caep epp annual report for 2015 16 academic year · caep epp annual report for 2015‐16 academic...

APRIL14,2017

CAEPEPPANNUALREPORTFOR2015‐16ACADEMICYEAR

COLLEGEOFEDUCATION:

SCHOOLOFLEARNINGANDTEACHING

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TABLEOFCONTENTSWelcomeLetter......................................................................................................................................................................................4

BasicInformation................................................................................................................................................................................6

EPPCharacteristicsandAffiliations..........................................................................................................................................6

IndividualContactInformation....................................................................................................................................................6

ProgramOptions...................................................................................................................................................................................7

AdvancedPrograms...........................................................................................................................................................................7

Education&Learning.......................................................................................................................................................................7

ElementaryEducation&EnglishLanguageLearning.........................................................................................................7

MasterofArtsinTeaching..............................................................................................................................................................8

MasterofArtsinTeaching–SpecialEducation.....................................................................................................................8

FacultyInformation.............................................................................................................................................................................8

2017EPPAnnualReport(for2015‐16AcademicYear)..............................................................................................12

Section1:AIMSProfile................................................................................................................................................................12

Section2:ProgramCompleters............................................................................................................................................12

Section3:SubstantiveChanges..............................................................................................................................................12

Section4:DisplayofCandidatePerformanceData.....................................................................................................13

TestScores–Unit–DescriptiveStatistics.......................................................................................................................13

TestScoresbyProgram–DescriptiveStatistics............................................................................................................14

EugeneCampusTeacherInquiryProject–DescriptiveStatistics..........................................................................16

ForestGroveCampusTeacherInquiryProjects–DescriptiveStatistics............................................................17

EugeneCampusStudentTeacherSummaryEvaluation1........................................................................................17

EugeneandWoodburnCampusesStudentTeacherSummaryEvaluation2.....................................................18

ForestGroveCampusStudentTeacherSummaryEvaluation1.............................................................................19

ForestGroveCampusStudentTeacherSummaryEvaluation2.............................................................................20

UndergraduateWorkSampleEvaluation1.....................................................................................................................21

UndergraduateWorkSampleEvaluation2.....................................................................................................................21

SpecialEducationTeacherInquiryProject1..................................................................................................................22

SpecialEducationTeacherInquiryProject2..................................................................................................................23

SpecialEducationUndergraduateWorkSample1.......................................................................................................24

SpecialEducationUndergraduateWorkSample2.......................................................................................................24

edTPAScores–Unit–DescriptiveStatistics...................................................................................................................25

edTPAScoresbyProgram–DescriptiveStatistics.......................................................................................................26

Section5:NotRequiredfor2015‐16AcademicYear.................................................................................................26

Section6:AreasforImprovement,Weaknesses,and/orStipulations...........................................................27

AreasforImprovementrelatedtoStandard1...............................................................................................................27

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AreasforImprovementrelatedtoStandard4...............................................................................................................27

Section7:AccreditationPathway.........................................................................................................................................28

SelectedImprovement..............................................................................................................................................................28

Appendices.......................................................................................................................................................................................30

EugeneCampusTeacherInquiryProjectRubric..........................................................................................................30

ForestGroveCampusTeacherInquiryProjectRubric...............................................................................................38

SpecialEducationWorkSampleRubric............................................................................................................................45

StudentTeachingSummaryEvaluation(v.2007).........................................................................................................49

StudentTeachingSummaryEvaluation(v.2014).........................................................................................................72

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CAEPEPPANNUALREPORTFOR2015‐16ACADEMICYEARWhatshouldteachingandlearninglook,soundandfeellikeinthe21stcenturyandbeyond?

Whatisthecutting‐edgeresearchandpracticeinspeech‐languagepathology?

Howcanpractitioners,teachersandleadersbeinterconnectedlocallyandglobally?

Thesearethekindsofquestionsthatweneedtobeaskingasasociety—andthatweexploreinthePacificUniversityCollegeofEducation.

Ourgoalistodesignlearningexperiencesthatarereal‐worldfocused,rigorous,practice‐based,andpersonallymeaningful.Weprideourselvesondevelopingteachers,schoolleadersandspeech‐languagepathologistswhoareprofoundlyskilledatwhattheydoandwhoarepreparedtohelpdefinewhatthefutureshouldbe.

WehavetwoschoolswithintheCollegeofEducation:theSchoolofCommunicationSciencesandDisordersandtheSchoolofLearningandTeaching.

TheSchoolofCommunicationSciencesandDisordersoffersaMasterofSciencedegreeinspeech‐languagepathology.TheprogramhasbeenawardedcandidacybytheCouncilonAcademicAccreditationinAudiologyandSpeech‐LanguagePathology(CAA)oftheAmericanSpeech‐Language‐HearingAssociation.CSDalsooffersanundergraduateminorincommunicationsciencesanddisorders,aswellasapost‐baccalaureateprerequisitesequenceforthosepreparingforthemaster’sprogram.

TheSchoolofLearningandTeachingoffersundergraduateeducationmajorandlicensureprograms,aswellasprogramsleadingtomaster’sdegrees,andnon‐degreeprogramsforteacherswhowishtoaddendorsementsand/orauthorizationstoexistinglicenses.ThemajorityofstudentsseekanOregonInitialTeachingLicensethroughoneoftheseprograms,whichareofferedatPacific’scampusesinEugene,WoodburnandForestGrove.OurlicensureprogramsareCouncilfortheAccreditationofEducatorPreparationaccredited.

PacificprofessorsactivelyworkwithschooldistrictpartnersaroundOregon,particularlythoseclosetoourEugene,WoodburnandForestGrovecampuses.

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Asweseektomeettheneedsofarapidlychangingworld,wealsopartnerwithmanyorganizations.WeareinstitutionalmembersoftheAmericanAssociationforCollegesofTeacherEducation,OregonLatinoAdministratorsAssociation,theOregonIndependentCollegeAssociation,theOregonAssociationofTeacherEducators,andfoundingpartnersoftheLaneCountyTeacherPathwaysprogram.

Ourfacultymembersareleadersinmanystateandnationaldiscipline‐basedorganizations:InternationalReadingAssociation,NationalCouncilofTeachersofMathematics,NationalCouncilfortheSocialStudies,NationalAssociationfortheEducationofYoungChildren,NationalAssociationforGiftedChildren,NationalAssociationofSpecialEducationTeachers,AmericanEducationalResearchAssociation,andInternationalSocietyforTechnologyinEducation

Everythingbeginswithagreatteacher,andyoucanbeassuredthat,ifyoujoinus,youwillbeimmersedinagroupofexperienced,vibrant,thoughtful,andtalentedfacultymemberswhowillcoachandmentoryoualongthewaytobethekindofteacher,schoolleaderorspeech‐languagepathologistthattheworldneedsandthatyouwanttobe.

Dr.LeifGustavsonDean,CollegeofEducation

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CAEPEPPAnnualReportSubmittedApril13,2017

CouncilfortheAccreditationofEducatorPreparation(CAEP)AnnualReportforPacificUniversityCollegeofEducation

BasicInformation:

PacificUniversityCollegeofEducation2043CollegeWayForestGrove,OR97116Phone:503‐352‐1437Fax:503‐352‐1463Website:www.pacificu.edu/coe

EPPCharacteristics&Affiliations:TeacherPreparationLevels

Currentlyofferinginitialteacherpreparationprograms:YesCurrentlyofferingadvancededucatorpreparationprograms:Yes

EPPTypeIHE‐ST—InstitutionofHigherEducation:State/Regional

ReligiousAffiliationsUndenominational

LanguageofInstruction EnglishInstitutionalAccreditation(Affiliations) Other:NorthwestCommissiononCollegesandUniversities(NWCCU)BranchCampuses/Sites EugeneCampus:40E.Broadway,Suite250,Eugene,OR97401 ForestGroveCampus:2043CollegeWay,ForestGrove,OR97116 WoodburnCampus:124W.LincolnSt.,Woodburn,OR97017

IndividualContactInformation:CEOName:Dr.LesleyHallick|[email protected]|503‐352‐2205EPPHeadName:Dr.LeifGustavson,Dean|[email protected]|503‐352‐14311stCAEPCoordinator:Dr.KevinCarr,Director|[email protected]|503‐352‐14432ndCAEPCoordinator:Ms.JenniferBridgewater|[email protected]|503‐352‐1433

ProgramOptions:

AdvancedPrograms

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PacificUniversity'sAdvancedProgramsareorganizedinsuchawaythatcandidateshaveavarietyofchoices.Candidateswithabachelor'sdegreeineducationcanearnaMasterofEducationdegreewithcorecontentandaspecialization:readingspecialist,teachingEnglishtoSpeakersofOtherLanguages(ESOL),talentedandgifted,technology,specialeducation,orcurriculumandinstruction.Candidatesalreadyholdingamaster'sdegreeandalicensecancompletethesespecializationsand/oraddotherendorsementsasanon‐degreestudent.

EducationandLearningTheBachelorofArtsinEducationandLearningprogramforpreliminarylicensureinElementaryMultipleSubjectsorSpecialEducation:Generalistincludesasequenceoffoundationalcourses,specificmethodologycoursesincoremultiplesubjectsorspecialeducationcontent,generalmethodscourses,fieldexperience,andaculminating18‐weekstudentteachingexperience.Studentscompleteexperiencesattwofocusedexperiences:earlychildhood/elementary,elementary/middleandPk‐12SpecialEducation(academicandfunctionalexperiences).Allcandidatesmusttakeandpassthecontentareatestsappropriatetotheirendorsement.CandidatesforthemultiplesubjectsendorsementtaketheNESElementaryEducationSubtestIandSubtestIItestsandcandidatesfortheSpecialEducationendorsementtaketheNESSpecialEducationtestasrequiredfortheOregonPreliminaryTeachingLicense.Thosepursuingamiddlegradessinglesubjectendorsementmustalsotakeandpassatleastoneofthefourcoremiddle‐levelsubjectexams:basicmath,socialstudies,science,andlanguagearts.Asanalternative,middle‐levelendorsementcandidatescanmeetthemiddlelevelsubjectareasbytakingandpassingoneoftheexamsrequiredtoteachatthehighschoollevel.AllprogramcompletersmustalsocompletethestaterequiredProtectingStudentandCivilRightsintheEducationalEnvironmentandtheedTPA.

ElementaryEducationandEnglishLanguageLearningBachelorofEducation(B.Ed.)‐‐ElementaryEducationandEnglishLanguageLearningisofferedattwoPacificUniversitycampuses(EugeneandWoodburn)duringthefall,spring,andsummersemesters.TheB.Ed.‐ElementaryEducationandEnglishLanguageLearningprogramisafull‐timecohortprogramconsistingofdaytimecourses,clinicalfieldwork,andstudentteaching.AllB.Ed.‐ElementaryEducationandEnglishLanguageLearningcandidatescomplete18weeksoffull‐timestudentteaching.CandidatestakeandpasstheNESElementaryEducationSubtestI,SubtestIIandESOLcontentexamspriortocompletingtheirprogram.TheBachelorofEducation(B.Ed.)‐‐ElementaryEducationandEnglishLanguageLearningprogramallowscandidatestobeauthorizedtoteachatP‐12inmultiplesubjectsorESOLendorsementareas.AllprogramcompletersmustalsocompletethestaterequiredProtectingStudentandCivilRightsintheEducationalEnvironmentandtheedTPA.

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MasterofArtsinTeachingMasterofArtsinTeaching(MAT)programsareofferedatthreePacificUniversitycampuses(Eugene,ForestGroveandWoodburn)duringthefall,spring,andsummersemesters.TheMAT/5thYearformatisafull‐timecohortprogramconsistingofcourseworkandclinicalpractice.TheMAT/Flexformat,alsoacohortmodel,offerscoursesintheeveningandweekendsandissuitableforpart‐timestudentswithfamilyoremploymentobligations.AllMATcandidatescompleteaminimumof18weeksoffull‐timestudentteaching.TheMasterofArtsinTeachingprogrampreparescandidatestoteachP‐12studentswithendorsement(s)inoneormorespecialtyareas(e.g.,elementarymultiplesubjects,singlesubjectcontentareas,ESOL,etc.).AllprogramcompletersmustalsocompletethestaterequiredProtectingStudentandCivilRightsintheEducationalEnvironmentandtheedTPA.

MasterofArtsinTeaching–SpecialEducationMasterofArtsinTeaching(MAT)‐‐SpecialEducationisofferedattwoPacificUniversitycampuses(EugeneandForestGrove)duringthefall,spring,andsummersemesters.TheMAT‐SpecialEducationprogramisapart‐timecohortprogramconsistingofcourseworkandclinicalpractice.AllMAT‐SpecialEducationcandidatescomplete18weeksoffull‐timestudentteaching.Candidatestakeandpassthespecialeducationcontentexampriortocompletingtheirprogram.TheMasterofArtsinTeaching‐‐SpecialEducationprogrampreparescandidatestoteachP‐12students..AllprogramcompletersmustalsocompletethestaterequiredProtectingStudentandCivilRightsintheEducationalEnvironmentandtheedTPA.

FacultyInformation:

MarkBailey,PhDDegree:PhD,EducationalPsychology,UniversityofWisconsin‐MadisonMajor:HumanDevelopmentMinor:Curriculum&InstructionAssignment:CoordinatorofMATECE/ELEMprogramforForestGrovecampus;Directorof

theChildLearning&DevelopmentCenter;teachesdevelopmentalpsychology,ECE/ELEMmethods,generalmethods;supervisesstudentteachers

FacultyRank:Professor–Tenured

KevinCarr,PhDDegree:PhD,ScienceEducation,UniversityofIdaho

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Assignment:DirectorandCoordinatoroftheMATSTEMprogramattheWoodburncampus;CoordinatestheNationalScienceFoundationNoyceScholarshipprogram;teachesscienceeducationcourses;supervisesstudentteachers

FacultyRank:Professor‐Tenured

MikeCharles,PhD

Degree:PhD,Curriculum&InstructionwithemphasisinEducationalMediaandComputers,ArizonaStateUniversity

Assignment:CoordinatestheBachelorofArtsEducation&LearningprogramattheForestGrovecampus.Teachestechnology,mathandsciencemethodsandfoundationcourses;supervisesstudentteachers

FacultyRank:Professor–Tenured

LeifGustavson,PhD

Degree:PhD,Education,UniversityofPennsylvaniaAssignment:Dean,CollegeofEducationFacultyRank:Professor

DanielKirk,PhD

PhD,Education,UniversityofGeorgiaAssignment:DirectorofForestGrovecampusSchoolofLearningandTeachingFacultyRank:AssociateProfessor

DonnaKalmbach‐Phillips,PhD

Degree:PhD,Education,OregonStateUniversityAssignment:WoodburnB.Ed.programcoordinator;teachesresearchcoursesto

undergraduatestudentsandlanguageartsandreadingcoursestograduatestudents;supervisesstudentteachers


RebeccaLynn,EdD

Degree:EdD,EducationalLeadership:Curriculum&Instruction,PortlandStateUniversityAssignment:EugenecampusSpecialEducationProgramCoordinator;teacheslanguage

acquisitiontoundergraduatesandspecialeducationcoursestograduatestudentsontheEugenecampus;supervisesstudentteachers

FacultyRank:AssociateProfessor

AnnMatschiner,MST

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Degree:MasterofScience+AdministrativeLicense;SpecialEducation,PortlandStateUniversity

Assignment:ProgramCoordinatorfortheMATSecondaryProgram;ProgramCoordinatorfortheMEDVisualFunctioninLearningprogramattheForestGroveCampus;ProgramCoordinatorfortheTalentedandGiftedSpecializationprogramforboththeEugeneandForestGrovecampuses;Teachesgeneralmethods,talentedandgifted,andclassroommanagementcourses;supervisesstudentteachers

FacultyRank:AssistantProfessor–ExtendedTerm

ChristineMacfarlane,PhDDegree:PhD,SpecialEducationandEducationalTechnology,UtahStateUniversityAssignment:ForestGroveCampusSpecialEducationProgramCoordinator;teachesspecial

educationcoursestoundergraduateandgraduatestudentsontheForestGrovecampus;supervisesstudentteachers

AnilOommen,MATDegree:MAT,EarlyChildhoodandElementaryEducation,PacificUniversityAssignment:EugeneB.Ed.programcoordinator.Teachesreadingandlanguageartsto

undergraduatestudents;teachesESOLandReadingendorsementcoursestograduatestudents;supervisesstudentteachers

FacultyRank:AssistantProfessor

RichardPaxton,PhDDegree:PhD,EducationalPsychology,UniversityofWashingtonAssignment:Teachesfoundation,educationalpsychology,andsocialstudiesspecial

methodscoursestoundergraduateandgraduatestudentsontheForestGrovecampus;supervisesstudentteachers


MarkSeals,PhDDegree:PhD,ScienceEducation,PurdueUniversityAssignment:DirectorofEugenecampusSchoolofLearningandTeachingFacultyRank:Professor

MarkSzymanski,PhDDegree:PhD,EducationalPsychologywithspecialtyincognitivescienceandinstruction,

UniversityofWisconsin‐MadisonAssignment:Teachesdevelopmentalpsychologyandtechnologycoursestoundergraduate

andgraduatestudentsattheEugenecampus;supervisesstudentteachersFacultyRank:Professor–Tenured

KarrenTimmermans,PhD

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Degree:PhD,EarlyChildhood,Families&Literacy,UniversityofNorthCarolinaAssignment:ProgramCoordinatorforESOLandReadingSpecialistprogramsattheEugene

campus;teachesreadingandESOLcoursestoundergraduateandgraduatestudentsattheEugenecampus;supervisesstudentteachers

FacultyRank:AssociateProfessorToddTwyman,PhD

Degree:PhD,EducationalLeadershipwithemphasisonLearningAssessmentandSystemsPerformance,UniversityofOregon

Assignment:Teachesundergraduateandgraduatecoursesinappliedhumandevelopment,researchmethods,socialstudiesteachingmethods,assessmentandclassroommanagementcourses,supervisesstudentteachers


AnitaZijdemans‐Boudreau,PhDDegree:PhD,HumanDevelopmentandLearning&Technology,UniversityofTorontoAssignment:ProgramCoordinatorforMATFlexprogramontheForestGroveCampus;

teachesdevelopmentalpsychology,technology,andgeneralmethodologyandresearchclasses


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2017EPPAnnualReport(for2015‐16AcademicYear)

Section1:AIMSProfile1.1 InAIMS,thefollowinginformationiscurrentandaccurate:

1.1.1. ContactPersons: ☒Agree ☐Disagree

1.1.2. EPPCharacteristics: ☒Agree ☐Disagree

1.1.3. ProgramListings: ☒Agree ☐Disagree

Section2:ProgramCompleters2.1Howmanycandidatescompletedprogramsthatpreparedthemtoworkinpreschoolthrough

grade12settingsduringAcademicYear2015‐16? 2.1.1.Numberofcompletersinprogramsleadingtoinitialteachercertificationorlicensure:81 2.1.2.Numberofcompletersinadvancedprogramsorprogramsleadingtoadegree,

endorsementorsomeothercredentialthatpreparestheholdertoserveinP‐12schools:33 Totalnumberofprogramcompleters:1142.2IndicatewhethertheEPPiscurrentlyofferingaprogramorprogramsleadingtoinitialteacher

certificationorlicensure. ☒Yes,aprogram(orprograms)leadingtoinitialteachercertificationiscurrentlybeing

offered. ☐No,aprogram(orprograms)leadingtoinitialteachercertificationisnotcurrentlybeing

offered.Section3:SubstantiveChangesHaveanyofthefollowingsubstantivechangesoccurredatyoureducatorpreparationproviderorinstitution/organizationduringthe2015‐16academicyear?3.1 Changesinthepublishedmissionorobjectivesoftheinstitution/organizationortheEPP

☐Change ☒NoChange/NotApplicable

3.2 Theadditionofprogramsofstudyatadegreeorcredentialleveldifferentfromthosethatwereofferedwhenmostrecentlyaccredited


3.3 Theadditionofcoursesorprogramsthatrepresentasignificantdeparture,intermsofeithercontentordelivery,fromthosethatwereofferedwhenmostrecentlyaccredited


3.4 Acontractwithotherprovidersfordirectinstructionalservices,includinganyteach‐outagreements


3.5 Changeinregionalaccreditationstatus

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3.6 Changeinstateprogramapproval


Section4:Displayofcandidateperformancedata

TestScores–UnitDescriptiveStatistics

Test N Minimum Maximum Mean Std.Deviation

Art(08/10‐Present) TotalScaledScore 2 262.0 287.0 274.5 17.7

ValidN(listwise) 2

Biology(08/10‐Present) TotalScaledScore 1 225.0 225.0 225.0 0.0

ValidN(listwise) 1

CivilRights(008)(04/09‐Present)

TotalScaledScore 38 265.0 297.0 281.0 8.3

ValidN(listwise) 38

ElemEdI(08/10‐Present) TotalScaledScore 26 202.0 278.0 241.0 20.2

ValidN(listwise) 26

ElemEdII(08/10‐09/16) TotalScaledScore 24 201.0 277.0 240.1 21.3

ValidN(listwise) 24

EngOthLang(08/10‐Present) TotalScaledScore 14 218.0 277.0 256.6 15.2

ValidN(listwise) 14

English(08/10‐Present) TotalScaledScore 1 268.0 268.0 268.0 0.0

ValidN(listwise) 1

GeneralScience(09/11‐Present)


ValidN(listwise) 6

Health(08/10‐Present) TotalScaledScore 3 243.0 262.0 254.3 10.0

ValidN(listwise) 3

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Mathematics(08/10‐09/16) TotalScaledScore 1 248.0 248.0 248.0 0.0

ValidN(listwise) 1

MGELA(08/10‐Present) TotalScaledScore 3 252.0 272.0 264.0 10.6

ValidN(listwise) 3

MGMath(08/10‐09/16) TotalScaledScore 9 200.0 249.0 225.2 17.8

ValidN(listwise) 9

MGSocSci(08/10‐Present) TotalScaledScore 1 230.0 230.0 230.0 0.0

ValidN(listwise) 1

PhysEd(08/10‐Present) TotalScaledScore 1 260.0 260.0 260.0 0.0

ValidN(listwise) 1

Physics(08/10‐Present) TotalScaledScore 1 271.0 271.0 271.0 0.0

ValidN(listwise) 1

SocScience(08/10‐Present) TotalScaledScore 10 218.0 253.0 237.9 11.1

ValidN(listwise) 10

SpecEd(08/10‐Present) TotalScaledScore 11 202.0 262.0 246.0 18.1

ValidN(listwise) 11

TestScores–byProgramDescriptiveStatistics

Program Test N Minimum Maximum Mean Std.Deviation

ValidN(listwise) 2

Biology(08/10‐Present)


ValidN(listwise) 1

CivilRights(008)(04/09‐Present)


ValidN(listwise) 25

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ValidN(listwise) 14

ElemEdII(08/10‐09/16)


ValidN(listwise) 14

EngOthLang(08/10‐Present)


ValidN(listwise) 13

English(08/10‐Present)


ValidN(listwise) 1

GeneralScience(09/11‐Present)


ValidN(listwise) 6

Health(08/10‐Present)


ValidN(listwise) 3

Mathematics(08/10‐09/16)


ValidN(listwise) 1

MGELA(08/10‐Present)


ValidN(listwise) 3

MGMath(08/10‐09/16)


ValidN(listwise) 8

MGSocSci(08/10‐Present)


ValidN(listwise) 1

PhysEd(08/10‐Present)


ValidN(listwise) 1

Physics(08/10‐Present)


ValidN(listwise) 1

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SocScience(08/10‐Present)


ValidN(listwise) 10

SPED CivilRights(008)(04/09‐Present)


ValidN(listwise) 5

ElemEdI(08/10‐Present)


ValidN(listwise) 2

ElemEdII(08/10‐09/16)


ValidN(listwise) 2

SpecEd(08/10‐Present)


ValidN(listwise) 11

Undergrad CivilRights(008)(04/09‐Present)


ValidN(listwise) 8

ElemEdI(08/10‐Present)


ValidN(listwise) 10

ElemEdII(08/10‐09/16)


ValidN(listwise) 8

EngOthLang(08/10‐Present)


ValidN(listwise) 1

EugeneCampusTeacherInquiryProjectDescriptiveStatistics

N Minimum Maximum Mean Std.Deviation

EUG_TIP_CONTEXT_AVE 19 2.0 3.0 2.8 .37

EUG_TIP_PLANNING_AVE 19 2.0 3.0 2.8 .38

EUG_TIP_ASSESSMENT_AVE 19 2.0 3.0 2.8 .43

EUG_TIP_ANALYSIS_AVE 19 2.0 3.0 2.6 .47

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EUG_TIP_INTERPRETATION_AVE 19 2.0 3.0 2.5 .48

ValidN(listwise) 19

ForestGroveCampusTeacherInquiryProjectDescriptiveStatistics


TIP_CONTEXT_AVE 27 3.2 5.0 4.4 .50

TIP_PLANNING_AVE 27 3.2 5.0 4.3 .48

TIP_UNIT_SUMMARY_AVE 27 3.0 5.0 4.3 .54

TIP_FACILITATING_LEARNING_AVE 27 2.7 5.0 4.2 .61

TIP_ANALYSIS_OF_LEARNING 27 2.6 5.0 4.4 .57

TIP_SYNTHESIS_AVE 27 2.6 5.0 4.4 .66

ValidN(listwise) 27

EugeneCampusStudentTeacherSummaryEvaluation1DescriptiveStatistics


TSE1_S_LEARNER_DEVELOPMENT_AVE 38 3.0 6.0 4.4 .90

TSE1_M_LEARNER_DEVELOPMENT_AVE 33 3.0 6.0 4.6 .75

TSE1_S_LEARNING_DIFFERENCES_AVE 38 2.5 6.0 4.1 .85

TSE1_M_LEARNING_DIFFERENCES_AVE 33 2.5 6.0 4.3 .95

TSE1_S_LEARNING_ENVIRONMENTS_AVE 38 3.0 6.0 4.5 .80

TSE1_M_LEARNING_ENVIRONMENTS_AVE 33 2.8 6.0 4.6 .78

TSE1_S_CONTENT_KNOWLEDGE_AVE 38 2.6 6.0 4.4 .80

TSE1_M_CONTENT_KNOWLEDGE_AVE 33 3.0 6.0 4.4 .77

TSE1_S_APPLICATION_OF_CONTENT_AVE 37 2.3 6.0 4.2 .95

TSE1_M_APPLICATION_OF_CONTENT_AVE 34 2.6 6.0 4.3 .90

TSE1_S_ASSESSMENT_AVE 38 2.3 6.0 4.4 .81

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TSE1_M_ASSESSMENT_AVE 33 3.0 6.0 4.5 .77

TSE1_S_PLANNING_AVE 38 2.5 5.7 4.3 .79

TSE1_M_PLANNING_AVE 33 2.5 5.7 4.4 .82

TSE1_S_INSTRUCTIONAL_STRATEGIES_AVE 38 2.3 6.0 4.2 .87

TSE1_M_INSTRUCTIONAL_STRATEGIES_AVE 34 2.0 6.0 4.2 .94

TSE1_S_PROFESSIONAL_ETHICAL_PRACTICE_AVE 38 3.0 6.0 4.5 .86

TSE1_M_PROFESSIONAL_ETHICAL_PRACTICE_AVE 33 3.0 6.0 4.6 .86

TSE1_S_LEADERSHIP_COLLABORATION_AVE 38 3.0 6.0 4.4 .81

TSE1_M_LEADERSHIP_COLLABORATION_AVE 38 3.0 6.0 4.5 .83

ValidN(listwise) 32

EugeneandWoodburnCampusTeacherSummaryEvaluation2DescriptiveStatistics













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ValidN(listwise) 11

ForestGroveCampusStudentTeacherSummaryEvaluation1DescriptiveStatistics


TSE1_S_LEARNER_DEVELOPMENT_AVE 43 3.0 6.0 4.4 1.0













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ValidN(listwise) 39

ForestGroveCampusStudentTeacherSummaryEvaluation2DescriptiveStatistics

















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ValidN(listwise) 24

UndergraduateWorkSampleEvaluation1DescriptiveStatistics


WS1_LEARNER_DEVELOPMENT_AVE 3 4.0 5.0 4.6 .57

WS1_LEARNING_DIFFERENCES_AVE 3 5.0 5.0 5.0 .00

WS1_LEARNING_ENVIRONMENTS_AVE 3 4.0 5.0 4.6 .57

WS1_CONTENT_KNOWLEDGE_AVE 3 5.0 5.0 5.0 .00

WS1_APPLICATION_OF_CONTENT_AVE 3 4.0 5.0 4.3 .57

WS1_ASSESSMENT_AVE 3 4.3 5.0 4.6 .34

WS1_PLANNING_AVE 3 5.0 5.0 5.0 .00

WS1_INSTRUCTIONAL_STRATEGIES_AVE 3 4.8 5.0 4.9 .07

WS1_PROFESSIONAL_ETHICAL_PRACTICE_AVE 3 4.6 5.0 4.7 .19

WS1_LEADERSHIP_COLLABORATION_AVE 3 5.0 5.0 5.0 .00

ValidN(listwise) 3

UndergraduateWorkSampleEvaluation2DescriptiveStatistics


WS2_LEARNER_DEVELOPMENT_AVE 3 4.0 5.0 4.3 .57

WS2_LEARNING_DIFFERENCES_AVE 3 4.5 4.5 4.5 .00

WS2_LEARNING_ENVIRONMENTS_AVE 3 4.0 5.0 4.3 .57

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WS2_CONTENT_KNOWLEDGE_AVE 3 3.5 5.0 4.5 .86

WS2_APPLICATION_OF_CONTENT_AVE 3 3.0 5.0 4.3 1.1

WS2_ASSESSMENT_AVE 3 4.3 4.6 4.4 .19

WS2_PLANNING_AVE 3 5.0 5.0 5.0 .00

WS2_INSTRUCTIONAL_STRATEGIES_AVE 3 4.7 4.8 4.8 .07

WS2_PROFESSIONAL_ETHICAL_PRACTICE_AVE 3 4.3 5.0 4.6 .33

WS2_LEADERSHIP_COLLABORATION_AVE 3 4.0 5.0 4.6 .57

ValidN(listwise) 3

SpecialEducationTeacherInquiryProject1DescriptiveStatistics


HomePage 10 2 3 2.6 .51

SectionII‐A:Rationale 10 2 3 2.8 .42

SectionII‐BAlignmentofStandards&Objectives 10 2 3 2.7 .48

SectionII‐C:Assessment/DataCollectionPlan 10 2 3 2.7 .48

SectionII‐D:CriticalQuestion 0

SectionII‐E:UnitSequence/Calendar 10 2 3 2.8 .42

SectionIII‐A:KeyPoints 10 3 3 3.0 .00

SectionIII‐B:ContentRelationships 10 2 3 2.8 .42

SectionIII‐C:IndividualDifference/CulturalCompetence

10 2 3 2.7 .48

SectionIII‐D:Cross‐CurricularIntegration 10 2 3 2.6 .51

SectionIII‐E:ApplicationsofTechnology&Multimedia

10 2 3 2.7 .48

SectionIV:FacilitatingLearning/LessonPlans 10 2 3 2.9 .31

SectionV:AnalysisofLearning 10 2 3 2.7 .48

Resources 10 2 3 2.7 .48

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OverallPresentationofInstructionalUnit 9 2 3 2.8 .33

ValidN(listwise) 0

SpecialEducationTeacherInquiryProject2DescriptiveStatistics


HomePage 6 2 3 2.6 .51

A.Context&Rationale 6 2 3 2.6 .51

B.&C.ContentStandards&LearningGoals 6 2 3 2.6 .51

D.KeyPoints 6 1 3 2.6 .81

E.ContentRelationships 6 2 3 2.8 .40

F.Assessment/DataCollectionPlan 5 2 3 2.6 .54

G.UnitSequencew/Assessment&LessonCalendar 6 3 3 3.0 .00

H.LessonPlans 6 2 3 2.8 .40

I.&J.AccommodatingIndividualDifference 6 2 3 2.8 .40

K.Cross‐CurricularIntegration 6 1 3 2.5 .83

L.ApplicationofTechnology&Multimedia 6 2 3 2.8 .40

M.Communication 6 2 3 2.6 .51

N.O.&P.AnalysisofData&SummativeInterpretation

6 2 3 2.6 .51

Q.OverallReflectionofYourTeaching 6 3 3 3.0 .00

R.Resources 6 2 3 2.6 .51

S.OverallPresentationofSite 6 2 3 2.6 .51

ValidN(listwise) 5

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SpecialEducationUndergraduateWorkSample1DescriptiveStatistics


HomePage 3 2 2 2.0 .00






G.UnitSequencew/Assessment&LessonCalendar 3 2 2 2.0 .00

H.LessonPlans 3 2 3 2.3 .57






3 2 3 2.6 .57




ValidN(listwise) 3

SpecialEducationUndergraduateWorkSample2DescriptiveStatistics


HomePage 3 2 2 2.0 .00



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G.UnitSequencew/Assessment&LessonCalendar

3 2 3 2.3 .57

H.LessonPlans 3 1 3 2.0 1.0






3 1 3 2.3 1.1




ValidN(listwise) 3

edTPAScorebyUnitDescriptiveStatistics

Test N Minimum Maximum Mean Std.Deviation

ElementaryEducation(01/13‐Present)

TotalTestScore 7 36 58 42.7 7.9

ValidN(listwise) 7

SecondaryELA(03/12‐Present)


ValidN(listwise) 3

SecondaryHSS(03/12‐Present)


ValidN(listwise) 2


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SecondaryMath(03/12‐Present)

ValidN(listwise)4

SecondaryScience(03/12‐Present)


ValidN(listwise) 8

SpecialEducation(03/12‐Present)


ValidN(listwise) 3

edTPAScores–byProgramDescriptiveStatistics

Program Test N Minimum Maximum Mean Std.Deviation

MAT ElementaryEducation(01/13‐Present)


ValidN(listwise) 2

SecondaryELA(03/12‐Present)


ValidN(listwise) 3

SecondaryHSS(03/12‐Present)


ValidN(listwise) 2

SecondaryMath(03/12‐Present)


ValidN(listwise) 4

SecondaryScience(03/12‐Present)


ValidN(listwise) 8

SPED SpecialEducation(03/12‐Present)


ValidN(listwise) 3

Undergrad ElementaryEducation(01/13‐Present)


ValidN(listwise) 5

Section5:Notrequiredfor2015‐16AcademicYear

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Section6:AreasforImprovement,Weaknesses,and/orStipulationsSummarizeEPPactivitiesandtheoutcomesofthoseactivitiesastheyrelatetocorrectingtheareascitedinthelastAccreditationAction/DecisionReport. AreasforImprovementrelatedtoStandard1citedasaresultofthelastNCATEreview:

1. Theunithasnotclearlyidentifiedorconsistentlyassessedthedispositionsasoutlinedintheconceptualframework.(ITP)(ADV)RESPONSE:Fortheacademicyear2015‐2016,wehaveimplementedredesignedstudentteachingmid‐placementandsummaryevaluations,includingdatapointsalignedwithInTASCCriticalDispositions.Foreachfieldexperienceandpracticuminwhichourstudentsparticipate,theirmentorteacher/universitysupervisorwillcompleteaprofessionaldispositionsrubricatboththemidpointandendofthatexperience,thusprovidingachanceforformativeaswellassummativefeedback.Thesamedispositionformcanbecompletedduringanyfieldexperience/practicumand/orcourseasawayofdocumentingprogressandareasforstudentgrowth.Drawingonarangeofindicatorsaswellasmultipleperspectivesandkeycheckpointsintheprogram,candidatedispositionsarecontinuallybenchmarkedagainsttheconceptualframeworkoftheunitaswellasthelicensureframeworksetoutbytheState.Documentingsuchdataandusingthistoinformplanningandtoassesscompetencywillcontinuetoplayaroleinongoingprogramdevelopment.

AreasforImprovementrelatedtoStandard4citedasaresultofthelastNCATEreview:1. Candidateshavelimitedopportunitiestointeractwithfacultymembersfromdiverse

backgrounds.(ITP)(ADV)RESPONSE:Werecruitthoseofdiversebackgroundsandinallhiresseektodiversifyourfaculty,supervisors,staffandmentorteachers.Withtherecenteconomicdownturnandsubsequentdropinenrollment,wehavehadlimitedopportunitiestohirenewfull‐timefaculty.Inthelasttwoyears,wehavehiredonenewfull‐timefacultymember,andthatfacultymemberisapersonofcolor.Currently,33%ofourfulltimefacultyarefacultyofcolor.Twentypercentofouradjunctfacultyarefacultyofcolor.Approximately20%ofourmentorteachersareofcoloraswell.Wecontinuetoworkonunderstandingthediversityofourmentorteachers.Ournextstepistodevelopthecooperatingteacherintakeform.Thisformwillcollectself‐reportedethnicandculturalbackgroundinformation,yearsofteachingexperience,disciplineexpertise,andotherlogisticalinformationfromourcooperatingteachers.ThisstepalignswithourP12partners’goalsofincreasingthediversitywithintheirteachingstaffas

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well.WearealsoexpandingourpartnershipworktoinvolveP12schoolswithmorediverseteacherpopulations.Finally,ourB.Ed.programinWoodburnfocusesonincreasingthenumberofunderrepresentedteachersinOregonpublicschools(specificallyLatino/Latina).Thiscommitmenttodiversityguidesourhiringaswellasourprogramming.

Section7:AccreditationPathwaySelectedImprovement:SummarizeprogressontheSelectedImprovementplanforthestandard(s)orcomponent(s)selected.RESPONSE:PacificSchoolofLearningandTeaching(SLT)strivestomakecontinuousimprovementinallareasofteacherpreparationpracticeinordertoadvancetowardTargetlevelperformanceonallstandards(e.g.,seeSection6responsestospecificStandard1and4AFIs).WhiletheunithasexhibitedperformanceatoraboveAcceptablelevelonallelementsofStandard3,wecontinuetomakesignificantprogressinregardtoElement3a.;thisresponseisinreferencetoStandard3Element(a):CollaborationBetweenUnitandSchoolPartners.Movingforward,weareconsciousthatthisstandardwithinCAEPresidesinStandard2:ClinicalPartnershipandPractice.Case1‐‐ForestGroveSchoolDistrict:ThispastyearhasbeenoneofdevelopmentalongsideForestGroveSchoolDistrict(FGSD).IncollaborationwithSLTleadershipandstaff,FGSDhasinvolvedtheworkoftheForestGroveSLTintotheirplanninganddevelopmentcycles.Thishasallowedgreatercross‐fertilizationofideas,practicesandgoals.OneexampleofthisisanoverhaulofthewaytheSLTplansandimplementstudentteachingplacements,ensuringthattheprocessismoretimely,andinkeepingwithrealworldneedsandtimelinesofdistricts.ThismodelhasprovedsosuccessfulthatithasbeenrolledouttoincludeallForestGroveSLTpartnerdistricts/schools.Case2‐‐KennedyElementarySchool:During2015‐16,PacificSLT(WoodburnCampus)initiatedanewclinicalteacherpreparationsitefortheB.Ed.inTeachingandEnglishLanguageLearning,embeddedinTitleISalem‐KeizerSchoolDistrict(SKSD).During2015‐16,meetingswereheldwithKennedyElementarySchool(KES)administratorsandteacherstoco‐designandimplementB.Ed.courseworkandclinicalpractice.TheinitialcohortofPacificB.Ed.studentswillbeginclinicalworkatKennedyinfall2016.Case3‐‐DosRios‐TwoRiversElementarySchool:TheSchoolofLearningandTeaching(EugeneCampus)continuestodevelopitsProfessionalDevelopmentSchoolwithDosRios‐TwoRiversElementarySchool(DRES)intheSpringfieldSchoolDistrict.Inthispartnershipgroupsofteachercandidatesareplacedforclinicalpractica,andtwosupervisorsworkwiththecandidatestoestablishdeepandmeaningfulconnectionswiththeschoolstaffandcommunity.Notably,DRES

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teachersco‐teachuniversityclasseswithourprofessors,anduniversityprofessorslead“learningwalks”asapartoftheschoolprofessionaldevelopmentactivities.In2015‐16,theprincipalandaPacificfacultymemberattendedthenationalprofessionaldevelopmentschoolconference.Atthisconference,theprincipalandfacultymemberworkedtorefinethevisionandmissionofthepartnershipaswellasidentifiedstrategicgoalsmovingforward.OneofthosegoalsistoensurethatthePDSisapartofregularsteeringcommitteemeetingsfortheschoolandrecognizedwithintheuniversitystrategicplan.SLTanticipatesthattheunitwillperformatTargetlevelinStandardElement3ebythetimeofthenextreview.

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APPENDICESEugeneTeacherInquiryProjectRubric

PerformancePrompts

0=NoEvidence 1=NotMet 2=Met 3=Exceeds

1.Context(Introduction)

1.Analysisofcommunity,district,school,classroomlevelvariablesthatmayaffectteachingandlearning.

Noevidenceofanalysisofcontextualvariablesthatmayaffectlearning.

Candidateincludessuperficialcontextualvariableswithoutanalysisofhowtheyinfluenceteachingandlearning.

Candidateincludesdescriptionsofthedistrictandclassroomfocusingtheanalysisonpossiblelimitationstotheteachingandlearningprocess.

Candidateprovidesdescriptivenarrationofthecommunity,district,schoolandclassroomandanalyzeshoweachinfluencesplanning,teachingandlearningandincludesplanstomakeuseofcontextualfactorsinincreasestudentachievement.

2.Descriptionandanalysisofindividuallearnersanddifferencesincludingrace/ethnicity,culture,language,personalinterests,academicprogress,andleveloffamilyinvolvement.

Candidateworkcontainslittleornoevidenceofindividuallearnercharacteristics.

Candidatedescribeslearnersclinicallyrelyingonlyuponscores/Psychometricdata.

Candidatedescribesindividuallearnersincludingbothsociologicalfactorsandacademicinformation.

Candidatedescribesindividuallearnersincludingsociologicalfactors,andacademicinformationandanalyzeshoweachaffectsthelearningprocess.

3.Analysisofindividualstudentpriorknowledgebasedonpre‐assessmentdata

Noevidencethatcandidatehasanalyzedpriorknowledgeneededfor

Candidatehasanalyzedpriorknowledgeneededforacademic



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gatheredinrelationtotargetsforlearning.

academicsuccess.

successbuthasnotincludedcontextualfactorsorassessmentdata.

successincludingcontextualfactorsorassessmentdatafortheclassingeneralwithoutattentiontosubgroups.

successincludingcontextualfactorsorassessmentdataforallstudentswithspecificplansforthoseinsubgroups.

PerformancePrompts


2. PlanningandDeliveryofInstruction(Methods)

1.Targetsforlearningarealignedtoappropriatestandards.

Noevidenceofalignmentwithstandards.

Minimalevidenceofalignmentwithstandards.

Standardsarenotedandlooselyconnectedwithcontentofunit.

Standardsarenotedandclearlyconnectedandalignedwithcontentofunit.

2.Appropriatecontentstandardsareusedtoguideplanning.

Noevidencetheuseofstandardsguidetheplanning,teachingandlearningprocess.

Minimalevidenceofunderstandinganduseofstandards‐basedinstruction.

Standardsarenotedandlooselyconnectedwithcontentofunitandthelearningtargets.

Standardsarenotedandclearlyconnectedwithcontentofunitandthelearningtargetsleadtoacademicprogress.

3.ContextandLearnerinformationinformsthedevelopmentofunitgoalsandcontent.

Candidatedoesnotconsidercontextinchoosingunitcontent.

Candidateconsiderstextsandreadilyavailableresourceswhenmakingunitcontentdecisions.

Candidateconsidersavailableresources,districtandschoolgoalswhenmakingdecisionsaboutgoalsandcontent.

Candidateusesclassroomresources,knowledgeofcommunityandlearnerneeds,andCCSStodecideonunitgoalsandcontentdecisions.

4.Cleartargetsforlearningarealignedwith

Candidatehasnotincludedlearningtargetsfortheunit.

Learningtargetsaremisalignedwithunitgoals

Learningtargetsarealignedtounitgoalsandcontent

Learningtargetsarealignedtounitgoalsand

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studentpriorknowledge.

andcontentstandardsorhavenoconnectiontothestudents’priorclassroomexperiences.

standards,andconnecttopriorlearningandexperiences.

contentstandards,connecttopriorlearningandexperiences,andarewritteninlanguageaccessibleforstudents.

5.Targetsforlearningrepresentavarietyofkindandcomplexity.

Therearenolearningtargets.

Targetsfocusexclusivelyononetypeofgoal(e.g.,conceptattainmentorapplication),orarepoorlywrittenandunclear.

Targetcontainsgoalsthataddressbothconceptattainmentandapplicationofknowledgeandskills,buttargetslacksomeclarity.

Targetcontainswell‐writtenandappropriatelybalancedgoalsforbothconceptattainmentandapplicationofknowledgeandskills.

6.Unitcontent,instructionalmethods,andlearningactivitiesdevelopacademiclanguage.

Noevidenceofacademiclanguagedevelopment.

Minimalevidenceofattentiontoappropriateacademiclanguageintheunitdevelopment.

Academiclanguagedevelopmentappearsintheunitcontent,andindividuallessonplans.

Academiclanguagedevelopmentappearsintheunitcontent,individuallessonplans,andstudentactivitieswithevidenceofassessment.

7.Instructionalstrategiesarealignedwiththeneedsofthelearnerandincludeappropriatedifferentiation.

Instructionalstrategiesarenotalignedwiththeneedsofthelearnerandnodifferentiationispresent.

Instructionalstrategiesareemergingandlooselyalignedwiththeneedsofthelearnerwithemergingdifferentiationinpresentation.

Instructionalstrategiesarelimitedwithintheunitbutareappropriateforthelearningtargetsanddiscipline,andaligntothedevelopmentallevelofthelearners.

Instructionalstrategiesarevariedwithintheunitandlessonsandareappropriateforthelearningtargetsanddiscipline,andaligntothedevelopmental

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levelofthelearners.

8.Multipleinstructionalstrategiesalignwithlearningtargets,thediscipline,andarecompatibletodevelopmentallevelofthelearner.

Instructionalstrategiesareinappropriateforthelearningtargets,discipline,anddevelopmentallevelofthelearners.

Instructionalstrategiesareinappropriateforthelearningtargets,ordiscipline,butaligntothedevelopmentallevelofthelearners.

Instructionalstrategiesarelimitedwithintheunitbutareappropriateforthelearningtargetsanddiscipline,andaligntothedevelopmentallevelofthelearners.

Instructionalstrategiesarevariedwithintheunitandlessonsandareappropriateforthelearningtargetsanddiscipline,andaligntothedevelopmentallevelofthelearners.

9.Technologyisusedtoenhancelearningasappropriate.

Noevidenceoftechnologyintegrationoruseoftechnology.

Evidenceofminimaluseoftechnology,butnoclearconnectiontolearningenhancement.

Evidenceoftechnologyusethatenhancesthelearning.

Clearevidencethatuseoftechnologythatstrengthenslessondelivery,enhancesthelearningofallstudentsandsupportslearningtargets.

10.Formativeassessmentsupportsstudentprogresstowardstandardsandlessonlearningtargets.

Noformativeassessmentused.

Formativeassessmentlimitedtoquizzesandprovidenoqualitativefeedbacktolearners.

Formativeassessmentusedregularlybutlimitedtostrategiesthatprovideinformationonlytoteacher.

Formativeassessmentusedregularlyandincludemultipleopportunitiesforlearnerstogetspecificinformationtoprogresstowardtarget.

11.Asappropriate,collaboratewithfamily,otherprofessionals,andparaprofessionals(collaboration

Noevidenceofcollaboration.

Evidenceofminimalcollaborationwithotherprofessionalsorspecialists,butwithno

Evidenceofcollaborationwithfamilyandotherbuildingpersonnel,withsomeexplanation

Evidenceofeffectivecollaborationwithfamilyandotherbuildingpersonnel,withclear

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aroundplanningandimplementation).

explanationabouthowsuchworkaffectsteachingandlearning.

abouthowsuchworkaffectsteachingandlearning.

explanationabouthowsuchworkaffectsteachingandlearning.

PerformancePrompts


3.Assessment(Methods)

Triangulatedassessmentplanalignswithstatedlearningtargets,goals,andobjectives.1.Postassessmentsaretightlyalignedwithpre‐assessmentdatainordertodeterminestudentlearninggains.

Chosenassessmentsarenotalignedanddataarenotreliable.

Thepre‐assessmentandpost‐assessmentareonlymarginallyalignedandtherearelargedifferencesmakingcomparisonsbetweenthetwoassessmentsverydifficult

Thepre‐assessmentandpost‐assessmentaremostlyalignedthoughtherearesomedissimilaritiesthatmakecomparisonsdifficult.

Thepost‐testisobviouslyalignedtothepre‐testandanydifferencesareobviouslyparallelmakingcomparisonsbetweenthemaccurateandapparent,allowinggainstobecomputed.

Triangulatedassessmentplanistightlyalignedinordertodeterminestudentlearninggains.2.Assessmentitemsareclearandfreefromambiguityandbias.

Noassessmentitemsareprovidedforanalysis.

Therearemanyassessmentitemsthatareunclear,incomplete,ambiguousandpotentiallybiased.

Almostallassessmentitemsareclear,complete,andfreefromambiguityandbias.

Allassessmentitemsareclear,complete,andfreefromambiguityandbias.

Assessmentplansprovidemultipleperspectivesonstudentlearning,isclearandfreefromambiguity,andprovidesaholisticpictureofwhatstudentshaveorhavenotlearned.3.Assessmentsareappropriatelydifferentiatedtomeettheneedsofthelearner.

Noevidenceofdifferentiationofassessmentsisprovided.

Assessmentsaredifferentiatedbylimitingcontentandloweringcontentstandards.

Assessmentsaredifferentiatedbytheallowanceofadditionaltimeonlyandisprovidedonlyforlearnersindesignatedsubgroups.

Assessmentsaredifferentiatedincontentand/ordeliveryasappropriateforgroupsorindividualstudents.

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4.Assessmentcontentisvalid.

Noevidencethattheassessmentcoversthefullextentofthecontentoftheworksample.

Assessmentcoversthecontentoftheworksamplebutunevenlyandinappropriatelyforthecontentemphasizedintheworksample.

Assessmentcoversthefullcontentoftheworksampleevenly,butquestionsarenotalwaysreflectiveofthecontentemphasized.

Assessmentcoversthecontentoftheworksampleevenly,andquestionsarereflectiveofwhatwasemphasized,butassessmentisunlikelytocapturethefullrangeofpossibleresponses.

PerformancePrompts


4.AnalysisofdataonLearningGains(Results)

1.Wholeclassanalysisofdatareflectinglearninggainsacrosstriangulatedassessmentdataforeachidentifiedlearningoutcome.

Noanalysisofdata.

Analysisofdataisfaultyorincomplete.

Dataanalysiscontainsaccuratedataandnarrativeexplanationofresults.

Dataanalysiscontainsaccuratequantitativeexplainingthosedataalongwithpossiblereasonsforthoseresults.

2.Subgroupassessmentdataprovidedandanalyzedtoevaluateachievement.

Thereisnosubgrouplearninganalysis.

Subgroupanalysisisnotaccurateorreflectiveofassessments.

Subgroupanalysisisaccurateandincludespreandpost‐assessmentsrepresentingalllearningoutcomes.

Subgroupanalysisisquantitativelyaccurateandincludesqualitativeexplanationofresultsalongwithrationaleoflearning.

3.Analysisofindividualstudentdatareflectinglearninggainsacrosstriangulatedassessmentdata

Thereisnoanalysisoflearninggainsforeachstudent.

Analysisoflearninggainsislimitedtoquantitativedataonfinalassessment.

Analysisofindividuallearninggainsforeachstudentcontainsdataonbothassessmentsfor

Analysisofindividuallearninggainsisaccurate,andprovidedforeachstudentforalllearning

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foreachidentifiedlearningoutcome.

alllearninggoals.

goalsusingpre‐andpost‐assessments.Narrativeexplanationsofdatacontainrationaleforresults.

PerformancePrompts


5.Interpretationandreflection(Discussion)

1.Interpretationandreflectionofwholegrouplearning.

Noevidenceofreflectiononassessmentofstudentlearning.

Minimalevidenceofreflectiononwholeclassandlearningisincluded.

Analysisofwholeclasslearninggainsisclear,includesanalysisofsub‐groups,andnarrativetoexplainanygainsandanydiscrepanciesbetweenwholeclassandidentifiedsub‐group(s)learninggains.

Highqualityevidenceofstudentlearningisincluded,anddemonstratesknowledgeofstudentgainsforwholeclassandidentifiedsub‐group(s),andreflectsondiscrepanciesandcriticallyconsiderswaystoaddressthegapinsubsequentinstruction.

2.Interpretationandreflectionofsubgrouplearning.

No evidenceofreflectionoranalysis.

Minimalevidenceofreflectionandanalysisofsubgrouplearningisincluded.

Analysisofindividuallearninggainsisclear,includesanalysisofdata,andnarrativetoexplaingainsandanyinconsistenciesinsubgroupperformance.

Highqualityevidenceofstudentlearningisincluded,andnarrativedemonstratesknowledgeofsubgroupgainsandcriticallyconsiderswaystoaddresseffectivesubsequentinstruction.

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3.Interpretationandreflectionofindividualstudentlearning.

Noevidenceofreflectionoranalysis.

Minimalevidenceofreflectionandanalysisofindividuallearningisincluded.

Analysisofindividuallearninggainsisclear,includesanalysisofdata,andnarrativetoexplaingainsandanyinconsistenciesinlearnerperformance.

Highqualityevidenceofstudentlearningisincluded,andnarrativedemonstratesknowledgeofindividualstudentgainsandcriticallyconsiderswaystoaddresseffectivesubsequentinstruction.

4.Communicatelearninggainstostudentandfamily.

Noevidenceofcommunicationtostudentorfamily.

Communicationwithstudentsand/orfamiliesisminimalandbroad,inaddressingtheentireclass.

Communicationwithstudentsandfamiliesisclear,andprovidesinformationthatwillallowstudentsandfamiliestoacknowledgegrowthandareasforattention.

Communicationwithstudentsandfamiliesisclear,anddemonstratesadesiretopartnerwiththestudentandfamilytopromotelearninggains,andincludesindividualstudentneeds.

5.Reflectionoftheunitrelativetolearninggoalsfor:wholeclass,individualstudent,andsub‐group(s)

Noevidenceofreflectionontheunit.

Reflectionontheunitisincluded,butdoesnotcriticallyconsiderthelearninggains.

Reflectionontheunitisincludedaswellasadiscussionoflearninggains,butlacksdepth,orusesbroadstatements.

Thoroughreflectionontheunitincludesdiscussionofthelearninggainsofalllearners,anddemonstratesknowledgeofculturalandacademicdiversity.

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6.Reflectiononself,consideringfutureprofessionaldevelopment.

Noevidenceofself‐assessmentoridentificationofareasforgrowth.

Writingreflectsminimalself‐reflectionandfocusesonstudentissues.

Writingreflectsawarenessofstrengthsandweaknesseswithconsiderationoffutureprofessionaldevelopment.

Highqualitynarrativethatdemonstratesdeepself‐reflectionthatacknowledgesstrengthsshownintheunitandidentifiesspecificareasforgrowth.Includesclearstrategies.

ForestGroveTeacherInquiryProjectRubric

Context(Introduction) 1pt 3pts 5pts1A.Introduction:TIPintroductioninwhichthereisaframingandsummarydescriptionoftheTIP.Includescriticalquestion,context,andthoroughdescriptionoftheunitofstudyelaboratingonthereasoningunderlyingitsdevelopmentandthemethodsyouwillemploy(1.000,25%)

FramingandsummaryoftheTIPisunclear.Criticalquestion,context,anddescriptionoftheunitofstudyarepresentbutinadequate.

FramingandsummaryoftheTIPisadequate.Includescriticalquestion,context,anddescriptionoftheunitofstudy.

FramingandsummaryoftheTIPiscomprehensive.Includescriticalquestion,context,andthoroughdescriptionoftheunitofstudyelaboratingonthereasoningunderlyingitsdevelopmentandthepedagogicalmethodsyouwillemploy.

1B.Context:Analysisofcommunity,district,school,classroomlevelvariablesthatmayaffectteachingandlearning.(1.000,25%)

Candidateincludessuperficialcontextualvariableswithoutanalysisofhowtheyinfluenceteachingandlearning.

Candidateincludesdescriptionsofthedistrictandclassroomfocusingtheanalysisonpossiblelimitationstotheteachingandlearningprocess.

Candidateprovidesdescriptivenarrationofthecommunity,district,school,andclassroomandanalyzeshoweachinfluencesplanning,teaching,andlearningandincludesplanstomakeuseofcontextualfactorsinincreasestudentachievement.

1C.Learners:Descriptionandanalysisofindividuallearnersanddifferencesincludingrace/ethnicity,culture,language,personal

Candidatedescribeslearnersclinicallyrelyinguponsuperficialorstandardizeddata.

Candidatedescribesindividuallearnersincludingpersonal,sociologicalfactors

Candidatedescribesindividuallearnersincludingpersonalandsociologicalfactors,andacademicinformationandanalyzeshoweachaffectsthelearningprocess.

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interests,academicprogress,andleveloffamilyinvolvement.(1.000,25%)

andacademicinformation.

1D.Self:Describeyourpreferredstylesoflearningandteachinghowwillyourcriticalquestioninformyourunderstandingofselfandcontributetoyourdevelopmentasalearnerandteacher.(1.000,25%)

Candidatedescribesselfandquestioninadetachedmanner.

Candidatedescribesselfandtheprocessofengaginginpursuitofcriticalquestioninauthenticandmeaningfulway.

Candidatethoughtfullydescribesselfandtheprocessoffindinganddevelopingtheircriticalquestioninanauthenticandmeaningfulway.

PlanningforLearning(FocusonUnit)2A.CriticalQuestion:Describescriticalquestionintermsofpersonalinterest,andprofessionalrelevance.Provideliteratureareviewandcitereferences.Operationalizationofconstructsisclearlyarticulated(1.000,14%)

Criticalquestionisincludedhoweveritisnotsituatedintermsofselforpreviousliterature.

Criticalquestioniscarefullydescribedintermsofself,andprofessionaldevelopment.Literaturereviewandreferencesareincluded.Constructsdefined.

Criticalquestioniscarefullydescribedintermsofpersonalinterest,andwhyitwillcontributetoyourprofessionaldevelopment.Thoroughliteraturereviewandreferencesareincluded.Constructsclearlydefined.

2B.LearningGoals:Developappropriatelearninggoalsthataddresscognitiveandaffectivedomainsandconnectwithoverarchingstandards.(1.000,14%)

Containsgoalstatementsthatdonotconveythepurposeoftheunit.Doesnotincludeagoalathighercognitivelevelwhenitwouldhavebeenappropriate.

Containsbroadstatementsthatconveythepurposeoftheunit.Goalsstatementswheredevelopmentallyappropriate.

Containsbroadstatementsthatconveythepurposeoftheunit.Goalstatementsincludehighercognitivelevelswheredevelopmentallyappropriate.

2C.ContentStandards:Appropriatecontentstandardsareusedtoguideplanning.

Minimalevidenceofunderstandinganduseofstandards‐basedinstruction.

Standardsarenotedandclearlyconnectedwithcontentofunitandthelearningtargets

Standardsarenotedandclearlyconnectedwithcontentofunitandthelearningtargetsleadtoacademicprogress.

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leadtoacademicprogress.

2D.TriangulatedPreandPostAssessments:Provideadescriptionofpreandpostinstructionassessments.Yourdescriptionshouldaddresstheassessmentoflearningforeachoftheunitgoalspriorto,aswellasafterinstruction.Assessmentsshouldbedesignedtoobtaindatafortheentireclassaswellasonatleastthreeindividuals(strong,proficient,andemerging).(1.000,14%)

Assessmentsdonotmeasurepriorcontentknowledgeand/orskillsandlearninggainsforunitgoals.Assessmentsarenotdesignedtoobtaininformationonwholeclassoratleastthreeindividualstudents.

Assessmentsmeasurepriorandcurrentcontentknowledgeand/orskillsandlearninggainsofstudentsformostunitlearninggoals.Indicateswheremostunitgoalsareaddressedinpre‐andpost‐instructionassessment.Assessmentsaredesignedtoobtaindataonwholeclassandin‐depthdataonatleastthreeindividuals(strong,proficient,andemerging).

Assessmentsvalidlyandappropriatelymeasurepriorandcurrentcontentknowledgeand/orthestudents’skillsforallunitlearninggoals.Assessmentsarerigorousandengaging,andaretiedtoarealisticcontext,whenpossible.Describeswhereunitgoalsareaddressed.Assessmentsareclearandbiasfree.Assessmentsaredesignedtoobtaindataoneachstudentandin‐depthdataonatleastthreeindividuals(strong,proficient,andemerging).Post‐instructionassessmentsvalidlymeasureeachstudent’slearninggains.

2E.TriangulatedKeyFormativeAssessments:Writeanarrativeexplainingthetypesofauthenticformativeassessmentsyouwillusethatwillinformyourinstructioninprocess.(1.000,14%)

Formativeassessmentslackauthenticity,anddonotprovideadequateevidenceofstudentlearning.

Formativeassessmentsareauthentic,andprovidemultipleperspectivesonstudentlearning.

Formativeassessmentsareauthentic,thorough,andcarefullydesigned,andprovidemultipleperspectivesonstudentlearning.

2F.AuthenticPerformanceTask:Createaperformancetaskinwhichstudentsapplytheirunderstandingofanappropriatelearninggoal(s)inanauthenticactivity.Thetaskshouldbevalid,addressrealistproblemsoraudiences,berigorousandhaveatleasttwowaysforstudentstodemonstratetheirunderstanding.(1.000,14%)

Taskisnotvalidand/ordisconnectedfromunitlearninggoals&standards.Taskaddressesunrealisticproblems,iseithernotengagingornotmeaningfultostudents.

Taskisvalidandsomewhatconnectedtounitlearninggoals&standards,addressesrealisticproblems,issomewhatgenerallyengagingandmeaningfultostudents.

Taskisvalidandwellconnectedtounitlearninggoalsandstandards,addressesrealisticproblems,isengagingandmeaningfultostudents,andcontainsatleasttwodifferentmethodsforstudentstodemonstratetheirunderstanding.

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2G.TriangulatedAssessmentplanforcriticalquestion:Describethetypesoftriangulateddatawillbecollectedthatwillallowyoutoanalyzeandreflectonyourcriticalquestion.(1.000,14%)

Interviews,artifacts,and/orobservationsarenotpresent.Inadequatedataonwhichtobaseassessmentsandreflections.

Interviews,artifacts,andobservationsprovideadatasetfromwhichassessmentsandreflectionsmaybemade.

Extensiveinterviews,artifacts,andobservationsprovideathickdatasetfromwhichassessmentsandreflectionsmaybemade.

UnitSummary(describingtheUnitasawhole)3A.KeyPoints:Bulletedlistofkeypoints,essentialconcepts,facts,skills,academiclanguageoritemsofinformation.(1.000,14%)

Listomitssomekeyconcepts,facts,skills,orinformation,indicatingamisunderstanding.

Listincludeskeyconcepts,facts,skills,academiclanguage,oritemsofinformation.

Listdisplaysacomprehensiveunderstandingofkeyconcepts,facts,skills,academiclanguage,oritemsofinformationcentraltothisunit.(15‐25suggested).

3B.ContentRelations:Theorganizationoftheunitshowinghowspecificlearningactivitiessupportlessonobjectives,andinturn,howtheseobjectivessupporttheunitlearninggoalsandthestandards.Thepurposeistodemonstratealinearconnectionfromgoalstolearningactivities.(1.000,14%)

Doesnotillustrateordescriberelationbetweenstandards,unitlearninggoals,learningobjectivesandactivities.

Illustratesorelucidateshowobjectivessupportunitlearninggoalsandstandardsbutlacksclarity.Illustrateshowspecificlearningactivitiessupportlearningobjectives.

Illustratesorelucidatesclearlyandaccuratelyhowlearningobjectivessupportstandardsandunitlearninggoals.Illustratesclearlyandaccuratelyhowspecificlearningactivitiessupportlearningobjectives.

3C.TechnologyandLearningandCreativity:Describetechnologicaltoolsyouandthestudentswillusethatwillfacilitateandinspirestudentlearningandcreativity.Ifyoudonothaveaccesstothetools,describewhatyouwouldhaveused.(1.000,14%)

Lessthanbeneficialutilizationoftechnology.Usesmaybeoflimitedbenefittostudentlearning.

Includesappropriateandthoughtfulstrategiesforapplyingtechnologytosupportstudentlearning.

Includesavarietyofappropriateandpedagogicallypowerfulstrategiesforapplyingtechnologytofosterstudentlearningandcreativity.

3D.AccommodatingindividualDifference:Describeandevaluatethemannerinwhichyourunitwasdifferentiatedtosupport

Candidatedescribesinadequateaccommodationsand/orsupportsfor

Describeshowtheunitwasdifferentiatedtosupportstudents’differentlearning

Clearlydescribesandevaluateshowtheunitwasdifferentiatedtomeettheneedsofallstudents.Severalspecificexamplesaregivenofhowlessonsweredifferentiated

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theneedsofindividuallearners.Givespecificexamplesofwhataccommodationsweremadeforindividualdifferencesinstylesandintelligences,interests,andabilities.Describehowyouwillsupportstudents’languageneedsandthosewithspecialneedsatallpointsonthecontinuum.

thestudents’learningneeds.

stylesandintelligences,interestandreadiness.Someexamplesareprovided.

forarangeofstylesandintelligences,interests,andabilities.SupportforstudentswithspecialneedsandthoseforwhomEnglishisasecondlanguageiscarefullydescribed.

3E.Crosscurricularintegration:Includedescriptionsandexamplesofcross‐curricularorthematicconnectionsintotheunit,includinghowthematerialwasconnectedtootherareasofschoolorlife.Bespecificaboutexamplesofliteracyinstruction.(1.000,14%)

Literacyintegrationisnotincluded,integrationwithothersubjectareasisnotdescribed.

Literacyintegrationisthoughtfullyincluded.Whereappropriate,integrationwithothersubjectareasisincluded.

Carefullyintegratesliteracyinstruction.Whereappropriate,integrationwithothersubjectareasisthorough.

3F.ConnectionbetweenCQandunitofStudy:InwhatwaysdoestheplanningsupportresearchontheCriticalQuestionandtheessentialcurriculumunitquestion?(1.000,14%)

Littleconnectionexistsbetweenplanning,pedagogyandCQ.UnitdoesnotcontaincleardescriptionsofhowdatawillbecollectedonyourCQ.

Connectionexistsbetweenplanning,pedagogy,andCQ.HowdatawillbecollectedonyourCQisanelementofyourunit.

Connectionbetweenplanning,pedagogy,andCQisexplicit.LessonsarticulatehowtriangulateddataonyourCQwillbecollectedasanintegratedelementofyourunit.

3G.Calendar:Thisisthetableofcontentsforyourunit.Thecalendarprovidesavisualrepresentationofthetimingandteachingofyourunit.Usethistohyperlinktoallofyourdocuments,andartifactsincludingvideosandcorrespondencewithfamiliesorstudents(1.000,14%)

Notalllessonplans,assessments,andvideosarenotedandhyperlinkedtosupportingdocumentationorevidence.Communicationandcorrespondencewithparentsisnotpresent.

Alllessonplans,withtheirtitles,assessments,andvideosarenoted.Eachishyperlinkedtosupportingdocumentationorevidence.Allcommunicationandcorrespondencewithparentsisnotedandhyperlinked.

Alllessonplans,withtheirtitles,assessments,andvideosarenotes.Eachishyperlinkedtosupportingdocumentationorevidence.Allcommunicationandcorrespondencewithparentsisnotedandhyperlinked.

FacilitatingLearning(FocusonLessons)

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4A.PlanningforLearning:Coverslessonplanningelements.Thisincludesstandards,targets,andobjectives,aswellastheplanningformaterialsanddifferentiationstrategies.(1.000,20%)

Lessonsdonotflowandarenotwellplanned.Standards,targets,andobjectivesmaybeinmisalignment.Universaldesignanddifferentiationsaremissing.

Lessonsarewellplannedandorganized.Standards,targets,andobjectivesarealigned.Universaldesignisapparentandadequatedifferentiationsareevident.

Lessonsarethoroughlyplannedandthoughtfullyorganized.Standards,targets,andobjectivesaretightlyaligned.Lessonsmanifestpurposefuluniversaldesignaswellasdifferentiationswhereappropriate.

4B.FacilitatingtheLearningProcess:Includestheactivelessonprocessfromintroducingthelesson,throughallofthelessonactivitiesandconcludingwiththelessonclosures.(1.000,20%)

Lessonsmayneglectappropriateintroortargetsharing.Teachersutilizeinappropriateorineffectiveinstructionalstrategiesandmaterials.Closuremaynotbepresent.

Lessonsbeginwithintroductionsandsharingoftargets.Teachersutilizeappropriateinstructionalstrategies,andappropriatelearningmaterials(includingtechnologies).Lessonsendwithsummaryclosures.

Lessonsbeginwithappropriateandengagingintroductionsincludingsharingoftargets.Lessonscontainsappropriateinstructionalstrategies,andstudent‐centeredactivelearningmaterials(includingtechnologies).Lessonsendwiththoughtfulintegratingclosures.

4C.AssessingLearning:Howeffectiveweretheplannedassessmentsindeterminingifstudentshadmetlearningtargetsandlessonobjectives.(1.000,20%)

Assessmentsdonotprovidesufficientorvalidevidencethatstudentshavemetlessonobjectives,learningtargets,unitgoals,andmadeprogresstowardsmeetingidentifiedstandards.

Plannedassessmentsareeffectiveindeterminingifstudentsmetlessonobjectives,learningtargets,unitgoals,andmadeprogresstowardsmeetingidentifiedstandards.

Awiderangeofplannedassessmentsareeffectiveindeterminingifstudentsmetlessonobjectives,learningtargets,unitgoals,andmadeprogresstowardsmeetingidentifiedstandards.

4D.AnalysisandReflection:Whatarethedatathatyougatheredaboutyourteachingandyourstudentlearning?Whatevaluationandsynthesescanyouconstructregardingyouractionsandyourcriticalquestion?(1.000,20%)

Analyticalandreflectivenotesareweakandlackinginthoughtfulreflection.Connectionstoplanning,methods,instructionalmaterialsortocriticalquestionmaynotbeevident.

Analyticalandreflectivenotesareadequatecontainingthoughtfulreflections.Connectionstoplanning,methods,instructionalmaterials,andtocriticalquestionareevident.

Analyticalandreflectivenotescontainthickdatadeeplevelofanalysisandlevelsofthoughtfulreflections.Connectionstoplanning,methods,instructionalmaterials,andtocriticalquestionaremadeexplicit.

4E.edTPAVideo

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(1.000,20%)AnalysisofLearning5A.WholeClass:Wholeclassanalysisofdatareflectinglearninggainsacrosstriangulatedassessmentdataforeachidentifiedlearningoutcome.(1.000,33%)

Analysisofdataisfaultyandincomplete.

Dataanalysiscontainsaccuratedataandnarrativeexplanationofresults.

Dataanalysiscontainsaccuratequantitativedataandappropriatenarrativeexplainingthosedataalongwithpossiblereasonsforthoseresults.

5B.IndividualStudents:Analysisofindividualstudentdatareflectinglearninggainsacrosstriangulatedassessmentdataforeachidentifiedlearningoutcome.(1.000,33%)

Analysisoflearninggainsislimitedtoquantitativedataonfinalassessment.

Analysisofindividuallearninggainsforeachstudentcontainsdataonbothassessmentsforalllearninggoals.

Analysisofindividuallearninggainsisaccurate,andprovidedforeachstudentforalllearninggoalsusingpre‐andpost‐assessments.Narrativeexplanationofdatacontainrationaleforresults.

5C.SharingResults:Communicatelearninggainstostudentandfamily.(1.000,33%)

Communicationwithstudentsandorfamiliesisminimalandbroad,inaddressingtheentireclass.

Communicationwithstudentsandfamiliesisclear,andprovidesinformationthatwillallowstudentsandfamiliestoacknowledgegrowthandareasforattention.

Communicationwithstudentsandfamiliesisclear,anddemonstratesadesiretopartnerwiththestudentandfamilytopromotelearninggains,andincludesindividualstudentneeds.

SynthesisandFinalEvaluationofTIP6A.CriticalQuestion:Describewhatyouthoughtyouknewaboutyourcriticalquestion,whatyounowunderstandaboutyourquestion,andhowyouhavecometolearnthis.Includecriticalcolleaguefeedbackandresponse.Citeandusedatacollected.ConnecttokeypiecesofliteratureusedintheplanningofyourTIP.(1.000,25%)

Reflectiononthedevelopmentofthecriticalquestionacrosstimearemissing.Criticalcolleaguefeedbackisnotprovidedoranalyzed.Connectionstopreviousliteraturearenotevident.

Includespreconceptionsofcriticalquestion,currentunderstanding,andhowyouhavecometolearnthis.Criticalcolleaguefeedbackisincluded.Connectionstolitreviewaredescribed.

Includespreconceptionsofcriticalquestion,currentunderstanding,andhowyouhavecometolearnthis.Criticalcolleaguefeedbackandresponsesareprovidedasareyourdata.ConnectionstokeypiecesofliteratureusedintheplanningofyourTIPareincluded.

6B.AnalysisofTriangulatedAssessmentTool:Describetheusefulnessandlimitations

Utilityandlimitationsofthevariousassessment

Utilityandlimitationsofthevariousassessment

Utilityandlimitationsofthevariousassessmenttoolsarecarefullydescribedandanalyzed.Reflections

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ofthevariousassessmenttoolsimplemented.Whathaveyoulearnedaboutthedesignofassessmentsandthecollectionoftriangulateddata?(1.000,25%)

toolsareomittedorperfunctory.Reflectionsonthedesignofassessmentsandthecollectionoftriangulatedataareweakormissing.

toolsaredescribed.Somereflectionsonthedesignofassessmentsandthecollectionoftriangulateddataareprovided.

onthedesignofassessmentsandthecollectionoftriangulateddataareprovided.

6C.CriticalSelf‐Reflexivity:DeconstructthedatageneratedbytheTIPandyourcriticalquestion.Whataretheimplicationsforselfasalearner,teacher,andcollaborator?Consideringfutureprofessionaldevelopmentgoalsbasedonthisexperience.(1.000,25%)

Writingdisplaysminimalself‐reflexivityandfocusesonstudentissues.

Writingexpressesawarenessofstrengthsandweaknesseswithconsiderationoffutureprofessionaldevelopment.

Highqualityanalyticmemo thatdemonstratesdeepself‐reflexivitythatacknowledgesstrengthsshownintheunitandidentifiesspecificareasforgrowth.Includesclearstrategies.

6D.ProfessionalWritingandAttentiontoDetails:TheTIPshouldbepresentedasafinishedproduct,withcarefulattentiontothequalityofthewriting.Allrelevantartifactshavebeenscannedandareincluded.(1.000,25%)

Containsrepeatederrorsinsyntax,grammar,orpunctuation.

Carefulattentiontowritingconventionsisdemonstrated.

Exceptionalskillinwriting,editing,andpresentingworkisdemonstrated.

SpecialEducationWorkSampleRubric

Missing NoPass Pass SuperiorPassTitlePageSetting:Describesthesettingwhereinstructionwilltakeplacetoincludedistrict,school,classroomandinstructionalarrangements.Describesworksamplegroup/studentsselected.(INTASC‐2013.2)

Rationale:Statestopic/unitofstudy/overarchinggoal,andwhyunitisimportantforstudentstolearnnowandinthefuture.Includesreferenceto

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research/evidence‐basedpractice.Includesreference/linktoIEPgoals/objectivesandschoolobjectives.Includesreferencetostandardsandgeneraleducationcurriculum.(INTASC‐2013‐1)CONTENTRELATIONSHIPS:Agraphicrepresentationoftheorganizationofthetopicthatshowshowthetopiccontentisbrokendownand/orconnectedtosmallercomponents.Note:thisisnotaunitmapbutanexplorationoftopic.(INTASC‐2013‐5)

LEARNINGOBJECTIVES:ClearlystatesWStopicgoal–whatstudentswilllearnbyendofWS.Showslinkfromgoaltostatestandardsand/orbenchmarksatstudent’sgradelevel.IdentifiesIEPgoal(s)and/orshort‐termobjectivestargetedduringtheWSforeachparticipatingstudent.Includes2‐3measurableinstructionalobjectives(conditions,behaviorandcriteria)thatsupporttheWStopicgoalandcanbemeasuredatbeginningandendofWS.(INTASC2013.4)

KEYPOINTS,TERMSandVOCABULARY:Lists10‐20keypointsand/orbigideasaroundthetopic.Identifiestermsandvocabularyspecifictothetopic.Maylist5‐10keypointsaroundco‐curriculargoals.(INTASC2013.4)

PRE‐REQUISITESKILLS:Identifiesfoundational(pre‐requisiteskillsstudentsneedtohavetobenefitfromandparticipateinWS.IdentifieswhatstudentsknowrelatedtotheWSbasedonPresentLevelsofAcademicAchievementandFunctionalPerformance(PLAAAFP),observationsand/ortesting.(INTASC2013‐2)

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CO‐CURRICULARGOALS:Identifiesco‐curricularcontentorskillsstudentsmightlearn,whicharenotmeasuredbylearninggoals.IdentifiespossiblealternativeoutcomesoftheWSoutsideofIEP(INTASC‐2013.5)

ADAPTATIONS:ACCOMMODATIONS&MODIFICATIONS:IdentifiesadaptationsforeachstudentandhighlightsthoseconsideredinthisWS.Describesstudentdiversityincluding:diversityinculture,race,language,abilities,and/orlearningstyles.Identifieswhatwasdonetoaddressdiversityandlanguagedifferencesamongstudentgroupandforindividualstudents,ifappropriate.(INTASC‐2013.8)

WEEKLYPLAN:CalendarwithlessontitlesandmajoractivitiesforeachdayoverthecourseoftheWStoincludeplanforinitialassessment(datesandtimes)andfinalassessment.(INTASC‐2013.7)

BEHAVIORPLAN:Includesschoolbehaviorplan.Includesclassroomproceduresandrules.Includesbehaviorsupportplan(s)forstudentswhohaveone.IncludesexpectationsandbehaviorplanspecifictoteachingWSlessons.(INTASC‐2013.3)

TECHNOLOGY:Includesuseoftechnologyinplanning,presenting,andconductinginstruction.Thiscanbetechnologyusedbytheteacherand/orthestudents.Notesstudentswhouseassistivetechnology.(INTASC‐2013.5)

INITIALASSESSMENT:Authentic,teacher‐made,orprescribedinitialassessmentwhichadequatelyreflectseachstudent’sbaselineknowledgeandperformancerelatedtoworksampleobjectives.Assessmentoutcomesareclearlydescribedandsummarized.

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Resultsrepresentedwithdataand/orstudentproduct.Includesclearcriteriatodeterminelevelofachievement(i.e.,criteriaorscoringguide)andlegendoranswerkey.(INTASC‐2013.6)DETERMINEINSTRUCTIONALSTARTINGPOINT:Summarizes/interpretsresultsofinitialassessmentanditsconnectionwithplanforinstruction.Showsclearlinkbetweeninitialassessmentanddeterminationofinstructionalstartingpoint(i.e.,providesrationaleofwheretostartinstructioninrelationtostageoflearning:acquisition,fluency,maintenance,orgeneralization)(INTASC‐2013.6)

DAILYLESSONPLANSUSED:LessonPlanWorksheetwithallsectionscompletefor10lessons.InstructionalobjectivesaremeasurableandclearlyalignedwithinstructionalplansandWSobjectives.Instructionalplandetailedtoshowtheteaching.Includeschanges/adjustmentsmadetoinstruction(INTASC‐2013.7)

FORMATIVE(On‐going)ASSESSMENT:Eachlessonplanhasameasureofstudentperformancerelatedtodailylessonobjectivesand/orIEPobjectives.Datamethodevidentindailylessonplan.Formativeassessmentmaybeformalorinformation,teacher‐madeorcommerciallyavailablebutmustbemeasurable.(INTASC‐2013.6)

DAILYREFLECTION:Dailyreflectionwrittenabouteachlessonstatingwhatworkedwell,whatwoulddodifferentlyifteachinglessonagain,whattoconsiderfornextlesson–whatworked?Whattokeeporchange?Summarizesstudentperformance,attitude,andreactiontoreinforcement.(INTASC‐2013.9)

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FINAL(SUMMATIVE)ASSESSMENT:Methodandmeasurementissameorsimilartoinitialassessment.Resultssummarizedforfinalassessment.Thefinalassessmentshouldrepresentauthenticperformancetask(s).Studentsmustperformatask,carryoutanactivity,orproduceaproduct.Includesclearcriteriatodeterminelevelofachievement(i.e.,criteriaorscoringguide).Includealegendoranswerkey.(INTASC‐2013.6)

SUMMARIZEANDINTERPRETASSESSMENTDATACOMPOSITOFALLASSESSMENTS:INITIAL,FORMATIVEandFINAL.ShowslearningandprogressofstudentsovercourseoftheWSinrelationtotheWSgoalandWSobjectives.AnalysisofthedataandareportontheeffectoftheWSforstudentsandteacher.Comparesandcontrastsstudents.Includereflectiononwhatassessmentdatashowsabouttheirteaching.IncludesspecificrecommendationstotheIEPteambasedontheassessmentdata.Resultssummarizedinanarrativeandorganizedinagraph,tableorchart(INTASC‐2013.6)

FEEDBACK:Includesasummary/logofallcontactswithhomeapplicabletoWSandstudents.Includesasummary/logofallcontactswithschoolstaffpertinenttothestudentsandWS.(INTASC‐2013.10)

RESOURCES:Includesalistofresourcesusedtolearnaboutandteachthetopic,andpotentialresources.(INTASC‐2013.5)

EVALUATIONOFYOURTEACHING:FINALREFLECTIONIncludesinsightaboutstudents,topic,process,andteaching.Discusseswhatworkedwellandwhatwouldbedonedifferentlyin

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thefutureandwhy.Revealswhatwaslearnedaboutstudents.Considersifanythingneedstoberetaughtorincorporatedintonextunit.Includesaself‐evaluationofexperienceasateacher.(INTASC‐2013.9)OVERALLPRESENTATION:Professionalproductwithattentiontodetailandqualityofwriting.

StudentTeachingSummaryEvaluation(v.2007)

STANDARD1:PLANFORINSTRUCTION 0pts

Notyetabletodemonstratetheknowledge,skillsandcompeten‐ciesneededtomeettheneedsofmanylearners.(HasnotmetthestandardsforthePreliminaryTeachingLicenseduringstudentteaching.)

1ptDevelopingawarenessandbeginningtodemon‐stratetheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(HasthepotentialtomeetthestandardsforthePreliminaryTeachingLicense.)

2 ptsDevelopingawarenessandbeginningtodemon‐stratetheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(HasthepotentialtomeetthestandardsforthePreliminaryTeachingLicense.)

3 ptsKnowsanddemon‐stratestheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(RegularlymeetsthestandardsforthePreliminaryTeachingLicense.)

4ptsKnowsanddemon‐stratestheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(RegularlymeetsthestandardsforthePreliminaryTeachingLicense.)

5 ptsKnowsanddemon‐strateswelltheknowledgeskillsandcompetenciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsforthePreliminaryTeachingLicense.Candidateperformsatthelevelexpectedofanexperiencedteacher.)


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1.A.Selectorwritelearninggoalsforunitsofinstructionthatareconsistentwiththeschool’slongtermcurriculumgoals,Statestandardsanddistrictstandards,researchonfindingsonhowstudentslearn,andthephysicalandmentalmaturityofone’sstudents:(INTASC‐2013.7)

1.B.Determinethecurrentperfor‐mancelevelofone’sstudentswithrespecttothelearninggoalsestablishedforaunitofinstruction(INTASC‐2013.7)

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1.C.Establishobjectiveswithintheunitofinstructionthatwillbeusefulinformulatingdailylessonsandinevaluatingtheprogressofstudentstowardthealignmentofunitgoals(INTASC‐2013.7)

1.D.Determinecontent,skillsandprocessesthatwillassiststudentsinaccomplish‐ingdesiredunitoutcomes,anddesignlearningactivitiesthatleadtotheirmastery(INTASC‐2013.7)

1.E.Selectadorganizematerials,

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equipment,andtechnolo‐giesneededtoteachaunitofinstruction(INTASC‐2013.8)1.F.Designandadaptunitandlessonplansforalllearnersandexceptionallearners,includingbutnotlimitedtostudentswithvaryingcultural,social,socio‐economicandlinguisticback‐grounds(INTASC‐2013.2)

1.G.Estimatethetimerequiredwithinaunitforteacher‐directedinstruction,student‐

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managedlearningandpractice,studentevaluation/reportandre‐teaching/problemsolving.(INTASC‐2013.8)STANDARD2:ESTABLISHCLASSROOMCLIMATE 0pts



2ptsDevelopingawarenessandbeginningtodemon‐stratetheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(HasthepotentialtomeetthestandardsforthePreliminaryTeachingLicense.)





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2.A.Affirmthedignityandworthofallstudentsandprovidepositivethesupportstudentsneedtobeeffectivelearners(INTASC‐2013.3)

2.B.Establish,communi‐cate,andmaintainrules,proceduresandbehavioralexpecta‐tionsthatprovideasafeandorderlyenviron‐mentforlearning,areappropriatetothelevelofdevelop‐mentofstudents,andareconsistentwithlawsgoverningstudentrightsandresponsibil‐

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ities(INTASC‐2013.3)2.C.Employequitablepracticesthatarejustandthatsupportaleastrestrictiveenviron‐mentforallstudents(INTASC‐2013.2)

2.D.Modelandreinforceclassroomsocialbehaviorthatsupportsstudentlearninganddevelop‐ment(INTASC‐2013.3)

2.E.Useknowledgeoftheinfluenceofthephysical,social,andemotionalclimatesofstudents’homesandthecommunity

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tooptimizemotivation,learningandbehavior(INTASC‐2013.1)2.F.Monitorstudentconduct,andtakeappropriateactionwhenmis‐behavioroccurs(INTASC‐2013.3)

2.G.Interactthought‐fullyandcourteouslywithallstudentsandtheirfamiliesandseektoresolveconflictsinaprofessionalmanner,respectingfamilialandcommunityculturalcontexts(INTASC‐2013.3)

2.H.Useclassroomtimeeffectivelytoprovide

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formaximumtimeforlearning(INTASC‐2013.3)2.I.Manageinstruction‐altransitionsdecisivelyandwithoutlossofinstruction‐altime(INTASC‐2013.3)

2.J.Arrangeandsetupinstruction‐almaterialsandequipmentinadvanceofclasstofacilitatetheireffectiveandefficientuseduringlessons(INTASC‐2013.3)

2.K.Coordinatetheuseofinstruction‐alassistants,parentvolunteers,studentassistants,andother

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supportpersonneltoachieveinstruction‐alobjectivesiftheseresourcesareavailableintheschoolsetting.(INTASC‐2013.3)STANDARD3:STANDARDSBASEDTEACHING 0pts








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3.A.Chooseorganizat‐ionalstructuresappropriatefortheobjectivesofinstruction(INTASC‐2013.4)

3.B.Communi‐catelearningoutcomestobeachievedandfocusstudentinterestontaskstobeaccomp‐lished(INTASC‐2013.4)

3.C.Implementinstruction‐alplansthatemployknowledgeofsubjectmatterandbasicskills(INTASC‐2013.5)

3.D.Useavarietyofresearch‐basededucationalpracticesthatpromote

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studentlearningandaresensitivetoindividualdifferencesanddiversecultures(INTASC‐2013.2)3.E.Emphasizeinstruction‐altechniquesthatpromotecriticalthinkingandproblem‐solving,andthatencouragedivergentaswellasconvergentthinking(INTASC‐2013.5)

3.F.Monitortheengagementofstudentsinlearningactivities,andtheprogresstheyaremaking,todetermineifthepaceorcontentofinstruction

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needstobemodifiedtoassurethatallstudentsaccomplishlessonandunitobjectives.STANDARD4:ASSESSMENT 0pts






5ptsKnowsanddemon‐strateswelltheknowledgeskillsandcompetenciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsforthePreliminaryTeachingLicense.Candidateperformsatthelevelexpectedofanexperiencedteacher.)


4.A.Selectordevelopnon‐biased,validandreliabletests,

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perfor‐mancemeasures,observa‐tions,studentinterviewsorotherformalorinformalassessmentprocedurestodeterminetheprogressofallstudents(INTASC‐2013.6)4.B.Documentstudentprogressinaccomplish‐ingState‐adoptedcontentstandardsanddistrictstandards,preparedatasummariesthatshowthisprogresstoothers,andinformstudents,supervisors,andparentsaboutprogressinlearning

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(INTASC‐2013.6)4.C.Refineplansforinstruction,establishalternativegoalsorenviron‐ments,ormakereferralswhenappropriate(INTASC‐2013.6)

4.D.Assemble,reflectupon,interpretandcommuni‐cateevidenceofone’sowneffective‐nessasateacherincludingevidenceofsuccessinfosteringstudentprogressinlearninganduseevidenceofeffective‐nessinplanningfurtherinstruction

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(INTASC‐2013.6)STANDARD5:CONTENTKNOWLEDGE 0pts






5ptsKnowsanddemon‐strateswelltheknowledgeskillsandcompetenciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsforthePreliminaryTeachingLicense.Candidateperformsatthelevelexpectedofanexperiencedteacher.)


5.A.Understandthesubject(s)beingtaughtandappreciatehowknowledgeinthatsubjectiscreated,

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organizedandlinkedtootherdisciplinesandappliedinreal‐worldsettings(INTASC‐2013.4)5.B.Selectandsequencedisciplinarycontenttosupportfuturelearninginandoutofschool(INTASC‐2013.4)

5.C.Evaluatestudents’initialconceptionsandprovideopportune‐itiestogainadeeperandmoreusefulunderstanding

5.D.Presentcontentinavarietyofwaysthatareclearandappriop‐riateforstudents

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5.E.Adapt/modifycontentknowledgeforexceptionallearners,includingtalentedandgifted(INTASC‐2013‐5)

5.F.Linkcontenttostudents’knowledgeexperienceandinterestsaswellastoothercontentdisciplinesandrealworldphenomena(INTASC‐2013.5)

5.G.Utilizearangeofinstruction‐alresourcesandtechnologytoolstoenhancelearning(INTASC‐2013.5)

5.H.Engagestudentsinpedagogic‐allypowerful

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applicationsoftechnologythatfosterlearning(INTASC‐2013.5)5.I.Provideopportuni‐tiesforstudentstousecontentknowledgetothinkandproblemsolve(INTASC‐2013.5)

STANDARD6:PROFESSIONALBEHAVIOR 0pts






5 ptsKnowsanddemon‐strateswelltheknowledgeskillsandcompetenciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsforthePreliminaryTeachingLicense.Candidateperformsatthelevelexpectedof

6 ptsKnowsanddemon‐strateswelltheknowledgeskillsandcompetenciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsforthePreliminaryTeachingLicense.Candidateperformsatthelevelexpectedof

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anexperiencedteacher.)

anexperiencedteacher.)

6.A.Bedependable,conscient‐iousandpunctual(INTASC‐2013.9)

6.B.Meetworkscheduledemands(INTASC‐2013.9)

6.C.Beawareoftheimportanceofdressingappropriate‐ly(INTASC‐2013.9)

6.D.Beawareof,andactinaccordancewith,schoolpoliciesandpractices(INTASC2013.9)

6.E.Understandtheorganiza‐tionalcultureandexpecta‐tionsthatoperate

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withinaschoolandthatimpactstudentsandstudentlearning(INTASC‐2013‐10)6.F.Interactconstruct‐ivelyandrespectfullywithstudents,colleagues,administrat‐ors,supervisors,schoolstaff,families,andmembersofthecommunity(INTASC‐2013.10)

6.G.Collaboratewithparents,colleagues,andmembersofthecommunitytoprovideinternalandexternalassistancetostudentsandtheirfamiliestopromotestudent

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learning(INTASC‐2013.10)6.H.Performadvisoryfunctionsforstudentsinformalandinformalsettings(INTASC‐2013.10)

6.I.Functionasamemberofaninter‐disciplinaryteamtoachievelong‐termcurriculumgoalsandStatecontentstandardsanddistrictstandards.

6.J.Exhibitenergy,driveanddetermin‐ationtomakeone’sschoolandclassroomthebestpossibleenviron‐mentforteachingandlearning

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(INTASC‐2013.10)6.K.Exhibitenergy,driveanddeterminationtobecomeaprofessionaleducator(INTASC‐2013.10)

StudentTeachingSummaryEvaluation(v.2014)

AssessmentPlanning: 0pts

Notyetabletodemon‐stratetheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmanylearners.(HasnotmetthestandardsfortheITLduringstudentteaching.)

1ptDevelopingawarenessandbeginningtodemon‐stratetheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(HasthepotentialtomeetthestandardsfortheITL).

2ptsDevelopingawarenessandbeginningtodemon‐stratetheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(HasthepotentialtomeetthestandardsfortheITL).

3ptsKnowsanddemon‐stratestheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(RegularlymeetsthestandardsforITL).

4ptsKnowsanddemonstratestheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(RegularlymeetsthestandardsforITL).

5 ptsKnowsanddemon‐strateswelltheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsfortheITL.Candidateperformsatthelevelexpectedofanexperiencedteacher.)

6 ptsKnowsanddemon‐strateswelltheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsfortheITL.Candidateperformsatthelevelexpectedofanexperiencedteacher.)

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Createsdevelop‐mentallyappropriateunits/lessons(INTASC‐2013.1.b)

Createsdevelop‐mentallyappropriateunits/less‐ons(INTASC2013.1.b)

Developslearningexperiencesthatengagelearners.(INTASC‐2013.3.b)

Createsopportuni‐tiesforstudentstolearnandpracticeacademiclanguage,methodsofinquiry.(INTASC‐2013.4.cINTASC‐2013.4.h)

Developsprojectsthatguidelearnersinanalyzingthecomplex‐

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itiesofissuesusinghigherorderquestionsandmetacogni‐tivestrategiestoexploreperspect‐ivesfromvarieddisciplines.(INTASC‐2013.5.aINTASC‐2013.8.f)Engageslearnersinapplyingcontentknowledgetorealworldproblems.(INTASC‐2013.5.b)

Choosesappropriatestrategiesandaccomm‐odationresources,andmaterialstodifferen‐tiateinstruction(INTASC‐2013.7.b)

Createsappropriate

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objectivesforsequencingoflearning.(INTASC‐2013.7.c)Plansforinstructionbasedonformativeandsummativeassessmentdata,priorlearnerknowledge,andlearnerinterests.(INTASC‐2013.7.d)

ExecutingInstruction/Practice 0pts


1ptDevelopingawarenessandbeginningtodemon‐stratetheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(HasthepotentialtomeetthestandardsfortheITL.)

2ptsDevelopingawarenessandbeginningtodemon‐stratetheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(HasthepotentialtomeetthestandardsfortheITL.)

3ptsKnowsanddemon‐stratestheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(RegularlymeetsthestandardsforITL.)


5ptsKnowsanddemon‐strateswelltheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsfortheITL.Candidateperformsatthelevelexpectedofan

6 ptsKnowsanddemon‐strateswelltheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsfortheITL.Candidateperformsatthelevelexpectedofan

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experiencedteacher.)

experiencedteacher.)

Deliversandadaptsinstructiontoaddressarangeofdiverselearningstrengthsandneedsandcreatesopportuni‐tiesforstudentstodemon‐stratetheirlearningindifferentways.(INTASC‐2013.2.a)

Bringsmultipleanddiverseperspec‐tivestothediscussionofcontentandencouragesstudentstounderstand,question,andanalyzeideas.(INTASC‐2013.2.d)

Managesthelearningenviron‐menttoactivelyand

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equitableengagelearners.(INTASC‐2013.3.d)Effectivelyusesmultiplerepresenta‐tionsandexplana‐tionsthatcapturekeyideasinthediscipline.(INTASC‐2013.4.a)

Stimulateslearnerreflectiononpriorcontentknowledge,linksnewconceptstofamiliarconcepts,andmakesconnectionstolearners’experiences(INTASC‐2013.4.d)

Usessupple‐mentaryresourcesandtechnolo‐gieseffectivelytocreatebetterlearning

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opportuni‐tiesforstudents.(INTASC‐2013.4.g)Usingavarietyofinstruct‐tionalstrategies,developsandimplementssupportsforlearnerliteracydevelop‐mentacrosscontentareas,engaginglearners’communica‐tionskills.(INTASC‐2013.5.h)

Engagesalllearnersindevelopinghigherorderquestioningskillsandmeta‐cognitiveprocesses.(INTASC‐2013.8.f)

AssessingLearningandTeaching 0pts

Notyetabletodemon‐stratetheknowledge,

1ptDevelopingawarenessandbeginning

2ptsDevelopingawarenessandbeginning

3ptsKnowsanddemon‐stratestheknowledge,

4ptsKnowsanddemon‐stratestheknowledge,

5ptsKnowsanddemon‐strateswellthe

6 ptsKnowsanddemon‐strateswellthe

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skillsandcompeten‐ciesneededtomeettheneedsofmanylearners.(HasnotmetthestandardsfortheITLduringstudentteaching.)

todemon‐stratetheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(HasthepotentialtomeetthestandardsfortheITL.)

todemon‐stratetheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(HasthepotentialtomeetthestandardsfortheITL.)

skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(RegularlymeetsthestandardsforthePreliminaryTeachingLicense.)

skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(RegularlymeetsthestandardsforITL.)

knowledgeskillsandcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsfortheITL.Candidateperformsatthelevelexpectedofanexperiencedteacher.)

knowledgeskillsandcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsfortheITL.Candidateperformsatthelevelexpectedofanexperiencedteacher.)

Designsdevelop‐mentallyappropriateassess‐mentsthatmatchlearningobjectives.(INTASC‐2013.6.b)

Worksindepen‐dentlyandcollabora‐tivelytoexaminetestandotherperfor‐mancedatatounderstand

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eachlearner’sprogressandtoguideplanning.(INTASC‐2013.6.c)Continuous‐lymonitorsstudentlearning,engageslearnersinassessingtheirprogress,andadjustsinstructioninresponsetostudentlearningneeds.(INTASC‐2013.8.b)

InteractionswithStudents/Families(LearningEnvironments) 0pts


1ptDevelopingawarenessandbeginningtodemon‐stratetheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(Hasthepotentialtomeetthe

2ptsDevelopingawarenessandbeginningtodemon‐stratetheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(Hasthepotentialtomeetthe



5ptsKnowsanddemon‐strateswelltheknowledgeskillsandcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsfortheITL.Candidate

6 ptsKnowsanddemon‐strateswelltheknowledgeskillsandcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsfortheITL.Candidate

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standardsfortheITL.)

standardsfortheITL.)

performsatthelevelexpectedofanexperiencedteacher.)

performsatthelevelexpectedofanexperiencedteacher.)

Communi‐catesinwaysthatdemon‐straterespectforandresponsive‐nesstotheculturalback‐groundsanddifferingperspect‐iveslearnersbringtothelearningenviron‐ment.(INTASC‐2013.3.f)

Under‐standshowpersonalidentity,worldview,andpriorexperienceaffectperceptionsandexpecta‐tions,andrecognizeshowthey

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maybiasbehaviorsandinteractionswithothersinordertobuildstrongerrelation‐shipsandcreatemorerelevantlearningexperiences(INTASC‐2013.9.i)Workscollabora‐tivelywithlearnersandtheirfamiliestoestablishmutualexpecta‐tionsandongoingcommuni‐cationtosupportlearnerdevelop‐mentandachieve‐ment.(INTASC‐2013.10.d)

Withschoolcolleagues,thecandidatebuildsongoingconnections

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withcommunityresourcestoenhancestudentlearningandwellbeing.(INTASC‐2013.10.e)Workingwith/ContributiontotheProfession 0pts

Notyetabletodemon‐stratetheknowledge,skillsandcompeten‐ciesneededtomeettheneedsofmanylearners.(HasnotmetthestandardsfortheITLduringstudentteaching).



3ptsKnowsanddemon‐stratestheknowledge,skills,andcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(RegularlymeetsthestandardsfortheITL.)


5ptsKnowsanddemon‐strateswelltheknowledgeskillsandcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsforITL.Candidateperformsatthelevelexpectedofanexperience‐dteacher.)

6 ptsKnowsanddemon‐strateswelltheknowledgeskillsandcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsforITL.Candidateperformsatthelevelexpectedofanexperience‐dteacher.)

Planscollabora‐tivelywithprofession‐alswhohavespecialized

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expertisetodesignandjointlydeliverasanappropriatelearning.(INTASC‐2013.7.e)Engagesinongoinglearningopportuni‐tiestodevelopknowledgeandskills.(INTASC‐2013.9.a)

Engagesinprofessionallearningthatsupportsanalysis,reflection,andproblem‐solving,contributestotheknowledgeandskillsofothers,andworkscollabora‐tivelytoadvanceprofessionalpractice.(INTASC‐2013.10.f)

CriticalDispositions

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0ptsNotyetabletodemon‐stratetheknowledge,skillsandcompeten‐ciesneededtomeettheneedsofmanylearners.(HasnotmetthestandardsfortheITLduringstudentteaching.)





5 ptsKnowsanddemon‐strateswelltheknowledgeskillsandcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsfortheITL.Candidateperformsatthelevelexpectedofanexperiencedteacher.)

6 ptsKnowsanddemon‐strateswelltheknowledgeskillsandcompeten‐ciesneededtomeettheneedsofmostdiverselearners.(ExceedsthestandardsfortheITL.Candidateperformsatthelevelexpectedofanexperiencedteacher.)

Takesresponsibi‐lityforpromotinglearners’growthanddevelop‐ment.(INTASC‐2013.1.j)

Iscommittedtosupportinglearnersinpromotingeachother’s

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learning.(INTASC‐2013.3.p)Isathoughtfulandresponsivelistenerandobserver.(INTASC‐2013.3.r)

Recognizespotentialofbiasinhis/herrepresenta‐tionofthedisciplineandseekstoapprop‐riatelyaddressproblemsofbias.(INTASC‐2013.4.q)

Iscommittedtomakingaccomm‐odationinassessmentandtestingconditions,especiallyforlearnerswithdisabilitiesandlanguagelearningneeds.(INTASC‐2013.6.u)

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Activelysharesresponsibi‐lityforshapingandsupportingthemissionofhis/herschoolasanadvocateforlearnersandaccountabi‐lityfortheirsuccess.(INTASC‐2013.10.p)