SHSU Field Experience 007: Aggregate Report on Field Experience Assessments Parameter Title Parameter Value Select Field Experience Form Form D - Technology, PPR, and Disposition/Diversity Proficiency Standards (active Fall 2011) Select a Term 201480 - Fall 2014,201520 - Spring 2015 Select a Course Any Select a Section Any Select a Program 6-12 Family Consumer Science Select Assessor's Role Faculty Close Check All Uncheck All THE TABLE/TABLES BELOW CONTAIN AGGREGATE DATA FOR THE RUBRIC : Form D - Technology, PPR, and Disposition/Diversity Proficiency Standards (active Fall 2011) Technology Standards Technology Standards (International Society for Technology in Education NETS*T) Effective teachers model and apply the National Educational Technology Standards for # Rarely (Unsatisfactory) % Rarely (Unsatisfactory) # Sometimes (Exhibits Progress) % Sometimes (Exhibits Progress) # Consistently (Proficient) % Consistently (Proficient) # No Response % No Response Total Response Mean Median Mode Standard Deviation https://tk20.shsu.edu/campustoolshighered/k12_reports_variables_body.do 1 of 24 7/20/2015 12:39 PM
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SHSU Field Experience 007: Aggregate Report on Field Experience Assessments
Parameter Title Parameter Value
Select Field Experience Form Form D - Technology, PPR, and Disposition/Diversity Proficiency Standards (active Fall 2011)
Select a Term 201480 - Fall 2014,201520 - Spring 2015
Select a Course Any
Select a Section Any
Select a Program 6-12 Family Consumer Science
Select Assessor's Role Faculty
Close Check All Uncheck All
THE TABLE/TABLES BELOW CONTAIN AGGREGATE DATA FOR THE RUBRIC : Form D - Technology, PPR, and Disposition/Diversity Proficiency Standards (active Fall 2011)
Technology Standards
TechnologyStandards(InternationalSociety forTechnology inEducation NETS*T) Effectiveteachers modeland apply theNationalEducationalTechnologyStandards for
Assessments:Teachercandidates design,develop, andevaluate authenticlearningexperiences andassessmentsincorporatingcontemporarytools andresources tomaximize contentlearning in contextand to develop theknowledge, skills,and attitudesidentified in theNETSS.
Examples of thisinclude, but arenot limited to, thedemonstration ofthe following:
a. design or adaptrelevant learningexperiences thatincorporate digitaltools andresources topromote studentlearning andcreativity
b. developtechnology-enriched learningenvironments thatenable all studentsto pursue theirindividualcuriosities andbecome activeparticipants insetting their owneducational goals,managing their
d. providestudents withmultiple and variedformative andsummativeassessmentsaligned withcontent andtechnologystandards and useresulting data toinform learning andteaching
3. ModelDigital-Age Workand Learning:Teachercandidates exhibitknowledge, skills,and workprocessesrepresentative ofan innovativeprofessional in aglobal and digitalsociety.
Examples of thisinclude, but arenot limited to, thedemonstration of
c. communicaterelevantinformation andideas effectively tostudents, parents,and peers using avariety ofdigital-age mediaand formats
d. model andfacilitate effectiveuse of current andemerging digitaltools to locate,analyze, evaluate,and useinformationresources tosupport researchand learning
Teachercandidatesunderstand localand global societalissues andresponsibilities inan evolving digitalculture and exhibitlegal and ethicalbehavior in theirprofessionalpractices.
Examples of thisinclude, but arenot limited to, thedemonstration ofthe following:
a. advocate,model, and teachsafe, legal, andethical use ofdigital informationand technology,including respectfor copyright,intellectualproperty, and theappropriatedocumentation ofsources
c. evaluate andreflect on currentresearch andprofessionalpractice on aregular basis tomake effective useof existing andemerging digitaltools andresources insupport of studentlearning
d. contribute to theeffectiveness,vitality, andself-renewal of theteachingprofession and oftheir school andcommunity
(3) 1.6s 1.8s usethe TEKS to planinstruction anddemonstrateappropriateknowledge of asubject to promotestudent learningincludingknowledge ofcommon studentmisconceptions orsources of contenterror; (1.7k-1.9k)
(17) 3.4s-3.6s useeffectivequestioning anddiscussioncommunicationskills to promoteactive studentinquiry,higher-orderthinking, andproblem solving toenable students tolisten to others,reflect on andextend their ownunderstanding ofcontent and otherpossibilities; (3.4k)
0 0% 0 0% 1 100% 0 0% 1 3 3 3 0
(18) 3.11s- 3.14s,3.19s useresearch basedinstruction andassessmentmethods thatdemonstrate ananalysis of studentlearning andongoingassessment ofstudentunderstanding topromote studentsself-motivation forlearning, paceinstructionappropriately andflexibly in responseto student needs,and engage all
This portion ofthe evaluation iscompleted by thementor teacherand universityprofessional. Step1: During studentteaching,candidates arerequired to submit1 or 2 pieces ofevidencereflectingprogress towardproficiency ofeach DDP forevaluation by thementor teacherand/or universitysupervisor. Step2: During studentteaching, thementor teacherand/or universitysupervisor willevaluate thecandidate basedon observationand the evidenceusing the rubric.