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Department of Science & Mathematics Education
Full-Time Student Teaching
Handbook
Winter/Spring 2011
Professional Teacher Education Licensure Program
Science & Mathematics Education
Oregon State University
Weniger 301
Corvallis, OR 97331
(541) 737-9286
Email:[email protected]
http://smed.science.oregonstate.edu
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TABLE OF CONTENTS
Introduction to Cooperating Teachers 4
Purpose of this handbook 4
Winter Term 5
General Expectations for Student Teaching Observations 6
Winter Term Registration Information 6
Spring Term 7
General Expectations for Full-Time Student Teaching 8
Spring Term Registration Information 10
SED 510 Practicum Syllabus (Spring) 11
Checklist of Spring Term Assignments/Tasks 14
Master’s Guidelines and Forms 15
Guidelines for Master’s Oral Examination 16
Master’s Project Description 17
Work Sample Guidelines and Forms 19
Work Sample Overview 20
Guidelines and Rubrics for Work Sample Sections 22
School & Community Context 22
Differentiation of Instruction 24
Unit Rationale 25
Unit Goals 26
Assessment Strategies 28
Strategies for Literacy Instruction 32
Unit Calendar 34
Example Lesson Plan Template 35
Lesson Plans 37
Reflections 39
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Analysis of Teaching 42
Summative Reflection 45
Work Sample Preliminary Proposal Form 46
Work Sample Scoring Guide 47
Spring Full-Time Student Teaching Guidelines and Forms 50
Educational Philosophy Statement 51
Formal Observation Form 52
Three-Way Evaluation Form 54
Work Sample Documentation 59
Work Sample Release Form 60
Student Teaching Evaluations 61
Student Teaching Summary Report 62
SMED Contact Information 64
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Introduction to Cooperating Teachers
The collaboration of public school cooperating teachers with university faculty is a
particularly important support mechanism for our science and mathematics teacher
preparation program. The practical experiences are arranged at two different school sites
in order for the student teacher to have a variety of school experiences and work with
multiple cooperating teachers throughout the year. We sincerely appreciate the time,
energy and expertise that the cooperating teachers give to our students. Cooperating
teachers spend many hours advising, modeling, supervising and supporting student
teachers. They truly serve in a partnership role in providing expert, practical experiences
for future teachers. In order to assure the success of this rigorous program, cooperating
teachers collaborate with university faculty and supervisors in guiding the student
teachers. Without this form of assistance this graduate teacher preparation program
simply could not succeed.
We wish to express our sincere appreciation to cooperating teachers for their contribution
to the program and the professional commitment to quality teacher preparation. Thank
you for your support of the program through not only your collegial participation but also
through allowing our student teachers to be active participants in all aspects of the school
environment. We look forward to a continued partnership role in the preparation of
future mathematics and science teachers. Faculty and University Supervisors
Department of Science and Mathematics Education Oregon State University
Purpose of this Handbook
This handbook has been compiled to assist cooperating teachers, student teachers, university
supervisors and faculty with the professional program designed to prepare expert science and
mathematics teachers, grades 6-12. The intensive 11-month program integrates practical student
teaching experiences throughout the year to meet the program guidelines established by both
Teacher Standards and Practice Commission (TSPC) and the Department of Science and
Mathematics Education for students working on their requirements for an Oregon teaching
license. The progression of the practical experiences moves from observations and assisting in
the classroom to preparing and teaching short lessons to full-time teaching with full instructional
responsibility for classes. This handbook provides details for the full-time student teaching
experience in order to guide the work throughout the term. Additional materials will be provided
through emails and from university supervisors during visitations and conferences.
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Winter Term
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General Expectations for Student Teaching Observations
Winter Term
What are the days the pre-service teacher will be at the student teaching placement?
• Throughout the winter term (first day back from winter break through spring
break), the pre-service teachers should observe in their spring student teaching
practicum sites a minimum of 8 hours per week.
What are the expectations for winter term observations?
• The purpose of the winter term observations is to help the pre-service teachers
become familiar with the school, their cooperating teacher’s style, and their
students.
• Pre-service teachers will work with their cooperating teachers during the term to
find out about the curriculum they’ll be teaching so they can begin their planning
early on. If possible, cooperating teachers and pre-service teachers should come
to a consensus on work sample topics and dates by the end of February so
planning can begin.
• All pre-service teachers are currently working on their Master’s Project. The data
collection for this project may or may not occur at their practicum site depending
on the questions they are asking.
• Pre-service teachers may teach full lessons or parts of lessons in conjunction with
their cooperating teacher. They may not, however, take over instructional
responsibilities until spring term begins.
• As the pre-service teachers are only observing and do not have instructional
duties, they do not have a university supervisor during the winter term.
Who do I contact if there are problems?
• As the pre-service teachers are only observing and do not have instructional
duties, they do not have a university supervisor during the winter term.
• If there are any issues that need to be resolved, please contact the licensure
coordinator.
Winter Term Registration Information SED 509 – (2 credits) Winter Classroom Practicum
SED 515 – (3 credits) Analysis of Classrooms II TCE 599 – (3 credits) Funds of Knowledge
SED 579 – (4 credits) Pedagogy & Technology II Math OR SED 577 – (4 credits) Pedagogy & Technology II Science
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Spring Term
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General Expectations for Full-time Student Teaching
Spring Term
What are the days the pre-service teacher will be at the student teaching placement?
• The spring practicum officially begins on the first day of Spring Term and ends
the last day of finals week.
• All pre-service teachers are approved to attend the Oregon Professional Educator
Job Fair on Tuesday, April 12, 2011. (For more information, visit the Job Fair
website at http://www.teachoregon.com/OSPA/OPEF/ePage.aspx?ePage=20 )
Pre-service teachers are NOT approved to miss any other days at the school site.
Job interviews should be scheduled after the school work day.
• Pre-service teachers are expected to follow the work schedule at their placement
site for the full teacher workday any day teachers are expected to be at the school
(e.g., all professional development days, any conference days, etc.)
• The spring practicum ends at the end of finals week. If their school ends later than
this date, pre-service teachers are strongly encouraged, although not required, to
finish out the year.
• The spring term seminar (SED 518) will meet on the OSU campus every
Thursday from 4-7 p.m. Pre-service teachers are expected to attend all sessions.
Job interviews should not be scheduled at this time.
What are the expectations for Full-time Student Teaching?
• Pre-service teachers are expected to assume full instructional responsibilities for
their courses gradually.
• Pre-service teachers must have full instructional responsibility for half of the
cooperating teacher’s full load no later than Monday, of Week 3. Ideally, this
schedule would include two or more classes of the same prep and another class of
a different prep.
• The pre-service teacher should have one preparation period daily.
• Even if the school operates on an A/B schedule, the pre-service teacher should
have instructional responsibilities every day. This may include teaching, assisting
the cooperating teacher, observing, etc.
• The Work Sample should not be taught until the pre-service teacher has the
opportunity to get established in the classroom. Pre-service teachers must submit
their Work Sample Unit Plan to the cooperating teacher, the university supervisor,
and the program coordinator at least one week prior to teaching it. They must
receive written approval from all three before beginning to teach the unit.
• Towards the end of the term, the pre-service teacher’s responsibilities may be
slightly increased only if the pre-service teacher is ready to handle the load. This
will be determined by the university supervisor in collaboration with the
cooperating teacher and the pre-service teacher. This increase might possibly
involve adding one additional class or team teaching with the cooperating teacher
in the final days in order to provide a smooth closure to the school year.
However, the pre-service teacher should maintain instructional responsibilities
through the end of finals week.
Who determines the schedule for the pre-service teacher?
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• After consulting with the cooperating teacher, the pre-service teacher will submit
a proposed schedule for spring term to the Practicum Coordinator. The
coordinator will then ensure that the proposed schedule meets OSU and TSPC
requirements. The schedule will be due by the final week of Winter term.
• In some cases, it may be necessary for the pre-service teacher to work with more
than one cooperating teacher in order to have an appropriate number and mix of
classes to teach.
What are requirements for assuming full instructional responsibility?
• The pre-service teacher’s plan book must consistently include 3 instructional
hours planned in advance of teaching all classes. These do not need to be of the
same detail or using the same form as the work sample lesson plans and may be
hand written.
• The University Supervisor will assure that these plans are adequate and
recommend the pre-service teacher for teaching on a weekly basis.
What are the Work Sample requirements?
• Pre-service teachers must complete a Work Sample based on their teaching in one
of the classes in their main endorsement area.
• The Work Sample must include a minimum of 12 – 16 instructional hours
spread over at least two weeks.
• If a pre-service teacher plans to seek an additional endorsement spring term, a
work sample must be completed in an appropriate class. The pre-service teacher
must have passed the Pearson NES tests and have provided evidence of academic
coursework in support of the endorsement area. Pre-service teachers must also
have the approval of the cooperating teacher, the university supervisor and the
program coordinator to begin a second work sample during the final six weeks of
the full-time student teaching.
Are there any classes during the Full-time Student Teaching?
• SED 518 (Analysis of Classrooms III) will be held on Thursdays from 4:00 –
7:00pm throughout Spring term. There will be assignments for this class that
support the work sample development and the full-time student teaching
practicum.
• Pre-service teachers are expected to be in attendance at all of these classes.
Are there any other expectations to consider during the Full-time Student Teaching
experience?
• Pre-service teachers are expected to incorporate the use of both traditional and
alternative assessments. Evidence of this work will be in the Work Sample.
• Pre-service teachers are expected to obtain two videos of their teaching separated
by a minimum of two weeks. They are expected to review these videotapes and
write a comparative reflection based on what they observe over this period of
time.
Whom should the pre-service teacher notify in case of illness?
• The Cooperating Teacher – The pre-service teacher should also provide plans
for the classes in which the cooperating teacher will substitute during the absence.
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• The University Supervisor – either by email or phone in order that the
supervisor has an opportunity to reschedule his/her day.
How often will the University Supervisor be at the site?
• The university supervisor will be in contact with the pre-service teacher weekly,
although some of these contacts may be by email.
• The university supervisor will complete a minimum of 3 clinical supervision
visits. The pre-service teacher will only be notified of the first visit; others may
be unannounced.
How will I receive feedback on my teaching during the term?
• At the end of each classroom visit, your supervisor will provide you with written
feedback and will discuss any questions or concerns that either of you may have.
• Your cooperating teacher will also conduct 3 formal observations of your
teaching and will provide you with written feedback.
When will the Formative Three-Way Evaluations be completed?
• After the first three weeks of teaching during Spring (April)
• After six weeks of teaching during Spring (May)
When will the TSPC Final Pre-service Teacher Evaluation be conducted?
• No later than the Tuesday of the last week of the student teaching practicum.
Spring Term Registration Information
SED 510 – (9 credits) Professional Internship: Science/Mathematics
SED 518 – (3 credits) Analysis of Classrooms III SED 581 – (3 credits) Professional Development and Practicum in Math OR SED 592 – (3 credits) Professional Development and Practicum in Science Spring Term (Monday – Friday): Full-time Student Teaching (SED 510 and 581 or 592) Students are expected to work at the school site for the full teacher workday. Spring Term (Thursdays): Analysis of Classrooms (SED 518): 4:00-6:50pm – Weniger 247
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SED 510 - Spring Practicum
2011 Course Syllabus
Instructor: Ron Gray
Office: Weniger 251
Office hours: By appointment M – F
Email: [email protected]
Phone: (541) 737-9286
Credits: 8 credits
This course adheres to all OSU Academic Regulations as found at
http://oregonstate.edu/dept/clasked/acareg.html or in the Schedule of Classes.
Students with documented disabilities who may need accommodations, who have
any emergency medical information the instructor should know of, or who need
special arrangements in the event of evacuation, should make an appointment with
the instructor as early as possible, no later than the first week of the term
Course Description: Supervised teaching experience at the middle or high school; students experience general
classroom and professional responsibilities common to the regular science/mathematics
teacher. This is a Professional Teacher and Counselor Education course in the
Department of Science and Mathematics Education.
Text and Materials
No specific text is required, although students are expected to refer to texts used in all
courses throughout the program.
Link to Conceptual Framework, Knowledge Base, and National and State The Professional Teacher and Counselor Education (PTCE) unit Conceptual Framework
is based on four foundational or core values that are listed below. To find out more about
how the knowledge base relates to the National Council for Accreditation of Teacher
Education (NCATE) guidelines, review the Conceptual Framework at the website:
http://oregonstate.edu/education/accreditation/
1. Ethics and Professionalism
2. Reflective Practitioner
3. Lifelong Learners
4. Diversity and Equity
With respect to national standards, this course includes application of NCATE content
knowledge, professional and pedagogical knowledge and skills, dispositions, and student
learning. NCATE Unit Standards:
http://www.ncate.org/public/unitStandardsRubrics.asp?ch=4
The Oregon TSPC Standards embedded in this course include the following:
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• Standard 1: Plan Instruction that supports student progress in learning and is
appropriate for the developmental level.
• Standard 2: Establish a classroom climate conducive to learning.
• Standard 3: Engage students in planned learning activities.
• Standard 4: Evaluate, act upon, and report student progress in learning.
• Standard 5: Exhibits professional behaviors, ethics, and values.
Authorization Levels: Elementary/Middle (Option 1) or Middle/High (Option 2) (OAR 584-017-0120, 584-017-0130, 584-017-0140) in understanding and applying knowledge of developmental psychology and learning, appropriate to students in elementary, middle and high level education within the cultural and community context of the teacher education institution and cooperating school district. pre-service teachers demonstrate knowledge, skills and competencies in the appropriate authorization level setting: elementary, middle or high
(1) pre-service teachers must document understanding and apply knowledge of the appropriate developmental psychology and learning appropriate to students in grades 3- 8 for elementary, in grades 5-10 for middle, and 7-12 for high.
(2) pre-service teachers must articulate and apply a philosophy of science/mathematics education appropriate to the students in the specific grades and which ensures that these students learn to think critically and integrate science/mathematics.
Pre-service teacher's knowledge skill and competencies are assessed with respect to the five teacher functions as outlined in OAR 584-017-0100 (1) a-g, (2) a-k, (3) a- f, (4) a- e and (5) a-j using the Initial Licensure Formative Evaluation twice during the term, once after the September experience and a second time during Finals Week.
Statement Regarding Students with Disabilities Accommodations are collaborative efforts between students, faculty and Disability
Access Services (DAS). Students with accommodations approved through DAS are
responsible for contacting the faculty member in charge of the course prior to or during
the first week of the term to discuss accommodations. Students who believe they are
eligible for accommodations but who have not yet obtained approval through DAS
should contact DAS immediately at 737-4098.
http://oregonstate.edu/dept/budgets/genupol/gupdissu.htm
Goal: The goal of this course is for the pre-service science/mathematics teacher to acclimate to the full-
time student teaching practicum as well as gain experience with all of the general classroom and
professional responsibilities common to the regular science/mathematics teacher.
Objectives: The pre-service teacher will develop:
1. diagnostic, prescriptive and evaluative skills for the appropriate authorization
level, elementary, middle or high.
2. general classroom management and student discipline skills for the appropriate
authorization level, elementary, middle or high.
3. lesson planning and lesson presentation skills for the appropriate authorization
level, elementary, middle or high.
4. specific teaching methods skills such as use of laboratory, demonstration,
chalkboard, audio-visual equipment, textbooks, graphing calculators, educational
technology, and computers for the appropriate authorization level, elementary,
middle or high.
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5. understanding of the science/mathematics curriculum, its goals and the structure
of the subject matter taught for the appropriate authorization level: elementary,
middle or high.
6. understanding of the role of research and application of its results in the
science/mathematics classroom for the appropriate authorization level,
elementary, middle or high.
7. skills in assisting students with reading difficulties for the appropriate
authorization level, elementary, middle or high.
8. understanding of the nature of adolescents and their differences including gender
roles, ethnicity/cultural, physical and mental limitations at the appropriate
authorization level.
9. skills in guidance and counseling with students in the science/mathematics
classroom for the appropriate authorization level, elementary, middle or high.
10. understanding, at an introductory level, of basic problems and concerns of the
teaching profession and of the role of education in society.
Assessment/Grading: Grading for the spring practicum will be based on the following:
ASSIGNMENT PERCENTAGE OF
GRADE
Cooperating Teacher’s Evaluation of Teaching and
Professionalism
33 %
Supervisor’s Evaluation of Teaching and Professionalism 33 %
Self-Evaluation of Teaching and Professionalism 33 %
Each week attends to all four SMED Program Outcomes:
1. Supports understanding of learners’ thinking in informal and formal contexts
2. Cultivates dispositions to engage in learning science/mathematics
3. Supports understanding of how resources and tools advance learning including:
• Discourse
• Collaboration
• Technology for extending knowledge
4. Supports teachers to learn from and reflect on practice interpreted through a
theoretical lens of teaching and learning.
Grading scale: 98% <= A
+ <= 100% 88% <= B
+ < 90% 78% <= C
+ < 80%
94% <= A < 98% 84% <= B < 88% 74% <= C < 78%
90% <= A- < 94% 80% <= B
- < 84% 70% <= C
- < 74%
In order to receive a grade for the course, all work must be completed at an acceptable
level. Late assignments will be docked points.
Academic Integrity — Students are expected to comply with all regulations pertaining
to academic honesty, defined as: An intentional act of deception in which a student seeks
to claim credit for the work or effort of another person or uses unauthorized materials or
fabricated information in any academic work. For further information, visit Avoiding
Academic Dishonesty (http://oregonstate.edu/studentconduct/avoid.htm), or contact the
office of Student Conduct and Mediation at 541-737-3656.
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Checklist of Spring Term Assignments/Tasks
The following is a brief description of ALL of the assignments and tasks that are due
during spring term. For further information on expectations and scoring guides, refer to
the page number listed after the due date for each assignment.
____ Diploma Application Deadline – March 28, 2011
____ Master’s Oral Examination – DUE BEFORE 4/29 The Oral Examination fulfills the Graduate School requirement of an assessment of the
candidates’ knowledge of the major and minor fields of study. You are responsible for
scheduling the exam with your major professor and the two other committee members.
You are also responsible for scheduling a room with Paula and the exam with the
Graduate College. The oral examination must be completed by April 29th
.
____ Work Sample – DUE Thursday of Week 9 The Work Sample will be taught in one classroom during the Full-time Student Teaching
Practicum spring term. Drafts of specific sections will be brought in during the Thursday
seminars for peer review and feedback. Supervisors may also request to see drafts of
some sections during the term. The completed Work Sample will be collected on
Thursday of Week 9 and will be given to supervisors for feedback. It will be returned to
you on Thursday of Week 10. You will have the opportunity to make revisions before
turning in the final version on Monday of Finals Week. Special consideration will be
made for those completing two work samples.
____ Draft of Assessments Section of WS – DUE Thursday of Week 3
____ Educational Philosophy Statement – DUE Thursday Week 6 (FINAL Draft) This 1 – 2 page statement is designed to help you prepare a succinct response to a very
common interview question. It will be collected in the Thursday seminar.
____ Summative Reflection – DUE Monday of Finals Week The Summative Reflection should be written at the end of spring term. It includes a
comparison of the two videotapes made during the practicum. It will be turned in as part
of the work sample. A second copy will be submitted to the licensure coordinator
separately on the same date.
____ Student Teaching Evaluations – DUE Tuesday of Finals Week Pre-service teachers will be evaluated by their cooperating teacher(s), their supervisor,
and by themselves. These evaluations will each count for 1/3 of the pre-service teacher’s
grade for the student teaching internship.
____ Three-Way Conferences – April, May, June There are 2 Three-Way Conferences and a final Student Evaluation held during the
Spring term student teaching practicum.
____ Three-Way Conference #1 – DUE the 4th
or 5th
week of the term
____ Three-Way Conference #2 – DUE the 7th
or 8th
week of the term
____ Final Student Evaluation – DUE around Finals Week
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Master’s Guidelines and Forms
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Guidelines for Master’s Oral Examination
The final oral examination for MS students fulfills the Graduate School requirement of an
assessment of the candidate’s knowledge of the major and minor fields of study. As
stated in the Graduate School’s Survival Guide, you must have registered for or
completed all course work on your program before the final oral exam is taken. The
examination is conducted by a committee composed of your major professor, minor
professor and one additional person who is approved for the Graduate Faculty of SMED.
You are responsible for contacting the members of your committee to arrange the time (2
hours) of the exam. Finally, you must schedule the exam with the Graduate School office
at least one week in advance of the examination. Failure to schedule the exam with the
Graduate School will result in a cancellation of the exam.
Exam Content The content of the exam is based on your program of study encompassing the knowledge
base of a professional teacher. The exam will begin with a brief (10 minute) presentation
of your master’s project. Committee members will then proceed to ask questions about
your research and your work in the program. Specifically, you will be asked to:
o Synthesize major concepts as they apply to classroom teaching
o Provide classroom examples that illustrate major concepts
o Demonstrate sufficient awareness of selected issues pertinent to science or
mathematics education that the Master’s Committee is assured that you are able to
apply this knowledge in your professional endeavors
Outline of Major Topics
Instruction
• teaching methods
• questioning & classroom discourse
• conceptual/procedure learning
• accommodations/modifications
• learning theory and instruction
• role of technology
• presenting the nature of science,
mathematics, and technology
Curriculum
• principles of reform
• scope and sequence
• learning theory
• equity issues
• role of technology
• integrating the nature of science,
mathematics, and technology
Learning
• theories for learning math/science
• motivation
• with technology
• alternative preconceptions and learning
• addressing the needs of students
Assessment
• formative/summative
• feedback
• traditional/performance
• analysis of student learning
• validity/reliability
• accommodations/modifications
Professionalism
• role of reflection
• continued professional growth
• collaboration
• action research
Science and Mathematics Content
• knowledge in candidate’s minor field of
study
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Master's Project Description
While the Work Samples are designed to evaluate a candidate's readiness for an Oregon
teaching license in science or mathematics, the Master’s Project, along with the Oral
Examination, is the summative assessment for the Master's degree. It allows the
candidate to demonstrate competence at the master's level around a project focus chosen
from one of the program goals (see below) and the ability to reflectively examine one's
own practice. The project will include an analysis of the relevant literature around the
chosen focus and an examination of evidence taken from coursework and student
teaching experiences along with a final reflection on implications for practice and
professional learning. Work on the project will begin in the Fall term and continue
throughout the program to be turned in at the end of Spring term.
Required Sections:
• Title Page
• Abstract The abstract is a brief overview of the chosen project focus and relevant findings. It
will be sent to your committee members in preparation for your Oral Examination.
(500 words)
• Literature Review The literature review includes an examination of the relevant professional literature
around your chosen project focus. A minimum of five professional sources are
required and are to be included in the project. (1000-1500 words, not including
references)
• Evidence from Practice The discussion paper highlights relevant evidence from your Fall, Winter, and Spring
teaching in relation to the project focus. Relevant evidence (e.g. lesson plans, student
work, evaluations, etc.) are included. (1000-1500 words)
• Evidence of Professional Learning This discussion highlights the relevant evidence of learning from your coursework
and other professional activities to support your practice discussed in the previous
section. Examples of relevant evidence includes: readings, assignments, notes on
class discussions, conference handouts, etc. (1000-1500 words)
• Implications for Future Practice and Professional Learning The discussion stipulates implications for your future practice and professional
learning as related to your project focus. (500-700 words)
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General Timeline for Completion:
Fall • Choose Project focus
• Literature Review
Winter • Evidence from Practice
(draft)
• Evidence from
Professional Learning
(draft)
Spring • Implications for Future
Practice and Professional
Learning
• Oral Examination
• Evidence from Practice
• Evidence from
Professional Learning
Program Goals:
1. Supports teachers' understanding of learners' thinking in informal and formal
contexts. (e.g. alternative conceptions of gravity, understanding of students’
thinking on fractions, developing math/science knowledge needed for teaching,
utilizing students’ funds of knowledge in learning)
2. Cultivates pre-service teachers' dispositions to engage in learning science and
mathematics for teaching across the life span and to support life-long learning
with their learners. (e.g. methods for ongoing reflections)
3. Supports teachers in understanding how resources and tools advance learning.
Including:
a. Discourse among students, teachers, family, and professionals. (e.g.
creating a discourse community in the classroom)
b. Collaboration as a multiplier of knowledge. (e.g. group work that supports
all students’ learning)
c. Technology as a means of extending the depth and breadth of knowledge.
(e.g. using emerging technologies in the classroom, technologies to
enhance learning)
4. Supports teachers to learn from and reflect on practice (using artifacts of practice)
interpreted through a theoretical lens of teaching and learning. (e.g. viewing a
classroom through multiple theoretical lenses, examining power issues in
classrooms)
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Work Sample Guidelines and Forms
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Spring Work Sample Overview
[Each student teacher preparing for an Initial Teaching License assembles and analyzes
two Work Samples to document the candidate's ability to demonstrate knowledge, skills
and competencies as designated in OAR 584-017-0100. If a candidate is seeking more
than one authorization level, one Work Sample must be completed for each authorization
level.]
The spring Work Sample involves a minimum of 12-16 instructional hours across at least
2 weeks of instruction.
i. Title Page Includes your name, the course for which it was developed (SED 510), the term (Spring
Term 2011), the class in which it will be taught (grade, subject, and number of students),
the topic of instruction, and the name of your university supervisor. Does NOT include
any information that can be used to identify the school or the cooperating teacher. The title page is in a pocket on the outside of the front cover of the binder.
ii. Table of Contents Lists each of the section headings in the order in which they appear in this document.
I. Context Describes the context in which the unit will be taught: the physical features of the school
as well as actual data on the social, racial/ethnic, and economic demographics in the
school in general and in the classroom in particular.
II. Differentiation of Instruction Describes each individual learner with special needs, including TAG-identified students,
English language learners, students on IEPs or 504 plans, and learners from diverse
cultural and social backgrounds. Also describes accommodations that you plan to make
for each student.
III. Rationale The rationale answers the question: Why is this unit being taught? It also explains the
reasons you organized your lessons in the particular order in which they will be taught.
IV. Unit Goals The Unit Goals include the Enduring Understandings that will result from this unit and
the Essential Unit Questions that will focus the unit. Goals are correlated with state and
national standards when appropriate.
V. Assessment Strategies This section includes a summary of all of the assessments in the unit (the Assessment
Table) as well as specific information about each individual assessment.
VI. Strategies for Literacy Instruction
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Literacy instruction is specifically designed to enhance student understanding and
literacy skills within the context of the subject matter.
VII. Unit Calendar Written in the form of a topical outline for each lesson in the unit. Includes lesson
objectives.
VIII. Lesson Plans Lesson Plan Templates: Students have three choices about the format they use for
writing their work sample lessons:
1. Standard Lesson Plan/Reflection Template: This format specifies the items that
must be on the lesson plan and provides space for students to write their lesson
reflections. The template is designed with “word wrap” so the refection sections
expand as you write. Students using this template will be expected to type their
reflection on the lesson plan template and those reflections must meet the regular
lesson reflection requirements specified in this handbook.
2. Standard Lesson Plan Template: This format specifies the items that must be on
the lesson. Lesson reflections will be written separately.
3. Customized Lesson Plan Format: Students may choose to create their own format
or template for writing their lessons. This format must be typed, it must contain
all the categories that appear on the standard lesson plan templates, and must be
approved for use in advance by their University Supervisors.
IX. Reflections This section contains reflections written for each lesson plan in the unit.
X. Additional Resources Includes photocopies of book/journal pages and materials from other teachers as well as a
complete citation for each resource. This may be included as a separate section or added
to each individual lesson plan.
XI. Analysis of Teaching In this section, student learning is analyzed by comparing data collected from the pre-
assessment and summative assessment for each student. There is also a discussion about
how this data will be reported to students and their parents, and how the data will inform
changes in the unit for future teaching.
XII. Summative Reflection It includes a comparison of the videotapes made during the fall and spring practicums.
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Guidelines and Rubrics for Work Sample Sections
School and Classroom Context
All information provided in this section regarding the school, personnel, families, and
students must be kept anonymous so that no individual can be identified from the student’s
descriptive information. Use pseudonyms for the school, community, and all individuals.
You may assign numbers or letters for each student in your class to identify them.
The School and Classroom Context section of your Work Sample paints a picture of the
setting in which you are teaching. It should include all of the following information:
Community Description: _____ Actual data on the physical setting of the community
_____ Actual data on the economic basis of the community
_____ Actual data on the social demographics of the community (size of population,
racial/ethnic composition)
_____ Description of special cultural or natural features of the community
School Description: _____ Description of the physical setting of the school
_____ Description of the size and layout of the school (Are different grades housed in
different wings? Is there a central meeting place? Etc.)
_____ Description of the resources available in the school (computer labs, gymnasium,
counseling office, etc.)
_____ Actual data on the social demographics of the school (number of students in each
grade, M/F, TAG, IEP, etc.)
_____ Actual data on the racial/ethnic demographics of the school (number of ELL,
languages spoken, etc.)
_____ Actual data on the economic demographics of the school (number of free/reduced
lunches, SES, etc.)
Classroom Description: _____ Description of the size and layout of the classroom
_____ Description of the resources available in the classroom (computers, sinks, etc.)
_____ Actual data on the social demographics of the classroom (number of students,
M/F, TAG, IEP, etc.)
_____ Actual data on the racial/ethnic demographics of the classroom (number of ELL,
languages spoken, etc.)
_____ Actual data on the economic demographics of the classroom (number of
free/reduced lunches, SES, etc.)
Specific Adaptations for Students: _____ A discussion of the adaptations made for individual students (TAG, IEP, ELL,
etc.)
23
School Context – Work Sample Scoring Guide
Criteria Meets Expectations Exceeds Expectations Needs Revision
Description of the
Community
• Clearly describes the
physical setting,
community
demographics, and
public resources
pertinent & available.
• Demographics of the
community include:
socioeconomic,
linguistic, ethnic, &
racial diversity.
• Identifies out of school
resources available to
community
• Interprets how out of
school resources may
afford or constrain
community health
• Identifies key features
of the community that
may impact student
achievement.
• Lacks the
required
information to
understand the
community in
which school
resides.
Description of the
School
• Clearly describes the
physical setting and the
resources of the school
• Clearly describes the
social, racial/ethnic, and
economic demographics
of the school.
• Discusses the
communication patterns
and coordination of
parents/guardians with
school staff.
• Interprets how school
community affords
and or constrains the
school as a
community.
• Identifies key features
of the school that may
impact student
achievement
• Lacks the
required
information or
is vaguely
stated.
Description of the
Classroom
• Clearly describes the
physical setting and the
resources in the
classroom
• Clearly describes the
social, racial/ethnic, and
economic demographics
of the classroom.
• Discusses the
participation structures
of the classroom that
affords or constrains
students’ learning.
• Discusses the nature of
teacher, student,
parent/guardian
coordination and
communication to
support learning.
• Interprets how
classroom community
affords and or
constrains students’
participation in
classroom community.
• Identifies key features
of the classroom that
may impact student
achievement.
• Lacks the
required
information or
is vaguely
stated.
24
Differentiation of Instruction
This section describes the diversity of students in your class. It also outlines your plans
for differentiation of instruction to meet your students’ needs.
All information provided in this section regarding the school, personnel, families,
and students must be kept anonymous so that no individual can be identified from
the student’s descriptive information. Use pseudonyms for the school, community,
and all individuals. You may assign numbers or letters for each student in your class
to identify them.
Description of Learners: _____ Description of each individual learner with special needs, including TAG-
identified students, English language learners, students on IEPs or 504 plans, and
learners from diverse cultural and social backgrounds
Description of Adaptations/Accommodations:
_____ Description of adaptations that you would make for each student. Include
accommodations to every part of the learning environment you consider important
including, but not limited to: instructional strategies, cognitive demand of tasks or
instructional materials, assessment, seating arrangements, access to materials in the
classroom, etc.
_____ Description of the kinds of support offered by the school and district for each of
these learners as well (ie: classroom aides, pull-out programs, additional study halls,
modified schedules, etc.)
Criteria Meets Expectations Exceeds Expectations Needs Revision
Description
of students • Describes students in terms
of factors that affect
learning in school settings.
• Describes students in terms
of factors that affect
learning in school settings.
• The nature of potential
learning needs is
highlighted.
• Describes students in
terms of standard
demographics such as
gender, ethnicity, SES,
and culture but says little
about potential learning
needs.
Adaptation of
instruction • Describes adaptations for
each student based on needs
and evidence.
• Applies strategies presented
in course work or based on
practicum resources and
insights. .
• Some mention is made of
teacher actions mediating
student learning.
• Describes adaptations for
students attending to the
learning environment.
• Design shows sensitivities
to the interaction of student
learning and instructional
strategies mediated by
specific teacher actions.
• Class resources, if
mentioned, are not clearly
applied to adaptations of
instruction.
• Description of instruction
design not based on need
or evidence or vaguely
connected to
need/evidence.
• Little if any mention is
made of specific teacher
actions related to design.
25
Unit Rationale
The rationale answers the question: Why is this unit being taught? There are at least two
parts to the answer: (a) How does the instruction and content meet the needs of the
learners? and (b) How does this unit fit with the rest of the curriculum? (In other words,
how is this topic related to the knowledge base in science/mathematics?) The rationale
also explains the reasons you organized your lessons in the particular order in which they
will be taught.
Needs of the Learners: _____ Discussion of specific needs of students, both academically and within their lives
outside of school
_____ Discussion of specific ways in which this unit meets those needs
Relationship to the Curriculum:
_____ Discussion of how this unit fits in with the rest of the curriculum
_____ Explanation of the unit’s place in the sequence of the curriculum
_____ Discussion of how this unit fits in with the knowledge base in
science/mathematics
_____ Rationale for specific organization of lessons in the particular order in which they
will be taught
Criteria Meets Expectations Exceeds Expectations Needs Revision
Overall
Rationale Why is this unit
being taught?
• Provides a generalized
reason for the presence of
this unit in the
curriculum.
• Additional details are
provided in support of the
generalized reason.
• No reason is provided.
Relationship to
the Curriculum How does this
unit fit with the
rest of the
curriculum?
• Clearly links the unit to
other parts of the
curriculum.
• Identifies the sequence of
the curriculum involving
this unit.
• Elaborates on ways that
the unit depends on,
interacts with, and
supports other parts of the
curriculum.
• Discusses sequencing in
terms of conceptual
development or possible
alternative sequences.
• Links do not exist or do not
make sense.
• There is no mention of
sequence.
Needs of the
Learners
In what way will
this unit fill the
needs of the
students?
• Identifies concepts and/or
skills that the students
will gain.
• Sets these concepts and/or
skills in the context of the
students’ academic
learning.
• Sets these concepts and/or
skills in the broader
societal context of the
students’ lives.
• Greater specifics in
identification of concepts
and/or skills, possibly
with linkage.
• Is especially clear in
establishing the context of
learning both in and out
of school. Gives clear
examples that illuminate
the principles.
• Does not adequately identify
concepts and/or skills.
• Concepts and/or skills are
trivial or irrelevant.
• No mention or inadequate
mention of learning in the
context of the students’
academic experience.
• No mention or inadequate
mention of learning in the
broader societal context of the
students’ lives.
26
Unit Goals
The unit goals outline the key concepts and skills addressed in the unit. This section
includes the following:
_____ Enduring Understandings
What are the “big ideas” in your unit?
_____ Essential Questions
What are the guiding questions that will focus this unit?
_____ Standards and Benchmarks
List state/national standards that apply to the unit. List only standards that are a
legitimate fit. When listing the standards, be sure to include the reference number
for the standard as well as the text.
_____ Literacy Strategies
What strategies will you use to promote effective learning from written
materials/graphics that also allows students to communicate their learning through
writing? Include a minimum of three strategies.
_____ Technology Integration
How will you integrate technology into your unit? How will these technologies
reinforce your objectives?
27
Unit Goals and Lesson Objectives - Work Sample Scoring Guide
Criteria Meets Expectations Exceeds Expectations Needs Revision
Lists enduring
understandings.
(see
Understanding
by Design p.56-
65) There may
be
subcategories,
but these are not
required.
• Items are meaningful
for students as well as
to the discipline
• Items relate to big ideas
in unit.
• Items support students’
conceptual and
procedural
understanding
• Items align with other
EQs and goals.
• Items clearly focus
students on big ideas in
unit.
• Items support students’
conceptual and
procedural understanding
• Items align with other
EQs and goals.
• Invalid enduring
understandings.
• Enduring
understandings vague
or unclear.
• Items untenable in
unit according to EQs
or goals.
Lists Oregon &
National
Standards,
• Clearly articulated parts
of standards applicable
to unit.
• Standards partially
align with EU, EQs and
goals.
• Standards clearly align
with EUs, Eqs, and goals.
• Standards are missing
or do not legitimately
apply.
Provides a
numbered list of
essential
questions (Understanding
by Design
p.105-115).
There may be
subcategories,
but these are not
required.
• Proposed EQs relate to
the Enduring
Understandings for the
unit.
• EQs cover at least 2
different levels of
cognitive demand.
• EQs clearly align with
EUs and goals.
• EQs pose plausible
questions to be answered
by students.
• Proposed EQs are
either trivial or over-
generalized.
Lists all
learning
outcomes /
objectives
• What students will
know, understand, and
be able to do is clearly
stated.
• Learning objectives
focus on learning rather
then student or teacher
activities.
• Learning objectives
partially align with EUs
and EQs.
• Objectives clearly align
with a variety of
cognitive levels.
• A thorough listing is
given of what students
will know, understand,
and be able to do.
• Objectives clearly align
with EUs & EQs.
• Few learning
outcomes and
objectives given are
teaching or student
activities.
• Objectives are not
stated.
• Objectives are all low
level.
28
Assessment Strategies
This portion of work sample is for you to demonstrate your competence in assessment
design in which you demonstrate your knowledge and skills in designing valid and
reliable assessments for classroom use. This portion has three elements (I, II, & III) to be
completed and reported.
I. Assessment context. (1) Describe where your unit fits in overall course curriculum (e.g., what came before
& after) and how the topics covered before, during, and after your unit are interrelated
to help students learn the subject.
(2) Create a table of Learning objectives, lesson activities, and assessment activities
as shown below.
Table 1. Assessment overview
Learning Objective or
enduring understanding
Lesson
Number
Lesson Activity Assessment
Activity
Proficiency
Strands*
LO 1. Students will
understand/be able to
do
Day 1
Day 2
LO 2. Students will
understand/be able to
do
Day 3
Day 4
Day 7
Day 8
LO 3. Students will
understand/be able to
do
Day 4
Day 8
*(See NRC publications reviewed in winter)
(3) Describe pre- and summative assessments methods briefly.
(4) Describe your plan for comparing pre and summative assessment for each learning
objective.
Scoring Rule
4: All three items show an excellent understanding of the relationship among instruction,
targeted objectives, and assessments.
3: Most items show a good understanding of the relationship but some relationships are
weak.
2-0: Not enough evidence of understanding the relationship. Must be re-done.
29
II. Valid and reliable assessments. Create (1) pre, (2) summative, and (3) formative
assessments for your unit plan. In order to ensure diversity of assessment methods, each
assessment should include one or both of the following methods:
(1) A valued performance assessment
(2) A test, quiz, or worksheet with traditional items (multiple-choice, true-false,
matching, short answer, and completion) or performance items (essay,
performance tasks)
1. Design guidelines for all assessments
• Assess various forms of knowledge (conceptual, procedural, strategic: science;
doing math, procedure with connection, procedure without connection: math) in
various depths.
• Use multiple methods to meet diverse student needs.
2. Design guidelines only for Pre/diagnostic assessment
• Assess all or most pre-requisite knowledge and/or skills for students to use in
achieving the learning objectives.
• Assess all learning objectives in a form that student can answer without knowing
professional language, if not assessing vocabulary (reliability issue—whether
students understand what’s asked.)
3. Design guidelines only for summative assessment
• Ensure validity issues that include the consistency among instructional methods,
unit content, and assessment items.
• Assess all learning objectives.
• Ensure comparability with pre/diagnostic assessment.
4. Items to be included in this section are 3 sets of A & B.
A. Include a copy of pre/diagnostic assessment, summative assessment, and one or more
formative assessment tools. Each assessment tool should have the following items:
(1) A title (Pre? Summative? Formative? & Topic of assessment)
(2) Situation: When and how the assessment will be administered to students.
(3) Student handout:
• Place for students to write their ID or names
• Directions to the students telling them what they are to do to complete the
task. Make certain directions are clear and complete enough so that
students know what they are asked to do.
• Actual assessment items or descriptions of the task.
• Rubrics (Only when distributed to students for valued performance)
(4) List the performance criteria such as rubrics (for valued performance), answer
keys with scores (for traditional items and performance tasks), or other methods
for rating student performances (for formative assessment). (See textbook chapter
4 for further guidelines).
30
B. Validity rationale for each assessment (pre/diagnostic, summative, formative)
(1) Identify the purpose of the assessment for the teacher and the students (whether
the assessment is pre, summative, or formative assessment and provide
appropriate purpose) and explain how the method of assessment is an appropriate
way to assess the targeted learning objectives.
(2) Explain how the each of the performance criteria or scoring rules relates to the
targeted learning objectives.
(3) How activities in the unit prepared the students for the performance (if it is used
in summative)
(4) Describe possible accommodation and modification with examples.
(5) Describe whether or how students will learn about themselves by completing the
task. (Student self assessment opportunity)
5. Performance criteria:
(1) All elements are addressed.
(2) Rubrics or ratings are appropriate for the performance criteria.
(3) Validity rationale shows in-depth knowledge of assessment design.
(4) Plans for accommodation and modification are feasible and defensible.
(5) Plans for self assessment and learning opportunities are feasible and defensible.
Scoring rule
Meets all criteria (4 pts.); most (3 pts.); not enough of competence and must be redone
(2-0 pts.)
III. Reflection on assessment planning. This is a self-evaluation process. You will
discuss your progress and current understandings of critical assessment concepts and
skills. Discussion should focus on the following four learning objectives:
Being able to
1. Identify various purposes of assessment and corresponding forms of assessment
2. Evaluate existing assessment tools in terms of validity and reliability and their
capacity to offer learning opportunities for students as well as teachers
3. Create valid and reliable assessment tools to present evidence of student learning
4. Develop future plans for improving assessment and instruction (include
accommodation strategies and ideas about using student self-assessment)
Performance criteria:
1. All learning objectives are discussed.
2. The discussion demonstrates the following:
• Clear understanding of the relationship between learning objectives,
assessment, and instruction
• Clear and accurate understanding of validity, reliability, bias, or fairness in
assessment
3. Discussion should identify your current strength and weaknesses and provide a
plan for further professional development
31
Scoring rule
Meets all criteria (4 pts.); most (3 pts.); not enough of competence and must be redone
(2-0 pts.)
Note. During your work sample, collect information on student backgrounds that may
affect students learning as you may utilize the information in your lesson planning for
differentiated instruction. Collect student work on your pre assessment, summative
(post) assessment), and one formative assessment from one entire class period. (See
Analysis of Student Learning Guides)
32
Strategies for Literacy Instruction
For our purposes, the term literacy is taken to be:
• Student understanding of written information in the context of the subject matter,
including understanding of graphs, tables, symbols, etc.
• Student ability to use writing, graphs, tables, symbols to express and communicate
concepts in the subject matter.
Literacy instruction is specifically designed to enhance student understanding and skill
within the context of the subject matter.
Examples: Assigning a reading is not literacy instruction. Teaching students specific techniques to
help them better understand the reading assignment is literacy instruction.
Giving a writing assignment is not literacy instruction. Teaching students specific
writing techniques or using writing techniques such as Writing to Learn is literacy
instruction.
Requiring students to take notes is not literacy instruction. Teaching students note-taking
techniques and having them practice those techniques as they take notes is literacy
instruction.
For each strategy used in the unit, you will need to include the following:
• Description of the strategy
• Rationale 1. Why did you choose this particular strategy?
2. What specific skills do you plan to address with this strategy?
• Procedure 1. How and when do you plan to incorporate the literacy strategy?
2. What instruction about the strategy do you plan to provide?
There is no minimum number of strategies to be used in a work sample as
they will vary with the types of tasked assigned. However, these strategies
should be thoroughly integrated into your lessons. One strategy may be used
multiple times throughout the work sample.
33
Strategies for Literacy Instruction Rubric
Criteria
Meets Expectations Exceeds
Expectations
Needs Revision
Description of
the Strategy
• Strategy is
identified and/or
named.
• Description
contains
information about
what the teacher
does and what the
students do.
• Descriptions of
teacher and student
actions are explicit
and go into enough
depth to allow the
reader to
successfully
duplicate the
strategy.
• Strategy is named
but no description
is included.
• Description is
present, but is
minimal or vague.
• Description only
tells what the
teacher or the
students do, but
not both.
Rationale for
Use of Strategy
• Describes why
you chose this
strategy.
• Identifies specific
skills you plan to
address with this
strategy.
• Clearly relates the
strategy and target
skills to subject
matter content.
• Does not explain
the connection
between the
strategy and the
target skills.
• Does not state
why the strategy
was chosen.
Procedure for
Incorporating
the Strategy in
Instruction
• Discusses how
and when the
strategy will be
used.
• Describes the
instruction that
will be given to
the students that
will enable them
to use the strategy.
Example: If the
students are to
develop note-
taking skills, what
instruction is
offered in note-
taking?
• Discusses how the
strategy is timed to
meet subject
matter content
goals
• In-depth
description of the
instruction about
the strategy.
• Clearly describes
procedures for
meaningful student
engagement during
the instruction.
• Does not state
how and when.
• Does not describe
the instruction that
teaches the
literacy skill.
34
Unit Calendar Template
The Unit Calendar should include the following information for each day of the Work
Sample:
• Date
• Topic
• Lesson Objectives
• Activities
• Assessment
• Homework Assignment
Example:
Day 1 (4/23/07)
Topic: Types of volcanoes
Objectives:
• Students will be able to relate the explosiveness of a volcanic eruption to the silica
and water vapor content of the lava
• Students will be able to identify three forms of volcanoes
Activities:
• Demonstration of how different types of volcanoes are formed
• Students create clay models of the types of volcanoes
• Class discussion about the connection between plate tectonics and the shape of
volcanoes
Assessment:
• Students’ clay models
Homework Assignment:
• Internet search of websites about volcanoes
35
Standard Lesson Plan/Reflection Template
Lesson Informa-tion
Lesson Title
Instructor
Date of Lesson
Topic
Grade Level
Purpose and Context of Lesson
Lesson Length
Prior Expectation from the Learner
Learning Outcomes/ objectives
Assessment
Materials and Resources Teachers Students
• •
Lesson Plan Details
Section Time Teacher Activity Student Activity Teacher Notes
Engagement
Main activity
Closure
Extensions (if applicable) Instructional Adaptations •
• Literacy Strategies
Homework (if applicable)
References (Sources used in developing lesson plan)
36
Notes:
• Purpose and Context of Lesson: Why does this topic important to teach? How does this lesson fit in with the previous lesson? How does it lead up to the next lesson?
• Prior Expectation from the Learner: Before this lesson, students in general have the following knowledge and skills relevant
to the lesson. • Learning Outcomes/Objectives: As a result of engaging in the lesson, what will students understand or be able to do? How will
you help those who didn’t get ready for the next lesson? Describe in terms of what students will know, what students will understand, and what students will be able to do. Note any formative or summative assessments used in the lesson in this section.
• Assessment: How will you know whether your students achieved the intended learning outcomes?
• Lesson Plan Details: Include questions you plan to ask along with acceptable answers in the Teacher Activity section.
• Engagement: How will you start the lesson to capture students’ interest?
• Teacher notes: Include organization and management strategies. May also include background notes on content.
• Extensions: How will you extend the lesson for students who finish early or need further challenges?
• Instructional Adaptations: How will you modify lesson activities to meet the various needs of student such as TAG, ELL, IEP?
• Literacy Strategies: What strategies will you use to promote effective learning from written materials/graphics that also allows students to communicate their learning through writing?
• Homework: Describe the homework assignment AND its purpose.
• References: Sources (e.g., books or web sites) used in developing lesson plan.
37
Lesson Plans - Work Sample Scoring Guide
� All components of lesson plan must be completed to be scored. Incomplete lesson plans will not
meet standard. Components include: Purpose & Context, Prior Expectations of Learner, Learning
Objectives, Assessment, Materials & Resources, Lesson Details (including engagement, main
activity, closure, teacher questions, literacy strategies, instructional adaptations (spring), and
homework) and Resources for Lesson.
Criteria Meets Expectations Exceeds Expectations Needs Revision
Purpose,
Context and
Lesson
Objectives
• The purpose of the
lesson is clearly
identified using specific
goals that detail what
students will
learn/understand and/or
be able to do.
• Goals stated as learning
objectives rather then
student/teacher activities.
• How the lesson fits with
the previous and
following lesson is
stated.
• Detailed, extensive goals
for the lesson are
provided that link to
specific ideas in the
lesson.
• The context of lesson is
clearly linked to the
work sample rationale,
enduring understandings,
and essential questions..
• Little or no purpose is
given for the lesson.
• Little or no context
given.
• Lesson seems out of
context for unit or
focuses on goals not
appropriate to unit.
• Goals vague or stated as
student activities.
Prior
Expectation
from the
Learner
• Expectations of students’
prior knowledge and
skills are listed.
• A detailed listing of
needed prior knowledge
and skills is included.
• Little or no prior
expectations of students
given.
Assessment • Plans are given for
formal and informal
assessments of learning
outcomes.
• Specifics of what
learning looks like and
how it will be used
clearly stated.
• A detailed listing of all
formal and informal
assessments is given.
• An explicit match is
made between,
objectives and
assessments.
• Little or no plans for
formal or informal
assessment.
Materials and
Resources
• Materials and resources
needed for lesson are
listed.
• List may seem skimpy
and needing elaboration.
• A detailed listing is made
of materials and
resources needed by both
students and teacher.
• Incomplete or no listing
of materials and
resources.
Lesson Plan
Details
(overall)
• Questions for students
and possible answers are
provided.
• Anticipated student
struggles are identified
with possible ways to
support.
• A time frame for parts of
the lesson are given and
• Questions for students
are given as well as
expected answers, both
right and wrong, that
students might give.
• Detailed time frame
given.
• Background notes on
content as well as
• Few or no teacher
questions provided.
• No time frame given. Or
time frame very
unreasonable.
• No background notes are
included.
38
are reasonable
• Teacher notes about
organization, and
management strategies
are included.
thorough teacher notes
about organization, and
management strategies
are included.
Engagement • The purpose and context
of the lesson are
reinforced.
• A strategy to gain
students’ interest is
given.
• Attention to how to
provide access to all
students is stated (spring)
• Explicit, detailed
reinforcement of purpose
and context are given.
• The strategy to engage
students is thorough and
designed to engage the
most students possible.
• No reinforcement of
purpose or context
included.
• No attempt is made to
gain student interest.
Main Activity • Instructions to students
are clearly stated
including consideration
of details that clearly link
activity to purpose of
lesson and include
potential questions.
• Strategies for monitoring
student progress are
given.
• Reasonable times are
allotted for students to
complete the activity.
• Instructions to students
are detailed and include
student questioning.
• Multiple, detailed
strategies for monitoring
students are included.
• Description of how
monitoring will impact
instruction is specified.
• Detailed times for
student activities
included.
• Instructions to students
are incomplete or
unclear.
• No attempt made to
monitor student progress.
• Time allotted to student
work is not stated or
inadequate.
Closure • A summary of what was
accomplished is given.
• Reference is made to
goals and objectives.
• A reference is made to
following lessons.
• A summary, including
student participation is
given.
• Detailed, explicit
reference is made to
goals and objectives.
• Explicit referral is made
to the following lesson.
• Little or no summary is
given.
• There is little or no
reference to goals and
objective.
• No mention is made of
following lessons.
Instructional
Adaptations
• Modifications for special
needs students are
included.
• Detailed modifications
are given for Tag, Ell,
and IEP students.
• No modifications are
given for special needs
students.
Homework
And
References
• Descriptions and
purposes of appropriate
homework are clearly
stated.
• Sources used in
developing lesson plans
are included.
• Extensive descriptions
and purposes of
homework are included.
• A thorough listing of
sources used in
developing lesson plans
is included.
• Mention of homework is
a list of numbers from
text
• No sources are included.
39
Reflections Guidelines
Critical reflection is an important aspect of both teaching and learning. Educational philosopher and
theorist John Dewey (1933) recognized that it is the reflection on our experiences that leads to learning
- not merely the experience itself. We learn from those experiences that we ponder, explore, review,
and question. Today researchers are looking at the developmental or evolutionary aspects of critical
reflection in teaching. Still, it is reflection, not experience alone, that is found to be of value to the
teacher (Garmeston, 2001). It is the reflective process that provides the greatest opportunities for
professional understanding and self-assessment.
Becoming a reflective practitioner is a goal of the Science and Mathematics Teacher Preparation
Program at Oregon State University. Reflection has many definitions in the context of teacher
cognition. Reflection involves "a state of doubt, hesitation, perplexity, or mental difficulty, in which
thinking originates.” This uncertainty is followed by the act of searching to find materials that will
resolve this doubt and settle the perplexity (Dewey, 1933).
Reflection, however, is more that "just thinking hard about what you do" (Bullough and Gitlin, 1995).
Reflective practitioners give careful attention to their experiences and how meaning is made and
justified. They analyze the influence of context and how they shape human behavior. Reflection is
about change. Reflection is inquiry into pedagogy and curriculum, the underlying assumptions and
consequences of these actions (Liston & Zeichner, 1987).
Becoming reflective requires active engagement in and consciousness of the experience, and in this
case, the act of narrative writing. Reflection requires the ability to analyze and prioritize issues, to use
tacit and resource-based knowledge, and to develop a feasible plan of action. Clarke (1995) suggests
that reflection is not about a single event in time, but occurs over time as teachers begin to construct
meaning for themselves.
What reflection is NOT about:
Many beginning teachers have the tendency to merely recount events that occurred rather than
analyzing the meaning and possible ramifications of those events. In your written reflections, you
should include only as much description of events as is necessary to provide a context for analysis or
evidence of claims that you are making.
What to include in your lesson reflections: Each lesson reflection will have a different focus, depending on the events that unfold. The following
are suggestions of questions to consider in your reflections.
Analysis of the Lesson This is not a blow by blow description of the lesson. Rather you should provide specific evidence to
support claims that you are making about the lesson itself:
• Was the timing appropriate?
• Did the activities align with your objectives?
• What were the particular benefits and drawbacks of the methods you chose?
• Would a different method have been better (i.e., a lab rather than a demonstration)
• Did you have enough questions?
40
• Were the questions at the appropriate level?
• What would you do differently and why? Clarify both how you would do this lesson
differently but also on changes that you will be making in future lessons.
Evidence of student learning As you are teaching your lesson, you will be constantly assessing the students' progress. Your
reflection is the opportunity to summarize and analyze what you were considering about students
during the lessons. Some examples of questions you might consider are:
•••• Do you have specific concerns about their progress?
•••• Were the students engaged and motivated?
•••• What happened in the lesson that seemed to motivate students to be engaged in the lesson?
•••• Which students were actively engaged and which ones had disengaged?
•••• What can you do to engage the students more, and to more appropriately meet student needs?
•••• What do your students understand as a result of your lesson? What evidence do you have for
this claim?
Reflect on the student learning, identifying specific situations and your reaction to those situations.
Choose two or three students (including both males and females) to focus on for each lesson and then
reflect more deeply on their progress in the class and in the lesson. In your reflection describe your
developing perception on these students as learners in the class and what kinds of strategies work for
them in particular.
Implications for Future Lessons This section describes how you use your learning from this lesson to rethink or revise future lessons.
Consider alternatives:
• Are there other ways you might consider structuring this lesson in the future?
• Are there other strategies or resources that you could have used to support student learning?
• What evidence suggested this change?
Based on your observations of students’ participation in class and written work;
• What will you do next?
• Did things come up that will change what you do tomorrow or later in the unit?
• Are there topics on which you need to spend more (or less) time?
• What else has today’s lesson made you think about regarding your teaching?
41
Lesson Reflections - Work Sample Scoring Guide
Criteria Meets Expectations Exceeds Expectations Needs Revision
Analysis of the
Lesson
• Highlights relevant
issues about
teaching and
learning that arose
in the lesson
• Discusses what you
might do differently
in the future and
why
• Provides concrete
examples to support
claims made about
the lesson
• Meets all of the
expectations in the
prior column
PLUS:
• Provides insightful
discussion about
teaching and
learning that
synthesizes what
you’ve learned in
your courses and
practicums
• Is merely a blow by
blow description of
the lesson
• Overly general -
Does not provide
specific evidence to
support claims about
the lesson
• Too limited in scope
– Does not consider
a range of issues
related to teaching
and learning
Evidence of Student
Learning
• Addresses key
issues in student
learning, such as
engagement,
motivation,
understanding
• Provides specific
examples of student
learning
• Meets all of the
expectations in the
prior column
PLUS:
• Provides insightful
discussion about
student learning that
synthesizes what
you’ve learned in
your courses and
practicums
• . Overly general -
Does not provide
specific evidence to
support claims about
student learning
• Too limited in scope
– Does not consider a
range of issues
related to student
learning
Professional Growth
• Highlights relevant
issues regarding
professional growth
in the classroom
• Discusses what you
might do differently
in the future and
why
• Provides concrete
examples to support
claims made about
the professional
growth
• Meets all of the
expectations in the
prior column
PLUS:
• Provides insightful
discussion about
what is required to
be an effective
teacher that
synthesizes what
you’ve learned in
your courses and
practicums
• Overly general -
Does not provide
specific evidence to
support claims about
your professional
growth
• Too limited in scope
– Does not consider a
range of issues
related to
professional growth
42
Analysis of Student Learning
This portion of work sample is for you to demonstrate your competence in assessment
analysis to evidence student learning as well as the effectiveness of your teaching
practices. You will analyze a full class set of the pre/diagnostic and summative
assessment results as well as the formative assessment results you collected from your
work sample.
Section 1. Description of context: Understanding of student learning needs to start with
information on your students’ backgrounds and the topic under study as they influence
how students learn. Describe the following items and others if needed to illustrate what
your students are like:
1-1. Course title, grade level, number of students in class, how students were selected
for the course (hetero/homogeneous grouping ability/tracking students, or no
tracking)
1-2. Student demographics (i.e., male, female, general race/ethnicity, students with
special needs)
1-3. Where the unit fits in the overall course curriculum (e.g., what came before &
after as well as how they were interpreted conceptually)
1-4. Potential cultural bias in the topic (Does a certain student population (e.g.,
female, ethnicity) lack prior experience on which the understanding of the topic
partially depends?)
Section 2. Unpacking assessment tools 2-1. Create an Analysis Framework Table as shown below. The number of tables
should be the same as the number of enduring understanding, learning objectives, or
rubric categories.
Example:
Analysis Framework Tables
Learning objectives Recognize the rate of water flow underground
Assessment ID Item # 1 & 3 in pre, item 2 in summative (post hereafter)
Link between two
assessments
The two multiple-choice items in pre were combined into one
constructed response item in post because…
Types of knowledge or
cognitive demand
schematic, declarative, strategic, procedural (one of these in
science)
memorization, use of procedures with or without connections
to concepts, doing math (one of these four in math)
Possible levels of
understanding
Level 1. Not able to answer either correctly or write “I don’t
know.”
Level 2. Recognize groundwater movement, but not properly
conceptualize its pace.
Level 3. Properly conceptualize ground water movement and
its pace.
43
[Repeat above for the other learning objectives]
2-2. Describe possible connections in achieving various objectives. For example, you
may start a paragraph, “Students who achieve objective 1 may not achieve objective 2
because…” Try to be complete and exhaustive in finding and describing those
connections. Your conjectures should be based on your knowledge of the topic.
2-3. Describe how evenly cognitive demands or knowledge types are distributed in
pre and summative assessments respectively and defend the distribution.
Section 3. Analysis: Patterns in student understanding 3-1. Pre/summative class data table: Create a table with each student identified as a
number. (LO—learning objective)
Class Data Table
ID Levels in
LO 1 in
pre & post
Levels in
LO 2 in
pre & post
Levels in
LO 3 in
pre & post
Levels in
LO 4 in
pre & post
Levels in
LO 5 in
pre & post
Gains No
increase/
decrease
in levels
1 1, 1 1, 3 1, 2 3, 3 2, 2 LO 2, 3 LO 1, 4,
5
2 2, 3
3-2. Report a class’ learning gains or lack thereof: Identify themes or patterns in
student understanding by examining the entire class. Utilize a graph to show patterns.
Describe overall gains or lack of understanding in terms of whole class achievement.
For example, all or some students might have achieved certain objectives while
failing to do so in other objectives. Make use of levels of understanding described in
section 2.
3-3. Provide possible reasons for successes and failures based on the formative
assessment results and those described in the context (section 1). Make use of
thorough comparisons of pre and summative results.
3-4. Comparison of student progress towards unit standards and benchmark: You are
responsible for 100% students’ success in meeting the standards. Describe their
learning progress toward national, state, district, and/or classroom standards and
benchmarks in terms of whole class achievement.
Section 4. Conclusions and Implications 4-1. Discuss evidence of the validity and reliability of your assessments (or lack
thereof).
4-2. What changes would you make to your unit/instruction given the analysis of your
student work? Your changes in instruction should specifically link to what students
still need to understand based on your pre/post analysis. Include specific references to
44
low performing groups’ post-assessment content needs, and other groups’ (mid, high)
specific content needs.
4-3. Given your analysis, how could you differentiate your instruction taking into
account: students who struggled in the unit (e.g., low performing group? students
with special needs (TAG, ELL, IEP, 504)). Be sure to link specific students’ needs
identified in section 1.
4-4. How much did student self-assessment contributed to their learning and what
improvement to your strategies can be made?
4-5. Describe a plan for how to report student progress to students and parents.
4-6. Discuss your analysis skills and knowledge and plan for further development.
Make sure your reflection is based on evidence.
Section 5. Copies of student work (assign ID instead of real name)
Performance criteria: Each section will be scored based on the following criteria.
1. All elements are addressed.
2. Demonstrate in-depth knowledge and skills in assessment analysis.
3. Demonstrate critical dispositions toward analysis of student learning. (Sections 2
& 3)
4. Demonstrate productive dispositions toward professional growth in drawing
implications from analysis. (Section 4)
5. Demonstrate sensitivity toward diverse student needs.
Scoring rule
Meets all criteria (4 pts.); most (3 pts.); not enough evidence of competence or
dispositions, must be redone (2-0 pts.)
45
Summative Reflection Guidelines
The purpose of the Summative Reflection is to document your professional growth as
evidenced through your practice (teaching) and professional learning (coursework, action
research, readings, etc.). Choose a topic relating to science/mathematics education that
captures a central area of growth and with which to anchor your reflection. Present a
discussion of your professional growth using evidence from practice and professional
learning throughout the year including reflections on the comparison of the videotapes
from fall and spring. Be sure to include in your discussion why the topic is central for
you, why it is important for teaching and learning, and concrete examples of how this
idea has and will continue to play out in your practice. Your Summative Reflection
should include the use of the terms and concepts central to understanding
science/mathematics education at a professional level and should reveal self-awareness
and analytic thinking commensurate with a professional educator. Please conclude with
realistic, logical, and important goals for future professional growth. (1500-2000 words
recommended)
Scoring Guide: Advanced:
• Demonstrates a very high level of self-awareness.
• Insights about the student’s professional growth are supported by many concrete
examples, including the videotape comparison.
• Includes logical and realistic goals for future growth.
• Demonstrates analytic thinking and the ability to create and extend from the
varied experiences.
• Demonstrates advanced understanding of science/mathematics education concepts
and terminology.
Proficient:
• Demonstrates self-awareness.
• Insights about the student’s professional growth are supported by several concrete
examples, including the videotape comparison.
• Includes logical and realistic goals for future growth.
• Demonstrates analytic thinking, but does not extend ideas.
• Demonstrates understanding of science/mathematics education concepts and
terminology at a professional level.
Needs Revision:
• Demonstrates limited self-awareness.
• Insights about the student’s professional growth are supported by very few
examples.
• Includes goals for future growth, although they may not be completely logical
based on discussion or realistic.
• Demonstrates limited understanding of science/mathematics education concepts
and terminology at a professional level.
46
Work Sample Preliminary Proposal
Name:
Cooperating teacher:
School:
Proposed Work Sample Unit:
Proposed Times to meet or speak with cooperating teacher during October to discuss the
unit:
Proposed Class for Teaching the Unit:
Time:
Days:
Class Title:
Grade Level:
Proposed Schedule for Teaching the Unit: (identify with X the days you are proposing)
Week Monday Tuesday Wednesday Thursday Friday
47
Department of Science and
Mathematics Education
WORK SAMPLE SCORING GUIDE AND SCALE DESCRIPTIONS 2010-2011
Note to Evaluators: Rate each of the work sample criterion based on the scale 0 - 4 using the scale descriptions below.
The scale descriptions should be applied when scoring every item on the work sample form.
Partial scores (e.g. 2.5) are not acceptable. A score of 0 or “No evidence” should be used when
the criterion is missing from the work sample.
Record the total score for each section. Student teachers must average a score of 3 or better in
each section to pass the work sample. The same criteria will be scored on both Work Samples
unless using Basic (1) and Integrated Work (2) Samples.
Work Sample Scale: 4 = Exceeds Standard
3 = Meets Standard
2 = Progressing Toward Standard
1 = Significantly Below Standard
0 = No Evidence
Score Scale Description
4
Exceeds Standard
• Demonstrates a comprehensive understanding and thorough application of the
criterion.
• Fully articulates all required components with concise, detailed accounts.
• Excels beyond the minimum requirement in an innovative and creative
manner.
3
Meets Standard
• Demonstrates a satisfactory understanding and sufficient application of the
criterion.
• Acceptable articulation of all of the required components.
• Achieves the minimum requirement in a distinctive manner.
2
Progressing
Toward Standard
• Demonstrates an insufficient understanding and substandard application of the
criterion.
• Insufficient articulation of the required components or lacking required
information/evidence.
• Needs slight improvement to meet minimum requirement.
1
Significantly
Below Standard
• Demonstrates a minimal understanding and application of the criterion.
• Inadequate articulation of required components or lacking required
information/evidence.
• Needs major improvements to meet minimum requirement.
0
No Evidence • There is no evidence of understanding or application because component is
missing from work sample.
Oregon State University/Professional Teacher Education Unit
WORK SAMPLE SCORING GUIDE 2010-2011
48
PLEASE PRINT
Student Teacher _______________________________________ Work Sample Title _____________________________________________________________
Date Taught (term/year) _____________________ Date Submitted to Work Sample Evaluator ____________________________ Grade Level(s) _____________
Authorization Level (select one): ���� Early Childhood ���� Elementary ���� Middle Level ���� High School
Endorsement/Content _________________________________________________
I. Front Cover (name, title of work sample, endorsement, authorization level, grade level, Work Sample advisor , term/year, university)
II. Table of Contents
III. Contextual Aspects of Work Sample Comments
a. Describes classroom, school context, and community 0 1 2 3 4 _______________________________________
b. Describes all learners (i.e., special needs, TAG, ESOL,
diverse cultural and social backgrounds, etc.) 0 1 2 3 4 _______________________________________
c. Discusses adaptations for learners described in (b) above 0 1 2 3 4 _______________________________________
d. Identifies prerequisite skills of learners for the unit 0 1 2 3 4 _______________________________________
IV. Conceptual Framework: Rationale/Unit Goals/Standards Comments
a. Explains unit rationale based on research and in context
of curriculum and needs of students 0 1 2 3 4 _______________________________________
b. Summarizes learning objectives and goals that align with
national, state (Oregon CCGs/Benchmarks), and local standards 0 1 2 3 4 _______________________________________
c. Defines overarching strategy for literacy instruction 0 1 2 3 4 _______________________________________
d. Discusses integration of technology for student learning 0 1 2 3 4 _______________________________________
V. Instructional Plans Comments
a. Writes assessable lesson objectives ` 0 1 2 3 4 _______________________________________
b. Aligns lessons with unit goals and standards 0 1 2 3 4 _______________________________________
c. Differentiates instruction with varied teaching strategies 0 1 2 3 4 _______________________________________
d. Assesses learning in the context of teaching 0 1 2 3 4 _______________________________________
e. Addresses purposeful attention to literacy instruction
appropriate to content 0 1 2 3 4 _______________________________________
f. Integrates and uses available technology 0 1 2 3 4 _______________________________________
g. Includes lesson reflections 0 1 2 3 4 _______________________________________
Oregon State University/Professional Teacher Education Unit
WORK SAMPLE SCORING GUIDE 2010-2011
Work Sample Evaluator (print name) __________________________________ Signature __________________________________ Date _________________
VI. Assessment Strategies & Analysis of Learning Comments
a. Develops an assessment plan that includes varied and valid
assessment strategies and aligns with unit goals and standards 0 1 2 3 4 _______________________________________
b. Develops a pre/post assessment instrument for entire class 0 1 2 3 4 _______________________________________
c. Includes pre/post class data analyzed for each student 0 1 2 3 4 _______________________________________
d. Interprets and explains student learning gains or lack thereof 0 1 2 3 4 _______________________________________
e. Describes how assessment indicates progress towards unit
standards and benchmarks 0 1 2 3 4 _______________________________________
f. Describes use of data in planning further instruction 0 1 2 3 4 _______________________________________
g. Describes uses of data on learning gains in reporting
student progress to students and parents 0 1 2 3 4 _______________________________________
VII. Final Unit Reflections Comments
a. Describes strengths and weaknesses of unit 0 1 2 3 4 _______________________________________
b. Conveys impact on future teaching 0 1 2 3 4 _______________________________________
c. Discusses improvements for student learning 0 1 2 3 4 _______________________________________
d. Summarizes changes if taught again 0 1 2 3 4 _______________________________________
Work Sample Format (one score for a-d) Comments
a. Includes cover page & table of contents requisites _______________________________________
b. Lists unit references/resource of materials _______________________________________
c. Clear and logical organization _______________________________________
d. Appropriate use of language conventions (spelling, _______________________________________
grammar, structure, punctuation) 0 1 2 3 4
� “Work Sample Documentation Sheet” turned in with all signatures
General Comments
__________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________
50
Spring Full-Time Student Teaching Guidelines
and Forms
51
Educational Philosophy Statement
A question that often arises during job interviews is, “Describe your educational
philosophy.” This is not easy to do on the spur of the moment! This assignment is
designed to help you think through this question before you need to answer it in an
interview. It is, in effect, a succinct summary of your response to the question: “What is
your overarching concept of what it means to teach science or mathematics in high
school or middle school?”
The statement should address your personal beliefs about teaching and learning.
It should also include relevant examples from your own experience that illustrate your
beliefs. At most, it should be two pages with 1 ½ spacing using a 12 point standard font.
This is not an easy task; you are being asked to synthesize all that you have learned and
to highlight what you think is most important.
Scoring Guide: Advanced:
• Highlights key elements of teaching and learning
• Discusses how these components are interrelated
• Provides relevant examples from your own teaching to support the main ideas
• Uses sound reasoning to support your personal opinions concerning the purpose
and methods of education
• Demonstrates analytic thinking and the ability to create and extend from the
varied experiences.
• Does not exceed 2 pages!
Proficient:
• Highlights some key elements of teaching and learning
• Provides relevant examples from your own teaching to support some of the main
ideas
• States your personal opinions concerning the purpose and methods of education
but does not necessarily support these opinions with reasoned arguments
• Demonstrates analytic thinking but does not necessarily create and extend from
the varied experiences
• Does not exceed 2 pages!
Needs Revisions:
• Highlights limited key elements of teaching and learning
• Provides limited examples from your own teaching that may not be entirely
relevant to support some of the main ideas
• States your personal opinions concerning the purpose and methods of education
but does not necessarily support these opinions with reasoned arguments
• Does not demonstrate analytic thinking or the ability to create and extend from
the varied experience
Objective: The pre-service teacher will prepare a brief (1 – 2 pages) statement of his/her
educational philosophy.
52
Department of Science and
Mathematics Education
FORMAL OBSERVATION FORM 2010-2011
Formal Observation # _________ Term/Year__________________
Student Teacher ________________________________ Subject/Grade Level _____________________
Authorization Level (circle one): Early Childhood Elementary Mid-level High School
Activity Observed ______________________________________________
Observed at _____________________________________on _____________________ at ___________ (School) (Date) (Hour)
Observation made by: _________________________________________________
� University Supervisor
� Cooperating Teacher
Please rate students on a scale of 0-4:
0 = No Evidence
1 = Significantly Below Standard
2 = Progressing Toward Standard
3 = Meets Standard
4 = Exceeds Standard
I. Planning for Instruction
Was the lesson plan well thought out? 0 1 2 3 4
Did it incorporate all the appropriate components of a lesson plan model? 0 1 2 3 4
Was adaptation for learning styles evident? 0 1 2 3 4
Comments:
II. Establishing a Classroom Climate Conducive to Learning
Were positive management strategies demonstrated in a problem-solving manner to
engage students in “on-task” behavior? 0 1 2 3 4
Were the strategies effective? 0 1 2 3 4
Did the student teacher monitor pupil conduct and take appropriate positive action when
misbehavior occurred? 0 1 2 3 4
Was a classroom climate of equity maintained? 0 1 2 3 4
Comments:
53
III. Engaging Students in Planned Learning Activities
Was students’ involvement in lesson content elicited? 0 1 2 3 4
Were smooth transitions in lessons orchestrated? 0 1 2 3 4
Were the students focused on tasks to be accomplished? 0 1 2 3 4
Was the effectiveness of learning activities monitored and the pace and content of
instruction modified as needed to achieve lesson objectives? 0 1 2 3 4
Were all aspects of the planned lesson carried out effectively? 0 1 2 3 4
Comments:
IV. Evaluating, Acting Upon, and Reporting Student Progress in Learning
Did the student teacher guide students toward meaningful self-assessment? 0 1 2 3 4
Were the assessment techniques such as observations and pupil interviews embedded in
the lesson? 0 1 2 3 4
Did the student teacher have evidence at the end of the lesson that the lesson objectives
were met? 0 1 2 3 4
Comments:
V. Professional Behaviors, Ethics, and Values
Is aware of, and acts in accordance with, school policies and practices. 0 1 2 3 4
Respects cultural patterns and expectations that operate within a school. 0 1 2 3 4
Interacts constructively with colleagues, administrators, supervisors, educational
assistants, and parents. 0 1 2 3 4
Functions as a member of an interdisciplinary team to achieve long-term curriculum
goals, state content standards, and district standards. 0 1 2 3 4
Exhibits energy, drive, and determination to make one’s school and classroom the best
possible environment for teaching and learning. 0 1 2 3 4
Comments:
Note to Student Teacher: Attach the accompanying lesson plan and any notes to back of this Formal Observation
form. Then turn in all of the observations forms from this field experience to the Licensure Coordinator.
Student Teacher’s Signature ________________________________________ Date ________________________
54
Department of Science and
Mathematics Education
THREE-WAY EVALUATION 2010-2011
Instructions: Candidates for an Initial Teaching License must demonstrate knowledge, skills, and competencies in each
of the five teacher functions. Therefore, the three-way evaluation is an assessment of the student’s
teaching performance in these areas. This form is to be filled out by the cooperating teacher, university
supervisor, and student teacher after completing the Formal Observations. All three parties complete a
separate evaluation form and meet to reach a consensus for scoring each criterion. Therefore, only one
set of scores is submitted with everyone’s signature.
Rate each of the performance standards based on a scale 1 - 4 (see scale descriptions below). Not
Applicable (NA) or Not Observed is only to be used for Evaluation #1 if standard is italicized; NA is not
allowed on Evaluation #2. Partial scores (e.g. 2.5) are not acceptable.
Student teachers should earn at least an average score of “3” in each section by the second three-way
evaluation. If a student is awarded a “2” or below on a specific performance criteria, please provide an
explanation for the score on the last page under “Additional Comments”.
Scale: NA = Not Applicable or Not Observed (only to be used for Evaluation #1 if standard is italicized;
NA is not allowed on Evaluation #2.)
1 = Significantly Below Standard
2 = Progressing Toward Standard
3 = Meets Standard
4 = Exceeds Standard
Score Description
NA
Not Applicable or
Not Observed
Not applicable or not observed at this time in the classroom.
(This may only to be used for Evaluation #1 if the standard is italicized. It is
expected that all other standards will be scored even though the student
teacher may have had limited time to make progress towards the standard.
NA not allowed for any standard in Evaluation #2.)
1
Significantly Below
Standard
The student teacher consistently functions at an inadequate or unacceptable
level of performance. He/she will require significant improvement and
growth to meet the expected standard.
2
Progressing Toward
Standard
At times, the student teacher demonstrates an adequate or acceptable level of
performance; however, his/her level of performance is in need of
improvement to meet the expected standard.
3
Meets Standard
The student teacher demonstrates adequate and acceptable level of
performance, occasionally demonstrating a high level of performance.
He/she often strives to expand his/her scope and ability.
4
Exceeds Standard
The student teacher frequently functions at an outstanding level of
performance and frequently strives to expand his/her scope and ability.
55
Department of Science and
Mathematics Education
THREE-WAY EVALUATION 2010-2011
Student Teacher’s Name:
Cooperating Teacher for Evaluation #1:
University Supervisor for Evaluation #1:
Evaluation #1 Date:
Cooperating Teacher for Evaluation #2:
University Supervisor for Evaluation #2:
Evaluation #2 Date:
1. In PLANNING FOR INSTRUCTION, the student teacher plans instruction that supports
student progress in learning and is appropriate for the developmental level:
Evaluation
#1
Evaluation
#2 Performance Standards
a. Selects or writes learning goals for units of instruction that are consistent
with the school’s long-term curriculum goals, State content standards,
and district standards.
b. Selects or writes learning goals for units of instruction that are consistent
with research findings on how students learn and the physical and mental
maturity of one’s students.
c. Determines the current performance level of one’s students with respect
to the learning goals established for a unit of instruction.
d. Establishes objectives within the unit of instruction that will be useful in
formulating daily lessons and in evaluating the progress of students
toward the attainment of unit goals.
e. Determines content, skills, and processes that will assist students in
accomplishing desired unit outcomes, and designs learning activities that
lead to their mastery.
f. Selects and organizes materials, equipment, and technologies needed to
teach a unit of instruction.
g. Designs and adapts unit and lesson plans for all learners and exceptional
learners, including, but not limited to students with varying cultural,
social, socio-economic, and linguistic backgrounds.
h. Estimates the time required within a unit for teacher-directed instruction,
student-managed learning and practice, student evaluation/reporting and
re-teaching/problem solving.
56
2. In ESTABLISHING A CLASSROOM CLIMATE CONDUCIVE TO LEARNING, the student
teacher:
Evaluation
#1
Evaluation
#2 Performance Standards
a. Affirms the dignity and worth of all students and provide the positive
support students need to be effective learners.
b. Establishes, communicates, and maintains classroom rules, procedures
and behavioral expectations that provide a safe and orderly environment
for learning, are appropriate to the level of development of students, and
are consistent with laws governing student rights and responsibilities.
c. Employs equitable practices that are just to all students on principles of
gender equity and racial justice, and that supports a least restrictive
environment for all students.
d. Models and reinforces appropriate social behavior in the classroom that
supports student learning and development, and provides meaningful
reinforcement when it occurs.
e. Uses knowledge of the influence of the physical, social, and emotional
climates of students’ homes and the community to optimize motivation,
learning, and behavior.
f. Monitors student conduct, and takes appropriate action when
misbehavior occurs.
g. Interacts thoughtfully and courteously with all students and their
families and seeks to resolve conflicts in a professional manner,
respecting familial and community cultural contexts.
h. Uses classroom time effectively to provide maximum time for learning.
i. Manages instructional transitions decisively and without loss of
instructional time.
j. Arranges and sets up instructional materials and equipment in advance
of class to facilitate their effective and efficient use during lessons.
k. Coordinates the use of instructional assistants, parent volunteers,
student assistants, and other support personnel to achieve instructional
objectives, if these resources are available in the school setting.
57
3. In ENGAGING STUDENTS IN PLANNED LEARNING ACTIVITIES, the student teacher:
Evaluation
#1
Evaluation
#2 Performance Standards
a. Chooses organizational structures appropriate for the objectives of
instruction.
b. Communicates learning outcomes to be achieved and focuses student
interest on tasks to be accomplished.
c. Implements instructional plans that employ knowledge of subject matter
and basic skills.
d. Uses a variety of research-based educational practices that promote
student learning and are sensitive to individual differences and diverse
cultures.
e. Emphasizes instructional techniques that promote critical thinking and
problem solving, and that encourage divergent as well as convergent
thinking.
f. Monitors the engagement of students in learning activities, and the
progress they are making, to determine if the pace or content of
instruction needs to be modified to assure that all students accomplish
lesson and unit objectives.
4. In EVALUATING STUDENT PROGRESS, the student teacher:
Evaluation
#1
Evaluation
#2 Performance Standards
a. Selects or develops non-biased, valid and reliable tests, performance
measures, observation schedules, student interviews, or other formal or
informal assessment procedures to determine the progress of all students.
b. Documents student progress in accomplishing State-adopted content
standards and district standards, prepares data summaries that show
this progress to others, and informs students, supervisors, and parents
about progress in learning.
c. Refines plans for instruction, establishes alternative goals or
environments, or makes referrals when appropriate.
d. Assembles, reflects upon, interprets, and communicates evidence of
one’s own effectiveness as a teacher including evidence of success in
fostering student progress in learning and uses evidence of effectiveness
in planning further instruction.
58
5. In EXHIBITING PROFESSIONAL BEHAVIORS, ETHICS, AND VALUES, the student teacher:
Evaluation
#1
Evaluation
#2 Performance Standards
a. Is dependable, conscientious, and punctual.
b. Meets work schedule demands.
c. Is aware of the importance of dressing appropriately.
d. Is aware of, and acts in accordance with school policies and practices.
e. Understands the organizational culture and expectations that operate
within a school and the impact on students and student learning.
f. Interacts constructively and respectfully with students, colleagues,
administrators, supervisors, school staff, families, and members of the
community.
g. Collaborates with parents, colleagues, and members of the community to
provide internal and external assistance to students and their families to
promote student learning.
h. Performs advisory functions for students in formal and informal settings.
i. Functions as a member of an interdisciplinary team to achieve long-term
curriculum goals, State content standards, and district standards.(Note:
This may not be evident at all if it is not part of the school culture.)
j. Exhibits energy, drive, and determination to make one’s school and
classroom the best possible environment for teaching and learning.
k. Exhibits energy, drive, and determination to become a professional
educator.
6. Additional Comments:
Signatures and Dates
Evaluation #1 Date: Evaluation #2 Date:
Student Teacher (signature) Student Teacher (signature)
Cooperating Teacher (signature) Cooperating Teacher (signature)
University Supervisor (signature) University Supervisor (signature)
59
Department of Science and
Mathematics Education
WORK SAMPLE DOCUMENTATION 2010-2011
PLEASE PRINT
Student Teacher _______________________________________________________________________
Date Submitted ____________________________ Date Taught (Term/Year) ______________________
Title of Work Sample _________________________________________________________________
Licensure Program _________________________________________________________________
Authorization Level (circle one): Early Childhood Elementary Mid-level High School
Endorsement Area(s) _________________________________________________________________
Grade Level(s) _________________________
School taught at _________________________________________________________________
Signatures: This work sample has been approved by the following people.
Print Name Signature Date
Work Sample Advisor
Cooperating Teacher
University Supervisor
Student Teacher
Attention Student: Attach this Documentation Sheet to the front of the Work Sample
packet and sign the Work Sample Release Form on back:
1. Work Sample Title Page
2. Table of Contents
3. CD with a copy of the entire Work Sample
4. Copy of scored Work Sample Scoring Guide
60
Department of Science and
Mathematics Education
WORK SAMPLE RELEASE FORM
I give my permission to the faculty of the Professional Teacher Education Unit (Double Degree,
SMED, Music, PETE, Ag Ed, MAT, ESOL) to use my Work Sample and Capstone Portfolio as
teaching material for subsequent members of this professional teacher education program,
education faculty, and students engaged in teacher education doctoral studies.
Student Signature Date
61
Student Teaching Evaluations
Pre-service teachers will be evaluated by their cooperating teacher(s), their supervisor, and by themselves.
These evaluations will each count for 1/3 of the pre-service teacher’s grade for the student teaching
internship (SED 510).
Please choose the most appropriate response and write the corresponding number on the line. Each of
these categories is taken directly from the Student Teaching Summary Report. Please refer to the report
on pages 38 and 39 of the Spring Student Teaching Handbook for details about the criteria listed on this
evaluation.
NOTE: The 4 point scale does not correspond to A – F.
_______ The student teacher plans instruction that supports student progress in learning
and is appropriate for the developmental level of the students. 4 – Highly skilled in this area
3 – Has shown significant progress in this area
2 – Has shown gradual progress in this area
1 – Is just beginning to show progress in this area
0 – Has not demonstrated the ability to do this yet.
_______ The student teacher establishes a classroom climate conducive to learning. 4 – Highly skilled in this area
3 – Has shown significant progress in this area
2 – Has shown gradual progress in this area
1 – Is just beginning to show progress in this area
0 – Has not demonstrated the ability to do this yet.
_______ The student teacher engages students in planned learning activities. 4 – Highly skilled in this area
3 – Has shown significant progress in this area
2 – Has shown gradual progress in this area
1 – Is just beginning to show progress in this area
0 – Has not demonstrated the ability to do this yet.
_______ The student teacher evaluates, acts upon, and reports student progress in learning. 4 – Highly skilled in this area
3 – Has shown significant progress in this area
2 – Has shown gradual progress in this area
1 – Is just beginning to show progress in this area
0 – Has not demonstrated the ability to do this yet.
_______ The student teacher exhibits professional behaviors, ethics, and values. 4 – Always
3 – Usually
2 - Sometimes
1 – Seldom
0 – Never
62
STUDENT TEACHING SUMMARY REPORT
_______________________ ____________________________________________________ Candidate’s Name Term/Year Institution
___________________________________________________________________________ School Grade Level(s) Subject Area(s)
The information reported on this form presents summary judgments by the candidate’s supervisors about his or her performance on the TSPC-
prescribed teaching competencies. The Student Teaching Summary Report Manual, which presents a rationale, types of relevant data, and
bases for summary judgments for each area of competence, should be used to complete this form.
This form is to be completed by the cooperating teacher and the college supervisor at the end of the full-time student teaching experience.
Prior to completion of the form, a minimum of six formal evaluations (by the cooperating teacher and the college supervisor) and two 3-way
evaluations (to include the student teacher, cooperating teacher, and college supervisor) must have been completed. Final evaluation is to be
completed at the conclusion of student teaching. The Student Teaching Summary Report may be required for each authorization level. Refer
to academic advisor for information on student teaching and practicum evaluations.
DIRECTIONS: Check the appropriate box by each are of competence, to attest to the candidate’s performance in
that area. Completion of student teaching requires verification of satisfactory performance by both
College supervisor and cooperating teacher in all five areas below. (1) Candidates plan instruction that supports student progress in learning
and is appropriate for the developmental level and demonstrate they are able to:
(a) Select or write learning goals for units of instruction that are consistent with the
schools long-term curriculum goals, State content standards and district standards,
research findings on how students learn, and the physical and mental maturity of one’s students;
(b) Determine the current performance level of one’s students with respect to the
learning goals established for a unit of instruction;
(c) Establish objectives within the unit of instruction that will be useful in formulating
daily lessons and in evaluating the progress of students toward the attainment of
unit goals;
(d) Determine content, skills, and processes that will assist students in accomplishing
desired unit outcomes, and design learning activities that lead to their mastery;
(e) Select and organize materials, equipment and technologies needed to teach a unit
of instruction;
(f) Adapt unit and lesson plans for exceptional learners, and for students with varying
cultural, social, and linguistic backgrounds; and
(g) Estimate the time required within a unit for teacher-directed instruction, student-
managed learning and practice, student evaluation/reporting and reteaching/
problem solving.
College
Supervisor
Met Not
Met
Cooperating
Teacher
Met Not
Met
(2) Candidates establish a classroom climate conducive to learning and
demonstrate they are able to:
(a) Affirm the dignity and worth of all students and provide the positive support
students need to be effective learners;
(b) Communicate classroom rules and behavioral expectations that provide a safe and orderly
environment for learning, are appropriate to the level of development of students, and are consistent with
laws governing student rights and responsibilities;
(c) When establishing classroom rules and procedures, apply to all students principles
of sex equity and racial justice, and apply principles of least restrictive environment
for students with disabilities;
(d) When establishing and maintaining classroom rules and procedures, model
appropriate social behavior, and provide meaningful reinforcement when it occurs;
(e) When establishing and maintaining classroom rules and procedures, take into account
the influence of the physical, social, and emotional climates of students’ homes and
the community on motivation and behavior;
(f) Monitor student conduct, and take appropriate action when misbehavior occurs;
(g) Interact thoughtfully and courteously with students and their parents and resolve
conflicts in a professional manner, respecting the cultural context of the community;
(h) Use classroom time effectively to provide maximum time for learning;
(i) Manage instructional transitions decisively and without loss of instructional time;
(j) Arrange and set up instructional materials and equipment in advance of class to
facilitate their effective and efficient use during lessons; and
(k) Coordinate the use of instructional assistants, parent volunteers, student assistants,
and other support personnel to achieve instructional objectives, if these resources
are available in the school setting;
College
Supervisor
Met Not
Met
Cooperating
Teacher
Met Not
Met
63
3) Candidates engage students in planned learning activities and demonstrate
they are able to:
(a) Choose organizational structures appropriate for the objectives of instruction;
(b) Communicate learning outcomes to be achieved and focus student interest on
tasks to be accomplished;
(c) Implement instructional plans that employ knowledge of subject matter and basic skills;
(d) Use a variety of research-based educational practices that reflect how students
learn, are sensitive to individual differences and diverse cultures, and encourage
parent participation;
(e) Emphasize instructional techniques that promote critical thinking and problem
solving, and that encourage divergent as well as convergent thinking; and
(f) Monitor the engagement of students in learning activities, and the progress they are
making, to determine if the pace or content of instruction needs to be modified to assure
that all students accomplish lesson and unit objectives.
College
Supervisor
Met Not
Met
Cooperating
Teacher
Met Not
Met
(4) Candidates evaluate, act upon, and report student progress in learning and
demonstrate they are able to:
(a) Select and/or develop tests, performance measures, observation schedules,
student interviews, or other formal or informal assessment procedures that are
valid and reliable to determine the progress of all students including those from
diverse cultural or ethnic backgrounds;
(b) Document student progress in accomplishing State content standards and district
standards, prepare data summaries that show this progress to others, and inform
students, supervisors, and parents about progress in learning;
(c) Refine plans for instruction, establish alternative goals or environments, or make
referrals when appropriate;
(d) Collaborate with parents, colleagues, and members of the community to provide internal
and external assistance to students and their families if needed to promote student
learning; and
(e) Assemble, reflect upon, interpret, and communicate evidence of one’s own effectiveness
as a teacher including evidence of success in fostering student progress in learning
and use evidence of effectiveness in planning further intervention.
College
Supervisor
Met Not
Met
Cooperating
Teacher
Met Not
Met
(5) Candidates exhibit professional behaviors, ethics, and values and demonstrate they are able to:
(
a) Be dependable, conscientious, and punctual;
(b) Meet work schedule demands;
(c) Be aware of the importance of dressing appropriately;
(d) Be aware of, and act in accordance with, school policies and practices;
(e) Respect cultural patterns and expectations that operate within a school;
(f) Interact constructively with colleagues, administrators, supervisors, and educational
assistants and parents;
(g) perform advisory functions for students in formal and informal settings;
(h) Function as a member of an interdisciplinary team to achieve long-term curriculum
goals, and State content standards and district standards;
(i) Exhibit energy, drive and determination to make one’s school and classroom the best
possible environment for teaching and learning; and
(j) Exhibit energy, drive and determination to become a professional educator.
College
Supervisor
Met Not
Met
Cooperating
Teacher
Met Not
Met
COMMENTS:
We have conferred in the summary of the candidate’s classroom performance and work samples, Our signatures below attest to our judgments
regarding the student teacher’s performance on the five TSPC-prescribed teaching competencies.
____________________________________________________________________________ Name of College Supervisor Institution Date Signature
____________________________________________________________________________ Name of Cooperating Teacher School/District Date Signature
64
Science and Mathematics Education
Professional Teacher Licensure Program Faculty and Supervisors
Contact Information
Larry Flick Department Chair and Professor
Weniger 253 (541) 737-3664 [email protected]
Ron Gray Licensure Coordinator
Weniger 251 (541) 737-9286 [email protected]
Rebekah Elliott Asst. Professor
Weniger 267 (541) 737-1821 [email protected]
Nam Hwa Kang Assoc. Professor
Weniger 233 (541) 737-9891 [email protected]
Jeff Gunn Supervisor
Weniger 255 [email protected]
Tobias Irish Supervisor
Weniger 241 (541) 737-9252 [email protected]
Kristin Lesseig Supervisor
Weniger 241 (541) 737-9252 [email protected]
Matt Campbell Supervisor
Weniger 241 (541) 737-9252 [email protected]
Cary Takara Supervisor
Steve Miller Supervisor
SMED Office Paula Dungjen Program Assistant
Weniger 301 (541) 737-4031