they fit into your overall instructional strategy. Be certain to tie your decisions toinformation(e.g.,data,observations)obtainedthroughyourformativeassessment(s).

Task5.2:Discusstheimpactofthechangesdescribedabovecitingevidenceorexamplestosupportyourassertion.

• Describehowstudentsrespondedingeneralwhenyoumadeeachchange.Besuretoprovideexamples.

• Ifappropriate,describehowspecific students,orgroupsof students, respondeddifferently toeachchange.Besuretoprovideexamples.

• Discusstheimpactonstudentlearningofanyandallchangesyoumadeinyourinstruction.Besuretoidentifytheevidenceonwhichyoubaseyourclaim(s).(e.g.,Eightofthestudentswerethenabletocompletetheproblemcorrectly,twostudentsaskedforadditionalhelp,andfourstudentscompletedtheproblemincorrectly).

Task5.3: Describeanychangesyouneedtomakefortheclassasawhole inthenext lesson intheunitandprovidearationaleforthechangesyouintendtomake.

• Baseduponyourdescriptionof the impactof thechanges thatyouhave implementedonthewholeclasspriortothispoint,clearlydescribeanyadditionalchangesyouwillmakeinyournextlesson.

• Provideareasonedexplanationforanyadditionalchangesyouintendtomake.Task5.4:Describeanychangesyouneedtomakeforanyindividualorgroupintheclassinthenextlessonintheunitandprovidearationaleforthechangesyouintendtomake.

• Based upon your description of the impact of the changes that you have implemented onindividualstudentsand/orgroupsofstudentspriortothispoint,clearlydescribeanyadditionalchangesyouwillmake inyournext lesson thatare focusedon those specific studentsand/orgroupsofstudents.

• Providea reasonedexplanation foranyadditional changesyou intend tomake for individualsand/orgroupsofstudents.

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TEACHINGPROCESS5RUBRICInstructionalDecisionMaking

Indicator Unacceptable(1) Acceptable(2) Target(3)Score

Descriptionofandrationaleforchangesmadewhileteaching

Task5.1

Descriptionof,andrationalefor,changesmadewhileteachingareseverelylimited,irrelevant,inaccurate,and/ormissing.

Basic,accurate,andperceptivedescriptionof,andsufficientrationalefor,changesmadewhileteachingisprovided.

Detailed,accurate,andperceptivedescriptionof,andthoroughrationalefor,changesmadewhileteachingisprovided.

Discussionofimpact,includingevidenceandexamples

Task5.2

Evidenceandexamplesofimpactonstudentlearningofchangesmadeareseverelylimited,irrelevant,inaccurate,and/ormissing.

Basic,accurate,andinsightfuldiscussionofimpactonstudentlearningofanychangesmadeisprovided

Detailed,accurate,andinsightfuldiscussionofimpactonstudentlearningofanychangesmadeisprovided.

Descriptionandrationaleforglobalchangestofuturelessonsintheunit

Task5.3

Descriptionof,andexplanationfor,globalchangesisseverelylimited,irrelevant,inaccurate,and/ormissing.

Basic,accurate,andinsightfuldescriptionof,andexplanationfor,globalchangestofuturelessonsisprovided

Adetailed,accurate,andinsightfuldescriptionof,andexplanationfor,globalchangestofuturelessonsisprovided.

Descriptionandrationaleforchangesspecifictoindividualsorgroupsinfuturelessonsintheunit

Task5.4

Descriptionof,andexplanationfor,changesspecifictoindividualsand/orgroupsisseverelylimited,irrelevant,inaccurate,and/ormissing.

Basic,accurate,andinsightfuldescriptionof,andexplanationfor,changesspecifictoindividualsand/orgroupsisprovided.

Adetailed,accurate,andinsightfuldescriptionof,andexplanationfor,changesspecifictoindividualsand/orgroupsisprovided.

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PromptsforTeachingProcess6AnalysisandInterpretationofStudentLearningandPerformance

Definition: The teacher candidate uses assessment data collected from all students in the class toanalyze student learning and performance and communicate this information about student progressandachievement.

Task6.1:Describetheresultsofstudentlearningandperformance,usingvisualrepresentationsandnarrative,basedonyoursummativeassessments.

• Addthepost‐assessment(summative)datatothevisualrepresentationdevelopedfor4.1(seeexamples1&2below).

• Provideadescriptionofoneormoreexamplesofthelearningobjectiveswherestudentsweremostsuccessfulandutilizepost‐assessment(summative)datatoexplainwhy.

• Provideadescriptionofoneormoreexamplesofthelearningobjectiveswherestudentswereleastsuccessfulandutilizeyourpost‐assessment(summative)datatoexplainwhy.

• Provide a description of the successful adaptations you made throughout the unit to helpindividualstudentsachieveyouroveralllearningobjectives.

Task6.2:AnalyzeallstudentdatatoexplainprogressandachievementtowardlessonobjectivesandILSbenchmarks.

• Summarize,innarrativeform,whatyourdataindicateaboutyourstudents’learningspecifictothisunit.

• Analyze and evaluate the performance of all students toward meeting your stated lessonobjectivesinlightoftheirperformanceonthepre‐assessment(s).

Task6.3:Provideaninterpretationofyourresultsanddiscusstheimplications.

• Provide a clear interpretation ofwhat your post‐assessment (summative) data indicate aboutstudentlearningandperformance.

• Discuss how the results and your interpretation of the data will impact your teaching in thefuturetopositively impactstudentlearning.Wherenecessary,provideadiscussionofpossibleinterventionsneededforlow‐performingstudents.

Example1:ComparisonofHypotheticalPreandPostTestResults–Barchart

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Example2:ComparisonofHypotheticalPreandPostTestResults–Linegraph

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TeachingProcess6RubricAnalysisandInterpretationofStudentLearningandPerformance

Indicator Unacceptable(1) Acceptable(2) Target(3) ScoreVisualrepresentationofpost‐assessmentresultsTask6.1

Post‐assessmentdatahasnotbeenaddedtothepre‐assessmentvisualrepresentation,resultsforeachunitobjectivearenotincluded,and/orthedataareincompleteorcontainerrorsincalculations.

Visualrepresentationofdataiscomplete,theresultsforeachunitobjectiveareincluded,andthecalculationsarecorrect.

Visualrepresentationofdataiscomplete,resultsforeachunitobjectiveareincluded,thecalculationsarecorrect,andthedataispresentedinawaythatfacilitatesanalysis.

MostsuccessfullearningobjectivesTask6.1

Descriptionorexamplesofstudents’successinmeetingobjectiveswereinaccurate,inappropriate,missingand/ornotsupportedbydata.

Adequateandappropriatedescriptionandexamplesofstudents’successinmeetingobjectiveswereprovidedwithappropriatesupportingdata.

Detailedandthoroughdescriptionandexamplesofstudents’successinmeetingobjectiveswereprovidedwithhighlyrelevantandcomprehensivesupportingdata.

LeastsuccessfullearningobjectivesTask6.1

Descriptionorexamplesofstudents’difficultyinmeetingobjectiveswerelimitedormissingand/ornotsupportedbydata.

Adequateandappropriatedescriptionandexamplesofstudents’difficultyinmeetingobjectiveswereprovidedwithappropriatesupportingdata.

Detailedandthoroughdescriptionandexamplesofstudents’difficultyinmeetingobjectiveswereprovidedwithhighlyrelevantandcomprehensivesupportingdata.

SuccessfuladaptationsTask6.1

Descriptionofsuccessfuladaptationsmadethroughouttheunitisinappropriate,limited,ormissing.

Adequateandappropriatedescriptionofsuccessfuladaptationsmadethroughouttheunitisprovided.

Detailed,appropriate,andinsightfuldescriptionofsuccessfulandvariedadaptationsmadethroughouttheunitisprovided.

Summaryofpost‐assessmentdata

Summaryislimited,inaccurate,missing,ordoesnotaddress

Basicandaccuratesummaryofpost‐assessmentdata

Detailed,accurate,andinsightfulsummaryofpost‐assessmentdata

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Task6.2

studentlearninginthisunit.

relativetostudentlearninginthisunitisprovided.

relativetostudentlearninginthisunitisprovided.

AnalysisofstudentperformanceTask6.2

Analysisandevaluationofstudentperformanceandtheirprogresstowardmeetinglessonobjectivesinlightofpre‐assessmentdataarelimited,missing,orinaccurate.

Basicandaccurateanalysisandevaluationofstudentperformanceandtheirprogresstowardmeetinglessonobjectivesinlightofpre‐assessmentdataareprovided.

Detailed,accurate,andinsightfulanalysisandevaluationofstudentperformanceandprogresstowardmeetinglessonobjectivesinlightofpre‐assessmentdataareprovided.

InterpretationofDataTask6.3

Interpretationofpost‐assessmentdatarelativetostudentlearningandperformanceislimited,notrelevant,ormissing.

BasicandrelevantInterpretationofpost‐assessmentdatarelativetostudentlearningandperformanceisprovided.

InsightfulandrelevantInterpretationofpost‐assessmentdatarelativetostudentlearningandperformanceisprovided.

ImplicationsofthedataforstudentlearningTask6.3

Interpretationofthedatarelativetoitsimplicationsforstudents’futurelearningandperformanceislimited,notrelevant,ormissing.

BasicandrelevantInterpretationofthedatarelativetoitsimplicationsforstudents’futurelearningandperformanceisprovided.

InsightfulandrelevantInterpretationofitsdatarelativetoitsimplicationsforstudents’futurelearningandperformanceisprovided.

ImplicationofthedataforfutureteachingTask6.3

Interpretationofthedatarelativetoitsimplicationsforfutureteachingislimited,notrelevant,ormissing.

BasicandrelevantInterpretationofthedatarelativetoitsimplicationsforfutureteachingisprovided.

InsightfulandrelevantInterpretationofitsdatarelativetoitsimplicationsforfutureteachingisprovided.

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PromptsforTeachingProcess7ReflectionandSelf‐Evaluation

Definition:Theteachercandidatereflectsonhisorherinstructionandstudentlearningtoimprovehisorherteaching.Task7.1:Discussyourimplementationofthisunitintermsofitsimpactonstudentlearninginlightofthemajorschoolsofthoughtthatyoupreviouslydiscussedundercontextualfactors.

• Brieflysummarizetheunityoutaughtintermsof(1)studentcharacteristicsconsidered,(2)content,(3)generalobjectives,and(4)ILSbenchmarks.

• Discusssuccessesandchallengesyourstudentsexperiencedduringthisunitandtheroleyourteachingskills(contentknowledge,strategies,used,behaviormanagementapproach,etc.)playedinthestudents’learning.Pleaseprovidespecificexamples.

• Givenyourexperience,describeanddiscussanygeneralinsightsintothenatureofstudentlearningandmotivationprocessesyouhavegainedthatwillmakeyouabetterteacher.

Task7.2:Discusswhatyoulearnedaboutyourselfasateacher.

• Brieflydescribewhatyoulearnedaboutyourteaching/leadershipstyle,abilitytomanagetheclassroom,organizeclassroomroutines,andstudentbehaviorduringyourexperience(seeWong&Wong,chapter18:Disciplineplans)

• Whatdidyoudiscovertobeyourgreateststrength(s)asateacher?Besuretoprovidespecificexamples.

• Whatdidyoudiscoveraboutyourselfasateacherthatyoustillneedtoworkontoimprove?Besuretoprovidespecificexamples.

• NowthatyouhavecompletedthisexperiencewiththeWTWS,whathaveyoulearnedaboutyourcommitmenttodowhatittakestobecomeaneffectiveteacher?

Task7.3:Reflectonpossibilitiesforyourownprofessionaldevelopment.

• Howcanyoubestuseyourstrengthsasateachertomaximizethepositiveimpactyouwillhaveonstudentlearning?

• Havingidentifiedtheareasofyourteaching(e.g.content,pedagogicalskills,behaviormanagementskills,etc.)mostinneedofimprovement,discusswhatyouwilldotostrengthenandcultivateneededimprovement.Bespecific.

• Inwhatwaysdoyouintendtoinsureyourcontinualdevelopmentasateachingprofessionalinordertobepreparedtopositivelyimpactstudentlearning?Bespecific.

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8/07/09‐FINAL

TEACHINGPROCESS7RUBRICReflectionandSelf‐Evaluation

Indicator Unacceptable(1) Acceptable(2) Target(3) Score

Summarizationofunittaught.Task7.1

Summaryofunitisincomplete,inadequate,and/ormissing.

Basicandcompletesummaryofunittaughtisprovided.

Detailedandthoroughsummaryofunittaughtisprovided.

ImpactofteachingonstudentlearningTask7.1

Discussionofthesuccessesandchallengesstudentsexperiencedandtheroleofteachingskillsinfacilitatingstudents’learningislimited,notrelevant,and/ormissing.

Basicandrelevantdiscussionofthesuccessesandchallengesstudentsexperiencedandtheroleofteachingskillsinfacilitatingstudents’learningisprovided.

Detailed,insightful,andthoroughdiscussionofthesuccessesandchallengesstudentsexperiencedandtheroleofteachingskillsinfacilitatingstudents’learningisprovided.

Insightintothestudentlearning/motivationprocess.Task7.1

Descriptionanddiscussionofinsightsintothestudentlearning/motivationprocessisseverelylimited,irrelevant,and/ormissing.

Basicdescriptionanddiscussionofinsightsintothestudent/motivationlearningprocessisprovided.

Detailed,insightful,andthoroughdiscussionofinsightsintothestudentlearning/motivationprocessisprovided.

Knowledgeofselfasateacher.Task7.2

Discussionofteaching/leadership,style,classroommanagement,strengths,areasneedingimprovement,andcommitmentisseverelylimited,notrelevant,and/ormissing.

Basicandspecificdiscussionofteaching/leadershipstyle,classroommanagement,strengths,areasneedingimprovement,andcommitmentisprovided.

Detailed,insightful,andthoroughdiscussionofteaching/leadershipstyle,classroommanagement,strengths,areasneedingimprovement,andcommitmentisprovided.

ProfessionaldevelopmentTask7.3

Discussionofprofessionaldevelopmentneedsandplanforimprovementisseverelylimited,irrelevant,and/ormissing.

Basicandspecificdiscussionofprofessionaldevelopmentneedsandplanforimprovementisprovided.

Detailed,insightful,andthoroughdiscussionofprofessionaldevelopmentneedsandplanforimprovementisprovided.