Download - The Assessment Plan Handbook - WCSU
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Exhibit 1.4.c.2a
The Assessment Plan Handbook
Revision 07/22/13
Western Connecticut State University
Educational Educator Preparation Provider (Unit)
School of Professional Studies Department of Education and Educational Psychology
Health Education
School of Arts and Sciences Elementary Education Concentration
American Studies, Anthropology/Sociology, Biology, Communication, English, Math, Political Science, and Spanish
Secondary Education
Biology, Chemistry, Earth Science, English, History, Psychology, Social Sciences, Mathematics, and Spanish
School of Visual and Performing Arts
Music
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Table of Contents
Contents Page
Purpose and Characteristics of the Assessment System 4
The Development of the Assessment System and Revisions 5
The Academic Programs: Roles and Responsibilities 13
The Assessment of Dispositions and Professional Behaviors 15
The Remediation Triggers 18
The Appeals System 18
How the Assessment System Reflects the Conceptual Framework 19
Figures
Figure 1: The Western Connecticut State University Assessment System Educator Preparation
Provider (Unit) Assessment Flow Diagram*
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Figure 2: The Unit Assessment System: Transition Points and Key Assessments Used in Initial
Certification Programs*
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Figure 3: The Unit Assessment System: Transition Points for Advanced Teacher Preparation
Programs with Criteria and Key Assessments*
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*See Assessment Plan Handbook Addendum for Graphic Representations of Unit Flow Diagram
and Transition Points
Tables
Table 1: The Educator Preparation Provider (Unit) Assessment Plan: An Overview 10
Table2: Disposition Alignment 2008 to 2012 16
Table 3: Use of the Conceptual Framework in Evaluation and Analysis 20
Table 4: The Alignment of the Educator Preparation Provider (Unit) Learner Objectives, NCATE
Standards, Conceptual Framework, and Program Learner Objectives
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Table 5: The Alignment of the Educator Preparation Provider (Unit) Goals with Standards:
NCATE Specialty Professional Association Standards, and the Interstate Teacher
Assessment and Support Consortium (InTASC); and Recognized Assessment Bodies:
Music (NASM) and Counseling (CACREP); and the Behavior Analyst Certification
Board (BACB)
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Table 6: Alignment of the Conceptual Framework, InTASC, CCT, Marzano’s Causal Teacher
Evaluation Model Domains, and Danielson’s Framework for Teaching
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Table 7: The Timeline for Collecting, Analyzing, and Using Data 54
Appendices
A. The PDS Interview Questions 56
B. WCSU Dispositions Instrument: Initial Certification Programs (Spring 2013) 58
Program Entry 63
Pre-PDS 70
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Appendices (Continued)
Post-Student Teaching 78
C. Program for the EdD in Instructional Leadership Dispositions Rubric: Beginning, Middle and
End of Program (Spring 2013)
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D. Undergraduate Initial Licensure Key Assessments: Elementary and Secondary Education 99
E. Initial Licensure/Post-Baccalaureate Key Assessments: Master of Arts in Teaching Program 105
F. Advanced Program Key Assessments: Master of Science (MS) in Education 107
G. Advanced Program Key Assessments: Master of Science (MS) in Music Education 108
H. Advanced Program Key Assessments: EdD in Instructional Leadership Program 109
I. Advanced Program Key Assessments: Preparation of Educational Leaders – District
Leadership
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J. Advanced Program Key Assessments: Preparation of Educational Leaders – School Building
Leadership: Advanced Program
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K. Advanced Program Key Assessments: School Counseling 116
L. The Education Educator Preparation Provider (Unit) Goals and Performance Outcomes 117
M. Ensuring Accuracy, Consistency, Fairness and Freedom From Bias in Key Assessments and
Rubrics within the WCSU Assessment System
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N. Interstate Teacher Assessment and Support Consortium (InTASC) Standards 123
O. Connecticut Common Core of Teaching 2010 & Code of Professional Responsibility 125
P. Common Core of Leading: Connecticut School Leadership Standards 133
Q. Transition Points Checklist: Elementary and Secondary 134
R. Transition Points Checklist: M.A.T. 136
S. Music Standards Map 137
T. Behavior Analyst Certification Board Standards 155
*See Assessment Plan Handbook Addendum for Unit Flow Diagram and Graphic Representation
of Transition Points
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Purpose and Characteristics of the Assessment System
The purpose of the assessment of candidates, programs, and the Educator Preparation Provider (Unit) is to improve performance. The assessment system provides a structured and systematic way for collecting, analyzing, and using candidate performance data for making decisions about individual candidates, courses within the programs, programs, and the Educator Preparation Provider (Unit) that delivers the programs. The major goal of the assessment system is to enable the members of the professional community to make data-driven decisions that will lead to the improvement of the programs and the Educator Preparation Provider (Unit). The assessment system has a clear set of objectives and is defined by marked characteristics that facilitate the members of the professional community in reaching their goal. They are the following:
The Objectives of the Assessment System
1. To provide an assessment system that has been developed by the professional community and open to revision for the purpose of meeting the growing demands of the schools we serve;
2. To monitor candidates’ progress throughout the program from their admission to and exit from the program and into their first year after graduation;
3. To systematically collect performance data that are aligned to the Educator Preparation Provider (Unit)’s, state’s, and professional standards;
4. To analyze data at specific transition points or phases within the candidates’ program;
5. To use candidates’ performance data to make decisions on individual candidates for improving their performance;
6. To use data on a regular basis for improving instruction, courses, programs, and the Educator Preparation Provider (Unit).
The Characteristics of the Assessment System
The assessment system is marked with the following characteristics:
1. Candidates are evaluated through the use of performance-based assessments. 2. The assessment system relies on multiple measures of assessments, formal and
informal, that are aligned to the standards. 3. The assessment system includes internal and external measures. 4. Evaluation of the candidates occurs at multiple points within the program. 5. Data are collected, analyzed, and used on a regular basis. 6. An assessment committee works together to ensure reliable, fair, and equitable
assessments to make appropriate decisions. 7. The appeals process allows candidates to appeal decisions rendered by the
assessment committee.
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The Development of the Assessment System and Revisions
The Educator Preparation Provider (unit) has designed and implemented an Educator Preparation Provider (Unit) Assessment System (UAS) with the main purpose of ensuring that its professional education programs prepare graduates of the highest quality in order to maximize learning for all P-12 students. The prime focus of the Educator Preparation Provider's (Unit) Assessment System is candidate performance at the initial and advanced levels.
The system, which reflects Western Connecticut State University’s Conceptual Framework, provides a cyclical process for measuring how candidates demonstrate proficiency related to specific expectations aligned to professional, state and institutional standards. The system uses multiple assessments to measure candidates' admission into its programs, and progress at designated transition points throughout all programs.
The Educator Preparation Provider (Unit) Assessment System is also used to manage and improve programs (See Table 1). Data are used to continuously evaluate and improve the Educator Preparation Provider (Unit) operations and its programs, as well as to hold candidates accountable for demonstrating a high level of competence in content knowledge, pedagogical skills, and professional dispositions.
The features of the Educator Preparation Provider (Unit) Assessment System include the following:
Collaboration: There is ongoing collaboration among university professional education faculty across programs and schools, amongst clinical faculty, alumni, school-based practitioners, and other K-12 stakeholders in the cycle of implementation, evaluation, redesign, and refinement of the EPP Assessment System.
Assessment Management System (Tk20): A recent evaluation of the EPP’s (Unit) electronic assessment management system has uncovered inconsistencies with data collection, storage, and analysis. As a result, we engaged representatives from TK20 to complete a comprehensive review of the current assessment system to revise the system to make it more versatile, accessible, and user-friendly.
Rubric Review: Established scoring guides or rubrics are used for determining levels of candidate performance/accomplishment and completion of their programs. A review of the key assessment rubrics, completed during the writing of the SPA reports last summer along with feedback from the National Recognition Reports, indicate revisions in several assessments. These revisions are on-going.
Rubrics for key assessments are being revised to demonstrate competency and/or a standards-based focus.
As rubrics and assessments are revised, faculty check alignments with Standard elements. In the rubric development, they are also addressing issues of fairness, consistency, and accuracy and avoidance of bias.
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Syllabi: Syllabi are consistently reviewed for proper alignment to the Conceptual Framework, and professional, state, and institutional standards. Connecticut is implementing new Guidelines for Teacher Evaluation . One university partner district has selected Danielson’s Framework for Teaching and the other Marzano’s Causal Teacher Evaluation Model for their standards-based observation models. We reflect both in our work at the university (see Table 5).
Transition Points: Candidates' performance of knowledge, skills, and dispositions are evaluated at multiple transition points in most programs, using multiple measures for formative and summative purposes. Where transition points weren’t indicated, were unclear, or were not monitored; action was taken to rectify the issues.
Assessments: Multiple assessments are aligned with CCCT 2010 competencies and standards, and are administered in a variety of forms. Faculty in each course/program communicate formative and summative assessment results to candidates. Faculty within the teacher preparation programs as well as for advanced programs assist in the assessment of candidates monitoring candidates from admission to exit the program. Full-time and part-time program faculty play an active and ongoing role in evaluating candidates’ performances, professional commitments, and dispositions.
Data Analysis: A full data retreat is now held in January to evaluate results from the prior semester. A Program Coordinators data retreat is now held in May to review semester and EPP (Unit) assessments, and to prepare them for sharing data with their faculty.
The EPP (Unit) and its programs collect and analyze a broad array of information from multiple sources (i.e., course, clinical, university-wide and school-specific) to evaluate unit governance, diversity, and the effectiveness of the conceptual framework.
Data informs instruction. Data also influences decisions for strengthening courses, clinical experiences and programs, and the unit's operations.
Historically, as outlined below, the Educator Preparation Provider (Unit) Assessment System has evolved over several different phases and continues to be revised. The conceptual framework provided the foundational underpinnings for the original Educator Preparation Provider (Unit) Assessment System design, and has influenced how the system has been evaluated and refined.
Continuous improvement includes the following:
• 2004-2005, the Educator Preparation Provider (Unit) (i.e. Education and Educational Psychology (E&EP) Department Chair, a designated E&EP faculty member, School of Professional Studies (SPS) Dean worked with a State Connecticut State Department of Education's Education Preparation Program Approval Coordinator for guidance in development of the Educator Preparation
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Provider (Unit)'s Assessment System. Additionally, these individuals examined the NCATE Standards, and attended NCATE's Accreditation Workshops.
• 2005-2006, the Educator Preparation Provider (Unit) Assessment Committee (i.e., SPS Dean, Assistant Dean, E&EP Chair (now the NCATE Co-Coordinator), E&EP Assessment Coordinator) identified proficiencies and mapped them across the theoretical components of the Conceptual Framework and the Educator Preparation Provider (Unit) Transition Points, then seeking input from all the Educator Preparation Provider (Unit)'s professional education faculty. In Spring 2006, CSDE's Educator Preparation Program Coordinator provided all program coordinators with a SPA workshop training.
• Additionally, several program coordinators attended their national professional associations' SPA training workshops.
• Summer 2006, all Program Coordinators aligned their programs' course/clinical work with institutional, state, and national standards. Additionally, Program Coordinators met with their respective faculty to review their program's assessment measures, transition points and their own national associations 'professional standards. Beginning in Fall 2006, NCATE Assessment meetings were held twice monthly, where all full-time professional education faculty from all programs reviewed, discussed, and provided feedback on the UAS and the programs' assessment measures.
• Twice during the Fall 2006 semester, a consultant visited WCSU to share his expertise in the NCATE accreditation process with the Educator Preparation Provider (Unit)'s E&EP faculty and the Assessment Committee, providing feedback on WCSU's Educator Preparation Provider (Unit)'s Assessment System.
• Beginning in January 2007, the Educator Preparation Provider (Unit) Assessment Committee collaborated with the University's CIO, Associate CIO and IT staff in piloting a commercial, electronic data entry, storage, and analysis management system (i.e., TK20 of Higher Education Tools, Inc.). For electronically obtaining the Educator Preparation Provider (Unit)'s remaining first year assessment data in spring 2007. A TK20 staff member assisted the Educator Preparation Provider (Unit)'s Assessment Coordinator in building the Educator Preparation Provider (Unit)'s Assessment System's framework into the TK20 system, and trained professional education faculty on how to use the TK20 system. In turn, the Assessment Coordinator and second E & EP faculty member provided candidate TK20 data entry training.
• Spring/Summer 2007, the Educator Preparation Provider (Unit) and its programs began collecting and then analyzing part of its first year assessment data.
• 2007-2008, the TK20 system was adopted by WCSU for NCATE. Assessment purposes, and the professional education faculty and candidates entered their second year of data into TK20 system with oversight from the Educator Preparation Provider (Unit) Assessment Coordinator.
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• Summer 2008, all programs eligible for SPA review submitted their SPA reports to NCATE.
• Summer/Fall 2008, an NCATE Steering Committee (i.e., Educator Preparation Provider (Unit)'s Assessment Committee, Coordinator of Student Teaching, Program Coordinators and the other academic deans) reviewed initial Educator Preparation Provider (Unit) data, and the initial SPA Reports' assessment data along with the respective SPA Reviewers' Reports, and then met for an all-day, late August Retreat to identify areas of refinement and further areas of improvement for the Educator Preparation Provider (Unit) and its programs and assessments.
• Fall 2008, at a Stakeholder Retreat (i.e., public school administrators, practitioners, candidates, alumni, Educator Preparation Provider (Unit) Chair, Assessment Coordinator, and the Educator Preparation Provider (Unit) faculty), the programs' assessment data, and the NCATE Steering Committee recommendation were reviewed and their valued input was sought.
• Fall 2008, at several monthly Educational Review Committee (ERC) meetings, new Educator Preparation Provider (Unit) assessment data (e.g., alumni and school employer survey data) were reviewed by members representing all WCSU's professional education programs. With NCATE's recently revised standards in advanced programs, M.S. Education Program faculty met weekly with the NCATE Co-Coordinator and Assessment Coordinator to refine several areas of their program's assessment measures, and to ensure their alignment with NBPTS Standards.
• Fall 2008, the Educator Preparation Provider (Unit)'s Assessment Committee assumed responsibility for improving data management protocols, and refined the Educator Preparation Provider (Unit) and its programs' assessment system based on the recommendations forthcoming from the NCATE Steering and Stakeholders Committee meetings. Additionally, an E&EP faculty member with assistance from a Graduate Assistant, trained initial teacher preparation programs' students/candidates in the development of their own TK20 electronic professional career portfolios
• From Fall 2009 to Fall 2010 a part-time data coordinator managed the Tk20 Data Management System
• In 2010 another part-time data coordinator was hired with the express purpose of managing the Tk20 Data Management System
• In 2010-2012, the data system was updated and reviewed. Data continued to be entered and issues with data analysis and collection were discussed.
• Spring 2012, Ensuring Reliability, Validity, Utility, and Fairness of Key Assessments and Rubrics Within the Assessment System were developed.
• Summer and Fall2012, in response to SPA writing, issues with data retrieval were recorded and reviewed.
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• Fall 2012: The Dean of the School of Professional Studies convened an NCATE Steering group: Dean of the School of Professional Studies, Dean Arts, and Sciences, Associate Dean of the School of Professional Studies, NCATE Coordinator, Chair of the Department of Education and Educational Psychology, Coordinator of Professional Studies- Assessment and Reporting System, and NCATE Consultant.
• FalI 2012: After the SPA reports were submitted on September 14, 2012; an analysis of the process and assessment system was developed. An initial NCATE Assessment Handbook was developed.
• The Western Connecticut State University Assessment System Educator Preparation Provider (Unit) Assessment Matrix was constructed during Fall 2012. (See Figure 1)
• Beginning in Fall 2012, faculty began to re-align rubrics to standards and /or competencies.
• December 2012/January 2013: A review of use of Tk20, as the repository of the Assessment System, was commissioned and completed.
• January 23, 2013 Data Retreat: The entire EPP met and reviewed data from Fall 2012. To align with the new NCATE/CAEP expectations, the Educational Preparation Providers (unit) expanded their knowledge in content pedagogy and pedagogy during the Spring of 2013 Data Retreat. The Data Retreat was expanded to include non-certification programs in the MS in Education, Music Education, EdD in Instructional Leadership, Educational Leadership, and School Counselor Education programs.
• February 2013: Assessment Committee was organized and convened. The Chair of the Assessment Committee was added to the membership of the NCATE Steering Group.
• Tk20 trainers were brought on board in March 2013 to assist the university in making the assessment system more versatile and more efficient for the end user.
• During Spring 2013 the Assessment and Accreditation Committee met regularly (at times weekly) with Tk20 to design the re-boot of the system.
• An assessment matrix was developed including all key assessments and alignments by standard elements during Spring 2013 to inform the re-boot of Tk20.
• At the May2013 Educational Preparation Providers (unit) Data Retreat, Program Coordinators reviewed data across the entire EPP (unit), including the non-certification programs in preparation for sharing with their faculty.
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Table 1: The Educator Preparation Provider (Unit) Assessment Plan: An Overview
Components Explanation Process Requirements
Interpretation of Analyses Data are considered, analyzed, discussed and recommendations integrated
The Program Coordinator and faculty and administrators review and indicate how the information applies to the course they teach
Interpretation of Compiled Appeals/Complaints
A compilation of complaints/appeals is reviewed and discussed, recommendations made for course/program adjustments
Assessment and Accreditation Committee review and indicate receipt of information.
Educator Preparation Provider (Unit)/Program
Based upon the completed Interpretation of Analyses and student complaints/appeals, recommendations for program and Educator Preparation Provider (Unit) improvements are constructed with timelines for the expected criteria for successful completion.
Faculty will then indicate how they will implement the changes in their course instruction and program requirements (e.g., admission field/clinical experiences, transition point requirements, etc.) Faculty will indicate new approval processes, if necessary, (i.e., Dept., ERC, CUCAS, and Graduate Council
Assessment Recommendations All instruments in current use are reviewed and rated for data validity and reliability evidence. Recommendations for improvement are made with respect to the data collected. Recommendations are also made based on evidence for the next year’s review of the assessment instruments, and the SPA Reports Reviewer’s comments and suggestions.
Assessment modification recommendations are considered by the Assessment Committee. The program coordinator reviews individual program data with faculty to make the recommended changes.
New or Modified Rubrics As data are analyzed and State or programmatic changes occur, rubrics
New rubrics or changes to existing rubrics should be approved by the
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Components Explanation Process Requirements
for the scoring of key assessments are being modified and taken through the approval process.
department and the Educational Review Committee.
Evaluation Process/Design Recommendations
The Educator Preparation Provider (Unit) and Programs’ assessment plans are reviewed and recommendations for revisions are made for improvement of the evaluation processes and design.
The evaluation process and design modifications are considered by the NCATE Assessment Committee that works with Educator Preparation Provider (Unit) and Program Coordinators and faculty to make the changes.
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See Addendum for Figure 1: The Western Connecticut State University Assessment System Educator Preparation Provider (Unit) Assessment Flow Diagram
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The Academic Programs: Roles and Responsibilities
Program coordinators of the Educator Preparation Provider (unit), the NCATE Coordinator, and the Data Manager report to the Dean of the School of Professional Studies. Their primary role is to analyze candidate data at the end of each semester and at each of the transition points to determine their proficiencies in meeting the criteria that have been described in the assessment plan.
Coordinate the review of data by semester
Collect and review surveys
Use these data for instructional and program improvement
Program faculty may teach in one or more programs (Elementary, Secondary, Master of Arts in Teaching, Counseling, MS in Education, Educational Leadership, or EdD in Instructional Leadership).
Using data, the program faculty review candidate performance and trends. The Program Coordinator, with input from the program faculty, makes decisions regarding individual candidates. The following decisions on individual candidates for the initial educator program may be rendered:
Admission of the candidate to the program (meeting admission criteria)
Admission of the candidate to: Professional Semester Student Teaching School or Community Counseling internship Dissertation Seminar Sequence Educational Leadership internship
Exit from the program
Recommendation for Connecticut Teacher Certification endorsements
Faculty, working under the guidance of the Program Coordinator, regularly review performance data of candidates. During and at the end of each semester, the faculty discusses candidates’ performances in meeting the established criteria and requirements at each of the transition points.
The Department Chair and the Associate Dean also monitor the graduate candidates for maintaining a GPA of 3.0 throughout the program and meeting admission requirements. Candidates who fall below the required GPA receive letters of notification from the dean’s office, informing them that they are placed on probation and are required to raise their GPA over a period of six credits of course work.
When candidates in the undergraduate programs have met the criteria for admission to the program, a Declaration of Major form signed by the candidate and the Chairperson of the Education Department, is sent to the Registrar’s Office. The Chair’s approval is sent to the candidate, the Education Department, and the registrar who indicates the candidate’s major on the transcript.
When a candidate fails to meet the requirements, the program coordinator notifies the candidate. (See Appeals Process.)
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Candidates who have received degree conferral and have met the Connecticut State certification requirements are recommended for Connecticut Teaching Certification endorsement.
The Role of Faculty in the Assessment of Candidates Faculty members who serve as advisors and instructors within the teacher preparation programs as well as for advanced programs have specific roles in the assessment of candidates. The roles of faculty advisors in the assessment of candidates may be viewed as critical in monitoring candidates from admission to exit the program. Additionally, full-time and part-time faculty who are instructors in the program play an active and ongoing role in evaluating candidates’ performances and professional commitments and dispositions.
These candidates, prior to Fall 2012, were self-declared majors. As of Fall 2012, candidates entering as Freshman are registered as pre-majors. At the end of the Freshman year, the Associate Dean and Department Chair review the GPA of each pre-major. Those candidates maintaining a 3.0 GPA may continue in the teacher preparation program. Those not maintaining the GPA are advised out of the program.
Faculty, under the direction of the Program Coordinator, are responsible for summarizing data at each transition point. When an issue arises, the faculty advisor notifies the program coordinator. At the end of each semester, the program coordinator reviews the candidates’ performance.
When candidates have not met the requirements at a specific transition point the program coordinator may do one of the following:
Inform the candidate of the requirement that has not been met and offer a deadline to meet the requirement.
If the candidate fails to meet the requirement at the appropriate deadline, the faculty informs the candidate of the unmet requirement.
If there are a number of requirements that the candidate lacks and standards that have not been met, inform the candidate of the deficits and present the case to the Academic Review Committee for further action on a decision about the candidate.
Advanced program candidates are advised, as appropriate, and assessed at transition points. (See figures 5-11). The Role of Advisors in Assessment Faculty advise candidates throughout their programs and serve as facilitators in assisting the candidates throughout the program. Elementary faculty advise elementary candidates. Secondary content faculty are primary advisors and education faculty are secondary advisors to secondary candidates. M.A.T., School Counseling, MS in Ed, Educational Leadership (092), and EdD faculty advised candidates in their programs.
For candidates who find some difficulty in meeting certain requirements, the advisor will provide assistance and strategies for meeting expectations. When candidates do not meet the deadlines in fulfilling any, score low on the disposition instrument, or demonstrates a pattern of not meeting the requirements, the instructor notifies the
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advisor and program coordinator. The program coordinator meets with the candidate and the advisor about the consequences of failing to meet the criteria for admission to the program and movement through the transition points.
The Role of the Instructors in Assessment Faculty monitor candidates’ performances in meeting the standards related to teaching and professional dispositions through assessing candidates’ course performances. Course instructors are required to determine the levels of candidates’ performances in meeting the Educator Preparation Provider (Unit) goals and outcomes.
Instructors help candidates submit key assessments to Tk20®, and evaluate the key assessments in a timely manner, using the approved Educator Preparation Provider (Unit) or program rubric.
A dispositions instrument is applied at three times during the program for each candidate (See Figures 2 - 8). During the semester, faculty may detect problems related to candidates’ academic or professional dispositions as they are working with them in the classroom, in field experiences, or student teaching. The instructor initially counsels the candidates to help them correct the problem. When informal assistance does not help, the faculty has a responsibility to notify the program coordinator. The candidate will meet with the instructor and the program coordinator about the problem. A plan for improving the candidate’s performance or professional dispositions will be outlined. The candidate will be monitored and offered feedback related to his/her progress by the faculty.
The Assessment of Dispositions and Professional Behaviors
Candidates are assessed on dispositions in every course throughout the program for content and pedagogical knowledge, skills, and dispositions. The instructor addresses the issue(s) directly with candidate and brings the concern to the attention of the Program Coordinator. The program faculty team discusses the issue(s), how to support the candidate in resolving the issue(s), or how to counsel the candidate. Based on Standards and impending State changes, , the WCSU dispositions underwent a review beginning in Fall 2012 and included a public opinion survey conducted in March 2013. The following Disposition Alignment demonstrates the movement from the original disposition focus in 2008 to the revised dispositions of 2012 (See Table 6).
Previous to 2013, the Professional Development in Schools (PDS) Interview for those in the initial educator program is given the semester prior to the PDS experience (2 week placement, full time in a Connecticut Public School) and two semesters prior to student teaching. Candidates responded to the questions, in writing, submitting their writing in advance of the interview. The candidate responses are reviewed and, at the interview, clarifying questions are asked about the candidates’ responses. The questions are categorized and aligned with the Conceptual Framework. Effective Spring 2013, the new dispositions were evaluated for all candidates at the beginning, middle, and end of the program using the new WCSU Dispositions Instrument.
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Table 2: WCSU Disposition Alignment 2008 and 2012
(Approved Spring 2013, Public Opinion Survey 03/15/2013 – 03/30-2013)
WCSU Dispositions 2008
Successful candidates will…
Categories 2008
WCSU Conceptual Framework
WCSU Dispositions 2012
WCSU candidates…
Re-Categorized for 2012
1.Believe that all children can learn
Commitment Expertise in Content Knowledge
Organize
Knowledge and Facilitate Learning
1.Believe that all children can learn
Advocacy
2.Respect diversity Values Diversity 2.Respect diversity and promote understanding of varied cultural traditions, individual differences, learning strengths, and needs.
Diversity
6.Value families and believe in communication with them
Values Commitment
Attitudes
3.Feel passionate about teaching and committed to learning
Values Commitment
Classroom and School Leadership
Technology
3.Demonstrate commitment to the profession of teaching, the success of their students, and school improvement.
High Expectations
4.Value ethical and professional behavior
Professional Ethics
Unity
Reflective Practitioner
4.Exercise sound judgment and ethical professional behavior.
Professional Conduct
6.Value families and believe in communication with them
Values Commitment
Attitudes 5. Demonstrate fairness in promoting social justice, treating students fairly, maintaining confidentiality, and assessment.
Fairness
5.Believe that teachers and counselors share responsibility
Professional Ethics
Attitudes
6. Engage in reflection on practice.
Reflection
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WCSU Dispositions 2008
Successful candidates will…
Categories 2008
WCSU Conceptual Framework
WCSU Dispositions 2012
WCSU candidates…
Re-Categorized for 2012
for children's cognitive, social and emotional development
Reflective Practitioner
Classroom and School Leadership
7.Demonstrate leadership in support of student learning
Leadership
1g. NCATE PROFESSIONAL DISPOSITIONS FOR ALL CANDIDATES TARGET Candidates work with students, families, colleagues, and communities in ways that reflect the professional dispositions expected of professional educators as delineated in professional, state, and institutional standards. Candidates demonstrate classroom behaviors that create caring and supportive learning environments and encourage self-directed learning by all students. Candidates recognize when their own professional dispositions may need to be adjusted and are able to develop plans to do so.
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Remediation Triggers
When a candidate is identified as needing remediation, as identified by the dispositions instrument, classroom professor, or other data-based measurements, one or more of the following responses are triggered:
Immediate response: The instructor identifies weaknesses or gaps in learning and identifies, develops, and tracks strategies for improvement.
Tk20 Benchmark Not Met: Identified benchmarks are not met at the Acceptable level. Triggers notification of the Program Coordinator.
Program Coordinator: The instructor identifies weaknesses or gaps in learning that may result in competencies not being met or the Tk20 benchmark is not met. The program team identifies, develops, and tracks strategies for improvement.
Academic Review Committee: In the case of a higher level of remediation or failure, the candidate is recommended to the academic Review Committee. The Academic Review Committee identifies, develops, and tracks strategies for improvement. Remediation efforts and outcomes are documented in the Tk20 repository.
The Appeals System
When a candidate does not agree with program faculty decision, he or she has a right to file an appeal to the Chairperson of the Education Department. The Academic Review Committee is convened and hears the case. The Chairperson consults with the Assessment Committee and re-considers how the candidates have met/failed to meet each criterion. The Assessment Committee with the Chair of the Education Department reaches one of the following decisions:
Admit the candidate to the program on a probationary status
Counsel the candidate out of the program, offering him/her the best solution to help retain the candidate in the College to complete his/her degree
Admit the candidate to student teaching, the practicum, or internship on the condition that specific proficiencies have been met
The Department Chair will notify the candidate with respect to individual Academic Review Committee decisions.
WCSU’s Offices of the Dean of Professional Studies and E&EP Department Chair maintain identical written records of all formal candidate complaints and appeals, along with their resolution as they pertain to admission and dismissal from clinical practice or a professional education program.
Procedures for these and other types of appeals such as Proficiency Appeals Process, Academic Honesty Policy are located in the University catalogs (WCSU Undergraduate Catalog, WCSU Graduate Catalog ), on the Education and Educational Psychology Department Website , and in the Student Teaching Handbook . The appeal procedures related to academic dishonesty and final course grades for the University are listed in
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the WCSU Student Handbook , the WCSU Undergraduate Catalog, and the WCSU Graduate Catalog.
Records of this nature are maintained by the Office of the Provost and by the Office of Student Affairs. Procedures for complaints or appeals related to unethical behavior, affirmative action and sexual harassment issues are listed in the WCSU Student Handbook, theWCSU Undergraduate Catalog, and theWCSU Graduate Catalog. These latter types of student appeal records are maintained and handled by the Offices of Student Affairs and Affirmative Action, respectively.
How the Assessment System Reflects the Conceptual Framework
The Conceptual Framework provides the foundation for the assessment system through the alignment with University, Educator Preparation Provider (Unit), and Program missions and the University vision; as well as promoting knowledge base, professional commitments, and dispositions, through goals and outcomes (See Table 2). The Educator Preparation Provider (Unit) mission provides a clear direction for the instruction and assessment of candidates for teaching and school personnel in content knowledge, pedagogical content knowledge, professional skills, and dispositions.
Candidate expectations are stated in the goals and outcomes of the Educator Preparation Provider (Unit)/programs and used to evaluate candidate performances. Course curriculum and key assessments that are used to evaluate candidates’ performance are carefully aligned to the goals and outcomes of the Educator Preparation Provider (Unit)/program at specific transition points within the programs.
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Table 3: Use of the Conceptual Framework in Evaluation and Analysis Conceptual Framework
Evaluation Questions
Analyses to Answer Questions
Analysis Summary Associated Assessments
Expertise in Content Knowledge
Is the program/ Educator Preparation Provider (Unit) producing candidates with mastery of content and subject area knowledge?
Evaluation analysis – critical review of program effectiveness in imparting content knowledge to candidates Data Review by Program Semester Data Retreat Annual Data Retreat Transition points analysis: An individual level examination of preparation and development by program (program Coordinator and designated faculty) Narrative analysis – a look at the effectiveness of various transition points on the success of individual candidates by program at transition points for individual candidates (Annually by program)
Yearly with respect to program improvement By Program By unit in Annual Data Retreat Each semester with respect to candidate development and transition gates By program (facilitated by program coordinator)
Assessment #1: Licensure (Elementary, Secondary, Health, Music, & IL/PB) Praxis II: Elementary Ed.; Health Ed; Music Education; Secondary English, History/Social Studies, Math, and the Sciences (Biology, Chemistry, & Earth Science), IL/PB (M.A.T.) Connecticut Foundations of Reading: Elementary ACTFL Written Proficiency Test: Spanish CT Administrator Test: Leadership (Building) Leadership (District) Assessment #2 (Elementary, Secondary, Health, & Music) Content Rating Profile: Elementary Grade Analysis: Sciences Content Knowledge in English: English Assessment #2 Transcript Review (IL/PB) Transcript Review: Assessment #6 Safety and Welfare: Sciences ACTFL Oral Proficiency Interview: Spanish Assessment #7: Research: Sciences Reflective Essay and Cultures, Literatures: Spanish Assessment # 8: Coordinated School Health Programming: Health Contextualizing Science: Sciences Praxis II: Spanish Pedagogical Content Knowledge: Capstone Project In Education (MS in Ed) Content Knowledge: Educational Research Study (MS Ed) School Counseling (CACREP): Assessment #1: Assessment Project; Assessment #2: Group Counseling Project Assessment; Assessment # 3:
21
Conceptual Framework
Evaluation Questions
Analyses to Answer Questions
Analysis Summary Associated Assessments
Individual Counseling Project; Assessment #6: Comprehensive Exam (School Counseling) Assessment #1: EdD in Instructional Leadership and Educational Leadership
Diversity Is the program/Educator Preparation Provider (Unit) producing candidates who are developing adequate knowledge and skills to support all diverse learners in their professional practices?
Breakdown analysis Review of data in Tk20 Transition points analysis: An individual level examination of preparation and development by program (program Coordinator and designated faculty) Evaluation analysis: Critical review of program effectiveness (content knowledge) to candidates
Data Review by Program
Semester Data Retreat
Annual Data Retreat
Each semester with respect to candidate development and transition gates After each field and clinical experience Yearly with respect to program improvement Cohort and longitudinal review by program Reviewed at each transition
Entry Education Program
Interview (prior to professional semester
Prior to student teaching
Licensure testing completed
Review by Semester; Annual longitudinal review by program and cohort, where
Assessment #3: (Elementary, Secondary, Health, Music, & IL/PB) Planning (Ed Leadership - ELCC) Supervision Portfolio Leadership (Building) Leadership (District) Assessment #4: (Elementary, Secondary, Health, Music, & IL/PB) Student Teaching Dispositions: Contemporary Issues Portfolio (MS Ed) School Counseling (CACREP): Assessment #1: Assessment Project; Assessment #2: Group Counseling Project Assessment; Assessment # 3: Individual Counseling Project; Assessments #4: Practicum and Internship Supervisor Evaluation of Student; Assessment #6: Comprehensive Exam(School Counseling) EdD in Instructional Leadership: ED 824- Critical Issues in Diverse School Populations, also see alignment table indicating the focus for diversity across courses
22
Conceptual Framework
Evaluation Questions
Analyses to Answer Questions
Analysis Summary Associated Assessments
appropriate (program improvement) After 2 years of professional practice, survey employers
Unity Is the program/ Educator Preparation Provider (Unit) producing candidates who are highly qualified to work collaboratively, cooperatively, as members of a school team to provide necessary professional services?
Transition points analysis: An individual level examination of preparation and development by program (program Coordinator and designated faculty) Evaluation analysis: Critical review of program effectiveness (content knowledge) to candidates
Data Review by Program
Semester Data Retreat
Annual Data Retreat
Yearly with respect to functioning of the candidates Context, formative and summative evaluations of processes involved in the development of collaborative activities After 2 years of professional practice, survey employers
Assessment #3: (Elementary, Secondary, Health, Music, & IL/PB) Planning (Ed Leadership – ELCC) Supervision Portfolio Leadership (Building) Leadership (District) Assessment #4: (Elementary, Secondary, Health, Music, & IL/PB) Student Teaching Assessment #7: (Ed Leadership – ELCC) Planning Portfolio Leadership (Building) Leadership (District) Dispositions: Contemporary Issues Portfolio (MS Ed) School Counseling (CACREP): Assessments #4: Practicum and Internship Supervisor Evaluation of Student
Classroom & School Leadership
Is the program/Educator Preparation Provider (Unit) producing candidates who possess highly qualified professional
Breakdown – description of program results Evaluation analysis – use of criteria against
Generate cross break tables showing the success of candidates with respect to specific outcome measures Context, Input process and
Assessment #2: (Ed Leadership – ELCC) Leadership Portfolio Leadership (Building) Leadership (District) Assessment #3: (Elementary, Secondary, Health, Music, & IL/PB) Planning (Ed Leadership - ELCC)
23
Conceptual Framework
Evaluation Questions
Analyses to Answer Questions
Analysis Summary Associated Assessments
management and leadership skills necessary to fulfill the tasks associated with their professional services?
which to compare descriptive data
Data Review by Program
Semester Data Retreat
Annual Data Retreat
Statistical analysis – preparation for the statistical qualities of instruments and other operational aspects of the assessment/ evaluation program (using Tk20)
progress evaluations are conducted on programs Statistics are generated (from Tk20) to determine relationship between the different aspects of the program, and whether programs are meeting standards After 2 years of professional practice, survey employers
Supervision Portfolio Leadership (Building) Leadership (District) Assessment #4: (Elementary, Secondary, Health, Music, & IL/PB) Student Teaching (Ed Leadership – ELCC) Internship Portfolio Leadership (Building) Leadership (District) Impact on Student Learning: Tests & Measurements Project (MS Ed) School Counseling (CACREP): Assessments #4: Practicum and Internship Supervisor Evaluation of Student (Counseling School)
Attitudes Is the program/Educator Preparation Provider (Unit) producing candidates who possess professional dispositions that support successful professional practice?
Transition points analysis: An individual level examination of preparation and development by program (program Coordinator and designated faculty) Evaluative analysis Narrative-developmental analysis
Candidates progress toward the assessment of the development of professional attitudes/dispositions are examined over time Context, process and product evaluation is performed: A developmental picture is prepared to understand how candidates make
Assessment #3: (Elementary, Secondary, Health, Music, & IL/PB) Planning (Ed Leadership – ELCC) Supervision Portfolio Leadership (Building) Leadership (District) Assessment #4: (Elementary, Secondary, Health, Music, & IL/PB) Student Teaching Assessment #6: (Elementary, English) Dispositions Dispositions: Contemporary Issues Portfolio (MS Ed) School Counseling (CACREP): Assessment #1: Assessment Project; Assessment #2: Group
24
Conceptual Framework
Evaluation Questions
Analyses to Answer Questions
Analysis Summary Associated Assessments
develop or fail to develop important dispositions
Counseling Project Assessment; Assessment # 3: Individual Counseling Project; Assessments #4: Practicum and Internship Supervisor Evaluation of Student; Assessment #6: Comprehensive Exam(School Counseling)
Technology Is the program/Educator Preparation Provider (Unit) producing candidates who are highly qualified in integrating technology into their professional practice?
Evaluation analysis – critical review of program effectiveness in imparting content knowledge to candidates Data Review by Program Semester Data Retreat Annual Data Retreat Transition points analysis: An individual level examination of preparation and development by program (program Coordinator and designated faculty)
Transition points are examined to determine what impact the technological expertise has for development of candidates in effecting student learning Input and process evaluation is conducted Feedback from districts to determine which technologies and skills are emerging in the public schools served
Assessment #3: (Elementary, Secondary, Health, Music, & IL/PB) Planning (Ed Leadership – ELCC) Supervision Portfolio Leadership (Building) Leadership (District) Assessment #4: (Elementary, Secondary, Health, Music, & IL/PB) Student Teaching (Competency 2A) Assessment #5: IL/Electronic Professional Educator Portfolio Pedagogical Content Knowledge: Capstone Project In Education (MS in Ed) Assessments #4: Practicum and Internship Supervisor Evaluation of Student (School Counseling)
Organize Knowledge
Is the program/Educator Preparation Provider (Unit) producing candidates who are able to plan, design, organize, deliver, and reflectively evaluate their
Evaluation analysis – critical review of program effectiveness in imparting content knowledge to candidates Data Review by Program Semester Data Retreat Annual Data Retreat
Transition points are examined in their relationship to successful candidates
Assessment #3: (Elementary, Secondary, Health, Music, & IL/PB) Planning (Ed Leadership – ELCC) Supervision Portfolio Leadership (Building) Leadership (District) Assessment #4: (Elementary, Secondary, Health, Music, & IL/PB) Student Teaching Assessment #5:(Elementary, Secondary, Health, Music, & IL/PB) Teacher Work Sample
25
Conceptual Framework
Evaluation Questions
Analyses to Answer Questions
Analysis Summary Associated Assessments
effectiveness in effecting the learning of all students?
Transition points analysis: An individual level examination of preparation and development by program (program Coordinator and designated faculty)
Context, input, process evaluation elements are used
Assessment #6: Student Learning Portfolio Leadership (Building) Leadership (District) Pedagogical Content Knowledge: Capstone Project In Education (MS in Ed) Assessment #1: Assessment Project; Assessment #2: Group Counseling Project Assessment; Assessment # 3: Individual Counseling Project; Assessments #4: Practicum and Internship Supervisor Evaluation of Student (School Counseling)
Reflective Practitioner
Is the program/Educator Preparation Provider (Unit) producing candidates who are able to learn and improve professional practice through reflection and the evaluation of practice?
Transition points analysis Evaluative analysis Narrative analysis: Developmental analysis: Effectiveness of various transition points on the success of individual candidates by program at transition points for individual candidates (Annually by program)
To determine the practice and impact that reflection has on candidates learning at various transition points, for example, examining the transition points between Professional Development School (PDS) Experience for initial teacher preparation candidates and student teaching Input, context, and process evaluation elements are used in the analysis. Candidates are examined for the formation of reflection capabilities.
Assessment #3: (Elementary, Secondary, Health, Music, & IL/PB) Planning (Ed Leadership – ELCC) Supervision Portfolio Leadership (Building) Leadership (District) Assessment #4: (Elementary, Secondary, Health, Music, & IL/PB) Student Teaching Assessment #5: Evaluation of Candidates in WCSU’s 092 Endorsement Program Leadership (Building) Leadership (District) Assessment # 6: Professional Development Interview: Health Portfolio in Mathematics: Mathematics Assessment # 7: Community Health Project : Health Dispositions: Contemporary Issues Portfolio (MS Ed) School Counseling (CACREP): Assessment #1: Assessment Project; Assessment #2: Group Counseling Project Assessment; Assessment # 3: Individual Counseling Project; Assessments #4: Practicum and Internship Supervisor Evaluation of Student (School Counseling)
26
Table 4: The Alignment of the Educator Preparation Provider (Unit) Learner Objectives, NCATE Standards, Conceptual Framework, and Program Learner Objectives
Educator Preparation Provider (Unit) Learner Objectives
Conceptual Framework
Undergraduate Teacher
Certification Learner
Objectives
Initial Licensure/Post Baccalaureate
(M.A.T.) Learner Objectives
Music Learner Objectives
NCATE/CAEP Standard 1 Elements
School and Community Counseling
Program Learner Objectives
Educational Leadership
Program Learner Objectives
1. Candidates for certification and graduate students will demonstrate expertise in content knowledge.
Expertise in Content Knowledge Classroom & School Leadership Attitudes Technology Organize Knowledge & Facilitate Learning Reflective Practitioner
1.Demonstrate the connection of content specific knowledge with pedagogical knowledge and skills in developmentally appropriate lesson design specifically for the K-6 elementary or the 7-12 secondary levels
1.Demonstrate the connection of content with pedagogy in developmentally appropriate lesson design for elementary and secondary levels.
a.To provide a professional education for music majors that develops, nurtures, and assures their competency in all aspects of the discipline
1a. Content Knowledge for Teacher Candidates (Initial and Advanced Preparation of Teachers) 1b. Pedagogical Content Knowledge for Teacher Candidates (Initial and Advanced Preparation of Teachers)
1.Students will be exposed to a wide range of theoretical perspectives with an appreciation of students’ own belief systems. 2. Students will be prepared to understand human developmental issues from cognitive, affective, behavioral and contextual perspectives. 5.Students will be educated to a life-span developmental model for viewing human behavior, including career development. 11.Students will attain the knowledge and skills necessary to be successful entry-level counselors within their specific majors.
1.Prepare PK-12 educators to assume roles of leadership in the conceptualization, initiation, assessment and redesign of initiatives for classrooms, schools, and districts
27
Educator Preparation Provider (Unit) Learner Objectives
Conceptual Framework
Undergraduate Teacher
Certification Learner
Objectives
Initial Licensure/Post Baccalaureate
(M.A.T.) Learner Objectives
Music Learner Objectives
NCATE/CAEP Standard 1 Elements
School and Community Counseling
Program Learner Objectives
Educational Leadership
Program Learner Objectives
2.Candidates will demonstrate the ability to plan, develop and adjust services that meet the needs of diverse learners.
Expertise in Content Knowledge Technology
4.Demonstrate knowledge of the education and development of a range of students of varying backgrounds and abilities including exceptional, gifted, talented, and disabled students in a regular classroom.
4.Demonstrate differentiated instruction in effectively working with a range of students of varying backgrounds and abilities.
b.To encourage development of the creative, intuitive, and intellectual capabilities of students, faculty, and audience;
1d. Student Learning for Teacher Candidates (Initial and Advanced Preparation of Teachers) 1f. Student Learning for Other School Professionals
3.Students will be educated to view human issues from a multicultural perspective.
3.Prepare PK-12 educators to develop and implement innovative curricula that focus on excellence and equity in education.
3.Candidates and graduate students will demonstrate the ability to work jointly, cooperatively and collaboratively with learners, peer, educational professionals, parents and other community members.
Expertise in Content Knowledge Unity Organize Knowledge & Facilitate Learning Reflective Practitioner
7.Actively participate as members of a learning community to collaboratively discuss best practices and continue to learn innovative ways to impact student learning.
8.Demonstrate the construction of meaning in the collaborative cohort setting.
e.To support collaborations between music and related disciplines, and to cultivate and apply new approaches to performance, scholarship, and education.
1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates (Initial and Advanced Preparation of Teachers) 1e. Knowledge and Skills for Other School Professionals
4. Students will demonstrate the ability to facilitate inter- and intra-personal growth in both individual and group process.
3.Prepare PK-12 educators to develop and implement innovative curricula that focus on excellence and equity in education.
4.Candidates and graduate students will
Organize Knowledge
2.Demonstrate leadership in the conceptualization,
2.Demonstrate leadership in the conceptualization,
d.To provide for and to enrich the cultural and
1c. Professional and Pedagogical Knowledge and
8.Students will be encouraged to develop a strong
1.Prepare PK-12 educators to assume roles of
28
Educator Preparation Provider (Unit) Learner Objectives
Conceptual Framework
Undergraduate Teacher
Certification Learner
Objectives
Initial Licensure/Post Baccalaureate
(M.A.T.) Learner Objectives
Music Learner Objectives
NCATE/CAEP Standard 1 Elements
School and Community Counseling
Program Learner Objectives
Educational Leadership
Program Learner Objectives
demonstrate the ability to provide organization, leadership, direction, and management in their provision of professional services to the learners and clients.
Diversity Unity Classroom & School Leadership Attitudes Technology
initiation, assessment, and redesign of curricular and educational initiatives.
initiation, assessment and redesign of curricular and educational initiatives.
educational life of the campus, city, state, and region through excellence in instruction, research, performance and composition;
Skills for Teacher Candidates (Initial and Advanced Preparation of Teachers) 1e. Knowledge and Skills for Other School Professionals
identity with the counseling profession, including an understanding of its history and philosophy, and its present manifestations, through the American Counseling Association.
leadership in the conceptualization, initiation, assessment and redesign of initiatives for classrooms, schools, and districts 2.Prepare PK-12 educators to conduct meaningful site-based inquiry pertaining to student achievement, program assessment and other measures of educational success.
5.Candidates and graduate students will demonstrate the ability to demonstrate professional dispositions that are consistent with this Conceptual Framework
Diversity Unity Classroom & School Leadership
5.Demonstrate skill as a reflective practitioner to accurately assess and analyze student learning, reflecting on the adjustments needed for both instruction and assessment.
2.Demonstrate leadership in the conceptualization, initiation, assessment and redesign of curricular and educational initiatives.
c.To provide an education for non-majors that introduces them to the discipline of music through appreciation, performance, and basic skills courses, thus developing an informed group of advocates and affirming that music
1g. Professional Dispositions for all Candidates
9. Students will be educated to the ethical and legal parameters of the counseling profession. 10.Students will be encouraged to view professional development as a career-long process that includes continuing education
1.Prepare PK-12 educators to assume roles of leadership in the conceptualization, initiation, assessment and redesign of initiatives for classrooms, schools, and districts
29
Educator Preparation Provider (Unit) Learner Objectives
Conceptual Framework
Undergraduate Teacher
Certification Learner
Objectives
Initial Licensure/Post Baccalaureate
(M.A.T.) Learner Objectives
Music Learner Objectives
NCATE/CAEP Standard 1 Elements
School and Community Counseling
Program Learner Objectives
Educational Leadership
Program Learner Objectives
and in accord with professional, state, and institutional standards.
is an integral part of a classic liberal arts education;
and involvement with professional organizations beyond the attainment of the master’s degree.
6.Candidates and graduate students will demonstrate the ability to integrate a variety of relevant technologies into their professional practice.
Expertise in Content Knowledge Classroom & School Leadership Technology Organize Knowledge & Facilitate Learning
3.Demonstrate the innovative use of web based instructional and information technology in the classroom.
3.Demonstrate the innovative use of web based instructional and information technology in the classroom.
a.To provide a professional education for music majors that develops, nurtures, and assures their competency in all aspects of the discipline
1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates (Initial and Advanced Preparation of Teachers) 1e. Knowledge and Skills for Other School Professionals
11.Students will attain the knowledge and skills necessary to be successful entry-level counselors within their specific majors.
4.Prepare PK-12 educators to implement school-wide and district-wide professional development activities utilizing applied research, instructional technology and best practices in PK-12 schools.
7.Candidates and graduate students will demonstrate the ability to use relevant pedagogic skills, educational psychology and knowledge in the planning, development,
Organize Knowledge Attitudes Technology Reflective Practitioner
6.Appropriately apply the knowledge, skills, and dispositions of human development in the effective management of the classroom environment.
5.Demonstrate knowledge of the education and development of exceptional, gifted, talented, and disabled students in a regular classroom. 6.Accurately assess and analyze student learning,
c.To provide an education for non-majors that introduces them to the discipline of music through appreciation, performance, and basic skills courses, thus developing an informed group of advocates and affirming that music is an integral part of
1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates (Initial and Advanced Preparation of Teachers) 1e. Knowledge and Skills for Other School Professionals
6.Students will be educated in methods of contextual evaluation, appraisal and goal setting.
4.Prepare PK-12 educators to implement school-wide and district-wide professional development activities utilizing applied research, instructional technology and best practices in PK-12 schools.
30
Educator Preparation Provider (Unit) Learner Objectives
Conceptual Framework
Undergraduate Teacher
Certification Learner
Objectives
Initial Licensure/Post Baccalaureate
(M.A.T.) Learner Objectives
Music Learner Objectives
NCATE/CAEP Standard 1 Elements
School and Community Counseling
Program Learner Objectives
Educational Leadership
Program Learner Objectives
delivery and assessment of professional services in support of relevant educational and professional goals.
reflecting on the adjustments needed for both instruction and assessment.
a classic liberal arts education;
8.Candidates and graduate students will demonstrate the ability and motivation to develop and incorporate improvements into their professional practice based upon their interpretation, evaluation, and use of relevant data and insights.
Attitudes Classroom & School Leadership Reflective Practitioner
6.Appropriately apply the knowledge, skills, and dispositions of human development in the effective management of the classroom environment.
7.Demonstrate the ability to be both a consumer and a producer of educational research through the use of inquiry, critical analysis, and synthesis in the investigation and implementation of action based research
c.To provide an education for non-majors that introduces them to the discipline of music through appreciation, performance, and basic skills courses, thus developing an informed group of advocates and affirming that music is an integral part of a classic liberal arts education;
1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates (Initial and Advanced Preparation of Teachers) 1e. Knowledge and Skills for Other School Professionals
7.Students will demonstrate their ability to research and develop interventions for counseling issues.
5.Prepare PK-12 educators to implement school-wide and district-wide professional development activities consistent with emerging national standards as articulated by relevant professional specialty associations. (Spring, 2001, rev. 02/07/07)
31
Table 5: The Alignment of the Educator Preparation Provider (Unit) Goals with Standards: NCATE Specialty Professional Association Standards, and the Interstate Teacher Assessment and Support Consortium (InTASC);and Recognized Assessment Bodies: Music (NASM) and Counseling (CACREP); and the Behavior Analyst Certification Board (BACB)
Education Educator
Preparation Provider (Unit)
GOALS NCATE
Standards
CACREP School Counseling
Program Standards
Connecticut Common Core of Teaching (CCCT)
2010 MUSIC
EDUCATION
Behavior Analyst Certification
Board (BACB)
Specialty Professional Association Standards
Interstate Teacher
Assessment and Support Consortium
(InTASC) Standards
1.Candidates for certification and graduate students will demonstrate expertise in content knowledge.
Standard 1a: Content Knowledge for Teacher Candidates: Initial and Advanced
Standard 1: Content and Professional Knowledge for Other School Professionals
IIK.1-IIK.8
A 1-7; C 1-6;
G 1-3
Domain 1: Content and Essential Skills (1.1-1.6)
Standard 2: Program Content
Standard 3. Desirable Attributes, Essential Competencies, Professional Procedures b) music competencies c) specialization competencies
A-01- A-08, B-01, B-02, D-11, D-12, D-
20, D-21,
E-05, E-10,
F-01-F-08 G-07, H-01, H-02, I-01 J-09 FK-08, FK-09 FK-44, FK-45 FK-48
AAHE1 ACEI 2.1—2.7 ACTFL 1.0 ELCC
(Instructional. Leadership) 1a. 1.2, 5.2 1b. 2.3, 4.2, 6.3; (Educ. Admin.) 1a. 1&2 2.1, 2.2, 2.3, 4.1 1a. 3&4 1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 3.4, 3.5, 4.2, 5.2, 6. NCTE 3.0 (3.1—3.7) NCTM 1.0—1.5, 9.0-15.0 NCSS 1.1-1.10 NSTA 1—2 NSTE 3.1-3.7 IL/PB 1.0
Standard #4: Content Knowledge. Standard #5: Innovative Applications of Content.
32
Education Educator
Preparation Provider (Unit)
GOALS NCATE
Standards
CACREP School Counseling
Program Standards
Connecticut Common Core of Teaching (CCCT)
2010 MUSIC
EDUCATION
Behavior Analyst Certification
Board (BACB)
Specialty Professional Association Standards
Interstate Teacher
Assessment and Support Consortium
(InTASC) Standards
2.Candidates will demonstrate the ability to plan, develop and adjust services that meet the needs of diverse learners.
Standard 1b: Pedagogical Content Knowledge for Teachers
IIK.1g, IIK.2II
K.3, IIK.4d, IIK.7f&g E 1-4; F 1-4;
G 1; H 5
Domain 3: Planning for Active Learning (3.1-3.9)
Domain 4: Instruction for Active Learning (4.1-4.7)
Standard 3. Desirable Attributes, Essential Competencies, Professional Procedures a) desirable attributes d) teaching competencies
A-01-02, A-09-13 B-03, B-04-07, B-11 C-02-03 D-02-03, D-07, D-15-21, D-06E-02, E-04, E-07,E-12 F-01, F-03-05 G-05-06, G-08, J-03, J-05,
J-11-12, J-15
K-02, K-06, K-08, FK-07, FK-10,
FK-11, FK-13-
15, FK-17-22,
FK-24-25
FK-29-31
FK-35-39
AAHE 3, 4, 5 ACEI 3.1—3.5, 4.0 ACTFL 1.0, 2.0, 3.0 ELCC Instructional. Leadership) 2a. 1.1, 1.2, 1.3, 1.4, 4.3, 4.4, 5.5 2b. 2.1, 2.2, 3.1, 3.3, 4.1, 4.2, 5.4, 6.1, 7.1 2c. 2.3, 3.4, 3.5, 5.2, 5.3; (Educ. Admin.) 2a. 1.1, 1.2, 1.3, 1.4, 4.3, 4.4, 5.5 2b. 2.1, 2.2, 3.1, 3.3, 4.1, 4.2, 5.4, 7.1 2c. 2.3, 3.4, 3.5, 5.2, 5.3 NCTE 2.4, 2.6, 4.1, 4.2, 4.3, 4.5, 4.6, NCTM 6.0—8.0, 16.3 NCSS 1.1-1.10 NSTA 5—6 NSTE 2.1, 2.2, 2.5, 4.1-4.10
Standard #1: Learner Development. Standard #2: Learning Differences.
33
Education Educator
Preparation Provider (Unit)
GOALS NCATE
Standards
CACREP School Counseling
Program Standards
Connecticut Common Core of Teaching (CCCT)
2010 MUSIC
EDUCATION
Behavior Analyst Certification
Board (BACB)
Specialty Professional Association Standards
Interstate Teacher
Assessment and Support Consortium
(InTASC) Standards
IL/PB 2.0
3.Candidates and graduate students will demonstrate the ability to work jointly, cooperatively and collaboratively with learners, peer, educational professionals, parents and other community members.
Standard 1b: Pedagogical Content Knowledge for Teachers
Standard 1d: Student Learning for Teacher Candidates
Standard 1f: Student Learning for Other School Professionals
IIK.1 M 1-7; N 1-5;
H 4
Domain 6: Professional Responsibilities and Teacher Leadership (6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10, 6.11)
B. Common Body of Knowledge and Skills C. Results Standard 3. Desirable Attributes, Essential Competencies, Professional Procedures a) desirable attributes
A-12-14, B-01, B-03-07, B-10 C-02 D-17, D-20-21 E-07, G-06-08 J-08-10
AAHE 6 ACEI 3.1—3.5, 4.0 ACTFL 3.0, 4.0, 5.0 ELCC (Instructional. Leadership) 3a. 2.2, 2.4 3b. 3.1, 3.2, 7.1; (Educ. Admin.) 3a. 2.2, 2.4 3b. 3.1, 3.2, 7 NCTE 2.1, 2.4, 4.1, 4.2, 4.3, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10 NCTM 6.0—8.0, 16.3 NCSS 1.1-1.10 NSTA 8—9 NSTE 2.3 IL/PB 3.0
Standard #10: Collaboration.
4.Candidates and graduate students will demonstrate the ability to provide organization, leadership, direction, and
Standard 1b: Pedagogical Content Knowledge for Teachers
Standard 1c: Professional and Pedagogical
IIK.1, IIK.2 O 1-5 ; P 1-2
Domain 6: Professional Responsibilities and Teacher Leadership (6.3, 6.4, 6.5, 6.6, 6.7, 6.9, 6.10, 6.11)
Standard 3. Desirable Attributes, Essential Competencies, Professional Procedures a) desirable attributes
A-12-14, B-01, B-03-07, B-10 C-02 D-17, D-20-21 E-07, G-06-08 J-08-10
AAHE 6, 7, 8 ACEI 3.1—3.5 ACTFL 3.0,4.0, 6.0 ELCC (Instructional. Leadership) 4a. 5.4, 6.2, 6.3 4b. 5.4, 6.2, 6.3;
Standard #9: Reflection and Continuous Growth. Standard #10: Collaboration.
34
Education Educator
Preparation Provider (Unit)
GOALS NCATE
Standards
CACREP School Counseling
Program Standards
Connecticut Common Core of Teaching (CCCT)
2010 MUSIC
EDUCATION
Behavior Analyst Certification
Board (BACB)
Specialty Professional Association Standards
Interstate Teacher
Assessment and Support Consortium
(InTASC) Standards
management in their provision of professional services to the learners and clients.
Knowledge and Skills for Teachers
Standard 1g: Professional Dispositions
b) music competencies c) specialization competencies d) teaching competencies
4.1—4.3 (Educ. Admin.) 4a. 1.3, 5.2 4b. 1.2, 3.1, 6.1, 6.2, 6.3, 7.1 4c. 7.2 4d. 3.3, 4.2, 4.3, 4.4, 5.1, 5.3, 5.4, 5.5, 4e. 2.1, 2.34d. 3.3, 4.2, 4.3, 4.4, 5.1, 5.3, 5.4, 5.5, 4e. 2.1, 2.3 NCTE 2.4, NCTM 6.0—8.0, 16.3 NCSS 1.1-1.10 NSTA 3, 4, & 7 NSTE 2.3, 4.1-4.10 IL/PB 2.0, 3.0
5.Candidates and graduate students will demonstrate the ability to demonstrate professional dispositions that are consistent with this
Standard 1c: Professional and Pedagogical Knowledge and Skills for Teachers
Standard 1g: Professional Dispositions
IIK.1-8; B 1-2; D 1, 5
Domain 6: Professional Responsibilities and Teacher Leadership (6.1-6.11)
Standard 3. Desirable Attributes, Essential Competencies, Professional Procedures a) desirable attributes
A-12-14, B-01, B-03-07, B-10 C-02 D-17, D-20-21 E-07, G-06-08 J-08-10
AAHE 6 ACEI 5.1—5.4 ACTFL 5.0, 6.0 ELCC (Instructional. Leadership) 5a. 1, 2, 3, 4, 5, 6; (Administrative Leadership) 5a. 1.1, 2.1, 2.4, 3.1, 3.2, 3.3,
Standard #9: Reflection and Continuous Growth.
35
Education Educator
Preparation Provider (Unit)
GOALS NCATE
Standards
CACREP School Counseling
Program Standards
Connecticut Common Core of Teaching (CCCT)
2010 MUSIC
EDUCATION
Behavior Analyst Certification
Board (BACB)
Specialty Professional Association Standards
Interstate Teacher
Assessment and Support Consortium
(InTASC) Standards
Conceptual Framework and in accord with professional, state, and institutional standards.
Standard 1e: Professional Knowledge and skills for Other School Professionals
3.4, 3.5, 4.1, 4.3, 5.1, 5.4, 6.1, 6.3 NCTE 2.3, NCTM 6.0—8.0, 16.3 NCSS 1.1-1.10 NSTA 10 NSTE 2.1-2.6 IL/PB
6.Candidatesand graduate students will demonstrate the ability to integrate a variety of relevant technologies into their professional practice.
Standard 1c: Professional and Pedagogical Knowledge and Skills for Teachers
Standard 1g: Professional Dispositions
IIK.1, IIK.4, IIK.8
O3
Domain 3: Planning for Active Learning (3.5)
Domain 6: Professional Responsibilities and Teacher Leadership (6.9)
Standard B: Common Body of Knowledge and Skills 5. Technologies
G-08, Task List: C-03, D-18, D-20, E-07, FK-22, FK-38-39 A-12, A-13-14, B-01, B-03-07, B-10 C-02 D-17, D-20-21 E-07, G-06-08 J-08-10
AAHE 8 ACEI 3.1—3.5, 5.1—5.4 ACTFL 6.0 ELCC (Instructional. Leadership) 6a. 5.1, 5.4 6b. 1.4, 2.4, 4.1, 4.3; (Administrative Leadership) 6a. 5.1, 5.4 6b. 1.4, 2.4, 4.1, 4.3 NCTE 4.1—4.10 NCTM 3.0, 6.0—8.0, 16.3 NCSS 1.1-1.10 NSTA 10 NSTE 3.2 IL/PB 3.0, 4.0
Standard #3: Learning Environments. Standard #5: Innovative Applications of Content. Standard #6: Assessment. Standard #7: Planning for Instruction. Standard #8: Instructional Strategies.
7.Candidates Standard 1c: IIK.1-IIK.8 Domain 2:
Standard 3. D-03-04, D-08, AAHE 3, 4, 5 Standard #1:
36
Education Educator
Preparation Provider (Unit)
GOALS NCATE
Standards
CACREP School Counseling
Program Standards
Connecticut Common Core of Teaching (CCCT)
2010 MUSIC
EDUCATION
Behavior Analyst Certification
Board (BACB)
Specialty Professional Association Standards
Interstate Teacher
Assessment and Support Consortium
(InTASC) Standards
and graduate students will demonstrate the ability to use relevant pedagogic skills, educational psychology and knowledge in the planning, development, delivery and assessment of professional services in support of relevant educational and professional goals.
Professional and Pedagogical Knowledge and Skills for Teachers
Standard 1g: Professional Dispositions
III G & H D 1-5; H 1-3; I 1-3; J 1-3;
L 1-3
Classroom Environment, Student Engagement, and Commitment to Learning
Domain 5: Assessment for Learning (5.1-5.8)
Desirable Attributes, Essential Competencies, Professional Procedures d) teaching competencies
D-21, E-03,, E-07, F-03, J-10 FK-41-42
A-01-14, B-03-04, B-07, C-01, D-05, D-09-13, E-01, E-09-11, F-05, F-07 H-01--04 I-03, 1_05 I-07, J-04 J-15 ttK-01, K-05, K-07, J-05, J-09, J-14 FK-16-18, FK-23, FK-30 FK-32 FK-43-48
ACEI 5.1—5.4 ACTFL 5.0, 6.0 ELCC (Instructional. Leadership) 2.1, 5.1, 5.2, 5.3, 5.4, 5.5, 6.1, 6.2 ( Administrative Leadership) 7a. 1.1, 2.2, 6.1 7b. 1.2, 1.4, 2.4, 3.4, 6.2 7c. 1.3, 2.3, 4.1, 5.1, 5.3 NCTE 2.5, 4.2, 4.3, NCTM 6.0—8.0, 16.3 NCSS 1.1-1.10 NSTA 10 NSTE 2.4, 2.5 IL/PB 2.0, 3.0, 4.0
Learner Development. Standard #2: Learning Differences. Standard #3: Learning Environments. Standard #4: Content Knowledge. Standard #5: Innovative Applications of Content. Standard #6: Assessment. Standard #7: Planning for Instruction. Standard #8: Instructional Strategies. Standard #9: Reflection and Continuous Growth. Standard #10: Collaboration.
8.Candidates and graduate students will demonstrate
Standard 1g: Professional Dispositions
Standard 1d:
Domain 2: Classroom Environment, Student
Standard 3. Desirable Attributes, Essential
D-03-04, D-08, D-21, E-03,, E-07, F-03,
AAHE 6, 7, 8 ACEI 3.1—3.5 ACTFL 3.0 ELCC 5.1—5.3,
Standard #9: Reflection and Continuous Growth.
37
Education Educator
Preparation Provider (Unit)
GOALS NCATE
Standards
CACREP School Counseling
Program Standards
Connecticut Common Core of Teaching (CCCT)
2010 MUSIC
EDUCATION
Behavior Analyst Certification
Board (BACB)
Specialty Professional Association Standards
Interstate Teacher
Assessment and Support Consortium
(InTASC) Standards
the ability and motivation to develop and incorporate improvements into their professional practice based upon their interpretation, evaluation, and use of relevant data and insights.
Student Learning for Teacher Candidates
Standard 1f: Student Learning for Other School Professionals
IIIG&H D 1,5; J 1, 3
Engagement, and Commitment to Learning (2.1, 2.2)
Domain 3: Planning for Active Learning (3.5)
Domain 5: Assessment for Learning (5.1-5.8)
t
Domain 6: Professional Responsibilities and Teacher
Competencies, Professional Procedures a) desirable attributes b) music competencies c) specialization competencies
J-10 FK-41-42 D-03, D-04, D-08, D-21, E-03,, E-07, F-03, FK-41, J-10 FK-42 A-01-14, B-03-04, B-07, C-01, D-05, D-09-13, E-01, E-09-11, F-05, F-07 H-01--04 I-03, 1_05 I-07, J-04 J-15 K-01, K-05, K-07, J-05, J-09, J-14 FK-16-18, FK-23, FK-30 FK-32 FK-43-48 D-09, D-10,-14, F-07-08, FK-33, FK-43-46
6.1—6.3 NCTE 2.2, 4.4 NCTM 6.0—8.0, 16.3 NCSS 1.1-1.10 NSTA 5—6 NSTE 2.3, 4.1-4.10 IL/PB 3.0
Standard #10: Collaboration.
38
Education Educator
Preparation Provider (Unit)
GOALS NCATE
Standards
CACREP School Counseling
Program Standards
Connecticut Common Core of Teaching (CCCT)
2010 MUSIC
EDUCATION
Behavior Analyst Certification
Board (BACB)
Specialty Professional Association Standards
Interstate Teacher
Assessment and Support Consortium
(InTASC) Standards
Leadership (6.1, 6.3, 6.4, 6.5, 6.9, 6.10)
Table 6: Alignment of the Conceptual Framework, InTASC, CCT, Marzano’s Causal Teacher Evaluation Model Domains, and Danielson’s Framework for Teaching
39
Professional Education
Provider (Unit) Conceptual Framework
Interstate Teacher Assessment and
Support Consortium (InTASC) Standards
(April 2011)
2010Connecticut Common Core of
Teaching Domains of Teacher
Performance
Marzano’s Causal Teacher Evaluation Model Domains
1
Charlotte Danielson’s Framework for Teaching (2007)
2
Expertise in Content Knowledge
Diversity Attitudes
Content Standard #4: Content Knowledge Instructional Practice Standard #7: Planning for Instruction The Learner and
Learning Standard #1: Learner
Development Standard #2: Learning
Differences Standard #3: Learning
Environments
Domain 1. Content and Essential Skills:
Teachers understand and apply essential skills, central concepts and tools of inquiry in their subject matter or field. Domain 3. Planning for
Active Learning: Teachers plan instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large Domain 2. Classroom
Environment, Student Engagement and Commitment to Learning:
Teachers promote student engagement, independence and
Domain 2: Planning and Preparing
I. Planning and Preparing for
Lessons and Units
II. Planning and Preparing for
Technology and It’s Uses
III. Planning and Preparing for
Needs of English Language
Learners
IV. Planning and Preparing for
Needs of Special Education
Students
V. Planning and Preparing for
Students Who Lack Support
of Learning
Domain 1: Classroom Strategies and Behaviors
30. Lesson Segment Involving Routine Events
DQ1 Communicating Learning Goals and Feedback
DQ6: Establishing Rules and Procedures
Domain 1:Planning and Preparation 1a. Demonstrating Knowledge
of Content and Pedagogy Demonstrating
1b. Demonstrating Knowledge of Students
1c. Setting Instructional Outcomes
1d. Demonstrating Knowledge of Resources
1e. Designing Coherent Instruction
1f. Designing Student Assessments
Domain 2:The Classroom Environment
2a. Creating an Environment of Respect and Rapport
2b. Establishing a Culture for Learning
2c. Managing Classroom Procedures
1Learning Sciences International, (2011).The Marzano Causal Teacher Evaluation Model Alignment to InTASC Model Core Teaching Standards
2Danielson (2007). Enhancing professional practice, A framework for teaching, (2nd Ed). ASCD. (Chapter 1)
40
Professional Education
Provider (Unit) Conceptual Framework
Interstate Teacher Assessment and
Support Consortium (InTASC) Standards
(April 2011)
2010Connecticut Common Core of
Teaching Domains of Teacher
Performance
Marzano’s Causal Teacher Evaluation Model Domains
1
Charlotte Danielson’s Framework for Teaching (2007)
2
Organize
Knowledge and Facilitate Learning
Technology
Unity Classroom and
School Leadership
Reflective
Practitioner
Content Standard #5: Innovative
Applications of Knowledge
Instructional Practice Standard #8:
Instructional Strategies
Instructional Practice Standard #6:
Assessment Professional
Responsibility Standard #9: Reflection
and Continuous Growth
Standard #10: Collaboration
interdependence in learning by facilitating a positive learning community. Domain 4. Instruction
for Active Learning: Teachers implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large. Domain 5. Assessment
for Learning: Teachers use multiple measures to analyze student performance and to inform subsequent planning and instruction. Domain 6. Professional Responsibilities and Teacher Leadership: Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership.
II. Lesson Segment Addressing Content
DQ2: Helping Students Interact with New Knowledge
DQ3: Helping Students Practice and Deepen New Knowledge
DQ4: Helping Students Generate and Test Hypotheses
III. Lesson Segment Enacted
on the Spot DQ5: Engaging Students DQ7: Recognizing Adherence to
Rules and Procedures DQ8: Establishing and
Maintaining Effective Relationships with Students
DQ9: Communicating High Expectations for All Students
Domain 3: Reflecting on
Teaching 30. Evaluating Personal
Performance II. Developing and Implementing
a Professional Growth Plan Domain 4: Collegiality and
Professionalism 30. Promoting a Positive
2d. Managing Student Behavior 2e. Organizing Physical Space
Domain 3:Instruction
3a. Communicating with Students
3b. Using Questioning and Discussion
3c. Techniques 3d. Engaging Students in
Learning 3e. Using Assessment in
Instruction 3f. Demonstrating Flexibility
and Responsiveness Domain 4: Professional Responsibilities
4a. Reflecting on Teaching 4b. Maintaining Accurate
Records 4c. Communicating with
Families 4d. Participating in a
Professional 4e. Community
41
Professional Education
Provider (Unit) Conceptual Framework
Interstate Teacher Assessment and
Support Consortium (InTASC) Standards
(April 2011)
2010Connecticut Common Core of
Teaching Domains of Teacher
Performance
Marzano’s Causal Teacher Evaluation Model Domains
1
Charlotte Danielson’s Framework for Teaching (2007)
2
Environment II. Promoting Exchange of Ideas
and Strategies III. Promoting District and School
Development
4f. Growing and Developing Professionally
4g. Showing Professionalism
42
Figure 2: The Unit Assessment System: Transition Points and Key Assessments Used in Initial Certification Programs (See Assessment Plan Handbook Addendum for Graphic Representation of Transition Points)
*Note: All initial program undergraduate candidates must successfully complete the following prior to interviewing for the Professional Development Semester: 3.0 GPA (2012); Fingerprinting/Background Check; Praxis I; Content Major Complete; ED 206, HPX 215, EPY 203 or 204; Recommendations; Application; and Essay.
**Note: The IL/PB requires that candidates must successfully complete the following prior to enrollment: BA or BS in Content Area or Related Field; Meet IL/PB Transcript Requirements; 3.0 GPA or Miller’s Analogy Test (scoring at appropriate percentile); Fingerprinting/Background Check; Praxis I; Praxis II in Content Knowledge; ACTFL OPI and WPT for Spanish Candidates; 3 Recommendations; Application; and Mini-Application Portfolio.
Programs (endorsement
grades)
Transition Point #1 Prior to Professional
Semester
Transition Point #2 After Professional
Semester/Before Student Teaching
Transition Point #3 During Student Teaching
Transition Point #4
After Program Completion
Elementary Education* (K-6) Program Entry: 3.0 CUM GPA 30 Credits Fingerprinting and
Background Check
3.0 CUM GPA Praxis I or 1100 SAT Content Major Complete
(no more than 6 CR remaining)
Gen Ed Complete ED 206, HPX 215, & EPY
203 completed (B or better)
Application Essay Recommendations Interview
Content Knowledge:
ACEI Assessment #2 Content Rating Profile (changed to GPA 3.0 or higher in Fall 2013)
Dispositions:
ACEI Assessment #6 Dispositions
3.0 CUM GPA Application for Student
Teaching Interview with School
District Professional & Pedagogical
Knowledge: ACEI Assessment #3
Planning (PDS Capstone)
3.0 CUM GPA Content Major Complete Pass Student Teaching Teacher Work Sample Content Knowledge:
ACEI Assessment #1 Licensure
Professional & Pedagogical Knowledge/Clinical Experience:
ACEI Assessment #4 Student Teaching Evaluation Instrument
Impact on Student
Learning:
Alumni Survey (Exit Interview)
(immediate and 2 years out)
Employer
Survey (2 years out)
43
Programs (endorsement
grades)
Transition Point #1 Prior to Professional
Semester
Transition Point #2 After Professional
Semester/Before Student Teaching
Transition Point #3 During Student Teaching
Transition Point #4
After Program Completion
Dispositions Instrument (Fall 2013)
ACEI Assessment #5 Teacher Work Sample
Health Education* (PK-12) Program Entry: 3.0 CUM GPA 30 Credits Fingerprinting and
Background Check
Content Knowledge: AAHE Assessment #2
GPA 3.0 or higher Dispositions:
AAHE Assessment #6 Professional Development Interview
Dispositions Instrument (Fall 2013)
Professional & Pedagogical Knowledge
AAHE Assessment #1 Licensure (effective 2013)
AAHE Assessment #3 Planning
AAHEAssessment #7 Community Health Project
AAHEAssessment #8 Coordinated School Health Project
Professional & Pedagogical Knowledge/Clinical Experience:
AAHE Assessment #4 Student Teaching Evaluation Instrument
Impact on Student
Learning: AAHE Assessment #5
Teacher Work Sample
Alumni Survey (immediate and 2 years out)
Employer
Survey (2 years out)
ALL Secondary Ed Program Entry:
3.0 CUM GPA 30 Credits Fingerprinting and
Background Check
3.0 CUM GPA Praxis I or 1100 SAT Content Major Complete
(no more than 6 CR remaining)
Gen Ed Complete ED 206, HPX 215, & EPY
203 completed (B or better)
Application Essay Recommendations Interview See Specific Secondary
Content Area (below) for Transition Point #1 Key Assessments
3.0 CUM GPA Application for Student
Teaching Interview with School
District See Specific Secondary
Content Area (below) for Transition Point #2 Key Assessments
3.0 CUM GPA Content Major Complete Pass Student Teaching Teacher Work Sample See Specific Secondary
Content Area (below) for Transition Point #3 Key Assessments
Alumni Survey (immediate and 2 years out)
Employer
Survey (2 years out)
Secondary Ed.: Mathematics*
(7-12)
Content Knowledge: NCTM Assessment #2
GPA
Content Knowledge: NCTM Assessment #1
Licensure (effective
Professional & Pedagogical Knowledge/Clinical Experience:
Alumni Survey (immediate and 2 years
44
Programs (endorsement
grades)
Transition Point #1 Prior to Professional
Semester
Transition Point #2 After Professional
Semester/Before Student Teaching
Transition Point #3 During Student Teaching
Transition Point #4
After Program Completion
NCTM Assessment #6 Portfolio in Mathematics
Dispositions:
Professional Development Interview
Dispositions Instrument (Fall 2013)
2013) Professional & Pedagogical
Knowledge: NCTM Assessment #3
Planning
NCTM Assessment #4 Student Teaching Evaluation Instrument
Impact on Student
Learning: NCTM Assessment #5
Teacher Work Sample
out) Employer
Survey (2 years out)
Secondary Ed: English*
(7-12)
Content Knowledge: NCTE Assessment #2
Content Rating Profile (changed to GPA 3.0 or higher in Fall 2013)
Dispositions: NCTE Assessment #6
Dispositions
Content Knowledge: NCTE Assessment #1
Licensure (effective 2013)
Professional & Pedagogical Knowledge:
NCTE Assessment #3 Planning
Professional & Pedagogical Knowledge/Clinical Experience:
NCTE Assessment #4 Student Teaching Evaluation Instrument
Impact on Student
Learning: NCTE Assessment #5
Teacher Work Sample
Alumni Survey (immediate and 2 years out)
Employer
Survey (2 years out)
Secondary Ed: History/Social
Studies* (7-12)
Content Knowledge: NCSS Assessment #2
Content Rating Profile (changed to GPA 3.0 or higher in Fall 2013)
Dispositions:
NCSS Assessment #6 Dispositions
Content Knowledge: NCSS Assessment #1
Licensure (effective 2013)
Professional & Pedagogical
Knowledge: NCSS Assessment #3
Planning
Professional & Pedagogical Knowledge/Clinical Experience:
NCSS Assessment #4 Student Teaching Evaluation Instrument
Impact on Student
Learning: NCSS Assessment #5
Teacher Work Sample
Alumni Survey (immediate and 2 years out)
Employer
Survey (2 years out)
Secondary Ed: Biology*
(7-12)
Content Knowledge: NSTA Biology
Assessment #2 GPA
Content Knowledge: NSTA Biology
Assessment #1 Licensure (effective
Professional & Pedagogical Knowledge/Clinical Experience:
NSTA Biology
Alumni Survey (immediate and 2 years out)
45
Programs (endorsement
grades)
Transition Point #1 Prior to Professional
Semester
Transition Point #2 After Professional
Semester/Before Student Teaching
Transition Point #3 During Student Teaching
Transition Point #4
After Program Completion
Professional & Pedagogical Knowledge:
NSTA Biology Assessment #6 Safety & Welfare
Dispositions:
Dispositions Instrument (Fall 2013)
2013) NSTA Biology
Assessment #7 Research
Professional & Pedagogical Knowledge:
NSTA Biology Assessment #3 Planning
Assessment #4 Student Teaching Evaluation Instrument
Content Knowledge: NSTA Biology
Assessment #8 Contextualizing Science
Impact on Student
Learning:
NSTA Biology Assessment #5 Teacher Work Sample
Employer
Survey (2 years out)
Secondary Ed: Chemistry*
(7-12)
Content Knowledge: NSTA Chemistry
Assessment #2 GPA Professional &
Pedagogical Knowledge:
NSTA Chemistry Assessment #6 Safety & Welfare
Dispositions:
Dispositions Instrument (Fall 2013)
Content Knowledge: NSTA Chemistry
Assessment #1 Licensure (effective 2013)
NSTA Chemistry Assessment #7 Research
Professional & Pedagogical
Knowledge: NSTA Chemistry
Assessment #3 Planning
Professional & Pedagogical Knowledge/Clinical Experience:
NSTA Chemistry Assessment #4 Student Teaching Evaluation Instrument
Content Knowledge:
Assessment #8 Contextualizing Science
Impact on Student Learning:
NSTA Chemistry
Alumni Survey (immediate and 2 years out)
Employer
Survey (2 years out)
46
Programs (endorsement
grades)
Transition Point #1 Prior to Professional
Semester
Transition Point #2 After Professional
Semester/Before Student Teaching
Transition Point #3 During Student Teaching
Transition Point #4
After Program Completion
Assessment #5 Teacher Work Sample
Secondary Ed: Earth Science*
(7-12)
Content Knowledge:
NSTA Earth Science Assessment #2 GPA
Professional & Pedagogical Knowledge:
NSTA Earth Science Assessment #6 Safety & Welfare
Dispositions:
Dispositions Instrument (Fall 2013)
Content Knowledge:
NSTA Earth Science Assessment #1 Licensure (effective 2013)
Professional & Pedagogical
Knowledge: NSTA Earth Science
Assessment #3 Planning
NSTA Earth Science Assessment #7 Research
Professional & Pedagogical Knowledge/Clinical Experience:
NSTA Earth Science Assessment #4 Student Teaching Evaluation Instrument
Content Knowledge:
NSTA Earth Science Assessment #8 Contextualizing Science
Impact on Student Learning: NSTA Earth Science
Assessment #5 Teacher Work Sample
Alumni Survey (immediate and 2 years out)
Employer
Survey (2 years out)
Secondary Ed: Spanish*
(7-12)
Content Knowledge:
ACTFL Assessment #2 GPA
Content Knowledge:
ACTFL Assessment #1 Licensure (effective 2013)
ACTFL Assessment #7 Assessment of Content, Cultures, Literatures
ACTFL Assessment #8 Spanish Curriculum Module
Professional & Pedagogical Knowledge/Clinical Experience:
ACTFL Assessment #4 Student Teaching Evaluation Instrument
Alumni Survey (immediate and 2 years out)
Employer
Survey (2 years out)
47
Programs (endorsement
grades)
Transition Point #1 Prior to Professional
Semester
Transition Point #2 After Professional
Semester/Before Student Teaching
Transition Point #3 During Student Teaching
Transition Point #4
After Program Completion
Dispositions: ACTFL Assessment #6
Dispositions Dispositions Instrument
(Fall 2013)
Professional & Pedagogical Knowledge:
ACTFL Assessment #3 Planning
Content Knowledge: ACTFL Assessment #6
Oral Proficiency Interview
Impact on Student
Learning: ACTFL Assessment #5
Teacher Work Sample
Music Education* (K-12)
NASM Accredited Content Knowledge:
Assessment #2 GPA Dispositions:
Dispositions Instrument (Fall 2013)
NASM Accredited Content Knowledge:
Assessment #1 Licensure (effective Fall 2013)
Professional & Pedagogical Knowledge
Assessment #3 Planning
NASM Accredited Professional & Pedagogical
Knowledge/Clinical Experience:
Assessment #4 Student Teaching Evaluation Instrument
Impact on Student
Learning: Assessment #5 Teacher
Work Sample
Alumni Survey (immediate and 2 years out)
Employer
Survey (2 years out)
Master of Arts in Teaching** (Secondary Biology, Mathematics, and Spanish) (7-12) Program Entry: 3.0 CUM GPA or
Miller’s Analogy Test
Undergraduate Degree
30 Credits in content area
Content Knowledge: IL/PB Assessment #1
Licensure (Program Entry)
Biology & Math: Praxis II
Spanish: ACTFL Written Proficiency Test
IL/PB Assessment #2 Transcript Review
IL/PB Assessment #6 Biology: Safety & Welfare
Professional & Pedagogical Knowledge: IL/PB Assessment #3
Planning
Content Knowledge: IL/PB Assessment #6
Mathematics: Portfolio in Mathematics
IL/PB Assessment #7 Biology: Research
IL/PB Assessment #7 Spanish: Assessment of
Professional & Pedagogical Knowledge/Clinical Experience:
IL/PB Assessment #4 Student Teaching Evaluation Instrument
Impact on Student
Learning: IL/PB Assessment #5
Electronic Professional Educator Portfolio with Teacher Work Sample
Alumni Survey (immediate and 2 years out)
Employer
Survey (2 years out)
48
Programs (endorsement
grades)
Transition Point #1 Prior to Professional
Semester
Transition Point #2 After Professional
Semester/Before Student Teaching
Transition Point #3 During Student Teaching
Transition Point #4
After Program Completion
(IL/PB #2) Pass Praxis I or
SAT Waiver Pass Praxis II Interview Essays Fingerprinting and
Background Check
Dispositions:
Program Interview Dispositions Instrument
(Fall 2013)
Content, Cultures, Literatures
IL/PB Assessment #8 Spanish: Curriculum Module
Content Knowledge: IL/PB Assessment #6
Spanish: Oral Proficiency Interview (ACTFL)
IL/PB Assessment #8 Biology: Contextualizing Science
49
Figure 3: The Unit Assessment System: Transition Points for Advanced Teacher Preparation Programs with Criteria and Key Assessments (See Assessment Plan Handbook Addendum for Graphic Representation of
Transition Points)
Program
Admission/
Program Entry Transition Point #1
Course Work
Transition Point #2
(Capstone or Internship)
Transition Point #43
Program Completion
MS in Education (Non- certification)
Fingerprinting and Background Check
3.0 Undergraduate GPA
Teacher Certification Interview Bachelor’s degree Completed application
Completion of 30 Credits Completion of Core
Courses: ED 500 (Contemporary Issues), ED 501 (Research), and EPY 505 (Measurement)
Content Knowledge: Assessment #1:
Educational Research Project (InTASC- ED 501)
Impact on Student
Learning Assessment #3:
Measurement and Evaluation Final Project (InTASC - EPY 505)
Dispositions:
Assessment #4: School Board Meeting (InTASC - ED 500)
Advanced Program Disposition Instrument (Fall 2013 implementation)
Completion of ED 592 (Capstone)
Professional & Pedagogical
Knowledge: Capstone Project in
Education (InTASC & ISTE - ED 592)
Field/Clinical:
2-Day Diverse Experience (Fall 2013 implementation)
Exit Survey (immediate and 2 years out)
Employer Survey (2
years out)
MS in Music
Education
NASM Accredited 3.0 UG GPA 2 recommendations Earned BS/BA in
NASM Accredited Assessment by University
Supervisor and Mentor Approved Program of 30
NASM Accredited 3.0 GPA in MS program Completion of 30 Credits Pass Comprehensive Exam
Exit Survey (immediate and 2 years out)
50
Program
Admission/
Program Entry Transition Point #1
Course Work
Transition Point #2
(Capstone or Internship)
Transition Point #43
Program Completion
Music Ed from accredited IHE
Certification to teach music
Interview
Credits Decision made on Non-
Thesis or Thesis Option Content Knowledge:
Assessment #1: Overall GPA 3.0
Impact on Student
Learning: Assessment #3: Music Seminar (MUS 590) Final Project
Dispositions:
Assessment #4: Advanced Program Disposition Instrument (Fall 2013 implementation)
Professional & Pedagogical
Knowledge: Assessment #2:
Comprehensive Exam
Employer Survey (2 years out)
EdD in Instructional
Leadership
Master’s degree in education or a related field
3.0 CUM GPA (3.67 in Fall 2013)
Miller’s Analogy Test (Fall 2013 with 3.67 GPA not required)
• 5 yrs of full-time educational experience (3 yrs in Fall 2013)
• 36 semester hours of special education
• 2 Recommendations
• Application
Complete required course work
Comprehensive Exam (parts 1 and 2)
Dissertation Proposal
Content Knowledge:
Assessment #1: Comprehensive Exam
Professional &
Pedagogical Knowledge:
Assessment #2: Leadership Portfolio
Assessment #3: Planning Portfolio
Assessment #6: Student
Field Work: Dissertation Dissertation Defense Field/Clinical Experience:
Assessment #4: Field Work for the Assessment of Research Skills
Exit Survey (immediate and 2 years out)
Impact on Student
Learning: Assessment #5:
Assessment of WCSU Graduates in Leadership Positions (2 years out)
51
Program
Admission/
Program Entry Transition Point #1
Course Work
Transition Point #2
(Capstone or Internship)
Transition Point #43
Program Completion
Learning Portfolio Dispositions: Assessment #7:
Dispositions for Advanced Programs (First Semester, Comprehensive Exams, Dissertation)
Advanced Program Disposition Instrument (Fall 2013 implementation)
MS in School
Counselor
Education (Other School Professionals)
CACREP Accredited 2.8 GPA or MAT Interview Praxis I or waiver B in Special Ed course Writing sample 3 letters of reference
CACREP Accredited Successful Completion of
Key Assessments (listed) Core courses complete Practicum Evaluations by
School Site and University Supervisors (including dispositions and reflections)
Content Knowledge:
Assessment #1: Assessment Project (EPY 600)
Professional and
Pedagogical Knowledge: Assessment #2: Group
Counseling Intervention Project (EPY603)
Impact on Student
CACREP Accredited Internship Evaluations by
School Site and University Supervisors (including dispositions and reflections)
Internship clinical folder 3.0 GPA Completion of all Degree
Requirements CPCE Field/Clinical Experience:
Assessment #5: Practicum and Internship (EPY 610, 612, and 613) - Evaluations provided by site and university supervisors
Alumni Survey (immediate and 2 years out)
Employer Survey (2
years out)
52
Program
Admission/
Program Entry Transition Point #1
Course Work
Transition Point #2
(Capstone or Internship)
Transition Point #43
Program Completion
Learning: Assessment #3: Individual Counseling Project and Case Study (EPY 604)
Dispositions: Assessment #4: Advanced
Program Disposition Instrument (Fall 2013 implementation)
Administrator and Supervisor (CT Endorsement #092) – building – district (Other School Professionals)
Enrollment in WCSU EdD in Instructional Leadership Program
3 Prerequisite Courses (ED 800, ED 804, ED 820)
3 Special Education Course Credits
2 Recommendations Interview
Five additional courses: ED 805, EDL 618, EDL656, ED 660, and ED 665
Content Knowledge:
Assessment #1 Licensure: Connecticut Administrator Test (CAT)
Assessment #2: Leadership Portfolio
Professional &
Pedagogical Knowledge: Assessment #3:
Supervision Portfolio Dispositions:
Assessment #6 Student Learning Portfolio
Advanced Program
Completion of Internship Portfolio
Assessment by University Supervisor and Mentor
Pass Connecticut Administrators’ Test (CAT) Certification Exam
5 years as a full-time Educator
Field and Clinical:
One-year Internship Impact on Student Learning:
Assessment #5 Assessment of WCSU Interns and Graduates in Leadership Positions
Alumni Survey (immediate and 2 years out)
Employer Survey (2
years out): Assessment of WCSU Graduates in Leadership Positions
53
Program
Admission/
Program Entry Transition Point #1
Course Work
Transition Point #2
(Capstone or Internship)
Transition Point #43
Program Completion
Disposition Instrument (Fall 2013 implementation)
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Table 7: The Timeline for Collecting, Analyzing, and Using Data (effective Fall 2013)
Source of Data When Collected Responsible for Collection
& Analyses Use of Data
Praxis II Entry into Student Teaching WCSU Data & Assessment System Coordinator
1. Determine entry to student teaching 2. Distributed to Certification Officer (Associate Dean) and program coordinators for program improvement
Disposition Surveys 1. First Education Class 2. Mid-program 3. Exit from program
Program Coordinators Distributed for program and unit improvement
Cooperating Teachers’ Evaluation of Early Field Experiences (initial certification programs only)
During all early field experiences; sophomore through senior year
Program Coordinators Distributed for programs and unit improvement
Teacher Work Sample (initial certification programs only)
During ED 340 for undergraduates and student teaching in the M.A.T.
Teaching Faculty and Program Coordinator
Distributed for programs and unit improvement
Student Teaching Mid-term Evaluation (initial certification programs only)
Mid-way through Student Teaching
University Supervisor Distributed for programs and unit improvement
Student Teaching Final Evaluation(initial certification programs only)
Exit from Student Teaching University Supervisor Distributed for programs and unit improvement
Student Teachers’ Evaluation of Supervisor (initial certification programs only)
Exit from Student Teaching Coordinator of Student Teaching
Distributed for programs and unit improvement
Course Evaluations At the end of each course, each semester
Department Chair Personal and professional improvement
Completion Rates At the end of each semester by program
Department Chair Program improvement
Evaluation of Full-time Members of the CSU-AAUP for
See Table 1, page 23 Department Evaluation Committee (DEC) and the
As per contract for personal and professional improvement
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Renewal, Tenure, and Promotion
University-wide Promotion and Tenure Committee
Focus Groups As needed as new aspects of programs are planned and implemented
Program Coordinator and Chair Distributed for program improvement
Feedback from PK-12 Partners
As each PDS and student teaching group completes, and as new aspects of programs are planned and implemented
Program Coordinators, Student Teaching Coordinator, Chair
Distributed for program improvement
Exit Surveys Exit from Program Program Coordinator Distributed for unit improvement
Alumni Survey After Program Completion Program Coordinators and E&EP Department
Distributed for programs and unit improvement
Employer Survey After Program Completion Program Coordinators and E&EP Department
Distributed for programs and unit improvement
Program Assessments Each semester Course Faculty and Program Coordinator
Distributed for programs and assessed
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Appendix A: The PDS Interview Questions
EDUCATOR Category/Questions 1 2 3 N/A
EXPERTISE IN CONTENT KNOWLEDGE
KNOWLEDGE RATING:
How did your academic experiences in the core curriculum and your major develop the content you will need as a teacher?
What is an example that shows how you have developed content expertise at WCSU?
DIVERSITY
KNOWLEDGE RATING:
SKILL RATING:
DISPOSITION RATING:
How do you define diversity?
What experiences have you had with individuals that are different from you?
Explain the positive and negative aspects of those interactions.
UNITY
SKILL RATING:
DISPOSITION RATING:
How would you maintain or build community with colleagues, students, and students' parents?
Why is this activity important?
CLASSROOM AND SCHOOL LEADERSHIP
SKILL RATING:
DISPOSITION RATING:
As a classroom teacher how must you exert leadership?
Why is it important to be a school leader?
ATTITUDES DISPOSITION RATING:
Provide one example of your sense that all children can learn
Provide one example of your respect for diversity
Provide one example of your dedication to life-long learning
Provide one example of your commitment to parent communication
Provide one example of your use of reflective teaching
Provide one example of your use of critical thinking
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EDUCATOR Category/Questions 1 2 3 N/A
TECHNOLOGY
SKILL RATING:
DISPOSITION RATING:
How would you use technology in the classroom to support student learning?
Why is technology important?
ORGANIZE KNOWLEDGE AND FACILITATE LEARNING
KNOWLEDGE RATING:
SKILL RATING:
As a teacher how would you know your students are learning?
With an example, talk about how you would support student learning?
REFLECTIVE PRACTITIONER
DISPOSITION RATING:
Using an example, explain how you have changed an educational knowledge, skill or disposition using feedback, data or a some other
kind of information.
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Appendix B: WCSU Dispositions: Initial Certification Programs (Spring 2013) Revised: Rabe and Delcourt 02/21/13
NCATE expects institutions to assess professional dispositions based on observable behaviors in educational settings, and the Department of Education believes that professional dispositions can also be observed in a classroom setting prior to the first field/clinical experience. The following measure of dispositions is intended as a tool not only to assess behaviors observed, but also as a guide for growth. For each indicator there are a few exemplary behaviors that may be used as targets of performance by candidates. The Educator Preparation Provider (Educational Unit) is committed to the growth of candidates as well as the impact they will have beyond the classroom.
Disposition Categories Evaluated
1 2 3 4a 4b 4c 4d 4e 4f 4g 4h 5a 5b 5c 6a 6b 6c 7
Program Entry (ED 206)
X X X X X X X X X X
Pre-PDS (EPY 203/204 Clinical Experience)
X X X X X X X X X X X X
Post - PDS X X X X X X X X X X X X X X X X X
Post-Student Teaching
X X X X X X X X X X X X X X X X X X
Baseline Dispositions Rubric: Summary of All Competencies Measured in Program
Baseline Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
1.Believe that all children can learn:
Candidate loses focus on learning to teach/lead; frequently dismisses or occasionally challenges feedback intended to improve candidate's work and career.
Candidate focuses on learning to teach/lead; responds feedback intended to improve candidate's work and career.
Candidate frequently works in a direction focused on learning to teach/lead; politely accepts feedback intended to improve candidate's work and career.
2.Respect diversity and promote understanding of
Candidate frequently interacts with others (school professionals,
Candidate interacts with others (school professionals, school
Candidate frequently interacts with others (school professionals,
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Baseline Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
varied cultural traditions, individual differences, learning strengths, and needs: Respect of others
school support personnel, students, colleagues, etc.) in a way that shows minor insensitivity toward the effort, work, values, or diverse nature of others; or demonstrates a significant insensitivity toward the effort, work, values, or diverse nature of others; struggles to demonstrate awareness of the interconnectivity of education professionals in the schools.
support personnel, students, colleagues, etc.) in a way that shows minor insensitivity toward the effort, work, values, or diverse nature of others; has difficulty demonstrating awareness of the interconnectivity of education professionals in the schools.
school support personnel, students, colleagues, etc.) in a way that shows sensitivity toward the effort, work, values, and diverse nature of others; respecting the interconnectivity of education professionals in the schools.
3.Demonstrate commitment to the profession of teaching, the success of their students, and school improvement: Enthusiasm
Candidate frequently focuses on negative aspects of teaching and learning to teach/lead; declines to accept tasks; attempt to bring negative beliefs to others' notions.
Candidate focuses on negative aspects of teaching and learning to teach/lead; accepts tasks in an obligatory manner; rarely impacts others' notions of teaching and learning.
Candidate frequently exhibits a positive outlook about teaching and learning to teach/lead; willingly accepts tasks; able to talk positively to others about teaching and learning.
4a.Exercise sound judgment and/or ethical professional behavior: Participation
Candidate misses several meetings and/or classes; fails to provide timely or reasonable notice for missed meetings, or does not independently make-up missed work (when appropriate).
Candidate a tends meetings and/or classes, provides timely or reasonable notice for missed meetings, and independently makes up missed work (when appropriate).
Candidate attends most meetings and/or classes, provides timely and reasonable notice for missed meetings, and works independently to make-up missed work (when appropriate).
4b.Exercise sound judgment and ethical professional behavior: Punctuality
Candidate is consistently not on-time for several meetings or consistently fails to meet many deadlines; not providing timely or reasonable notice for late attendance or work, may fail to work independently to make-up missed work (when appropriate).
Candidate is on-time for some meetings or fails to meet some deadlines; not providing timely or reasonable notice for late attendance or work, may fail to work independently to make-up missed work (when appropriate).
Candidate is on-time for most meetings or adheres to most deadlines; providing timely and reasonable notice for late attendance or work, and working independently to make-up missed work (when appropriate).
4c.Exercise sound judgment and ethical professional behavior:
Candidate does not follow guidance in dressing acceptably for professional situations (or
Candidate accepts guidance in dressing acceptably for professional situations (or mock
Candidate dresses acceptably for professional situations (or mock professional situations).
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Baseline Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
Personal Presentation
mock professional situations). professional situations).
4d. Exercise sound judgment and ethical professional behavior: Verbal Communication
Candidate uses unacceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon; or at least once uses a term considered offensive by different cultures/beliefs; candidate exhibits unacceptable skills to enhance "spoken words" such as eye-contact and listening. Occasionally, candidate is not receptive to feedback or fails at attempts to improve.
Candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs; or candidate occasionally exhibits unacceptable skills to enhance "spoken words" such as eye-contact and listening. In all situations, candidate is receptive to feedback and attempts to improve.
In all spoken communications, candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs; and candidate exhibits acceptable skills to enhance "spoken words" such as eye-contact and listening.
4e.Exercise sound judgment and ethical professional behavior: Written communication
Candidate uses unacceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon; or at least once uses a term considered offensive by different cultures/beliefs. Occasionally, candidate is not receptive to feedback or fails at attempts to improve.
In all written communication (formal and informal), candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs. In all situations, candidate is receptive to feedback and attempts to improve.
In all written communication (formal and informal), candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs.
4f.Exercise sound judgment and ethical professional behavior: Non-verbal communication
Candidate frequently exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s) he struggles with information or frequently uses non-verbal cues indicating negativity.
Candidate exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s) heist positively receiving information and uses non-verbal skills in discussions.
Candidate frequently exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s) he is positively receiving information and uses these same non-verbal skills in discussions.
4g.Exercise sound Candidate frequently uses minor Candidate uses appropriate Candidate frequently uses
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Baseline Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
judgment and ethical professional behavior: Respect for leadership
inappropriate communication or interactions, or provides significant inappropriate communication or interactions, when working with supervisors or other educational leaders.
communication or interactions when working with supervisors or other educational leaders.
appropriate communication and interactions when working with supervisors and other educational leaders.
4h.Exercise sound judgment and ethical professional behavior: Professional self-concept
Candidate demonstrates minimal self-confidence; may lose emotional control when interacting with others or in challenging situations. Loses emotional control in professional situations, may use inappropriate verbal or non-verbal communication.
Candidate demonstrates developing self-confidence and acceptable emotional control when interacting with others, demonstrates emotional control in conflict or challenging situations.
Candidate demonstrates appropriate self-confidence & emotional control when interacting with others, works to understand ways to manage conflict or challenging teaching situations.
5a.Demonstrate fairness in promoting social justice, treating students fairly, maintaining confidentiality, and assessment: Adherence to legal and ethical guidelines (appropriate communication)
Candidate is dishonest in communication, attempts to deceive. Inappropriate topics/times for discussions. Requires ongoing reminders, is careless with sensitive information. Shows lack of respect for diversity.
Candidate utilizes assistance in communication is .Uses appropriate topics/times for discussions. Respects sensitivity of information and acknowledges diversity.
Candidate seldom requires assistance in appropriate communication. May require occasional feedback regarding the need for/use of confidentiality and how to demonstrate respect for diversity in various settings.
5b.Demonstrate fairness in promoting social justice, treating students fairly, maintaining confidentiality, and assessment: Adherence to legal and ethical guidelines (confidentiality)
Candidate does not treat student information and data responsibly and/or with respect.
Candidate treats student information and data responsibly.
Candidate demonstrates confidentiality in the responsible use of student information and data.
5c.Demonstrate fairness in promoting social justice, treating students fairly,
Candidate does not use APA citations or plagiarize the work of others.
Candidate uses APA citations. Candidate documents the intellectual work of others’ in assignments, and consistently
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Baseline Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
maintaining confidentiality, and assessment: Adherence to legal and ethical guidelines (honor work of others)
use APA citations.
6a.Practice reflection: Ability to self-monitor (patience, control of emotions)
Candidate does not provide any substantive suggestions for positive self-improvement and fails to see the need for positive change. Offers excuses/assigns blame to others (e.g., students, parents, colleagues, and supervisor) for negative results.
Candidate evaluates own performance when prompted, with little attention to key issues. Occasionally offers excuses/assigns blame to others (e.g., students, parents, colleagues, and supervisor) for negative results.
Candidate consistently evaluates own performances (e.g., interactions, written work, test results) with a critical lens, generates potential improvements or revisions, and applies them to future performances. Is open-minded and positive when receiving feedback from others. Demonstrates the ability to act on suggestions.
6b.Practice reflection: Practice in the context of student learning
Candidate does not regularly practice reflection on student learning.
Candidate reflects on his/her work within the context of student learning.
Candidate reflects on his/her practice and make necessary adjustments to enhance student learning
6c.Practice Reflection: Dispositions delineated in professional, state, and institutional standards
Candidate demonstrates no awareness of professional dispositions expected of professional educators as delineated in professional, standards, state standards, and the mission of the university
Candidate demonstrates an awareness of and desire to reflect professional dispositions expected of professional educators as delineated in professional standards, state standards, and the mission of the university
Candidate reflects professional dispositions expected of professional educators as delineated in professional standards, state standards, and the mission of the university
7.Demonstrate leadership in support of student learning: Initiative and Ability to Lead
Candidate has difficulty connecting concepts and applications; candidate's opinions and talents do not support the development of colleagues.
Candidate draws connections between concepts and applications; candidate has a positive effect on colleagues.
Candidate engages in educational activities, drawing some connections between concepts and applications; candidate's opinions and talents are accepted by colleagues.
*Adapted from Iona University, SCSU, and NCATE
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WCSU Dispositions: Initial Certification Programs
Dispositions Rubric: Program Entry (ED 206)
NCATE expects institutions to assess professional dispositions based on observable behaviors in educational settings, and the School of Education believes that professional dispositions can also be observed in a classroom setting prior to the first field/clinical experience. The following measure of dispositions is intended as a tool not only to assess behaviors observed, but also as a guide for growth. For each indicator there are a few exemplary behaviors that may be used as targets of performance by candidates. The Educator Preparation Provider (Educational Unit) is committed to the growth of candidates as well as the impact they will have beyond the classroom.
Please select the setting you are evaluating: ___ Field/Clinical _____ Classroom Please select your role: _____ Supervising (host or mentor) Teacher _____ WCSU Professor (Seminar or Class)
Program Entry (ED 206)
Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
1.Believe that all children can learn:
Candidate loses focus on learning to teach/lead; frequently dismisses or occasionally challenges feedback intended to improve candidate's work and career.
Candidate focuses on learning to teach/lead; responds to feedback intended to improve candidate's work and career.
Candidate frequently works in a direction focused on learning to teach/lead; politely accepts feedback intended to improve candidate's work and career.
In Class Exemplars
Demonstrates learning differences (based on exceptionalities, ethnic, racial, gender, sexual orientation, language, religious, socioeconomic, and regional/geographic origins).
Completes Teacher Work Sample
In the Field Exemplars
Can articulate the strengths and needs of the students.
2.Respect diversity and promote understanding of varied cultural traditions, individual differences, learning
Candidate frequently interacts with others (school professionals, school support personnel, students, colleagues, etc.) in a way that shows minor insensitivity toward the effort, work, values, or
Candidate interacts with others (school professionals, school support personnel, students, colleagues, etc.) in a way that shows sensitivity toward the effort, work, values, or diverse nature of
Candidate frequently interacts with others (school professionals, school support personnel, students, colleagues, etc.) in a way that shows sensitivity toward the effort,
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Program Entry (ED 206)
Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
strengths, and needs: Respect of others
diverse nature of others; or demonstrates a significant insensitivity toward the effort, work, values, or diverse nature of others; struggles to demonstrate awareness of the interconnectivity of education professionals in the schools.
others; demonstrates awareness of the interconnectivity of education professionals in the schools.
work, values, and diverse nature of others; respecting the interconnectivity of education professionals in the schools.
In Class Exemplars
Addresses all colleagues appropriately.
Compliments other students (“that’s a great idea”).
Uses humor appropriately.
Expresses understanding, sympathy, empathy, and concern.
Provides other students with relevant information / resources “I have a great article for you”.
Is respectful when classmates ask questions seeking clarification of course content.
Responsive to classmates’ request for assistance.
In Field Exemplars
Consistently solicits and uses input and feedback.
Demonstrates respect for diverse languages and dialects by not overcorrecting
3.Demonstrate commitment to the profession of teaching, the success of their students, and school improvement: Enthusiasm
Candidate frequently focuses on negative aspects of teaching and learning to teach/lead; declines to accept tasks; attempt to bring negative beliefs to others' notions.
Candidate focuses on positive aspects of teaching and learning to teach/lead; accepts tasks; and/or impacts others' notions of teaching and learning.
Candidate frequently exhibits a positive outlook about teaching and learning to teach/lead; willingly accepts tasks; able to talk positively to others about teaching and learning.
In Class Exemplars
Ready, willing and enthusiastic about learning.
Preparedtoengageinthelearningactivitiesofthecourse(e.g.,hasnecessarymaterials,hascompletedassignedreadings).
Readily accepts necessary changes in course schedules
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Program Entry (ED 206)
Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
In Field Exemplars
Participates in both independent and group work.
Collects and uses data from multiple sources
4a.Exercise sound judgment and/or ethical professional behavior: Participation
Candidate misses several meetings and/or classes; fails to provide timely or reasonable notice for missed meetings, or does not independently make-up missed work (when appropriate).
Candidate attends meetings and/or classes, provides timely or reasonable notice for missed meetings, and/or independently makes missed work (when appropriate).
Candidate attends most meetings and/or classes, provides timely and reasonable notice for missed meetings, and works independently to make-up missed work (when appropriate).
In Class Exemplars
Willing to work/collaborate with any classmate.
Readily works on small group projects/papers.
Readily participates in class discussions.
Attentive in class, including taking notes when necessary.
Utilizes WCSU technological resources as assigned/required (e.g. monitor WCSU e-mail, participate in discussion boards, course website, Tk20).
Integrates technology meaningfully into class presentations and class work .
Uses technology-based collaboration tools.
Makes proactive attempts to understand expectations of course.
Seeks help and direction from the instructor and classmates to be successful in course.
In Field Exemplars
Can articulate why a specific technology has effectively used as a vehicle for instruction in the classroom.
Differentiates between having technology and using technology to promote and support student learning.
4b.Exercise sound judgment and ethical professional behavior: Punctuality
Candidate is consistently not on-time for several meetings or consistently fails to meet many deadlines; not providing timely or reasonable notice for late attendance or work, may fail to
Candidate is on-time for meetings; meets deadlines; provides timely or reasonable notice for late attendance or work, works
independently to make-up missed work (when appropriate).
Candidate is on-time for most meetings or adheres to most deadlines; providing timely and reasonable notice for late attendance or work, and working independently to make-up
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Program Entry (ED 206)
Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
work independently to make-up missed work (when appropriate).
missed work (when appropriate).
In Class Exemplars
Adheres to course and university deadlines (e.g., assignments and applications are submitted on time, student comes to class on time.)
In Field Exemplars
Is on time
Frames needs as positive and solution driven, with realistic timelines.
4d. Exercise sound judgment and ethical professional behavior: Verbal Communication
Candidate uses unacceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon; or at least once uses a term considered offensive by different cultures/beliefs; candidate exhibits unacceptable skills to enhance "spoken words" such as eye-contact and listening. Occasionally, candidate is not receptive to feedback or fails at attempts to improve.
Candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, does not use s terms considered offensive by different cultures/beliefs; or candidate exhibits acceptable skills to enhance "spoken words" such as eye-contact and listening. Candidate is receptive to feedback and attempts to improve.
In all spoken communications, candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs; and candidate exhibits acceptable skills to enhance "spoken words" such as eye-contact and listening.
In Class Exemplars
Makes only positive comments about classmates and faculty members.
Effectively communicates using professional language.
In Field Exemplars
Proactively communicates with all stakeholders.
Consistently solicits and uses input and feedback.
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Program Entry (ED 206)
Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
Communications are professional, positive, and maintain the best interests of students.
4e.Exercise sound judgment and ethical professional behavior: Written communication
Candidate uses unacceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon; or at least once uses a term considered offensive by different cultures/beliefs. Occasionally, candidate is not receptive to feedback or fails at attempts to improve.
In written communication (formal and informal), candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, does not use terms considered offensive by different cultures/beliefs. Candidate is receptive to feedback and attempts to improve.
In all written communication (formal and informal), candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs.
In Class Exemplars
Assignments are professional in appearance using appropriate style guidelines.
Seeks source material beyond those assigned.
In Field Exemplars
Proactively communicates with all stakeholders.
Consistently solicits and uses input and feedback.
Communications are professional, positive, and maintain the best interests of students.
4f.Exercise sound judgment and ethical professional behavior: Non-verbal communication
Candidate frequently exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s)he struggles with information or frequently uses non-verbal cues indicating a negativity.
Candidate exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s)he is positively receiving information and non-verbal cues.
Candidate frequently exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s)he is positively receiving information and uses these same non-verbal skills in discussions.
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Program Entry (ED 206)
Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
In Class Exemplars
Actively listens when classmates contribute in class.
Actively works to understand opposing views through attentive listening.
In Field Exemplars
Relates teaching to real-world issues
4g.Exercise sound judgment and ethical professional behavior: Respect for leadership
Candidate frequently uses minor inappropriate communication or interactions, or provides significant inappropriate communication or interactions, when working with supervisors or other educational leaders.
Candidate uses appropriate communication or interactions when working with supervisors or other educational leaders.
Candidate frequently uses appropriate communication and interactions when working with supervisors and other educational leaders.
In Class Exemplars
Accepts constructive criticism and input from faculty.
Incorporates suggestions for improvement into assignments and/or class performance.
Schedules personal commitments so as not to conflict with class meetings and assignment completion.
Arrives at class on time and remains engaged for the duration of the class
Adheres to the policies outlined in student handbook and SCSU undergraduate/graduate catalog.
Makes proactive attempts to understand expectations of course.
Seeks help and direction from the instructor and classmates to be successful in course.
Assignments are professional in appearance using appropriate style guidelines.
Represents own work and activities accurately.
In Field Exemplars
Collects and uses data from multiple sources.
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Program Entry (ED 206)
Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
6a.Practice reflection: Ability to self-monitor (patience, control of emotions)
Candidate does not provide any substantive suggestions for positive self-improvement and fails to see the need for positive change. Offers excuses/assigns blame to others (e.g., students, parents, colleagues, and supervisor) for negative results.
Candidate evaluates his/her own performance when prompted,. Responds positively to suggestions.
Candidate consistently evaluates his/her own performances (e.g., interactions, written work, test results) with a critical lens, generates potential improvements or revisions, and applies them to future performances. Is open-minded and positive when receiving feedback from others. Demonstrates the ability to act on suggestions.
In Class Exemplars
Demonstrates patience
Reflective in journals
Accepts constructive criticism
In Field Exemplars
Demonstrates patience when confronted by students
Demonstrates patience when confronted by peers
Accepts constructive criticism
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WCSU Dispositions: Initial Certification Programs Dispositions Rubric: Pre- PDS (mid-program)
NCATE expects institutions to assess professional dispositions based on observable behaviors in educational settings, and the Department of Education believes that professional dispositions can also be observed in a classroom setting prior to the first field/clinical experience. The following measure of dispositions is intended as a tool not only to assess behaviors observed, but also as a guide for growth. For each indicator there are a few exemplary behaviors that may be used as targets of performance by candidates. The Educator Preparation Provider (Educational Unit) is committed to the growth of candidates as well as the impact they will have beyond the classroom.
Please select the setting you are evaluating: ___ Field/Clinical _____ Classroom Please select your role: _____ Supervising (host or mentor) Teacher _____ WCSU Professor (Seminar or Class)
Pre-PDS Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
1.Believe that all children can learn:
Candidate loses focus on learning to teach/lead; frequently dismisses or occasionally challenges feedback intended to improve candidate's work and career.
Candidate focuses on learning to teach/lead; responds to feedback intended to improve candidate's work and career.
Candidate frequently works in a direction focused on learning to teach/lead; politely accepts feedback intended to improve candidate's work and career.
In Class Exemplars
Demonstrates learning differences (based on physical, cognitive, socio-emotional development)).
Completes analysis of childhood paper
In the Field Exemplars
Can articulate the strengths and needs of the child or adolescent.
2.Respect diversity and promote understanding
Candidate frequently interacts with others (school
Candidate interacts with others (school professionals,
Candidate frequently interacts with others
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Pre-PDS Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
of varied cultural traditions, individual differences, learning strengths, and needs: Respect of others
professionals, school support personnel, students, colleagues, etc.) in a way that shows minor insensitivity toward the effort, work, values, or diverse nature of others; or demonstrates a significant insensitivity toward the effort, work, values, or diverse nature of others; struggles to demonstrate awareness of the interconnectivity of education professionals in the schools.
school support personnel, students, colleagues, etc.) in a way that shows sensitivity toward the effort, work, values, or diverse nature of others; demonstrates awareness of the interconnectivity of education professionals in the schools.
(school professionals, school support personnel, students, colleagues, etc.) in a way that shows sensitivity toward the effort, work, values, and diverse nature of others; respecting the interconnectivity of education professionals in the schools.
In Class Exemplars
Addresses all colleagues appropriately.
Compliments other students (“that’s a great idea”).
Uses humor appropriately.
Expresses understanding, sympathy, empathy, and concern.
Provides other students with relevant information / resources “I have a great article for you”.
Is respectful when classmates ask questions seeking clarification of course content.
Responsive to classmates’ request for assistance.
In Field Exemplars
Consistently solicits and uses input and feedback.
Demonstrates respect for diverse languages and dialects by not overcorrecting
3.Demonstrate commitment to the profession of teaching,
Candidate frequently focuses on negative aspects of teaching and learning to
Candidate focuses on positive aspects of teaching and learning to teach/lead;
Candidate frequently exhibits a positive outlook about teaching and
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Pre-PDS Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
the success of their students, and school improvement: Enthusiasm
teach/lead; declines to accept tasks; attempt to bring negative beliefs to others' notions.
accepts tasks; impacts others' notions of teaching and learning.
learning to teach/lead; willingly accepts tasks; able to talk positively to others about teaching and learning.
In Class Exemplars
Ready, willing and enthusiastic about learning.
Prepared to engage in the learning activities of the course (e.g., has necessary materials, has completed assigned readings).
Readily accepts necessary changes in course schedules
In Field Exemplars
Participates in both independent and group work.
Collects and uses data from multiple sources
4a.Exercise sound judgment and/or ethical professional behavior: Participation
Candidate misses several meetings and/or classes; fails to provide timely or reasonable notice for missed meetings, or does not independently make-up missed work (when appropriate).
Candidate misses several meetings and/or classes, or fails to provide timely or reasonable notice for missed meetings, or does not independently make-up missed work (when appropriate).
Candidate attends most meetings and/or classes, provides timely and reasonable notice for missed meetings, and works independently to make-up missed work (when appropriate).
In Class Exemplars
Willing to work/collaborate with any classmate.
Readily works on small group projects/papers.
Readily participates in class discussions.
Attentive in class, including taking notes when necessary.
Utilizes WCSU technological resources as assigned/required (e.g. monitor WCSU e-mail, participate in discussion boards, course website, Tk20).
Integrates technology meaningfully into class presentations and class work .
Uses technology-based collaboration tools.
73
Pre-PDS Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
Makes proactive attempts to understand expectations of course.
Seeks help and direction from the instructor and classmates to be successful in course.
In Field Exemplars
Can articulate why a specific technology has effectively used as a vehicle for instruction in the classroom.
Differentiates between having technology and using technology to promote and support student learning.
4b.Exercise sound judgment and ethical professional behavior: Punctuality
Candidate is consistently not on-time for several meetings or consistently fails to meet many deadlines; not providing timely or reasonable notice for late attendance or work, may fail to work independently to make-up missed work (when appropriate).
Candidate is not on-time for some meetings or fails to meet some deadlines; not providing timely or reasonable notice for late attendance or work, may fail to work independently to make-up missed work (when appropriate).
Candidate is on-time for most meetings or adheres to most deadlines; providing timely and reasonable notice for late attendance or work, and working independently to make-up missed work (when appropriate).
In Class Exemplars
Adheres to course and university deadlines (e.g., assignments and applications are submitted on time, student comes to class on time.)
In Field Exemplars
Is on time
Frames needs as positive and solution driven, with realistic timelines.
4d. Exercise sound judgment and ethical professional behavior: Verbal Communication
Candidate uses unacceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of
Candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon,
In all spoken communications, candidate uses acceptable language for given situations, including
74
Pre-PDS Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
colloquial jargon; or at least once uses a term considered offensive by different cultures/beliefs; candidate exhibits unacceptable skills to enhance "spoken words" such as eye-contact and listening. Occasionally, candidate is not receptive to feedback or fails at attempts to improve.
never using terms considered offensive by different cultures/beliefs; candidate exhibits acceptable skills to enhance "spoken words" such as eye-contact and listening. In all situations, candidate is receptive to feedback and attempts to improve.
but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs; and candidate exhibits acceptable skills to enhance "spoken words" such as eye-contact and listening.
In Class Exemplars
Makes only positive comments about classmates and faculty members.
Effectively communicates using professional language.
In Field Exemplars
Proactively communicates with all stakeholders.
Consistently solicits and uses input and feedback.
Communications are professional, positive, and maintain the best interests of students.
4e.Exercise sound judgment and ethical professional behavior: Written communication
Candidate uses unacceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon; or at least once uses a term considered offensive by different cultures/beliefs. Occasionally, candidate is not receptive to feedback or fails at attempts to improve.
In all written communication (formal and informal), candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs. In all situations, candidate is receptive to feedback and
In all written communication (formal and informal), candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs.
75
Pre-PDS Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
attempts to improve.
In Class Exemplars
Assignments are professional in appearance using appropriate style guidelines.
Seeks source material beyond those assigned.
In Field Exemplars
Proactively communicates with all stakeholders.
Consistently solicits and uses input and feedback.
Communications are professional, positive, and maintain the best interests of students.
4f.Exercise sound judgment and ethical professional behavior: Non-verbal communication
Candidate frequently exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s)he struggles with information or frequently uses non-verbal cues indicating negativity.
Candidate exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s)he is receiving information
Candidate frequently exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s)he is positively receiving information and uses these same non-verbal skills in discussions.
In Class Exemplars
Actively listens when classmates contribute in class.
Actively works to understand opposing views through attentive listening.
In Field Exemplars
Relates teaching to real-world issues
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Pre-PDS Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
4g.Exercise sound judgment and ethical professional behavior: Respect for leadership
Candidate frequently uses minor inappropriate communication or interactions, or provides significant inappropriate communication or interactions, when working with supervisors or other educational leaders.
Candidate occasionally uses minor inappropriate communication or interactions when working with supervisors or other educational leaders.
Candidate frequently uses appropriate communication and interactions when working with supervisors and other educational leaders.
In Class Exemplars
Accepts constructive criticism and input from faculty.
Incorporates suggestions for improvement into assignments and/or class performance.
Schedules personal commitments so as not to conflict with class meetings and assignment completion.
Arrives at class on time and remains engaged for the duration of the class
Adheres to the policies outlined in student handbook and WCSU undergraduate/graduate catalog.
Makes proactive attempts to understand expectations of course.
Seeks help and direction from the instructor and classmates to be successful in course.
Assignments are professional in appearance using appropriate style guidelines.
Represents own work and activities accurately.
In Field Exemplars
Collects and uses data from multiple sources.
Cites sources of information
5b.Demonstrate fairness in promoting social justice, treating students fairly, maintaining confidentiality, and
Candidate does not treat student information and data responsibly and/or with respect.
Candidate treats student information and data responsibly.
Candidate demonstrates confidentiality in the responsible use of student information and data.
In Class Exemplars
77
Pre-PDS Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3
Score/ Level
assessment: Adherence to legal and ethical guidelines (confidentiality)
Demonstrates respect of others and their personal information
In Field Exemplars
Demonstrate confidentiality in use of student information
Demonstrate confidentiality in the use of student data
6a.Practice reflection: Ability to self-monitor (patience, control of emotions)
Candidate does not provide any substantive suggestions for positive self-improvement and fails to see the need for positive change. Offers excuses/assigns blame to others (e.g., students, parents, colleagues, and supervisor) for negative results.
Candidate evaluates his/her own performance when prompted, with little attention to key issues. Occasionally offers excuses/assigns blame to others (e.g., students, parents, colleagues, and supervisor) for negative results.
Candidate consistently evaluates his/her own performances (e.g., interactions, written work, test results) with a critical lens, generates potential improvements or revisions, and applies them to future performances. Is open-minded and positive when receiving feedback from others. Demonstrates the ability to act on suggestions.
In Class Exemplars
Self-reflective of work for personal improvement
Analyze work for improvement
Positive response to constructive criticism
In Field Exemplars
Self-reflective to promote improvement in student performance
Self-reflective to promote improvement in course/program
Self-reflective to promote school improvement
WCSU Dispositions: Initial Certification Programs
78
Dispositions Rubric: Post-Student Teaching (End of Program)
NCATE expects institutions to assess professional dispositions based on observable behaviors in educational settings, and the Department of Education believes that professional dispositions can also be observed in a classroom setting prior to the first field/clinical experience. The following measure of dispositions is intended as a tool not only to assess behaviors observed, but also as a guide for growth. For each indicator there are a few exemplary behaviors that may be used as targets of performance by candidates. The Educator Preparation Provider (Educational Unit) is committed to the growth of candidates as well as the impact they will have beyond the classroom.
Please select the setting you are evaluating: ____ Field/Clinical (Student Teaching) _____ Classroom Please select your role: _____ University Supervisor _____ Cooperating Teacher _____ WCSU Professor (Seminar or Class)
Post-Student Teaching Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3 Score/ Level
1.Believe that all children can learn:
Candidate loses focus on learning to teach/lead; frequently dismisses or occasionally challenges feedback intended to improve candidate's work and career.
Candidate focuses on learning to teach/lead; readily accepts feedback intended to improve candidate's work and career.
Candidate frequently works in a direction focused on learning to teach/lead; politely accepts feedback intended to improve candidate's work and career.
In Class Exemplars
Can articulate learning differences (based on exceptionalities, ethnic, racial, gender, sexual orientation, language, religious, socioeconomic, and regional/geographic origins).
Demonstrates varied instructional approaches that match the learning styles of students, differentiating instruction, evidence of high-quality best-practice instructional strategies and approaches in the Teacher Work Sample
In the Field Exemplars (Student Teaching)
Can articulate the strengths and needs of the students.
Plans demonstrate a clear connection with identified strengths and needs
Designs learning activities that foster the active construction of knowledge.
2.Respect diversity and promote understanding of varied cultural
Candidate frequently interacts with others (school professionals, school support personnel, students,
Candidate interacts with others (school professionals, school support personnel,
Candidate frequently interacts with others (school professionals, school support
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Post-Student Teaching Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3 Score/ Level
traditions, individual differences, learning strengths, and needs: Respect of others
colleagues, etc.) in a way that shows minor insensitivity toward the effort, work, values, or diverse nature of others; or demonstrates a significant insensitivity toward the effort, work, values, or diverse nature of others; struggles to demonstrate awareness of the interconnectivity of education professionals in the schools.
students, colleagues, etc.) with sensitivity toward the effort, work, values, or diverse nature of others; demonstrates awareness of the interconnectivity of education professionals in the schools.
personnel, students, colleagues, etc.) in a way that shows sensitivity toward the effort, work, values, and diverse nature of others; respecting the interconnectivity of education professionals in the schools.
In Class Exemplars
Addresses all colleagues appropriately.
Compliments other students (“that’s a great idea”).
Uses humor appropriately.
Expresses understanding, sympathy, empathy, and concern.
Provides other students with relevant information / resources “I have a great article for you”.
Is respectful when classmates ask questions seeking clarification of course content.
Responsive to classmates’ request for assistance.
In Field Exemplars
Demonstrates respect for diverse languages and dialects by not overcorrecting
Integrates diversity actively, combating the marginalization of groups or individuals.
Identifies and appreciates the varied contributions of individuals to create an inclusive climate.
Seeks to integrate diverse languages and dialects into his/her instructional practice to engage students in learning.
Demonstrates respect for diverse languages and dialects by not overcorrecting.
3.Demonstrate commitment to the profession of teaching, the success of their students, and school improvement:
Candidate frequently focuses on negative aspects of teaching and learning to teach/lead; declines to accept tasks; attempt to bring negative beliefs to others' notions.
Candidate focuses on positive aspects of teaching and learning to teach/lead; accepts tasks; impacts others' notions of teaching and learning.
Candidate frequently exhibits a positive outlook about teaching and learning to teach/lead; willingly accepts tasks; able to talk positively to others about teaching and
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Post-Student Teaching Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3 Score/ Level
Enthusiasm
learning.
In Class Exemplars
Ready, willing and enthusiastic about learning.
Preparedtoengageinthelearningactivitiesofthecourse(e.g.,hasnecessarymaterials,hascompletedassignedreadings).
Readily accepts necessary changes in course schedules
In Field Exemplars
Participates in both independent and group work.
Collects and uses data from multiple sources
4a.Exercise sound judgment and/or ethical professional behavior: Participation
Candidate misses several meetings and/or classes; fails to provide timely or reasonable notice for missed meetings, or does not independently make-up missed work (when appropriate).
Candidate attends meetings and/or classes, provides timely or reasonable notice for missed meetings, and independently makes missed work (when appropriate).
Candidate attends most meetings and/or classes, provides timely and reasonable notice for missed meetings, and works independently to make-up missed work (when appropriate).
In Class Exemplars
Willing to work/collaborate with any classmate.
Readily works on small group projects/papers.
Readily participates in class discussions.
Attentive in class, including taking notes when necessary.
Utilizes WCSU technological resources as assigned/required (e.g. monitor WCSU e-mail, participate in discussion boards, course website, Tk20).
Integrates technology meaningfully into class presentations and class work .
Uses technology-based collaboration tools.
Makes proactive attempts to understand expectations of course.
Seeks help and direction from the instructor and classmates to be successful in course.
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Post-Student Teaching Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3 Score/ Level
In Field Exemplars
Incorporates available technology into teaching and learning activities.
Stays current with technology.
Differentiates between having technology and using technology to promote and support student learning.
4b.Exercise sound judgment and ethical professional behavior: Punctuality
Candidate is consistently not on-time for several meetings or consistently fails to meet many deadlines; not providing timely or reasonable notice for late attendance or work, may fail to work independently to make-up missed work (when appropriate).
Candidate is on-time for meetings; meets deadlines; provides timely or reasonable notice for late attendance or work, works independently to make-up missed work (when appropriate).
Candidate is on-time for most meetings or adheres to most deadlines; providing timely and reasonable notice for late attendance or work, and working independently to make-up missed work (when appropriate).
In Class Exemplars
Adheres to course and university deadlines (e.g., assignments and applications are submitted on time, student comes to class on time.)
In Field Exemplars
Is on time
Frames needs as positive and solution driven, with realistic timelines.
4c.Exercise sound judgment and ethical professional behavior: Personal Presentation
Candidate does not follow guidance in dressing acceptably for professional situations (or mock professional situations).
Candidate accepts guidance in acceptable dress for professional situations (or mock professional situations).
Candidate dresses acceptably for professional situations (or mock professional situations).
In Class Exemplars
Professional demeanor is presented
Maintains a high level of professionalism
In Field Exemplars
Professional demeanor is presented
Maintains a high level of professionalism
82
Post-Student Teaching Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3 Score/ Level
4d. Exercise sound judgment and ethical professional behavior: Verbal Communication
Candidate uses unacceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon; or at least once uses a term considered offensive by different cultures/beliefs; candidate exhibits unacceptable skills to enhance "spoken words" such as eye-contact and listening. Occasionally, candidate is not receptive to feedback or fails at attempts to improve.
Candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs; or candidate exhibits acceptable skills to enhance "spoken words" such as eye-contact and listening. In all situations, candidate is receptive to feedback and attempts to improve.
In all spoken communications, candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different cultures/beliefs; and candidate exhibits acceptable skills to enhance "spoken words" such as eye-contact and listening.
In Class Exemplars
Make sonly positive comments about classmates and faculty members.
Effectively communicates using professional language.
In Field Exemplars
Proactively communicates with all stakeholders.
Consistently solicits and uses input and feedback.
Communications are professional, positive, and maintain the best interests of students.
Relates teaching to real-world issues
4e.Exercise sound judgment and ethical professional behavior: Written communication
Candidate uses unacceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon; or at least once uses a term considered offensive by different cultures/beliefs. Occasionally, candidate is not receptive to feedback or fails at
In all written communication (formal and informal), candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different
In all written communication (formal and informal), candidate uses acceptable language for given situations, including but not limited to grammar, vocabulary, minimal uses of colloquial jargon, never using terms considered offensive by different
83
Post-Student Teaching Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3 Score/ Level
attempts to improve. cultures/beliefs. In all situations, candidate is receptive to feedback and attempts to improve.
cultures/beliefs.
In Class Exemplars
Assignments are professional in appearance using appropriate style guidelines.
Seeks source material beyond those assigned.
In Field Exemplars
Proactively communicates with all stakeholders.
Consistently solicits and uses input and feedback.
Communications are professional, positive, and maintain the best interests of students.
4f.Exercise sound judgment and ethical professional behavior: Non-verbal communication
Candidate frequently exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s)he struggles with information or frequently uses non-verbal cues indicating a negativity.
Candidate exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) .
Candidate frequently exhibits non-verbal cues (body language, facial expressions, use of communication tools, etc.) that indicates (s)he is positively receiving information and uses these same non-verbal skills in discussions.
In Class Exemplars
Actively listens when classmates contribute in class.
Actively works to understand opposing views through attentive listening.
In Field Exemplars
Relates teaching to real-world issues
84
Post-Student Teaching Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3 Score/ Level
4g.Exercise sound judgment and ethical professional behavior: Respect for leadership
Candidate frequently uses minor inappropriate communication or interactions, or provides significant inappropriate communication or interactions, when working with supervisors or other educational leaders.
Candidate uses appropriate communication or interactions when working with supervisors or other educational leaders.
Candidate frequently uses appropriate communication and interactions when working with supervisors and other educational leaders.
In Class Exemplars
Accepts constructive criticism and input from faculty.
Incorporates suggestions for improvement into assignments and/or class performance.
Schedules personal commitments so as not to conflict with class meetings and assignment completion.
Arrives at class on time and remains engaged for the duration of the class
Adheres to the policies outlined in student handbook and SCSU undergraduate/graduate catalog.
Makes proactive attempts to understand expectations of course.
Seeks help and direction from the instructor and classmates to be successful in course.
Assignments are professional in appearance using appropriate style guidelines.
Represents own work and activities accurately.
In Field Exemplars
Collects and uses data from multiple sources.
Proactively communicates with all stakeholders.
Consistently solicits and uses input and feedback.
Communications are professional, positive, and maintain the best interests of students.
4h.Exercise sound judgment and ethical professional behavior: Professional self-concept
Demonstrates minimal self-confidence; may lose emotional control when interacting with others or in challenging situations. Loses emotional control in professional situations, may use inappropriate verbal or non-verbal communication.
Demonstrates developing self-confidence and acceptable emotional control when interacting with others, demonstrates emotional control in conflict or challenging situations.
Demonstrates appropriate self-confidence & emotional control when interacting with others, works to understand ways to manage conflict or challenging teaching situations.
85
Post-Student Teaching Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3 Score/ Level
In Class Exemplars
Maintains a high level of professionalism
Professional demeanor is presented, even in challenging situations
Manages conflict appropriately
In Field Exemplars
Maintains a high level of professionalism
Professional demeanor is presented, even in challenging situations
Manages conflict appropriately
5a.Demonstrate fairness in promoting social justice, treating students fairly, maintaining confidentiality, and assessment: Adherence to legal and ethical guidelines (appropriate communication)
Dishonest in communication, attempts to deceive. Inappropriate topics/times for discussions. Requires ongoing reminders, is careless with sensitive information. Shows lack of respect for diversity.
Seldom requires assistance in appropriate communication. May require occasional feedback regarding the need for/use of confidentiality and how to demonstrate respect for diversity in various settings.
Candidate communicates effectively. Candidate respects confidentiality and demonstrates respect for diversity in various settings.
In Class Exemplars
In Field Exemplars
5b.Demonstrate fairness in promoting social justice, treating students fairly, maintaining confidentiality, and assessment: Adherence to legal and ethical guidelines
Candidates do not treat student information and data responsibly and/or with respect.
Candidates treat student information and data responsibly.
Candidates demonstrate confidentiality in the responsible use of student information and data.
In Class Exemplars
Demonstrates respect of others and their personal information
In Field Exemplars
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Post-Student Teaching Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3 Score/ Level
(confidentiality) Demonstrate confidentiality in use of student information
Demonstrate confidentiality in the use of student data
6a.Practice reflection: Ability to self-monitor (patience, control of emotions)
Candidate does not provide any substantive suggestions for positive self-improvement and fails to see the need for positive change. Offers excuses/assigns blame to others (e.g., students, parents, colleagues, and supervisor) for negative results.
Candidate evaluates own performance when prompted, with little attention to key issues.
Candidate consistently evaluates own performances (e.g., interactions, written work, test results) with a critical lens, generates potential improvements or revisions, and applies them to future performances. Is open-minded and positive when receiving feedback from others. Demonstrates the ability to act on suggestions.
In Class Exemplars
In Field Exemplars
Consistently solicits and uses input and feedback.
Models the iterative process of reflective practice (praxis), sharing insights from one’s own experiences.
6b.Practice reflection: Practice in the context of student learning
Candidate does not regularly practice reflection on student learning.
Candidate reflects on his/her work within the context of student learning
Candidate reflects on his/her practice and make necessary adjustments to enhance student learning
In Class Exemplars
Acknowledges possible biases inherent in lived experiences that may not be common across all stakeholders.
In Field Exemplars
Accepts constructive criticism and input from supervisors and cooperating teachers.
Incorporates suggestions for improvement into future practice.
87
Post-Student Teaching Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3 Score/ Level
Uses reflective practices to adjust future instruction.
Actively works to mitigate biases
6c.Practice Reflection: Dispositions delineated in professional, state, and institutional standards
Candidate demonstrates no awareness of professional dispositions expected of professional educators as delineated in professional, standards, state standards, and the mission of the university
Candidate demonstrates an awareness of and desire to reflect professional dispositions expected of professional educators as delineated in professional standards, state standards, and the mission of the university
Candidate reflects professional dispositions expected of professional educators as delineated in professional standards, state standards, and the mission of the university
In Class Exemplars
Develops and reflects on personal vision, mission, and/or theory of action.
Identifies and locates the appropriate professional standards.
Makes proactive attempts to understand expectations of field placement.
Seeks help and direction to perform optimally in the field placement.
All materials distributed and/or displayed are error free and have a professional appearance.
Adheres to course deadlines.
In Field Exemplars
Observed practices conform to the professional standards.
Attends local (if not regional/national/international) conferences.
Reads (and as appropriate shares) professional literature.
Joins SCSU clubs, sports, and events.
Joins professional organizations and clubs on and off campus.
Attends and/or presents at professional conferences
7.Demonstrate leadership in support of student learning:
Candidate has difficulty connecting concepts and applications; candidate's opinions and talents do not support the development of
Candidate draws connections between concepts and applications; candidate has little effect on colleagues.
Candidate engages in educational activities, drawing some connections between concepts and applications;
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Post-Student Teaching Disposition/Criteria
Successful WCSU candidates…
Needs Improvement 1
Acceptable 2
Target 3 Score/ Level
Initiative and Ability to Lead
colleagues. candidate's opinions and talents are accepted by colleagues.
In Class Exemplars
Accepts request to collaborate with others.
Offers to collaborate with others.
Stays on-topic in classroom discussions (no chatting with friends)
Draws other students into discussion.
In Field Exemplars
Speaks supportively of WCSU.
Constructively criticizes WCSU.
Constructively represents WCSU to outside organizations and the community.
Belongs to and participates in professional organizations.
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Appendix C: Program for the EdD in Instructional Leadership Dispositions Rubric: Beginning, Middle and End of Program (Spring 2013)
NCATE expects institutions to assess professional dispositions based on observable behaviors in educational settings, and the Educational Unit believes that professional dispositions can also be observed in a classroom setting early in the program. The following measures of dispositions are intended as a tool not only to assess behaviors observed, but also as a guide for growth. For each indicator there are a few exemplary behaviors that may be used as targets of performance by candidates. The Educator Preparation Provider (Educational Unit) is committed to the growth of candidates as well as the impact they will have beyond the classroom.
Advanced Program
Disposition/Criterion-
Successful WCSU
candidates… Unacceptable Acceptable Target ELCC Element Sub-component
Advanced Program
Disposition/Criterion-
Successful WCSU
candidates…
Unacceptable Acceptable Target ELCC Element Sub-component
1.Believe that all
children can
learn/clients can
improve
Candidate does not
provide evidence in
class activities or
assignments, either
verbally or in
writing, that all
students can learn.
Candidate provides
evidence in class
activities or
assignments, either
verbally or in writing,
that all students can
learn.
Candidate provides
evidence in class
activities and
assignments, either
verbally or in writing,
that all students can
learn and includes
this concept in
activities/assignments
to show others how
to be more inclusive.
ELCC Standard Element
5.1 Ensuring that
schools are accountable
for every student’s
academic and social
success (Content
Knowledge).
♦ demonstrates the
principles of integrity
and fairness by
providing evidence of
the belief that all
students can learn
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Advanced Program
Disposition/Criterion-
Successful WCSU
candidates… Unacceptable Acceptable Target ELCC Element Sub-component
2.Respect diversity and
promote understanding
of varied cultural
traditions, individual
differences, learning
strengths, and needs:
Respect of others
Candidate
frequently interacts
with others (school
professionals,
school support
personnel, students,
colleagues, etc.) in
a way that shows
minor insensitivity
toward the effort,
work, values, or
diverse nature of
others; or
demonstrates a
significant
insensitivity toward
the effort, work,
values, or diverse
nature of others;
struggles to
demonstrate
awareness of the
interconnectivity of
education
professionals in the
schools.
Candidate frequently
interacts with others
(school professionals,
school support
personnel, students,
colleagues, etc.) in a
way that shows
sensitivity toward the
effort, work, values,
and diverse nature of
others; respecting the
interconnectivity of
education
professionals in the
schools.
Candidate frequently
interacts with others
(school professionals,
school support
personnel, students,
colleagues, etc.) in a
way that shows
sensitivity toward the
effort, work, values,
and diverse nature of
others; respecting the
interconnectivity of
education
professionals in the
schools. In addition,
the candidate serves
as a role model to
others (i.e., indicated
in Leadership Plan,
assignments, etc.).
ELCC Standard Element
2.1 Sustainment of a
school culture and
instructional program
conducive to student
learning (Professional
Skills).
♦ promote trust,
equity, fairness, and
respect among peers,
students, parents, and
school staff
3.Demonstrate
commitment to the
profession: Enthusiasm
Candidate
frequently focuses
on negative aspects
of the educational
profession;
declines to accept
Candidate exhibits a
positive outlook
about the educational
profession; willingly
accepts tasks; talks
positively to others
Candidate frequently
exhibits a positive
outlook about the
educational
profession and
engages in activities
ELCC Standard Element
5.5: Candidates
understand and can
promote social justice
within a school to ensure
that individual student
♦ develop the
resiliency to uphold
core values
91
Advanced Program
Disposition/Criterion-
Successful WCSU
candidates… Unacceptable Acceptable Target ELCC Element Sub-component
tasks; attempts to
bring negative
beliefs to others'
notions.
about teaching and
learning.
to be a positive role
model; willingly
accepts tasks and
offers assistance to
others; talks
positively to others
about teaching and
learning and corrects
errors others may
have about the
profession.
needs inform all aspects
of schooling.
4a.Exercise sound
judgment and/or
ethical professional
behavior: Participation
Does not provide
constructive
responses to
activities and
assignments.
Provides constructive
responses to activities
and assignments.
Provides constructive
responses to activities
and assignments and
can take the lead in
organizing and
encouraging others to
participate.
ELCC Standard Element
5.5: Candidates
understand and can
promote social justice
within a school to ensure
that individual student
needs inform all aspects
of schooling.
♦ develop the
resiliency to uphold
core values
4b.Exercise sound
judgment and ethical
professional behavior:
Punctuality
Does not respond
to activities,
assignments,
communications,
etc. in a timely
way. Does not
provide a reason
for any work or
activity that is not
completed on time.
Responds to
activities,
assignments,
communications, etc.
in a timely way.
Provides a reason for
any work or activity
that is not completed
on time.
Anticipates when any
activity, assignments,
communications, etc.
might be delayed and
makes alternate plans
in advance.
ELCC Standard Element
5.5: Candidates
understand and can
promote social justice
within a school to ensure
that individual student
needs inform all aspects
of schooling.
♦ develop the
resiliency to uphold
core values
92
Advanced Program
Disposition/Criterion-
Successful WCSU
candidates… Unacceptable Acceptable Target ELCC Element Sub-component
4c.Exercise sound
judgment and ethical
professional behavior:
Personal Presentation
Frequently
dismisses or
occasionally
challenges
feedback in a
manner that lacks
professionalism
Politely accepts
feedback that is
meant to improve a
candidate's academic
work and/or career
Politely accepts
feedback that is
meant to improve a
candidate's academic
work and/or career
and reflects on the
feedback in order to
incorporate it into an
improvement plan.
ELCC Standard Element
6.2: Candidates
understand and can act
to influence local,
district, state, and
national decisions
affecting student
learning in a school
environment.
♦demonstrates
appropriate personal
presentation when
working with peers
and faculty members
4d. Exercise sound
judgment and ethical
professional behavior:
Verbal Communication
Candidate
occasionally uses
unacceptable
language for given
situations,
including but not
limited to
grammar,
vocabulary,
minimal uses of
colloquial jargon,
sometimes using
terms considered
offensive by
different
cultures/beliefs.
In all spoken
communications,
candidate uses
acceptable language
for given situations,
including but not
limited to grammar,
vocabulary, minimal
uses of colloquial
jargon, never using
terms considered
offensive by different
cultures/beliefs.
In all spoken
communications,
candidate uses
acceptable language
for given situations,
including but not
limited to grammar,
vocabulary, minimal
uses of colloquial
jargon, never using
terms considered
offensive by different
cultures/beliefs; and
candidate exhibits
expresses a plan to
enhance these
communication
skills.
ELCC Standard Element
6.2: Candidates
understand and can act
to influence local,
district, state, and
national decisions
affecting student
learning in a school
environment.
♦ develop appropriate
verbal communication
skills to advocate for
democracy, equity,
and diversity.
93
Advanced Program
Disposition/Criterion-
Successful WCSU
candidates… Unacceptable Acceptable Target ELCC Element Sub-component
4e.Exercise sound
judgment and ethical
professional behavior:
Written
communication
Candidate
occasionally uses
unacceptable
language for
written
communication,
including but not
limited to
grammar,
vocabulary,
minimal uses of
colloquial jargon,
sometimes using
terms considered
offensive by
different
cultures/beliefs.
In all spoken
communications,
candidate uses
acceptable language
for written
communication,
including but not
limited to grammar,
vocabulary, minimal
uses of colloquial
jargon, never using
terms considered
offensive by different
cultures/beliefs.
In all spoken
communications,
candidate uses
acceptable language
for written
communication,
including but not
limited to grammar,
vocabulary, minimal
uses of colloquial
jargon, never using
terms considered
offensive by different
cultures/beliefs; and
candidate exhibits
expresses a plan to
enhance these
communication
skills.
ELCC Standard Element
6.2: Candidates
understand and can act
to influence local,
district, state, and
national decisions
affecting student
learning in a school
environment.
♦ develop appropriate
written
communication skills
to advocate for
democracy, equity,
and diversity.
4f.Exercise sound
judgment and ethical
professional behavior:
Non-verbal
communication
Candidate
occasionally uses
unacceptable
language for non-
verbal
communication,
including but not
limited to
grammar,
vocabulary,
minimal uses of
colloquial jargon,
sometimes using
In all spoken
communications,
candidate uses
acceptable language
for verbal
communication,
including but not
limited to grammar,
vocabulary, minimal
uses of colloquial
jargon, never using
terms considered
offensive by different
In all spoken
communications,
candidate uses
acceptable language
for verbal
communication,
including but not
limited to grammar,
vocabulary, minimal
uses of colloquial
jargon, never using
terms considered
offensive by different
ELCC Standard Element
6.2: Candidates
understand and can act
to influence local,
district, state, and
national decisions
affecting student
learning in a school
environment.
♦ develop appropriate
non-verbal
communication skills
to advocate for
democracy, equity,
and diversity.
94
Advanced Program
Disposition/Criterion-
Successful WCSU
candidates… Unacceptable Acceptable Target ELCC Element Sub-component
terms considered
offensive by
different
cultures/beliefs.
cultures/beliefs. cultures/beliefs; and
candidate exhibits
expresses a plan to
enhance these
communication
skills.
4g.Exercise sound
judgment and ethical
professional behavior:
Respect for leadership
Candidate
frequently interacts
with leaders
(school
professionals,
faculty members,
etc.) in a way that
shows minor
insensitivity toward
the effort, work,
values, or diverse
nature of others; or
demonstrates a
significant
insensitivity toward
the effort, work,
values, or diverse
nature of others;
struggles to
demonstrate
awareness of the
interconnectivity of
education
professionals in the
schools.
Candidate frequently
interacts with leaders
(school professionals,
faculty members,
etc.) in a way that
shows sensitivity
toward the effort,
work, values, and
diverse nature of
others; respecting the
interconnectivity of
education
professionals in the
schools.
Candidate frequently
interacts with leaders
(school professionals,
faculty members,
etc.) in a way that
shows sensitivity
toward the effort,
work, values, and
diverse nature of
others; respecting the
interconnectivity of
education
professionals in the
schools. In addition,
the candidate serves
as a role model to
others (i.e., indicated
in Leadership Plan,
assignments, etc.).
ELCC Standard Element
5.3 Safeguarding the
values of democracy,
equity, and diversity
(Professional Skills).
♦ democratic values,
equity, and diversity.
95
Advanced Program
Disposition/Criterion-
Successful WCSU
candidates… Unacceptable Acceptable Target ELCC Element Sub-component
4h.Exercise sound
judgment and ethical
professional behavior:
Professional self-
concept
On a regular basis,
demonstrates
minimal self-
confidence; may
lose emotional
control when
interacting with
others or in
challenging
situations. Loses
emotional control
in professional
situations, may use
inappropriate
verbal or non-
verbal
communication.
Demonstrates
appropriate self-
confidence and
emotional control
when interacting with
others, works to
understand ways to
manage conflict or
challenging teaching
and learning
situations (i.e.,
displays a tolerance
for ambiguity).
Demonstrates
appropriate self-
confidence and
emotional control
when interacting with
others, works to
understand ways to
manage conflict or
challenging teaching
and learning
situations (i.e.,
displays a tolerance
for ambiguity) by
developing an action
plan.
ELCC Standard Element
5.2: Candidates
understand and can
model principles of self-
awareness, reflective
practice, transparency,
and ethical behavior as
related to their roles
within the school.
♦ analyze leadership
decisions in terms of
established ethical
practices
5a.Demonstrate
fairness in promoting
social justice, treating
students/clients fairly,
maintaining
confidentiality, and
assessment:
Adherence to legal and
ethical guidelines
(appropriate
communication)
Dishonest in
communication,
attempts to
deceive.
Inappropriate
topics/times for
discussions.
Requires ongoing
reminders
regarding
professional
content and
delivery in
communicating
ideas (i.e.,
Communicates in a
fair manner, presents
objective descriptions
of situations,
evaluates two or
more sides to an
issue, demonstrates
respect for diversity
when communicating
ideas.
Communicates in a
fair manner, presents
objective descriptions
of situations,
evaluates two or
more sides to an
issue, demonstrates
respect for diversity
when communicating
ideas. Demonstrates
these behaviors
through activities
such as reflective
practice in
assignments such as
ELCC Standard Element
5.4 Evaluation of the
potential moral and legal
consequences of
decision making in the
school (Content
Knowledge).
♦ demonstrates
appropriate
communication skills
regarding moral and
legal consequences of
decision making in
schools
96
Advanced Program
Disposition/Criterion-
Successful WCSU
candidates… Unacceptable Acceptable Target ELCC Element Sub-component
demonstrating
respect for
diversity in various
settings).
the Leadership Plan.
5b.Demonstrate
fairness in promoting
social justice, treating
students fairly,
maintaining
confidentiality, and
assessment:
Adherence to legal and
ethical guidelines
(confidentiality)
Candidate does not
treat student/client
information and
data responsibly
and/or with respect.
Candidate treats
student/client
information and data
responsibly.
Candidate
demonstrates
confidentiality in the
responsible use of
student/client
information and data
(i.e., writing about
classroom
observations,
developing consent
forms for research
projects, etc.)
ELCC Standard Element
5.5 Promotion of social
justice within a school to
ensure that individual
student needs inform all
aspects of schooling
(Professional Skills).
♦ review and critique
school policies,
programs, and
practices to ensure
that student needs
inform all aspects of
schooling, including
social justice, equity,
confidentiality,
acceptance, and
respect between and
among students and
faculty within the
school;
5c.Demonstrate
fairness in promoting
social justice, treating
students fairly,
maintaining
confidentiality, and
assessment:
Adherence to legal and
ethical guidelines
(honor work of others)
Candidate does not
use APA citations
accurately and
work is
consistently under
review for possible
plagiarism and/or
paraphragiarism.
Candidate documents
the intellectual work
of others in all
assignments/activities
and consistently uses
APA citations and
referencing.
Candidate documents
the intellectual work
of others in all
assignments and
consistently uses
APA citations and
referencing without
prompting.
ELCC Standard Element
5.4 Evaluation of the
potential moral and legal
consequences of
decision making in the
school (Content
Knowledge).
♦honors the work of
others regarding
moral and legal
consequences of
decision making in
schools
97
Advanced Program
Disposition/Criterion-
Successful WCSU
candidates… Unacceptable Acceptable Target ELCC Element Sub-component
6a.Practice reflection:
Ability to self-monitor
(patience, control of
emotions)
Does not provide
any substantive
suggestions for
positive self-
improvement and
fails to see the need
for positive change.
Offers
excuses/assigns
blame to others
(e.g., students,
parents, colleagues,
and supervisor) for
negative results.
Consistently
evaluates own
performances (e.g.,
interactions, written
work, test results)
with a critical lens,
generates potential
improvements or
revisions.
Consistently
evaluates own
performances (e.g.,
interactions, written
work, test results)
with a critical lens,
generates potential
improvements or
revisions, and applies
them to future
performances. Is
open-minded and
positive when
receiving feedback
from others.
Demonstrates the
ability to act on
suggestions.
ELCC Standard Element
5.2: Candidates
understand and can
model principles of self-
awareness, reflective
practice, transparency,
and ethical behavior as
related to their roles
within the school.
♦ analyze leadership
decisions in terms of
established ethical
practices
6b.Practice reflection:
Practice in the context
of professional
practice
Do not regularly
practice reflection
on professional
practice
Reflect on their work
within the context of
professional practice
Reflect on their
practice and make
necessary
adjustments to
enhance professional
practice
ELCC Standard Element
5.2 Self-awareness,
reflective practice,
transparency, and ethical
behavior as related to
roles within the school
(Content Knowledge).
♦ the effect of ethical
behavior on one’s
own leadership.
98
Advanced Program
Disposition/Criterion-
Successful WCSU
candidates… Unacceptable Acceptable Target ELCC Element Sub-component
6c.Practice Reflection:
Dispositions
delineated in
professional, state, and
institutional standards
No awareness of
professional
dispositions
expected of
professional
educators as
delineated in
professional,
standards, state
standards, and the
mission of the
university
Reflect dispositions
expected of an
educator as
delineated in
professional
standards, state
standards, and the
mission of the
university by
integrating standards
into assignments.
Reflect dispositions
expected of an
educator as
delineated in
professional
standards, state
standards, and the
mission of the
university. Locate
and evaluate use
multiple sets of
standards for possible
use.
ELCC Standard Element
6.1: Candidates
understand and can
advocate for school
students, families, and
caregivers.
♦ policies, laws, and
regulations enacted by
state, local, and
federal authorities that
affect schools
99
Appendix D: Undergraduate Initial Licensure Key Assessments: Elementary and Secondary Education
Elementary and
Secondary Initial: Type and Number of
Assessment Name of Assessment Type or Form of Assessment When Assessment is
Administered
Assessment #1 Licensure assessment, Spanish: Assessment that demonstrates candidates are orally
Praxis II® Subject Assessment in ___ Elementary: Curriculum, Instruction and Assessment (#0011 paper or #5011 computer) with a minimum score of 163 AND Elementary Content Area Exercises (#0012) with a minimum score of 148. [After September 1, 2012, the Praxis II Elementary Education: Multiple Subjects test (5031) and the Praxis II Principles of Learning and Teaching Grades K-6 test (0622/5622)]. Biology: Content Knowledge (#0235) with a minimum score of 152 Chemistry: Chemistry Content Knowledge I#0245) with a minimum score of 151 and Chemistry Content Essay (#0242) with a minimum score of 140 Earth Science: Earth and Space Science Content Knowledge (#0571) with a minimum score of 157 English: English Language, Literature, and Composition: Content and Analysis (#0044 with a minimum score of 172 (#5044 on computer available June 2012) Health: or #0550 on paper with a minimum score of 680 (#5550 on computer available June 2012) Mathematics: Content Knowledge #0061on paper) with a minimum score of 137 (#5061 on computer on computer available June 2012) Social Studies: Social Studies Content Knowledge0081 (#5081 on computer available June 2012) with a minimum score of 162 Foreign Language (Spanish): ACTFL Written Proficiency Exam
Praxis II: State Licensure Test ACTFL Written Proficiency Exam for State Licensure
Praxis II must be passed to complete certification requirements (as of 2012-13 prior to professional program entry). Spanish ACTFL OPI must be passed to complete
100
Elementary and Secondary Initial: Type
and Number of Assessment Name of Assessment Type or Form of Assessment
When Assessment is Administered
proficient in the languages to be taught,
certification requirements (as of 2012-13 prior to professional program entry).
Assessment #2: Content Knowledge (required)
Elementary: Content rating profile: (Health, Language Arts, Mathematics, Science, Social Studies) English: Content Knowledge in English Student Teaching Instrument Competencies #9, 24 & 26 Course Grades for Required Courses in English Social Studies: Course Grades for Required Courses in English (formerly Grades) Mathematics: Course Grades for Required Courses in English
Assessment Scale English: Student Teaching Instrument Competencies 9, 24, & 26 are aligned to the CT Common Core of Teaching Foundational Skills The course grades for these required courses is derived from multiple assessments, including essays, critical analyses, exams, research papers, multimedia projects and presentations. Course objectives cover these tasks. The course grades for these required courses is derived from multiple assessments, including essays, critical analyses, exams, research papers, multimedia projects and presentations.
Elementary Prior to the professional semester (mathematics and health) and during the professional semester (science, social science, language arts) English During Student Teaching During the Professional Semester Throughout program
101
Elementary and Secondary Initial: Type
and Number of Assessment Name of Assessment Type or Form of Assessment
When Assessment is Administered
Biology: Content Knowledge Assessed by Programmatic Courses and Associated Grades Chemistry: Content Knowledge Assessed by Programmatic Courses and Associated Grades Earth Science: Content Knowledge Assessed by Programmatic Courses and Associated Grades Health Education: Comprehension of Health Promotion and Disease Prevention to Enhance Professional practice Spanish: Praxis II® Subject Assessment World Language (#5195 on computer) with a minimum score of 168 Student Teaching Evaluation Instrument (Competencies 21-26)
Course objectives cover these tasks. Biology, Chemistry & Earth Science: The course grades for these required courses is derived from multiple assessments, including essays, critical analyses, exams, research papers, multimedia projects and presentations. Course objectives cover these tasks. Health Education: Rating Scale using three level rating system Spanish: Content requirement standardized testing Final ratings given to student teachers on Items 21-26 of the Student Teacher Evaluation Instrument.
Biology, Chemistry, & Earth Science: Throughout program enrollment Health: during HPX 311 Spanish: 1) Prior to program completion 2) During Student Teaching
Assessment #3: Candidate ability to plan instruction (required)
Planning for Instruction Elementary: Lesson Plan Rating Instrument (Competencies # 1-3) Capstone beginning Fall 2011
Elementary: The Student Teaching Rubric and Data Collection Form #1-3 collects both formative and summative evaluations of instructional planning knowledge, skills, and dispositions based on multiple sources of data. Elementary PDS Capstone Pilot Rubric
During and at the Culmination of Student Teaching
102
Elementary and Secondary Initial: Type
and Number of Assessment Name of Assessment Type or Form of Assessment
When Assessment is Administered
English: Lesson Plan Rating(Student Teaching Instrument Competencies # 1-3) Health: Lesson Plan Rating(Student Teaching Instrument Competencies # 1-3) Mathematics: Lesson Plan Rating(Student Teaching Instrument Competencies # 1-3) History/Social Studies: Lesson and Teaching Educator Preparation Provider (Unit) Assignments (Student Teaching Instrument Competencies # 1-3) – not sure… Spanish: Lesson Plan Rating(Student Teaching Instrument Competencies # 1-3) Biology: Pedagogy Assessed by Educator Preparation Provider (Unit) Plan Development Chemistry: Pedagogy Assessed by Educator Preparation Provider (Unit) Plan Development Earth Science: Pedagogy Assessed by Educator Preparation Provider (Unit) Plan Development
English, Health, Mathematics, History/Social Studies, Spanish: The Student Teaching Rubric and Data Collection Form #1-3 collects both formative and summative evaluations of instructional planning knowledge, skills, and dispositions based on multiple sources of data. Biology, Chemistry, Earth Science: Rubrics with performance-based assessments
Assessment #4: Student teaching or internship (required)
Student Teaching Observation (formerly STEI) The Student Teaching Rubric and Data Collection Form #4-16 (content competencies #21 and above) Evaluation by Cooperating Teacher and University Supervisor who is a content area faculty member
During and at the Culmination of Student Teaching
Assessment #5: Candidate effect on student leaning (required)
Teacher Work Sample: Effect on Learning (formerly Modified BEST Portfolio)
The Teacher Work Sample Rubric
During student teaching
Assessment #6:
103
Elementary and Secondary Initial: Type
and Number of Assessment Name of Assessment Type or Form of Assessment
When Assessment is Administered
Elementary English, History/Social Studies, Spanish, Spanish Health Math Science (Biology, Chemistry, Earth Science)
PDS Interview Screening Instrument by WCSU Faculty Spanish: ACTFL Language Testing International: Oral Proficiency Interview (ED/SPA 448) Health: Coordinated School Health Rating Program Mathematics: Portfolio in Mathematics (MAD 549) Biology, Chemistry, Earth Science: Safety and Welfare Pedagogy Assessed Website Development and University Safety Training
PDS interview questions focus on Knowledge, skills, and dispositions of candidates. Spanish: State Licensure: ACTFL Oral Proficiency Interview (ACTFL OPI) Health Coordinated School Health Rating Program Rubric Mathematics: Portfolio Rubric Sciences: Science Safety Rubric
Prior to admission to the Professional Semester Spanish: Must be passed to complete certification requirements (as of 2012-13 prior to professional program entry). Health: During HPX 311 School Health Programs (Professional Semester-semester before student teaching). Mathematics: Prior to student teaching Sciences: Prior to student teaching during methods course
104
Elementary and Secondary Initial: Type
and Number of Assessment Name of Assessment Type or Form of Assessment
When Assessment is Administered
Assessment #7: Spanish Sciences (Biology, Chemistry, and Earth Science): Health:
Spanish: Part I: Reflection essay on Professional development, local or global experience observation and practice lesson experience. PART II: Interpretive Analysis of Literary/Cultural Products ( Biology, Chemistry, Earth Science: Research Content Assessed by Independent Research Completed in the Disciplines Health: Health Education Community Programs Health Event/Activity Project
Spanish: Part I: Educator Reflection Essay Rubric Part II: Essay rubric Biology, Chemistry, Earth Science: Research Rubric Health: Health Education Community Programs Health Event/Activity Project Rubric
Spanish: PART I: During ED 448-Before Student Teaching PART II: As a culminating assessment task in all 300 level courses. Biology, Chemistry, Earth Science: Prior to Student Teaching Health: Prior to Student Teaching
Assessment #8: Sciences (Biology, Chemistry, and Earth Science) Spanish
Biology, Chemistry, Earth Science: General Content Assessed by Ability to Contextualize Science in Culminating Project Spanish: Praxis II: Content Knowledge in Spanish (# 5195)
Sciences: Contextual Context of Science Rubric Spanish: Content Knowledge of the linguistic system of the target language and knowledge of target language use
Sciences: During Student Teaching, due after Spring break Spanish: Prior to the end of the program
105
Appendix E: Initial Licensure/Post Baccalaureate Key Assessments: Master of Arts in Teaching Program
IL/PB (M.A.T.) Type and Number of Assessment IL/PB Name of Assessment
IL/PB Type or Form of Assessment
IL/PB When Assessment is Administered
Assessment #1 Licensure assessment, or other content based assessment (required)
Praxis II® Subject Assessments Biology: Content Knowledge (#0235) with a minimum score of 152 Mathematics: Content Knowledge (#5061 on computer or #0061on paper) with a minimum score of 137 ACTFL Written Proficiency
State Required Licensure Test Praxis II must be taken prior to program entry. Praxis II must be passed Prior to Student Teaching in order to continue in the program.
Assessment #2: Description of the transcript analysis process(required)
Transcript Review Process General Education Transcript Review Form Mathematics Content Transcript Review Form Biology Content Transcript Review Form Spanish Content Transcript Review Form
Meeting Connecticut State Department of Education Certification Regulations, Courses and Grades in Content Area
Prior to program entry
Assessment #3: Candidate ability to plan instruction (required)
Lesson Plans: Planning, Teaching, and Evaluating
Lesson and Unit Plans Prior to Student Teaching in the following content methods courses: MAD 549 Teaching Math in Secondary Schools, ED/BIO 566 Teaching Science in Secondary Schools, and ED/SPA 568
Assessment #4: Student teaching or
Student Teaching Rubric and Data Collection Form
Rubric During and at the Culmination of
106
IL/PB (M.A.T.) Type and Number of Assessment IL/PB Name of Assessment
IL/PB Type or Form of Assessment
IL/PB When Assessment is Administered
internship (required)
Student Teaching
Assessment #5: Candidate effect on student leaning (required)
Master of Arts in Teaching Electronic Professional Educator Portfolio (Student Work Sample)
Project Prior to the end of the program
Assessment #6:
Biology: Legal and Ethical Responsibilities in Secondary Science (ED/ BIO 566) Mathematics: Portfolio in Mathematics (MAD 549) Spanish:ACTFL Language Testing International: Oral Proficiency Exam (ED/SPA 568)
Biology: Safety Plan and Assessment
Mathematics: Rubric Spanish: State Required Licensure Test
Biology: During Student Teaching Mathematics: Prior to the end of the program Spanish: Prior to entry of the program
Assessment #7:
Biology: Evidence of Research Experience (ED/BIO 605) Spanish: Reflection Essay ED/SPA 568
Biology: Project
Spanish: Essay
Biology: Prior to Student Teaching Spanish: Prior to the end of the program
Assessment #8:
Biology: The Contextual Content of Science (ED/ BIO 566) Spanish: Content: Praxis II (#5195)
Biology: Project Spanish: ETS Administered Test
Biology: Prior to Student Teaching
107
Appendix F: Advanced Program Key Assessments: Master of Science (MS) in Education
School Counseling Type
and Assessment Number Name of Assessment Type or Form of Assessment
When Assessment is
Administered
Assessment #1: Content
Knowledge
ED 501 Intro to Educational
Research Final Project Research Project Mid-program
Assessment #2: Professional
& Pedagogical Knowledge
ED 592 Capstone Project in
Ed Final Project
Product Choice: Web Design, Curriculum
Design or Re-design, or Grant
Development
End of Program
Assessment #3: Impact on
Student Learning
EPY 505 Measurement and
Evaluation Final Project Project: Evaluate an Assessment Mid-program
Assessment #4: Dispositions
ED 500 Contemporary
Educational Issues Final
Project
Project: Analyze a contemporary
Educational Issue
Beginning of Program
Field/Clinical Documentation of a 2-Day
Diverse School Experience Field Experience
EPY 505Measurement
and Evaluation
108
Appendix G: Advanced Program Key Assessments: Master of Science (MS) in Music Education
School Counseling Type
and Assessment Number Name of Assessment Type or Form of Assessment
When Assessment is
Administered
Assessment #1: Content
Knowledge
GPA Overall GPA for Content Courses Calculated at End of
Program
Assessment #2: Professional
& Pedagogical Knowledge
Comprehensive Exam Comprehensive Exam Recommend End of
Program
Assessment #3: Impact on
Student Learning
Music Department Seminar
Presentation
Presentation of a Selected Topic in Music
Research
Music 590 Paper
Assessment #4: Dispositions
ED 500 Contemporary
Educational Issues Final
Project
Project: Analyze a contemporary
Educational Issue
Beginning of Program
(advanced program disposition instrument under development – implementation Fall 2013)
109
Appendix H: Advanced Program Key Assessments: EdD in Instructional Leadership Program
EdD in Instructional
Leadership: Type and Number
of Assessment Name of Assessment Type or Form of Assessment
When Assessment is
Administered
Assessment #1: Content Knowledge
1. Comprehensive Exam for EdD in Instructional Leadership: Part 1 and Part 2
1a. Exam: Short answer/ Application: Part 1 1b. Exam: Short answer/ Application: Part 2
1. After 15 courses are completed, prior to beginning the dissertation seminars
Assessment #2: Pedagogical Content Knowledge in Instructional Leadership
2. Leadership Portfolio 2. Leadership Portfolio: 2a. Vision for Educational Leadership (ED800) 2b. Response to an Educational Crisis (ED800) 2c. Leadership Plan (ED800)
2. Course project for Year 1-ED800
Assessment #3: Professional and Pedagogical Knowledge for the Ability to Plan
3. Planning Portfolio FIELD WORK (3b)
3. Planning Portfolio: 3a. Professional Development Plan (ED820) 3b. Program Evaluation (ED805)
3. Course Project for Year 2-ED820; Course Project for Year 3-ED805
Assessment #4: Assessment of Research Skills
4. Dissertation Defense FIELD WORK (4a)
4. Dissertation Defense: Pass/Fail evaluation by a committee of advisors and an outside reader 4a. Written Dissertation 4b. Oral Presentation and Defense
4. After all 20 courses have been successfully completed and the dissertation is reviewed and defended
Assessment #5: Impact on Student Learning
5. Assessment of WCSU Graduates in Leadership Positions
5. 15-item survey 5a. Assessment of WCSU Graduates in Leadership Positions
5. After the candidate has completed the EdD program (each year for 5 years)
Assessment #6: 6. Student Learning Portfolio 6. Student Learning 6. Course projects for Year
110
EdD in Instructional
Leadership: Type and Number
of Assessment Name of Assessment Type or Form of Assessment
When Assessment is
Administered
Professional and Pedagogical Knowledge
FIELD WORK (6c) Portfolio: 6a. Relating Theory to Practice (ED804) 6b. Newsletter (ED804) 6c. Analysis of Thinking Skills (ED804)
2-ED804
Assessment #7: Dispositions
7. Dispositions 7. Dispositions 7a. Dispositions for Advanced Programs (First Semester, Comprehensive Exams, Dissertation)
3. After each of the following: first semester, comprehensive exams, dispositions
111
Appendix I: Advanced Program Key Assessments: Preparation of Educational Leaders -District Leadership
District Leadership (092):
Type and Number of
Assessment Name of Assessment Type or Form of Assessment
When Assessment is
Administered
Assessment #1: Licensure
assessment, or other content-
based assessment (required)
1. Connecticut Administrator Test
(CAT)
1. State required, standardized performance-
based test for knowledge, comprehension, and
application of Leadership skills
1a. Instructional Strategies: Modules 1&2;
School Improvement: Modules 3&4
1. After the following
courses are completed:
Year 1-ED800
Year 2-ED804
Year 2-ED820
Year 3-ED805
Year 4-EDL618
Year 4-EDL656
The CAT is taken in 4
mods. (1&2-fall, 3&4-
spring) during the
year-long Internship
and Seminar
Year 4-5-ED660
and ED665
Assessment #2: Assessment of
content knowledge in
educational leadership
2. Assessment of content knowledge
in educational leadership
2. Leadership Portfolio 2. Leadership
Portfolio:
2a. Vision for School
District Leadership
(ED800)
2b. Response to a
School Crisis (ED800)
2c. Leadership Plan
(ED800)
2d.Budget and Finance
Field Study (EDL618)
Assessment #3: Assessment of
ability to develop Supervisory
plan for classroom-based
instruction (required)
Formerly Assessment #7
3. Supervision Portfolio:
3a. Self-Assessment as a Supervisor (EDL656)
3b. Supervision Platform Statement (EDL656)
3c. Supervision of Teaching and Learning
(ED660)
3. Course projects for
Year 4-EDL656
Year 4-5-ED660
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District Leadership (092):
Type and Number of
Assessment Name of Assessment Type or Form of Assessment
When Assessment is
Administered
Assessment #4:
Assessment that demonstrates
candidates’ leadership skills
through the school-level
internship/ clinical practice
settings
(required)
4. Internship Portfolio (Internship
and Seminar)
4. Internship Portfolio:
4a. Administrative Self-Assessment (ED665)
4b. Internship Action Plan (ED660)
4c. Internship Log (ED665)
4d. Shadowing (ED660)
4e. Taking a Leadership Role (ED660)
Year 4-5-ED660 and
ED665
Assessment #5:
Assessment of ability to
support student learning and
development
(required)
5. Assessment of WCSU Candidates
by their Internship Mentors and
Supervisors, Assessment of the
Graduates in Leadership Positions
5. 15-item Survey 5a. Assessment of WCSU
Interns and Graduates in Leadership Positions
5. After the candidate
has completed the
Internship and 5 years
after the Candidate has
completed the program
Assessment #6:
Assessment that demonstrates
candidates’ organizational
management and community
relations leadership skills in
developing effective
classroom-based management
and resource systems and
school-community
partnerships. [Faculty selected
assessment
(required)]
Student Learning Portfolio
6. Student Learning Portfolio:
6a. Relating Theory to Practice (ED804)
6b. Newsletter (ED804)
6c. Analysis of Thinking Skills (ED804)
6. Course projects for
Year 2-ED804
Assessment #7
Additional
assessment that
addresses ELCC standards
(optional)
Supervision Portfolio
Formerly Assessment #3
7. Supervision Portfolio:
7a. Self-Assessment as a Supervisor (EDL656)
7b. Supervision Platform Statement (EDL656)
7c. Supervision of Teaching and Learning
(ED660)
7. Course projects for
Year 4-EDL656
Year 4-5-ED660
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Appendix J: Advanced Program Key Assessments: Preparation of Educational Leaders - School Building Leadership
School Building
Leadership (092): Type
and Number of
Assessment Name of Assessment Type or Form of Assessment
When Assessment is
Administered
Assessment #1: Licensure
assessment, or other
content-based assessment
(required)
1. Connecticut
Administrator Test (CAT)
1. State required, standardized
performance-based test for knowledge,
comprehension, and application of
Leadership skills
1a. Instructional Strategies: Modules 1&2;
School Improvement: Modules 3&4
1. After the following
courses are completed:
Year 1-ED800
Year 2-ED804
Year 2-ED820
Year 3-ED805
Year 4-EDL618
Year 4-EDL656
The CAT is taken in 4
mods. (1&2-fall, 3&4-
spring) during the year-
long Internship and
Seminar
Year 4-5-ED660
and ED665
Assessment #2: Assessment
of content knowledge in
educational leadership
2. Assessment of content
knowledge in educational
leadership
2. Leadership Portfolio 2. Leadership Portfolio:
2a. Vision for School
Building Leadership
(ED800)
2b. Response to a School
Crisis (ED800)
2c. Leadership Plan
(ED800)
2d.Budget and Finance
Field Study (EDL618)
Assessment #3: Assessment 3. Supervision Portfolio: 3. Course projects for Year
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School Building
Leadership (092): Type
and Number of
Assessment Name of Assessment Type or Form of Assessment
When Assessment is
Administered
of ability to develop
Supervisory plan for
classroom-based instruction
(required)
Formerly Assessment #7
3a. Self-Assessment as a Supervisor
(EDL656)
3b. Supervision Platform Statement
(EDL656)
3c. Supervision of Teaching and Learning
(ED660)
4-EDL656
Year 4-5-ED660
Assessment #4:
Assessment that
demonstrates candidates’
leadership skills through the
school-level internship/
clinical practice settings
(required)
4. Internship Portfolio
(Internship and Seminar)
4. Internship Portfolio:
4a. Administrative Self-Assessment
(ED665)
4b. Internship Action Plan (ED660)
4c. Internship Log (ED665)
4d. Shadowing (ED660)
4e. Taking a Leadership Role (ED660)
Year 4-5-ED660 and
ED665
Assessment #5:
Assessment of ability to
support student learning and
development
(required)
5. Assessment of WCSU
Candidates by their
Internship Mentors and
Supervisors, Assessment of
the Graduates in Leadership
Positions
5. 15-item Survey 5a. Assessment of
WCSU Interns and Graduates in
Leadership Positions
5. After the candidate has
completed the Internship
and 5 years after the
Candidate has completed
the program
Assessment #6:
Assessment that
demonstrates candidates’
organizational management
and community relations
leadership skills in
developing effective
classroom-based
management and resource
systems and school-
Student Learning Portfolio
6. Student Learning Portfolio:
6a. Relating Theory to Practice (ED804)
6b. Newsletter (ED804)
6c. Analysis of Thinking Skills (ED804)
6. Course projects for Year
2-ED804
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School Building
Leadership (092): Type
and Number of
Assessment Name of Assessment Type or Form of Assessment
When Assessment is
Administered
community partnerships.
[Faculty selected
assessment
(required)]
Assessment #7
Additional
assessment that
addresses ELCC standards
(optional)
Supervision Portfolio
Formerly Assessment #3
7. Supervision Portfolio:
7a. Self-Assessment as a Supervisor
(EDL656)
7b. Supervision Platform Statement
(EDL656)
7c. Supervision of Teaching and Learning
(ED660)
7. Course projects for Year
4-EDL656
Year 4-5-ED660
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Appendix K: Advanced Program Key Assessments: Preparation of School Counselors
School Counseling Type
and Assessment Number Name of Assessment Type or Form of Assessment
When Assessment is
Administered
Assessment #1
Content
Assessment Project Project Spring Semester, 1st year
ED 600
Assessment #2
Content
Group Counseling Proposal Project Fall Semester, 2nd
Year
EPY 603
Assessment #3
Content
Individual Counseling
Project
Fall Semester, 2nd
year
EPY 604
Assessment #4
Practicum Site Supervisor
Evaluation of Student
Clinical
Site Supervisor Evaluation
of Student
Rating Scale School: Spring Semester,
2nd
year EPY 610
Assessment #5
Internship Site Supervisor
Evaluation of Student
Clinical
Site Supervisor Evaluation
of Student
Rating Scale School: 3rd year
Assessment #6
Comprehensive
Examination
Content
Counselor Preparation
Comprehensive
Examination (CPCE)
Multiple Choice Examination Prior to Graduation (3rd
year)
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Appendix L: Educator Preparation Provider (Unit) and Program Goals Educator Preparation Provider (Unit) Goals
1. Candidates for certification and graduate students will demonstrate expertise in content knowledge.
2. Candidates will demonstrate the ability to plan, develop, and adjust services that meet the needs of diverse learners.
3. Candidates and graduate students will demonstrate the ability to work jointly, cooperatively and collaboratively with learners, peer, educational professionals, parents and other community members.
4. Candidates and graduate students will demonstrate the ability to provide organization, leadership, direction, and management in their provision of professional services to the learners and clients.
5. Candidates and graduate students will demonstrate the ability to demonstrate professional dispositions that are consistent with this Conceptual Framework and in accord with professional, state, and institutional standards.
6. Candidates and graduate students will demonstrate the ability to integrate a variety of relevant technologies into their professional practice.
7. Candidates and graduate students will demonstrate the ability to use relevant pedagogic skills, educational psychology and knowledge in the planning, development, delivery and assessment of professional services in support of relevant educational and professional goals.
8. Candidates and graduate students will demonstrate the ability and motivation to develop and incorporate improvements into their professional practice based upon their interpretation, evaluation, and use of relevant data and insights.
Undergraduate Teacher Certification Program Goals
1. As a result of classroom, clinical, and field experiences, candidates will... 2. Demonstrate the connection of content specific knowledge with pedagogical
knowledge and skills in developmentally appropriate lesson design specifically for the K-6 elementary or the 7-12 secondary levels
3. Demonstrate leadership in the conceptualization, initiation, assessment, and redesign of curricular and educational initiatives.
4. Demonstrate the innovative use of web based instructional and information technology in the classroom.
5. Demonstrate knowledge of the education and development of a range of students of varying backgrounds and abilities including exceptional, gifted, talented, and disabled students in a regular classroom.
6. Demonstrate skill as a reflective practitioner to accurately assess and analyze student learning, reflecting on the adjustments needed for both instruction and assessment.
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7. Appropriately apply the knowledge, skills, and dispositions of human development in the effective management of the classroom environment.
8. Actively participate as members of a learning community to collaboratively discuss best practices and continue to learn innovative ways to impact student learning.
Master of Arts in Teaching Program Objectives
1. Demonstrate the connection of content with pedagogy in developmentally appropriate lesson design for elementary and secondary levels.
2. Demonstrate leadership in the conceptualization, initiation, assessment and redesign of curricular and educational initiatives.
3. Demonstrate the innovative use of web based instructional and information technology in the classroom.
4. Demonstrate differentiated instruction in effectively working with a range of students of varying backgrounds and abilities.
5. Demonstrate knowledge of the education and development of exceptional, gifted, talented, and disabled students in a regular classroom.
6. Accurately assess and analyze student learning, reflecting on the adjustments needed for both instruction and assessment.
7. Demonstrate the ability to be both a consumer and a producer of educational research through the use of inquiry, critical analysis, and synthesis in the investigation and implementation of action based research.
8. Demonstrate the construction of meaning in the collaborative cohort setting.
School and Community Counseling Program Objectives
1. Students will be exposed to a wide range of theoretical perspectives with an appreciation of students’ own belief systems.
2. Students will be prepared to understand human developmental issues from cognitive, affective, behavioral and contextual perspectives.
3. Students will be educated to view human issues from a multicultural perspective. 4. Students will demonstrate the ability to facilitate inter- and intra-personal growth
in both individual and group process. 5. Students will be educated to a life-span developmental model for viewing human
behavior, including career development. 6. Students will be educated in methods of contextual evaluation, appraisal and
goal setting. 7. Students will demonstrate their ability to research and develop interventions for
counseling issues. 8. Students will be encouraged to develop a strong identity with the counseling
profession, including an understanding of its history and philosophy, and its present manifestations, through the American Counseling Association.
9. Students will be educated to the ethical and legal parameters of the counseling profession.
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10. Students will be encouraged to view professional development as a career-long process that includes continuing education and involvement with professional organizations beyond the attainment of the master’s degree.
11. Students will attain the knowledge and skills necessary to be successful entry-level counselors within their specific majors.
Educational Leadership Program Objectives The program is designed to:
1. Prepare PK-12 educators to assume roles of leadership in the conceptualization, initiation, assessment and redesign of initiatives for classrooms, schools, and districts.
2. Prepare PK-12 educators to conduct meaningful site-based inquiry pertaining to student achievement, program assessment and other measures of educational success.
3. Prepare PK-12 educators to develop and implement innovative curricula that focus on excellence and equity in education.
4. Prepare PK-12 educators to implement school-wide and district-wide professional development activities utilizing applied research, instructional technology and best practices in PK-12 schools.
5. Prepare PK-12 educators to implement school-wide and district-wide professional development activities consistent with emerging national standards as articulated by relevant professional specialty associations. (Spring, 2001, rev. 02/07/07)
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Appendix M: Ensuring Accuracy, Consistency, Fairness and Freedom From Bias in Key Assessments and Rubrics within the WCSU Assessment System
Ensuring Accuracy, Consistency, Fairness and Freedom From Bias in Key Assessments and Rubrics
Within the WCSU Assessment System
Design and Structure of Rubric Categories
Criteria Unacceptable (1) Acceptable(2) Target(3) Exemplary (4)
Category titles and descriptions
Category titles and/or descriptions for each performance level are
ambiguous and unclear.
Category titles and/or descriptions for each
performance level can be identified but are not
clearly differentiated.
Category titles and/or descriptions for each performance level are accurately described
and clear to the reader.
Category titles and/or descriptions for each performance level are distinct, clear to the reader, and appropriate for course.
Focus of rubric rating categories
Rubric rating categories include more than one focus: quality, frequency, and/or expertise.
Rubric rating categories have a single focus yet it is not clearly defined.
Rubric rating categories have a single focus that is clearly defined for the reader.
Rubric rating categories have a single focus that is clearly defined for the reader and appropriate for the course.
Sequencing of rubric rating categories
Sequencing of rubric rating categories is inconsistent with obvious unequal performance levels.
Sequencing of rubric rating categories is logical across performance levels yet not clearly defined.
Sequencing of rubric rating categories is logical across performance levels and clearly defined.
Sequencing of rubric rating categories is logical across performance levels is clearly defined and appropriate for the course.
Design and Content of Rubric Criteria
Criteria Unacceptable (1) Acceptable(2) Target(3) Exemplary (4)
Alignment with SPA standards
The key assessment and rubric do not represent “best practices” in evaluation that are utilized in quality programs for preparing teachers and/or school personnel nor are they aligned to
The key assessment and rubric represent “best practices” in evaluation that are utilized in quality programs for preparing teachers and/or school personnel yet alignment to SPA standards is
The key assessment and rubric represent “best practices” in evaluation that are utilized in quality programs for preparing teachers and/or school personnel and alignment to SPA standards is
The key assessment and rubric represent “best practices” in evaluation that are utilized in quality programs for preparing teachers and/or school personnel, alignment to SPA standards is
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Ensuring Accuracy, Consistency, Fairness and Freedom From Bias in Key Assessments and Rubrics Within the WCSU Assessment System
Design and Structure of Rubric Categories
Criteria Unacceptable (1) Acceptable(2) Target(3) Exemplary (4)
SPA standards. unclear. clear. explicit and performance levels are differentiated.
Content The content and pedagogical knowledge, skills, and professional commitments and dispositions evaluated through the key assessment and rubric do not represent course instruction, the goals and/or learning outcomes stated in the syllabus.
The content and pedagogical knowledge, skills, and professional commitments and dispositions evaluated through the key assessment and rubric represent course instruction; the goals and learning outcomes stated in the syllabus yet remain unclear to the reader.
The content and pedagogical knowledge, skills, and professional commitments and dispositions evaluated through the key assessment and rubric closely represent course instruction; the goals and learning outcomes stated in the syllabus and are clearly defined.
The content and pedagogical knowledge, skills, and professional commitments and dispositions evaluated through the key assessment and rubric closely represent course instruction; the goals and learning outcomes stated in the syllabus, are clearly defined and performance levels differentiated.
Alignment with Conceptual Framework
The performances and professional commitments and dispositions described in the key assessment and rubric are not aligned to the Conceptual Framework and not defined.
The performances and professional commitments and dispositions described in the key assessment and rubric are carefully aligned to the Conceptual Framework yet not clearly defined.
The performances and professional commitments and dispositions described in the key assessment and rubric are carefully aligned to the Conceptual Framework and clearly defined.
The performances and professional commitments and dispositions described in the key assessment and rubric are carefully aligned to the Conceptual Framework, clearly defined, and performance levels differentiated.
Accuracy, Consistency, Fairness
The wording of the criteria is not clear or lacks sufficient detail to result in decisions that are fair, accurate, and
The wording of most of the criteria is clear enough to result in decisions that are fair, accurate, and
The wording of all of the criteria is clear and will result in decisions that are fair, accurate, and consistent.
The wording of all of the criteria is clear, performance levels are distinct, and will result in decisions that are fair,
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Ensuring Accuracy, Consistency, Fairness and Freedom From Bias in Key Assessments and Rubrics Within the WCSU Assessment System
Design and Structure of Rubric Categories
Criteria Unacceptable (1) Acceptable(2) Target(3) Exemplary (4)
consistent. consistent. accurate, and consistent.
Measurability The performance levels describe expectations and/or behaviors that are not measurable in the prescribed setting.
The majority of performance levels describe expectations and/or behaviors that are measurable in the prescribed setting.
All performance levels describe expectations and/or behaviors that are measurable in the prescribed setting.
All performance levels describe expectations and/or behaviors that are measurable in the prescribed setting at clearly distinct categories of performance.
Exemplary=32-25 points
Target=24-17 points Acceptable=16-9 (Revisions needed) Unacceptable=8-0(Revisions needed)
Based upon: Mullinex, 2003, Monmouth University, 200
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Appendix N: Interstate Teacher Assessment and Support Consortium Standards (InTASC) (April 2011) InTASC Model Core Teaching Standards: A Resource for State Dialogue (full document)
The Learner and Learning Standard #1: Learner Development. The teacher understands how learners learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse communities to ensure inclusive learning environments that allow each learner to meet high standards. Standard #3: Learning Environments. The teacher works with learners to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Content Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners. Standard #5: Innovative Applications of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Instructional Practice Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and guide the teacher’s ongoing decision making. Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Professional Responsibility Standard #9: Reflection and Continuous Growth. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other
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professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
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Appendix O: Connecticut Common Core of Teaching: Foundational Skills 2010
Domain 1. Content and Essential Skills: Teachers understand and apply essential skills, central concepts and tools of inquiry in their subject matter or field by: 1.1 Demonstrating proficiency in reading, writing, and mathematics skills; 1.2 Demonstrating discipline-specific knowledge and skills as described in the relevant national and state professional teaching standards; 1.3 Using developmentally appropriate verbal, non-verbal and technological communications; 1.4 Using technological and digital resources to promote learning, collaboration with colleagues and communication within a learning community; 1.5 Demonstrating understanding of how to use content area literacy skills to enable students to construct meaning through reading, writing, listening, speaking, viewing and presenting; and 1.6 Demonstrating understanding of how to use content area numeracy and analytical skills to enable students to problem solve, interpret and use data and numerical representations. Domain 2. Classroom Environment, Student Engagement and Commitment to Learning Teachers promote student engagement, independence and interdependence in learning by facilitating a positive learning community by: 2.1 Creating a class climate that is responsive to and respectful of the learning needs of students2 with diverse backgrounds, interests and performance levels; 2.2 Promoting engagement in and shared responsibility for the learning process and providing opportunities for students to initiate their own questions and inquiries; 2.3 Providing explicit instruction about social skills to develop students’ social competence3 and responsible and ethical behavior by using a continuum of proactive strategies4 that may be individualized to student needs; 2.4 Fostering appropriate standards of behavior that support a productive learning environment for all students; and 2.5 Maximizing the amount of time spent on learning by effectively managing routines and transitions5. Domain 3. Planning for Active Learning: Teachers plan instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by: 3.1 Determining students’ prior knowledge to ensure that content instruction is at an appropriate level of challenge and differentiated to meet their learning needs2; 3.2 Developing and organizing coherent and relevant units, lessons and learning tasks that build on students’ prior knowledge, skills and interests and engage students in the work of the discipline; 3.3 Promoting the development and application of skills with conceptual understanding, and anticipating students’ content misconceptions; 3.4 Selecting appropriate assessment strategies to monitor ongoing student progress;
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3.5 Selecting or designing instructional strategies, resources6 and flexible groupings that provide opportunity for students to think critically and creatively, and solve problems; 3.6 Integrating learning activities that make real-world, career or global connections, and promote interdisciplinary connections whenever possible; 3.7 Designing or selecting academic and/or behavioral interventions through differentiated, supplemental, specialized instruction for students who do not respond to primary instruction alone; 3.8 Designing strategic questions and opportunities that appropriately challenge students and actively engage them in exploring the content through strategies such as discourse7 and/or inquiry-based learning8; and 3.9 Including strategies for teaching and supporting content area literacy skills and, when appropriate, numeracy skills. Domain 4. Instruction for Active Learning: Teachers implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by: 4.1 Using a variety of evidence-based strategies to enable students to apply and construct new learning; 4.2 Using technological and digital resources strategically to promote learning; 4.3 Leading students to construct meaning through the use of active learning strategies such as purposeful discourse7 and/or inquiry-based learning8; 4.4 Varying the student and teacher roles9 in ways that develop independence and interdependence with the gradual release of responsibility to students; 4.5 Using differentiated instruction and supplemental interventions to support students with learning difficulties, disabilities and/or particular gifts and talents; 4.6 Monitoring student learning and adjusting teaching during instruction in response to student performance and engagement in learning tasks; and 4.7 Providing meaningful, appropriate and specific feedback to students during instruction to improve their performance. Domain 5. Assessment for Learning Teachers use multiple measures to analyze student performance and to inform subsequent planning and instruction by: 5.1 Understanding the different purposes10 and types of assessment11 that capture the complexity of student learning across the hierarchy of cognitive skills12; 5.2 Using and/or designing a variety of formative13 and summative14 assessments and criteria that directly align with the learning objectives and value the diversity of ways in which students learn; 5.3 Using a comprehensive set of data that provides depth and breadth of understanding of student achievement at a particular point in time and over time; 5.4 Collaborating with colleagues to review and interpret assessment data to monitor and adjust instruction to ensure students’ progress; 5.5 Providing students with assessment criteria and individualized, descriptive feedback to help them improve their performance and assume responsibility for their learning;
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5.6 Supporting students’ progress by communicating academic and behavioral performance expectations and results with students, their families and other educators; 5.7 Understanding the role that lack of opportunity to learn, lack of effective instruction, and assessment bias can play in the overrepresentation in special education of students with cultural, ethnic, gender and linguistic differences; and 5.8 Using academic, behavioral and health data to select and/or design interventions, and assist in the development of individualized education programs for students with disabilities. Domain 6. Professional Responsibilities and Teacher Leadership: Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership by: 6.1 Continually engaging in reflection, self-evaluation and professional development to enhance their understandings of content, pedagogical skills, resources and the impact of their actions on student learning; 6.2 Seeking professional development opportunities to enhance skills related to teaching and meeting the needs of all students15; 6.3 Collaborating with colleagues, administrators, students and their families to develop and sustain a positive school climate; 6.4 Collaborating with colleagues and administrators to examine student learning data, instructional strategies, curricula, and organizational structures16 to support continuous school and district improvement; 6.5 Guiding and coaching paraprofessionals and collaborating with colleagues, administrators, and special services staff to monitor the impact of instructional or behavioral support and interventions; 6.6 Proactively communicating in culturally respectful and sensitive ways with families in order to ensure their ongoing awareness of student progress and encourage opportunities to support their child’s learning; 6.7 Understanding the legal rights of students with disabilities and their families within the intervention, referral, and individualized education plan process; 6.8 Understanding how one’s race, gender and culture affect professional interactions with students, families and colleagues; 6.9 Using communication technology in a professional and ethical manner; 6.10 Collaborating with colleagues, administrators, and families in the development of individualized student success plans to address goal setting, personal and academic development, post-secondary and career exploration, and/or capstone projects; and 6.11 Conducting themselves as professionals in accordance with the Connecticut’s Code of Professional Responsibility for Educators.
Code of Professional Responsibility for Educators
(a) Preamble The Code of Professional Responsibility for Educators is a set of principles which the education profession expects its members to honor and follow. These principles set
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forth, on behalf of the education profession and the public it serves, standards to guide conduct and the judicious appraisal of conduct in situations that have professional and ethical implications. The Code adheres to the fundamental belief that the student is the foremost reason for the existence of the profession. The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professionalism. Therefore, the educator accepts both the public trust and the responsibilities to practice the profession according to the highest possible degree of ethical conduct and standards. Such responsibilities include the commitment to the students, the profession, the community and the family. Consistent with applicable law, the Code of Professional Responsibility for Educators shall serve as a basis for decisions on issues pertaining to certification and employment. The code shall apply to all educators holding, applying or completing preparation for a certificate, authorization or permit or other credential from the State Board of Education. For the purposes of this section, "educator" includes superintendents, administrators, teachers, special services professionals, coaches, substitute teachers and paraprofessionals. PROFESSIONAL CONDUCT (b) Responsibility to the student (1) The professional educator, in full recognition of his or her obligation to the student, shall: (A) Recognize, respect and uphold the dignity and worth of students as individual human beings, and, therefore, deal justly and considerately with students; (B) Engage students in the pursuit of truth, knowledge and wisdom and provide access to all points of view without deliberate distortion of content area matter; (C) Nurture in students lifelong respect and compassion for themselves and other human beings regardless of race, ethnic origin, gender, social class, disability, religion, or sexual orientation; (D) Foster in students the full understanding, application and preservation of democratic principles and processes; (E) Guide students to acquire the requisite skills and understanding for participatory citizenship and to realize their obligation to be worthy and contributing members of society; (F) Assist students in the formulation of worthy, positive goals; (G) Promote the right and freedom of students to learn, explore ideas, develop critical thinking, problem-solving, and necessary learning skills to acquire the knowledge needed to achieve their full potential; (H) Remain steadfast in guaranteeing equal opportunity for quality education for all students; (I) Maintain the confidentiality of information concerning students obtained in the proper course of the educational process, and dispense such information only when prescribed or directed by federal or state law or professional practice; (J) Create an emotionally and physically safe and healthy learning environment for all students; and (K) Apply discipline promptly, impartially, appropriately and with compassion. (c) Responsibility to the profession
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(1) The professional educator, in full recognition of his or her obligation to the profession, shall: (A) Conduct himself or herself as a professional realizing that his or her actions reflect directly upon the status and substance of the profession; (B) Uphold the professional educator's right to serve effectively; (C) Uphold the principle of academic freedom; (D) Strive to exercise the highest level of professional judgment; (E) Engage in professional learning to promote and implement research-based best educational practices; (F) Assume responsibility for his or her professional development; (G) Encourage the participation of educators in the process of educational decision-making; (H) Promote the employment of only qualified and fully certificated, authorized or permitted educators; (I) Encourage promising, qualified and competent individuals to enter the profession; (J) Maintain the confidentiality of information concerning colleagues and dispense such information only when prescribed or directed by federal or state law or professional practice; (K) Honor professional contracts until fulfillment, release, or dissolution mutually agreed upon by all parties to contract; (L) Create a culture that encourages purposeful collaboration and dialogue among all stakeholders; (M) Promote and maintain ongoing communication among all stakeholders; and (N) Provide effective leadership to ensure continuous focus on student achievement. (d) Responsibility to the community (1) The professional educator, in full recognition of the public trust vested in the profession, shall: (A) Be cognizant of the influence of educators upon the community-at-large, obey local, state and national laws; (B) Encourage the community to exercise its responsibility to be involved in the formulation of educational policy; (C) Promote the principles and ideals of democratic citizenship; and (D) Endeavor to secure equal educational opportunities for all students. (e) Responsibility to the student’s family (1) The professional educator in recognition of the public trust vested in the profession, shall: (A) Respect the dignity of each family, its culture, customs, and beliefs; (B) Promote, respond, and maintain appropriate communications with the family, staff and administration; (C) Consider the family’s concerns and perspectives on issues involving its children; and (D) Encourage participation of the family in the educational process. UNPROFESSIONAL CONDUCT* (f) The professional educator, in full recognition of his or her obligation to the student, shall not:
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(A) Abuse his or her position as a professional with students for private advantage; (B) Discriminate against students. (C) Sexually or physically harass or abuse students; (D) Emotionally abuse students; or (E) Engage in any misconduct which would put students at risk; and (g) The professional educator, in full recognition of his or her obligation to the profession, shall not: (A) Obtain a certificate, authorization, permit or other credential issued by the state board of education or obtain employment by misrepresentation, forgery or fraud; (B) Accept any gratuity, gift or favor that would impair or influence professional decisions or actions; (C) Misrepresent his, her or another's professional qualifications or competencies; (D) Sexually, physically or emotionally harass or abuse district employees; (E) Misuse district funds and/or district property; or (F) Engage in any misconduct which would impair his or her ability to serve effectively in the profession; and (h) The professional educator, in full recognition of the public trust vested in the profession, shall not: (A) Exploit the educational institution for personal gain; (B) Be convicted in a court of law of a crime involving moral turpitude or of any crime of such nature that violates such public trust; or (C) Knowingly misrepresent facts or make false statements. *Unprofessional conduct is not limited to the descriptors listed above. When in doubt regarding whether a specific course of action constitutes professional or unprofessional conduct please seek advice from your school district or preparation institution. (i) Code revision This Code shall be reviewed for potential revision concurrently with the revision of the Regulations Concerning State Educator Certificates, Permits and Authorizations, by the Connecticut Advisory Council for Teacher Professional Standards. As a part of such reviews, a process shall be established to receive input and comment from all interested parties
End Notes 1 Rigorous learning stretches students beyond their “comfort zone,” focusing on integrating knowledge in various disciplines and the world at large. Rigor in this context does not refer to difficulty of a course or content. Rigor is motivated by relevance which refers to helping students understand how their learning connects to their further studies and future work settings. (Wagner, 2006) 2 Addressing student learning needs includes understanding typical and atypical growth and development of PK-12 students including characteristics and functioning of students with disabilities, gifted students, and English language learners. Teachers understand the impact of culture, language, poverty and environment on the learning needs of students. 3Social competence “is observed when a person demonstrates the competencies that constitute self-awareness, self-management, social awareness, and social skills at
131
appropriate times and ways in sufficient frequency to be effective in the situation.” (Boyatzis, Goleman, & Rhee, 2000). 4Proactive strategies include self-regulation strategies, problem-solving strategies, conflict resolution processes, interpersonal communication and responsible decision making. 5Routines are non-instructional organizational activities such as attendance, or distribution of materials in preparation for instruction. Transitions are non-instructional activities such as moving from one classroom activity, grouping, task or context to another. 6Instructional resources may include materials, technology, and other support personnel such as paraprofessionals, parent volunteers, special service staff, or other educators. 7Discourse is defined as the purposeful interaction between and among teachers and students, in which ideas and multiple perspectives are represented, communicated and challenged, with the goal of creating greater meaning or understanding. Discourse can be oral dialogue (conversation), written dialogue (reaction, thoughts, feedback), visual dialogue (charts, graphs, paintings or images that represent student and teacher thinking/reasoning), or dialogue through technological or digital resources. 8Inquiry-based learning is based on a philosophy of constructivism, in which students generate knowledge and meaning from their experiences and work collectively or individually to study a problem or answer a question. Work is often structured around projects that require students to engage in the solution of a particular community-based, school-based or regional or global problem which has relevance to their world. The teacher’s role in inquiry-based learning is one of facilitator or resource, rather than dispenser of knowledge. 9 Teachers vary their roles by knowing when to provide information, clarify an issue, model, lead or let students grapple with issues or questions. 10Assessment purposes include but are not limited to screening, instructional planning, monitoring student progress, diagnostics, and program/curriculum evaluation. 11Assessment types may be created by the teacher or externally produced and include, but are not limited to, observation, functional behavior assessment, performance-based assessment of application of learning, or criterion referenced. 12The hierarchy of cognitive skills (Bloom’s 1956 taxonomy of cognitive skills as revised by Anderson and Krathwohl, 2001) includes the following lower order to higher order thinking skills:
• Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. • Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. • Applying: Carrying out or using a procedure through executing or implementing. • Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
132
• Evaluating: Making judgments based on criteria and standards through checking and critiquing. • Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
13Formative assessments are designed and scored by an individual teacher or grade level or department team to assess student understanding of particular standards or objectives in order to inform instruction and guide teachers to adjust or differentiate instruction to meet the learner’s needs. (Ainsworth, 2006) 14Summative assessments identify the learner’s achievement or progress made at a certain point in time against predetermined criteria. 15“All students” includes, but is not limited to, students with disabilities, English language learners, students with diverse cultural or linguistic backgrounds and students with gifts and talents. 16Organizational structures include, but are not limited to, grade level teams, departments, committees, learning communities, common collaboration or planning time, multidisciplinary teams, etc.
133
Appendix P: Common Core of Leading: Connecticut School Leadership Standards http://www.sde.ct.gov/sde/lib/sde/pdf/educatorstandards/ccl-csls.pdf
134
Appendix Q: Transition Points Checklist: Initial Licensure Elementary and Secondary Candidate
Candidate: ___________________________Pre-Major Admission Date
____ Elementary ____ Secondary Major/Concentration Note: As of Fall 2012, Freshmen are considered Pre-Education Majors) End Freshman GPA (GPA of 2.8 prior to 2012 entry; 3.0 after Fall 2012 entry) Transition Point #1 (Prior to PDS) ___ GPA End Sophomore year (prior to PDS)
_____ Transcript Review
Outstanding Course Prerequisites (check when completed) prior to PDS:
Courses to complete: ________________ _______________
CLEP: ________________ _______________
_____ _____ Letters of References
____ Disposition instrument: PDS Interview Question Responses (in Tk20)
____ Essay
____ Praxis I (All Candidates): Pre-Professional Skills Test (PPST)
Reading Pass Did Not Pass
Writing Pass Did Not Pass
Mathematics Pass Did Not Pass
Interview Date: ________________________________
Transition Point #2 (Prior to Student Teaching) ____ Evidence of Planning (passed key assessment)
____ Content Rating Scale
____ B in all methods courses
____ Passed PDS
____ Praxis II(Secondary Content - effective beginning with candidates entering Fall 2013)
Content Knowledge (Secondary) Pass Did Not Pass
Second Content Assessment (if any) Pass Did Not Pass
Transition Point #3 (During Student Teaching) ____ Teacher Work Sample (key assessment)
____ Pass Student Teaching
____ Praxis II (Elementary during student teaching, prior to end of Program)
Curriculum, Instruction, & Assessment Pass Did Not Pass
135
Content Area Pass Did Not Pass
____ Connecticut Foundations of Reading Test (Elementary)
Pass Did Not Pass
____ACTFL (Spanish only):
Oral Proficiency Interview Pass Did Not Pass
Written Proficiency Test Pass Did Not Pass
Transition Point #4: Graduate survey, Employer survey Comments:
136
Appendix R: Transition Points Checklist: Initial Licensure/Post Baccalaureate (Master of Arts in Teaching)
Candidate: _____________________ ____ Biology Math Spanish
M.A.T. Application Checklist ___ $50 application fee ___ Graduate Application for Admission (be sure M.A.T. is checked on last page) ___ Physical ___ Interview Date Transition Point #1 (Program Admittance)
___ ___ ___ References
___ Mini-Portfolio
___ Transcript Evaluation
General Education (Cert Officer) Content Area (Department)
Interview Date: ________________________________
Course Prerequisites Identified (check when completed)
Courses to complete: _____________ _ ________ _____ ___________ __ ___________ __
CLEP: __________________________ ______________________
Praxis I (All Candidates): Pre-Professional Skills Test (PPST)
Reading Pass Did Not Pass
Writing Pass Did Not Pass
Mathematics Pass Did Not Pass
Transition Point #2 (Prior to Student Teaching) ____ B in all courses
Praxis II (All Candidates): Content Knowledge (Secondary) Pass Did Not Pass Additional Content Pass Did Not Pass ACTFL (Spanish only): Oral Proficiency Instrument Pass Did Not Pass Written Proficiency Test Pass Did Not Pass
Transition Point #3 (During Student Teaching) ____ Teacher Work Sample (key assessment) ____ Pass Student Teaching Transition Point #4: Graduate survey, Employer survey
137
Appendix S: Music Education Standards Map
NASM
Standard
Course/
Activity 1
Course/
Activity 2
Course/
Activity 3
Course/
Activity 4
Course/
Activity 5
Course/
Activity 6
Course/
Activity 7
Course/
Activity 8 Levels of Achievement/ Assessment
A. General
Studies
Page 83, 1.
a. (1)
Writing
Intensive
Course
Requirement
Com 161 or
162
MUS 113
Recital,
Convocation,
Rep
Chamber
Ensemble
Master
Classes
Students are required to pass a writing
intensive literature course and a
communications course listed as per their
program sheets. Master classes provide the
students a forum to hear a (peer) group
performance then offer concrete and
constructive criticism of the performance.
Page 83, 1.
a. (2)
Lab Science
Requirement
Math/Computer
Science
Requirement
Humanities
Electives
12 Credits of
Social/
Behavioral
Sciences
Students are required to pass 4 credits of a
Lab Science, 6 credits of Math/Computer
Science, 15 credits of Humanities electives
and 12 credits of Social/Behavioral
Sciences as per their program sheets,
providing the basis of a broader knowledge
base (upon graduation).
Page 83, 1.
a. (3)
Lab Science
Requirement
Math/Computer
Science
Requirement
Humanities
Electives
12 Credits of
Social/
Behavioral
Sciences
Coursework in the aforementioned
disciplines help the student to evaluate the
similarities and differences between these
academic areas. The broad range of the
requirements makes the general education
aspect of this degree stronger.
Page 83, 1.
a. (4)
Lab Science
Requirement
Math/Computer
Science
Requirement
Humanities
Electives
12 Credits of
Social/
Behavioral
Sciences
MUS 113
Recital,
Convocation,
Rep
MUS 230,
231 Music
History I &
II
Academic
Advising
Applied
Music
This competency can be met through the
music student's awareness of the
differences in approaching a problem in
various disciplines. The requirements for
this degree assure that the student will have
the opportunity to observe these
approaches. The Academic Advisor helps
remind the student of their responsibility to
take a broad offering of Liberal Arts
courses as required by their program
sheets.
Page 83, 1.
a. (5)
Lab Science
Requirement
Math/Computer
Science
Requirement
Humanities
Electives
12 Credits of
Social/
Behavioral
Sciences
MUS 113
Recital,
Convocation,
Rep
MUS 230,
231 Music
History I &
II
Academic
Advising
Applied
Music
Applied Instructors give students’
pedagogical training in addition to
instrumental and/or vocal training in order
to broaden the students’ perspective on
what being a professional musician and/or
educator entails in the broadest sense.
138
NASM
Standard
Course/
Activity 1
Course/
Activity 2
Course/
Activity 3
Course/
Activity 4
Course/
Activity 5
Course/
Activity 6
Course/
Activity 7
Course/
Activity
8 Levels of Achievement/ Assessment
B. Common
Body of
Knowledge
and Skills
1.
Performance
Page 84, 1.a.
Applied
Music
Chamber
Ensembles
Large
Ensembles
MUS 113
Recital,
Convocation,
Rep
Students are expected to attain the ability to
perform standard repertoire appropriate to
one’s instrument or voice with skill and
artistic fluency commensurate with a
professional in their chosen field as well as
the ability to exhibit sound technical
fundamentals on one’s instrument, including
embouchure, bow technique, breathing,
scales, arpeggios, rudiments, and diction,
where appropriate. Students are assessed in
each applied lesson, applied juries (including
a sophomore barrier exam), master classes,
recitals, daily ensemble rehearsal &
performances. Jury assessments include
evaluation of tone quality, rhythmic
accuracy, stylistic accuracy, sight reading,
phrasing, and articulation/diction. Please see
Jury Assessment Forms for specific
assessment criteria.
Page 84, 1.b.
Applied
Music
Chamber
Ensembles
Large
Ensembles
MUS 113
Recital,
Convocation,
Rep
Music courses, applied music, recital and
ensemble requirements include study and
performance of a variety of repertoire from a
cross-section of eras; students must
demonstrate knowledge of stylistic practices
in performances and juries and they are
assessed in their ability to perform and
discuss repertoire with knowledge and skill.
Students performing in large and chamber
ensembles present varied stylistic concert
programs.
Page 84, 1.c.
Applied
Music
Chamber
Ensembles
Large
Ensembles
MUS 113
Recital,
Convocation,
Rep
MUS 114,
115, 210, 211
Students are required to sight-read with
fluency and are assessed with regard to
tempo, rhythm, pitch accuracy and general
musicianship. Sight reading ability is
assessed in juries, including the sophomore
139
NASM
Standard
Course/
Activity 1
Course/
Activity 2
Course/
Activity 3
Course/
Activity 4
Course/
Activity 5
Course/
Activity 6
Course/
Activity 7
Course/
Activity
8 Levels of Achievement/ Assessment
barrier, applied lessons, and in chamber and
large ensemble courses, particularly during
ensemble auditions held each semester.
Page 84, 1.d.
Mus 320
Basic
Conducting
Mus 321 OR
Mus 322
Choral or
Instrumental
Conducting
MUS 113
Recital,
Convocation,
Rep
Chamber
Ensembles
MED 316
Arranging
MED 320
Student
Teaching
Students must demonstrate leadership,
rehearsal, and conducting skills according to
their area of specialization. Chamber
ensembles meet at least once per week
without the faculty coach to enable students
to develop rehearsal and leadership skills.
Conducting skills are assessed in conducting
courses as per the course syllabus. Students
enrolled in MED 316 Arranging are expected
to conduct their respective arrangements and
lead discussion related to the work. Students
are expected to exhibit professional level
conducting and leadership skills during their
student teaching experience and are assessed,
using the Connecticut State Department of
Education Student Teacher Rubric.
Page 84, 1.e.
MUS 125,
126, 225,
226
Sophomore
Barrier Jury
Students must demonstrate functional
reading and harmonization skills at the
keyboard. These skills reinforce
preparation/studies in ear training courses.
These skills are assessed throughout the
keyboard competency curriculum and during
the sophomore barrier.
Page 84, 1.f.
Chamber
Ensembles
Large
Ensembles
MUS 113
Recital,
Convocation,
Rep
Students are required to participate and
perform in small (chamber) and large
ensembles every semester. The department
offers a wide variety of ensemble
experiences in many genres. Convocation
recitals and concerts by faculty and guest
artists expose students to a vast repertoire
continually.
2.
Musicianship
Page 84, 2. a.
MUS 108,
109, 208,
209
MUS 114,
115, 210, 211
MUS 125,
126, 225,
226
MUS 113
Recital,
Convocation,
Rep
Sophomore
Barrier Jury
Students are expected to develop an
understanding of the common elements and
organizational patterns of music such as
rhythm, melody, harmony, structure, timbre
and texture, and are assessed daily in music
140
NASM
Standard
Course/
Activity 1
Course/
Activity 2
Course/
Activity 3
Course/
Activity 4
Course/
Activity 5
Course/
Activity 6
Course/
Activity 7
Course/
Activity
8 Levels of Achievement/ Assessment
theory classes through traditional part-
writing activities and analysis. Students in
Sight Singing and Ear Training participate in
daily group activities which relate to the
interpretation of notated melodies and
rhythms as well as aural dictation. Sight-
Singing competency is assessed throughout
the course of study as well as at the
Sophomore Barrier exam (Music for Sight-
Singing by Robert Ottman ex 8.1 - 8.11).
Students must demonstrate functional
reading and harmonization skills at the
keyboard. These skills reinforce
preparation/studies in ear training courses.
These skills are assessed throughout the
keyboard competency curriculum and during
the sophomore barrier.
Page 84, 2. b.
MUS 108,
109, 208,
209
MUS 114,
115, 210, 211
MUS 125,
126, 225,
226
MUS 317
Form &
Analysis
Applied
Music Ensembles
MUS 113
Recital,
Convocation,
Rep
Students are expected to demonstrate
knowledge of musical formal structures and
processes as it relates to analysis,
performance and pedagogy according to their
area of specialization. Knowledge of formal
structures and processes is assessed
throughout the traditional music theory
curriculum as well as in conducting, applied
music lessons, and ensemble rehearsals. The
skills developed in these courses culminates
in MUS 317 Form and Analysis, where
students are expected synthesize all
analytical concepts. The pedagogical and
scholarly application of musical forms,
structures and processes is reinforced
throughout the curriculum, especially in
applied music, conducting, small and large
ensemble rehearsals, and master classes.
Page 84, 2. c.
MUS 230,
231 Music
History I &
II
Applied
Music
MUS 113
Recital,
Convocation,
Rep
Chamber
Ensembles
Large
Ensembles
Students are expected to have a broad
knowledge of historical, cultural and stylistic
contexts as well as a more intricate
knowledge related to their area of
specialization. Historical, cultural and
stylistic elements are reinforced throughout
the curriculum in music history courses,
141
NASM
Standard
Course/
Activity 1
Course/
Activity 2
Course/
Activity 3
Course/
Activity 4
Course/
Activity 5
Course/
Activity 6
Course/
Activity 7
Course/
Activity
8 Levels of Achievement/ Assessment
master classes, form and analysis, applied
music lessons and ensemble rehearsals.
Knowledge of historical, cultural, and
stylistic context is assessed throughout the
course of study through applied music jury
examinations where performing in the
appropriate style is an assessment criteria.
3.
Composition
and
Improvisation
Page 85, 3.
MUS 125,
126, 225,
226
MUS 318
Music
Technology
MUS 208,
209
Applied
Music
MED 316
Arranging
Students are expected to develop a
fundamental foundation in composition and
improvisation that will provide the basis for
further study throughout the course of their
lives. Students compose melodic parts (sop,
alto, tenor) following the guidelines of 18th
Century style during MUS 208 and MUS 209
Theory III & IV. Composition incorporates
non-harmonic tones, based on traditions of
18th Century counterpoint. Students also
compose a twelve tone composition during
MUS 209 Theory IV. Compose row, create
matrix, demonstrate fluency composing with
all forms (prime, inversion, retrograde,
retrograde inversion) in both harmonic and
melodic writing. Keyboard Competency
courses utilize improvisation as a basic
instructional tool. MUS 318 Music
Technology includes an exercise in
composing for film as well as experiments
utilizing Garage Band. Music education
students further develop compositional skills
in MED 316 Arranging.
4. History &
Repertory
Page 85, 4.
MUS 230,
231 Music
History I &
II
MED 104
World Music
in the
Classroom
MUS 113
Recital,
Convocation,
Rep
Applied
Music
Chamber
Ensembles
Large
Ensembles
Students are expected to exhibit significant
knowledge of the history and repertories
through the present time as well as a basic
understanding of music of diverse cultures.
Students are assessed in their knowledge of
142
NASM
Standard
Course/
Activity 1
Course/
Activity 2
Course/
Activity 3
Course/
Activity 4
Course/
Activity 5
Course/
Activity 6
Course/
Activity 7
Course/
Activity
8 Levels of Achievement/ Assessment
traditional western music history in MUS
230 and 231 through examinations that test
the ability to identify historical context both
aurally and conceptually. Students are
expected to gain a broad knowledge of music
of diverse cultures in MED 104 World Music
in the Classroom.
5. Technology
Page 85, 5.
MUS 318
Music
Technology
MED 353
Secondary
Music
Methods
(PYEWARE)
MED 316
Arranging
(Finale,
Performer)
Applied
Music
(Smart
Music)
Students are expected to comprehend and use
technologies current to their area of
specialization as well as develop an
understanding of how technology serves the
global artistic community. MUS 318 Music
Technology introduces students to the most
common software in the field, including
Finale, Sibelius, Logic Studio, Garage Band,
Digital Performer, PracticaMusica, and Band
in a Box. Students have the opportunity to
utilize SmartMusic software in any of six
technology practice rooms, or on their own
computers. Music Education students utilize
Pyeware software for marching band
applications.
6. Synthesis
Page 85, 6.
MUS 317
Form &
Analysis
MED 353
Secondary
Music
Methods
MED 320
Student
Teaching
Praxis II
Exam
Students enrolled in professional
baccalaureate degree programs, by the end of
undergraduate study, are expected to exhibit
the ability to work on musical problems by
combining their capabilities in performance,
musicianship skills, analysis, composition,
improvisation, history, repertory, and
technology. Students in music education are
assessed through a variety of means,
including work in capstone courses (Form &
Analysis, Secondary Music Methods),
Student Teaching, and the Praxis II
examination.
143
NASM
Standard
Course/
Activity 1
Course/
Activity 2
Course/
Activity 3
Course/
Activity 4
Course/
Activity 5
Course/
Activity 6
Course/
Activity 7
Course/
Activity
8 Levels of Achievement/ Assessment
C. Results
Page 85, C. 1.
Professional
Program
Interview/
Essay
MUS 113
Recital,
Convocation,
Rep
MED 316
Arranging PRAXIS II
MED 320
Student
Teaching
BEST (The
Beginning
Educator
Support and
Training
Program)
Portfolio
Students are assessed on their ability to
demonstrate professional, entry-level
competence through a variety of means,
including an essay and interview required
for admittance into the Professional Program
in Music Education, which generally occurs
prior to the sixth semester of study. The
student teaching experience represents the
candidate's opportunity to synthesize and
demonstrate competence in all aspects of
their knowledge and experience gained over
the previous seven semesters of study.
Provisional Certification is gained only with
a passing score on the Praxis II exams--
Content Knowledge; Concepts and
Processes, which serve as comprehensive
examinations for a student's broad
knowledge of music and pedagogy as they
relate to the teaching profession.
Page 85, C. 2.
Professional
Program
Interview/
Essay
MUS 113
Recital,
Convocation,
Rep
MED 316
Arranging
MED 353
Secondary
Methods
MED 320
Student
Teaching
MED 340
Assessment
of Teaching
Strategies
BEST
Portfolio
Students have the opportunity to
communicate their musical ideas/concepts to
both professionals and laypersons
throughout the course of study, but
particularly through the interview for the
professional program in music education and
during student teaching through MED 340
Assessment of Teaching Strategies.
Candidates are asked to communicate and
defend value judgments about music and
education during MED 353 Secondary
Methods, which utilizes part-time faculty
who are active music educators. Students are
also able to form and defend their value
judgment about music through master class
discussion and critique of their peers.
144
I. Baccalaureate Degree in Music Education
NASM
Standard
Course/
Activity 1
Course/
Activity 2
Course/
Activity 3
Course/
Activity 4
Course/
Activity 5
Course/
Activity 6
Course/
Activity 7
Course/
Activity 8
Levels of Achievement/
Assessment
2. Program
Content
Page 93, 2.
MED 206
Intro. To
Mus
Education
ED 206 Intro
to Education
MED 304
Elementary
Prof. School
Exp
MED 354
Secondary
Prof. School
Exp.
MED 320
Student
Teaching
Large
Ensembles
Summer Music
Camps
Students are provided ample
opportunities for various types
of observation and teaching
throughout the curriculum,
beginning with MED 206
Introduction to Music Education
and culminating with MED 320
Student Teaching
3. Desirable
Attributes,
Essential
Competencies,
Professional
Procedures
a. Desirable
Attributes
Page 93, 3.
a.(1)
MED 206
Intro. To
Mus
Education
MUS 113
Recital,
Convocation,
Rep
Professional
Program
Interview/
Essay
MED 303
Elementary
Methods
MED 353
Secondary
Methods
MED 320
Student
Teaching
Entrance
Audition/
Interview
Students are expected to exhibit
personal commitment to the art
of music and to teaching music
within the context of the lifelong
pursuit of excellence. Students
are assessed for their
commitment to and enthusiasm
for the arts and arts education as
they move through the
curriculum, including the initial
audition/interview, jury exams,
successful completion of music
education course work, ensemble
participation, the professional
program interview, and student
teaching.
Page 93, 3.
a.(2)
MED 206
Intro. To
Mus
Education
MUS 113
Recital,
Convocation,
Rep
Professional
Program
Interview/
Essay
MED 303
Elementary
Methods
MED 353
Secondary
Methods
MED 320
Student
Teaching
Entrance
Audition/
Interview
Students are expected to show
potential for leadership in the
area of music education, arts
education, and cultural literacy.
Assessment of these qualities
includes the initial
audition/interview, the interview
145
for the professional program,
master class participation, and
evaluation by the Cooperating
Teacher and University
Supervisor during Student
Teaching.
Page 94, 3.
a.(3)
MED 206
Intro. To
Mus
Education
MUS 113
Recital,
Convocation,
Rep
Entrance
Audition/
Interview;
Professional
Program
Interview/
Essay
MED 303
Elementary
Methods
MED 353
Secondary
Methods
Chamber
Ensembles
Large
Ensembles
Applied
Music
Students are expected to exhibit
the capability to inspire others to
an understanding of the
importance of music as an
essential cultural element,
engendering a respect for music
and the arts as well as a desire for
musical knowledge and
experiences. While inspirational
capability is somewhat subjective
in nature, students are assessed
on this quality throughout the
curriculum, including the initial
audition/interview, jury exams,
successful completion of music
education course work, ensemble
participation, the professional
program interview, and student
teaching.
Page 94, 3.
a.(4)
MED 206
Intro. To
Mus
Education
MUS 113
Recital,
Convocation,
Rep
Professional
Program
Interview/
Essay
MED 303
Elementary
Methods
MED 353
Secondary
Methods
Field Trips,
Guest Artist
Performances Applied Music
Students are expected to become
lifelong advocates for the arts,
including having the ability to
articulate the role of music and
the arts as a basic component of
general education. Advocacy
permeates the curriculum in
various ways, including guest
artist lectures during
Convocation, master classes,
applied music, field trips to New
York City, Boston and Hartford
to attend artistic events of the
highest level, and in coursework
such as Introduction to Music
Education, Methods Courses, and
Assessment of Teaching
Strategies.
Page 94, 3.
a.(5)
MED 206
Intro. To
MUS 113
Recital,
Professional
Program
MED 303
Elementary
MED 353
Secondary
MED 104
World Music
General
Education
Students are expected to gain the
ability to be successful within
146
Mus
Education
Convocation,
Rep
Interview/
Essay
Methods Methods in the
Classroom
coursework in
Communication,
Social and
Behavioral
Sciences
specific educational systems and
work with colleagues with
different social and cultural
backgrounds as they progress
through their careers in the music
professions. Scheduling, lesson
planning, goal setting, and
pedagogical abilities are assessed
as the student completes the
course of study in music
education and applied music.
Student teaching serves as a
capstone experience in this
regard.
Page 94, 3.
a.(6)
MED 206
Intro. To
Mus
Education
MUS 113
Recital,
Convocation,
Rep
Professional
Program
Interview/
Essay
MED 303
Elementary
Methods
MED 353
Secondary
Methods
ED 206
Introduction
to Education
General
Education
coursework in
Communication,
Humanities,
Social and
Behavioral
Sciences
Applied
Music
Teacher candidates are expected
to develop the ability to evaluate
ideas, methods, and policies in
the arts, the humanities, and in
arts education for their impact on
the musical and cultural
development of students. General
education coursework is intended
to give the candidate a broad
knowledge of the arts,
humanities, sciences and
mathematics. Critical thinking
skills and methodologies are
developed through applied
music, performance and master
classes, and through coursework
such as Introduction to
Education, Introduction to Music
Education, Secondary Music
Methods, Elementary Music
Methods and Assessment of
Teaching Strategies, and during
student teaching.
Page 94, 3.
a.(7)
MED 206
Intro. To
Mus
Education
MUS 113
Recital,
Convocation,
Rep
Professional
Program
Interview/
Essay
MED 303
Elementary
Methods
MED 353
Secondary
Methods
Applied
Music
Students demonstrate their ability
and desire to remain current with
developments in music education
during their interview for the
professional program, as well as
in applied music study, master
classes, performing ensembles
and in coursework such as
147
Elementary and Secondary Music
Methods.
b. Music
Competencies
Page 94, 3.
b.(1)
Mus 320
Basic
Conducting
Mus 321 OR
Mus 322
Choral or
Instrumental
Conducting
MUS 113
Recital,
Convocation,
Rep
Chamber
Ensembles
Large
Ensembles
MUS 317
Form &
Analysis
MED 320
Student
Teaching
Students are expected to show
competence in conducting and
musical leadership, including the
ability to read scores, transpose
parts, communicate musical ideas
through the use of gesture and
technique, and ascertain and
solve musical problems.
Conducting students are assessed
through critique of video lessons
made in class. Students are
responsible for their own parts in
large and chamber ensembles
(individual practice) and through
feedback by the conducting
coach (guided practice). Further
assessments of form and analysis
are accomplished during course
work. Prospective teachers also
gain valuable experience in
leadership through chamber
ensembles, where they take on
individual responsibility for
musical choices. Students learn
rehearsal techniques and
additional leadership skills
through participation in
ensembles throughout their
course of study. Candidates take
on leadership roles during
student teaching, where they are
expected to exhibit the qualities
of a competent conductor and
musical mentor.
Page 94, 3.
b.(2)
MED 316
Arranging
MUS 108,
109, 208, 209
Mus 320
Basic
Conducting
Mus 321 OR
Mus 322
Choral or
Instrumental
Conducting
Students are expected to develop
arranging skills sufficient to
adapt music from a variety of
sources for various functions and
ensembles. Students gain an
understanding of 4-part writing,
voice leading, formal structure,
148
and basic compositional skills in
musicianship courses and Form
& Analysis. Further studies in
instrumentation, adaptation,
form, and selection of music
appropriate to specific levels
occurs in conducting courses.
These skills are tested and further
developed in MED 316
Arranging, where students are
required to produce arrangements
for a wide variety of ensembles
at varying levels
Page 94, 3.
b.(3)
MUS 125,
126, 225,
226
MED 100
Voice
Worksh0p
MUS 195
Concert
Choir
MED 303
Elementary
Methods
MED 353
Secondary
Methods
Applied
Music
Instrument
Workshops
Sophos-
more
Barrier
Jury
Sight-
Singing
Exam
Students are expected to exhibit
functional performance abilities
in keyboard and voice in addition
to instruments appropriate to the
teaching specialization. Students
in music education are assessed
in their sight reading ability
throughout the keyboard
competency sequence as well as
on their Sophomore Barrier
Exam. Vocal functionality is
assessed during MED 100, Voice
Workshop, courses in Sight-
Singing/Ear-Training, MED 303
Elementary Music Methods, Med
354 Secondary Music Methods
and on the Sophomore Barrier
Exam. Functional performance
ability relative to the teaching
specialization is assessed
throughout the curriculum,
specifically during jury
examinations, the Sophomore
Barrier Exam, recital
performances, and in individual
instrument workshops.
Page 94, 3.
b.(4)
MUS 230,
231 Music
History I &
II
MED 104
World Music
in the
Classroom
MUS 113
Recital,
Convocation,
Rep
Applied
Music,
Ensembles
MED 320
Student
Teaching
MUS 317
Form &
Analysis
MED 303
Elementary
Methods
MED 353
Secondary
Methods
Students are expected to gain the
ability to apply analytical,
musicological, and performing
skills to curriculum development
and lesson planning. Methods
courses provide for assessment in
149
lesson planning and
incorporating styles, culture, and
multiple resources into classroom
and performance activities.
Students are assessed for their
planning abilities during the
student teaching experience.
c.
Specialization
Competencies
(1) General
Music
Page 95, 3. c.
(1) (a)
MUS 108,
109, 208,
209
MUS 114,
115, 210, 211
MUS 125,
126, 225,
226
MED 206
Intro to
Music ED
MED 100
Voice
Workshop
MUS 195
Concert
Choir
MED 303
Elementary
Methods
MED 320
Student
Teaching
Students are expected to exhibit
musicianship, vocal, and
pedagogical skills sufficient to
teach general music. Assessment
is through course work for skill
development and pedagogical
methodologies. Further
assessment occurs during student
teaching through feedback from
the Cooperating Teacher and
University Supervisor.
Page 95, 3. c.
(1) (b)
MED 206
Intro to
Music ED
MED 353
Secondary
Music
Methods
MED 303
Elementary
Methods
MED 320
Student
Teaching
Students are expected to exhibit
knowledge of content
methodologies, philosophies,
materials, technologies, and
curriculum development for
general music. Students are
evaluated for these competencies
during MUS 318 Music
Technology, MED 206
Introduction to Education, MED
303 Elementary Music Methods,
and MED 353 Secondary Music
Methods as well as during their
student teaching experience.
Page 95, 3. c.
(1) (c)
MED 206
Intro to
Music ED
MED 303
Elementary
Methods
MUS 195
Concert
Choir
Students are expected to exhibit
the ability to lead performance-
based instruction. Students are
evaluated for their level of
competency in this area through
classroom-based presentations
focused on leading performances
150
by students, especially during
MED 206 Introduction to Music
Education and MED 303
Elementary Music Methods as
well as during the student
teaching experience.
Page 95, 3. c.
(1) (d)
MED 206
Intro to
Music ED
MED 304
Elementary
Prof. School
Exp
MED 303
Elementary
Methods
MED 320
Student
Teaching
Students receive a
comprehensive evaluation from
cooperating teachers as part of
the methods courses as well as
formal evaluations by
Cooperating Teachers and
University Supervisors during
Student Teaching.
(2)
Vocal/Choral
Music
Page 95, 3. c.
(2) (a)
MED 100
Voice
Workshop
MUS 195
Concert
Choir
MED 303
Elementary
Methods
MED 353
Secondary
Methods
Applied
Music
MUS 113
Recital,
Convocation,
Rep
Students are expected to exhibit
vocal pedagogical skill sufficient
to teach effective use of the
voice. Students are assessed
through classroom participation,
examinations, projects,
successful demonstration of
vocal abilities in applied lessons,
skill-based juries and MED 100
Voice Workshop.
Page 95, 3. c.
(2) (b)
MED 100
Voice
Workshop
MUS 195
Concert
Choir
MED 303
Elementary
Methods
MED 353
Secondary
Methods
Applied
Music
MUS 113
Recital,
Convocation,
Rep
MUS 321
Choral
Conducting
MED 206
Intro to
Music ED
Students are expected to exhibit
knowledge of content
methodologies, philosophies,
materials, technologies, and
curriculum development for
vocal/choral music. Students are
evaluated for these competencies
in coursework, especially in
MUS 321 Choral Conducting,
MED 303 Elementary Music
Methods, and MED 353
Secondary Music Methods as
well as during their student
teaching experience.
Page 95, 3. c.
(2) (c)
MUS 113
Recital,
Convocation,
MUS 195
Concert
Choir
MUS 195
Concert
Choir
MUS 294
Chamber
Singers
MUS 281
Opera
Ensemble
Applied
Music
Students are assessed in the area
of performance throughout the
course of study, including jury
151
Rep examinations, the Sophomore
Barrier Exam, Applied Music,
and in performing ensembles,
including Concert Choir,
Chamber Singers, and Opera
Ensemble
Page 95, 3. c.
(2) (d)
MUS 125,
126, 225,
226
Sophomore
Barrier
Keyboard
Competency
Exam
Applied
Music
MUS 113
Recital,
Convocation,
Rep
MED 104
World Music
in the
Classroom
Instrument
Workshops
Students are expected to show
ability sufficient to use at least
one instrument as a teaching tool.
Students are evaluated for this
competency using classroom-
based assessment of given
instrument, generally in the
keyboard competency course
sequence, and successfully
passing the Keyboard
Competency Exam at the
Sophomore Barrier Exam. While
the instrument selected is usually
the piano, it is recognized that
other classroom instruments, e.g.,
autoharp, Orff instruments
should and must be used as
teaching tools in a variety of
educational settings. Students are
encouraged to utilize their
primary instrument as well as
non-traditional instruments such
as Latin and African percussion.
Page 95, 3. c.
(2) (e)
MED 100
Voice
Workshop
MED 206
Intro to
Music ED
MED 303
Elementary
Methods
MED 304
Elementary
Prof. School
Exp
MED 353
Secondary
Methods
MED 354
Secondary
Prof. School
Exp
MED 320
Student
Teaching
Students receive a
comprehensive evaluation from
Cooperating Teachers as part of
the PDS field experiences, as
well as formal evaluations by
Cooperating Teachers and
University Supervisors during
Student Teaching.
(3)
Instrumental
Music
Page 95, 3. c.
(3) (a)
Instrumental
Workshops
Applied
Music
MUS 113
Recital,
Convocation,
Students are expected to exhibit
knowledge of and performance
ability on wind, string, and
152
Rep percussion instruments sufficient
to teach beginning students
effectively in groups. Workshops
involve classroom testing by
instructor and involve
performance-based assessment as
well as the evaluation of
knowledge of method books and
repertoire appropriate to level of
experience.
Page 95, 3. c.
(3) (b)
MED 303
Elementary
Methods
MED 353
Secondary
Methods
MUS 113
Recital,
Convocation,
Rep
Instrumental
Workshops
Applied
Music
MUS 318
Music
Technology
Chamber
Ensembles
Large
Ensembles
Students are expected to exhibit
knowledge of content
methodologies, philosophies,
materials, technologies, and
curriculum development for
instrumental music. Students are
evaluated for these competencies
in coursework, especially in
MUS 322 Instrumental
Conducting, MED 303
Elementary Music Methods, and
MED 353 Secondary Music
Methods as well as during their
student teaching experience.
Page 95, 3. c.
(3) (c)
MUS 113
Recital,
Convocation,
Rep
Chamber
Ensembles
Large
Ensembles
Applied
Music
Students are assessed in the area
of performance throughout the
course of study, including jury
examinations, the Sophomore
Barrier Exam, Applied Music,
and in performing ensembles,
including Concert Choir,
Chamber Singers, and Opera
Ensemble
Page 95, 3. c.
(3) (d)
Instrumental
Workshops
MED 206
Intro to
Music ED
MED 303
Elementary
Methods
MED 304
Elementary
Prof. School
Exp
MED 353
Secondary
Methods
MED 354
Secondary
Prof. School
Exp
MED 320
Student
Teaching
Students receive a
comprehensive evaluation from
Cooperating Teachers as part of
the PDS field placements, as well
as formal evaluations by
Cooperating Teachers and
University Supervisors during
Student Teaching.
d. Teaching
Competencies
153
Page 96, 2. 3.
(1)
MED 206
Intro to
Music ED
MED 303
Elementary
Methods
MED 304
Elementary
Prof. School
Exp
MED 353
Secondary
Methods
MED 354
Secondary
Prof. School
Exp
MED 320
Student
Teaching
Instrumental
and Vocal
Workshops
All
Ensembles
Students are expected to exhibit
the ability to teach music at
various levels to different age
groups in a variety of classroom
and ensemble settings. Students
are evaluated for these
competencies throughout the
course of study and especially
during their student teaching
experience.
Page 96, 2. 3.
(2)
Psy 100
Intro to
Psych
MED 206
Intro to
Music ED
MED 303
Elementary
Methods
MED 353
Secondary
Methods
EPY 204
Adolescent
Development
EPY 405
Intro to
Special Ed
ED 206 Intro to
Ed
HPX 315
Health
Issues in
the
Schools
Students are expected to show an
understanding of child growth
and development and an
understanding of principles of
learning as they relate to music.
Assessment in this area of
competency occurs during two
15-hour field placements,
attached to EPY 204 Adolescent
Development and ED 206
Introduction to Education.
Page 96, 3. d.
(3)
MED 206
Intro to
Music ED
MED 303
Elementary
Methods
MED 353
Secondary
Methods
MED 320
Student
Teaching
ED 206 Intro
to Ed
EPY 204
Adolescent
Development
EPY 405 Intro
to Special Ed
Students are expected to exhibit
the ability to assess aptitudes,
experiential backgrounds,
orientations of individuals and
groups of students. Students are
evaluated for these competencies
throughout the course of study,
including evaluations in
conducting classes and methods
classes as well as during master
classes, where students are
required to offer comments and
defend opinions. The ability to
plan educational programs
according to the assessed
attributes of constituencies is
evaluated primarily in methods
courses and during student
teaching.
Page 96, 3. d.
(4)
MED 206
Intro to
Music ED
MED 303
Elementary
Methods
MED 353
Secondary
Methods
MED 320
Student
Teaching
Instrumental
& Vocal
Workshop
Courses
Mus 321 OR
Mus 322
Choral or
Instrumental
Conducting
MUS 113
Recital,
Convocation,
Rep
All
Ensembles
Students are expected to exhibit
knowledge of current methods,
materials, and repertories
available in various fields and
levels of music education
154
appropriate to the teaching
specialization. Students are
evaluated for these competencies
throughout the course of study,
including evaluations in
workshops, conducting classes
and methods classes as well as in
master classes and in
performance situations.
Page 96,3. d.
(5)
MED 206
Intro to
Music ED
MED 303
Elementary
Methods
MED 353
Secondary
Methods
MED 320
Student
Teaching
Instrumental
& Vocal
Workshop
Courses
Mus 321 OR
Mus 322
Choral or
Instrumental
Conducting
MUS 113
Recital,
Convocation,
Rep
All
Ensembles
Students are expected to exhibit
the ability to accept, amend, or
reject methods and materials
based on personal and
professional assessment of
specific teaching situations.
Evaluation of these competencies
mainly takes place during the
PDS field placements and during
Student Teaching.
Page 96, 3. d.
(6)
MED 206
Intro to
Music ED
MED 303
Elementary
Methods
MED 353
Secondary
Methods
MED 320
Student
Teaching
Instrumental
& Vocal
Workshop
Courses
Mus 321 OR
Mus 322
Choral or
Instrumental
Conducting
MUS 113
Recital,
Convocation,
Rep
All
Ensembles
Students are expected to exhibit
an understanding of evaluative
techniques in a variety of settings
and show the ability to apply the
results when assessing the
musical progress of students and
the effectiveness of curricula.
Evaluation of these competencies
includes course-based assessment
in conducting, methods and
workshop courses as well during
the student teaching experience.
155
Appendix T: Behavior Analyst Certification Board Standards
ONSET OF EXPERIENCE
Supervisees may not start accumulating Supervised Independent Fieldwork, Practicum, or
Intensive Practicum hours until they have started attending courses required to meet the BACB
coursework requirements.
APPROPRIATE ACTIVITIES
The supervisee’s primary focus should be acquiring new behavior-analytic skills related to the
BACB Third Edition Task List. Activities must be consistent with the dimensions of applied
behavior analysis identified by Baer, Wolf, and Risley (1968) in the article “Some Current
Dimensions of Applied Behavior Analysis” published in the Journal of Applied Behavior
Analysis. The supervisor will determine if experience activities qualify based on these sources.
Supervisees are strongly encouraged to have multiple experiences (e.g., sites, populations) with
multiple supervisors and from each of the activity areas below.
Conducting assessments related to the need for behavioral intervention (e.g., stimulus
preference assessment, functional assessment, staff performance assessment);
Designing, implementing, and systematically monitoring skill-acquisition and behavior-
reduction programs;
Overseeing the implementation of behavior-analytic programs by others;
Training, designing behavioral systems, and performance management;
Other activities normally performed by a behavior analyst that are directly related to behavior
analysis such as attending planning meetings regarding the behavior analytic program,
researching the literature related to the program, and talking to individuals about the program.
Examples of activities that will not count as experience include: attending meetings with little or
no behavior-analytic content; providing interventions that are not based in behavior analysis;
performing no behavioral administrative activities; and completing non-behavioral assessments
(e.g., diagnostic assessments, intellectual assessments), paperwork, documentation, billing, or
any other activities that are not directly related to behavior analysis.
APPROPRIATE CLIENTS
Clients may be any persons for whom behavior-analytic services are appropriate. However, the
supervisee may not be related to the client or the client’s primary caretaker or be the client’s
primary caretaker. Supervisees must work with multiple clients during the experience period.
(Also, see the following relevant sections of the Guidelines for Responsible Conduct for
Behavior Analysts: 1.06, 1.07, 2.0, 3.01, 3.03, 3.04, 3.05, 4.0, and 9.07.)
SUPERVISOR QUALIFICATIONS
During the experience period, the supervisor must be a Board Certified Behavior Analyst or
Board Certified Behavior Analyst-Doctoral in good standing. The supervisor may not be related
to, subordinate to, or employed by the supervisee during the experience period. Employment
does not include compensation received by the supervisor from the supervisee for supervision
services. (Also, see the following relevant sections of the Guidelines for Responsible Conduct
for Behavior Analysts: 1.05, 1.06, 1.07, and 5.0.)
156
THE NATURE OF SUPERVISION
The purpose of supervision is to improve and maintain the behavior-analytic, professional, and
ethical repertoires of the supervisee and facilitate the delivery of high-quality services to his/her
clients. Effective behavior-analytic supervision includes:
Development of performance expectations
Observation, behavioral skills training, and delivery of performance feedback
Modeling technical, professional, and ethical behavior
Guiding behavioral case conceptualization, problem-solving, and decision-making repertoires
Review of written materials (e.g., behavior programs, data sheets, reports)
Oversight and evaluation of the effects of behavioral service delivery
Ongoing evaluation of the effects of supervision
The supervisor must observe and provide feedback to the supervisee on his/her behavior-analytic
activities with a client in the natural environment during each required supervisory period. In-
person, on-site observation is preferred. However, this may be conducted via web-cameras,
videotape, videoconferencing, or similar means in lieu of the supervisor being physically present;
synchronous (real-time) observation is strongly encouraged.
Supervision may be conducted in small groups for no more than half of the total supervised
hours in each supervisory period. Small groups are interactive meetings in which 2-10
supervisees who share similar experiences participate in the supervision activities described
above. If non-supervisees are present during the meeting, their participation should be limited so
as to increase the interaction opportunities of supervisees. The remainder of the total supervision
hours in each supervisory period must consist of individual supervision.
THE SUPERVISION CONTRACT
The supervisee and supervisor must execute a written contract prior to the onset of the
experience. The purpose of the contract is to protect all involved parties and align experience
activities with the purpose of supervision described under Nature of Supervision (below). The
contract should:
State the responsibilities of the supervisor and supervisee; and
Include a description of the appropriate activities and instructional objectives; and
Include the objective and measurable circumstances under which the supervisor will sign
the supervisee’s Experience Verification Form when the experience has ended; and
Delineate the consequences should the parties not adhere to their responsibilities
(including proper termination of the relationship); and
Include a statement requiring the supervisee to obtain written permission from the
supervisee’s on-site employer or manager when applicable; and
Include an attestation that both parties will adhere to the Guidelines for Responsible
Conduct for Behavior Analysts and the Professional Disciplinary and Ethical Standards
The supervisee and supervisor are responsible for retaining and providing to the BACB,
if requested, a copy of the contractual agreement.
157
Behavior Analyst Certification Board
BCBA
&BCaBA
Behavior Analyst Task List – Fourth Edition©
A. Measurement
A-01 Measure frequency (i.e., count).
A-02 Measure rate (i.e., count per unit time).
A-03 Measure duration.
A-04 Measure latency.
A-05 Measure interresponse time (IRT).
A-06 Measure percent of occurrence.
A-07 Measure trials to criterion.
A-08 Assess and interpret interobserver agreement.
A-09 Evaluate the accuracy and reliability of measurement procedures.
A-10 Design, plot, and interpret data using equal-interval graphs.
A-11 Design, plot, and interpret data using a cumulative record to display data.
A-12 Design and implement continuous measurement procedures (e.g., event recording).
A-13 Design and implement discontinuous measurement procedures (e.g., partial &
whole interval, momentary time sampling).
A-14 Design and implement choice measures.
B. Experimental Design
B-01 Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968) to
evaluate whether interventions are behavior analytic in nature.
B-02 Review and interpret articles from the behavior-analytic literature.
B-03 Systematically arrange independent variables to demonstrate their effects on
dependent variables.
B-04 Use withdrawal/reversal designs.
B-05 Use alternating treatments (i.e., multielement) designs.
B-06 Use changing criterion designs.
B-07 Use multiple baseline designs.
B-08 Use multiple probe designs.
B-09 Use combinations of design elements. Section I:
B-10 Conduct a component analysis to determine the effective components of an
intervention package.
B-11 Conduct a parametric analysis to determine the effective values of an independent
variable.
C. Behavior-Change Considerations
C-01 State and plan for the possible unwanted effects of reinforcement.
C-02 State and plan for the possible unwanted effects of punishment.
C-03 State and plan for the possible unwanted effects of extinction.
D. Fundamental Elements of Behavior Change
D-01 Use positive and negative reinforcement.
D-02 Use appropriate parameters and schedules of reinforcement.
D-03 Use prompts and prompt fading.
D-04 Use modeling and imitation training.
D-05 Use shaping.
158
D-06 Use chaining.
D-07 Conduct task analyses.
D-08 Use discrete-trial and free-operant arrangements.
D-09 Use the verbal operants as a basis for language assessment.
D-10 Use echoic training.
D-11 Use mand training.
D-12 Use tact training.
D-13 Use intraverbal training.
D-14 Use listener training.
D-15 Identify punishers.
D-16 Use positive and negative punishment.
D-17 Use appropriate parameters and schedules of punishment.
D-18 Use extinction.
D-19 Use combinations of reinforcement with punishment and extinction.
D-20 Use response-independent (time-based) schedules of reinforcement (i.e.,
noncontingent reinforcement).
D-21 Use differential reinforcement (e.g., DRO, DRA, DRI, DRL, DRH).
E. Specific Behavior-Change Procedures
E-01 Use interventions based on manipulation of antecedents, such as motivating
operations and discriminative stimuli.
E-02 Use discrimination training procedures.
E-03 Use instructions and rules.
E-04 Use contingency contracting (i.e., behavioral contracts).
E-05 Use independent, interdependent, and dependent group contingencies.
E-06 Use stimulus equivalence procedures.
E-07 Plan for behavioral contrast effects.
E-08 Use the matching law and recognize factors influencing choice.
E-09 Arrange high-probability request sequences.
E-10 Use the Premack principle.
E-11 Use pairing procedures to establish new conditioned reinforcers and punishers.
E-12 Use errorless learning procedures.
E-13 Use matching-to-sample procedures.
F. Behavior-Change Systems
F-01 Use self-management strategies.
F-02 Use token economies and other conditioned reinforcement systems.
F-03 Use Direct Instruction.
F-04 Use precision teaching.
F-05 Use personalized systems of instruction (PSI).
F-06 Use incidental teaching.
F-07 Use functional communication training.
F-08 Use augmentative communication systems
G. Identification of the Problem
G-01 Review records and available data at the outset of the case.
G-02 Consider biological/medical variables that may be affecting the client.
G-03 Conduct a preliminary assessment of the client in order to identify the referral
problem.
159
G-04 Explain behavioral concepts using nontechnical language.
G-05 Describe and explain behavior, including private events, in behavior-analytic
(nonmentalistic)terms.
G-06 Provide behavior-analytic services in collaboration with others who support and/or
provide services to one’s clients.
G-07 Practice within one’s limits of professional competence in applied behavior
analysis, and obtain consultation, supervision, and training, or make referrals as
necessary.
G-08 Identify and make environmental changes that reduce the need for behavior analysis
services.
H. Measurement
H-01 Select a measurement system to obtain representative data given the dimensions of
the behavior and the logistics of observing and recording.
H-02 Select a schedule of observation and recording periods.
H-03 Select a data display that effectively communicates relevant quantitative relations.
H-04 Evaluate changes in level, trend, and variability.
H-05 Evaluate temporal relations between observed variables (within & between
sessions, time series).
I. Assessment
I-01 Define behavior in observable and measurable terms.
I-02 Define environmental variables in observable and measurable terms.
I-03 Design and implement individualized behavioral assessment procedures.
I-04 Design and implement the full range of functional assessment procedures.
I-05 Organize, analyze, and interpret observed data.
I-06 Make recommendations regarding behaviors that must be established, maintained,
increased, or decreased.
I-07 Design and conduct preference assessments to identify putative reinforcers.
J. Intervention
J-01 State intervention goals in observable and measurable terms.
J-02 Identify potential interventions based on assessment results and the best available
scientific evidence.
J-03 Select intervention strategies based on task analysis.
J-04 Select intervention strategies based on client preferences.
J-05 Select intervention strategies based on the client’s current repertoires.
J-06 Select intervention strategies based on supporting environments.
J-07 Select intervention strategies based on environmental and resource constraints.
J-08 Select intervention strategies based on the social validity of the intervention.
J-09 Identify and address practical and ethical considerations when using experimental
designs to demonstrate treatment effectiveness.
J-10 When a behavior is to be decreased, select an acceptable alternative behavior to be
established or increased.
J-11 Program for stimulus and response generalization.
J-12 Program for maintenance.
J-13 Select behavioral cusps as goals for intervention when appropriate.
J-14 Arrange instructional procedures to promote generative learning (i.e., derived
relations).
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J-15 Base decision-making on data displayed in various formats.
K. Implementation, Management, and Supervision
K-01 Provide for ongoing documentation of behavioral services.
K-02 Identify the contingencies governing the behavior of those responsible for carrying
out behavior-change procedures and design interventions accordingly.
K-03 Design and use competency-based training for persons who are responsible for
carrying out behavioral assessment and behavior-change procedures.
K-04 Design and use effective performance monitoring and reinforcement systems.
K-05 Design and use systems for monitoring procedural integrity.
K-06 Provide supervision for behavior-change agents.
K-07 Evaluate the effectiveness of the behavioral program.
K-08 Establish support for behavior-analytic services from direct and indirect consumers.
K-09 Secure the support of others to maintain the client’s behavioral repertoires in their
natural environments.
K-10 Arrange for the orderly termination of services when they are no longer required.
FK. Philosophical Assumptions of Behavior Analysis
FK-01Lawfulness of behavior
FK-02Selectionism (phylogenic, ontogenic, cultural)
FK-03Determinism
FK-04Empiricism
FK-05Parsimony
FK-06Pragmatism
FK-07Environmental (as opposed to mentalistic) explanations of behavior
FK-08Distinguish between radical and methodological behaviorism.
FK-09Distinguish between the conceptual analysis of behavior, experimental analysis of
behavior, applied behavior analysis, and behavioral service delivery.
Define and Provide Examples of:
FK-10behavior, response, response class
FK-11environment, stimulus, stimulus class
FK-12stimulus equivalence
FK-13reflexive relations (US-UR)
FK-14respondent conditioning (CS-CR)
FK-15operant conditioning
FK-16respondent-operant interactions
FK-17unconditioned reinforcement
FK-18conditioned reinforcement
FK-19unconditioned punishment
FK-20conditioned punishment
FK-21schedules of reinforcement and punishment
FK-22 extinction
FK-23 automatic reinforcement and punishment
FK-24 stimulus control
FK-25 multiple functions of a single stimulus
FK-26 unconditioned motivating operations
FK-27 conditioned motivating operations
FK-28 transitive, reflexive, surrogate motivating operations
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FK-29 distinguish between the discriminative stimulus and the motivating operation
FK-30 distinguish between motivating operation and reinforcement effects
FK-31 behavioral contingencies
FK-32 contiguity
FK-33 functional relations
FK-34 conditional discriminations
FK-35 stimulus discrimination
FK-36 response generalization
FK-37 stimulus generalization
FK-38 behavioral contrast
FK-39 behavioral momentum
FK-40 matching law
FK-41 contingency-shaped behavior
FK-42 rule-governed behavior
Distinguish between the Verbal Operants
FK-43 Echoics
FK-44 Mands
FK-45 Tacts
FK-46 Intraverbals
Measurement Concepts
FK-47 Identify the measurable dimensions of behavior (e.g., rate, duration, latency,
interresponse time).
FK-48 State the advantages and disadvantages of using continuous measurement
procedures and discontinuous measurement procedures (e.g., partial- and whole-
interval recording, momentary time sampling).
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