Master of Arts GATE 1 GATE 2 GATE 3 in Teaching ... and... · Philosophy of Education (EGC 830 ) Field Experience #1 ... 2. Teaching Episode (Methods course) ... A. teacher’s name

Master of Artsin Teaching –Elementary,

Middle,Secondary

GATE 1

TRA

NSI

TIO

NP

OIN

TO

NE

-A

TEN

TRY

TOP

RO

GR

AM

GATE 2

TRA

NSI

TIO

NP

OIN

TT

WO

-P

RIO

RTO

STU

DEN

TTE

AC

HIN

G

GATE 3

TRA

NSI

TIO

NP

OIN

TT

HR

EE–

AT

CO

MP

LETI

ON

OF

STU

DE

NT

TEA

CH

ING

.

GATE 4

TRA

NSI

TIO

NP

OIN

TFO

UR

–A

TP

RO

GR

AM

CO

MP

LETI

ON

AfterProgram

Completion

Gate 1 – Admissionto EKU GraduateSchool

Admission to MATGate 3 (prior to studentteaching OR during 1stsemester of teachingfor alt. cert. candidates)

Exit from Program

SURVEYS

1. State Licensure Testa. Content knowledge forteacher candidates

Praxis II Content Exam(s)

2.Certification Area CONTENTAssessment

Undergraduate degree isarea of certification with3. 0 GPA overall or in last60 hours

ORTranscript analysis ofprevious coursework thatresults inrecommendations ofcontent courses thatmust be completed priorto certification

GPA of 3.0 or higherin 12 hours ofgraduate levelcontent courses

2.Certification AreaPEDAGOGY Assessment

State requiredscores for PRAXIS IIPLT (0522, 0523, or0524)

2A Pedagogical contentAssessment - Integration ofTechnology

Technology Task(Methods)

InstructionalUnit/Work Sample(Student Teaching –

Items in the column

below must be completed

before candidate

transitions to gate 2

Items in the column


before candidate


Items in the column


before candidate


EGC 826 / 836 /846)

2B Pedagogical contentAssessment –•Foundations of education•Professional ethics, laws,and policies•Roles and responsibilities ofthe professional communities•Diversity of studentpopulations, families andcommunities•Consideration of school,family, and communitycontexts and the priorexperiences of students•Ways children andadolescents develop and therelationship to learning

Philosophy ofEducation(EGC 830 )

Field Experience #1 –Profession of Teaching(EGC 820)

Field Experience #2 –Leadership in Education(EGC 820)

Diversity Analysis(Methods Class)

InstructionalUnit/Work Sample(Student Teaching –EGC 826 / 836 /846)

2C Pedagogical contentAssessment –• Use of research in teaching

Action ResearchProposal (EGC 820)

Action ResearchPaper(EGC 829 / 889 –Capstone Seminar)

3. Assessment of candidateability to plan instruction

Lesson Plan (EGC 830) InstructionalUnit/Work Sample(Student Teaching –EGC 826 / 836 /846)

4. Assessment of ClinicalPractice

2. Teaching Episode(Methods course)

Evaluation ofPracticum/StudentTeaching (EGC 826/ 836 / 846)

5A Assessment of CandidateImpact on Student LearningOR on Providing a SupportiveEnvironment for StudentLearning

1. Example ofAssessment (EGC 830)

2. Teaching Episode(Methods course)

1. InstructionalUnit/Work Sample(Student Teaching –EGC 826 / 836 /846)

2. Evaluation of

Practicum/StudentTeaching (EGC 826/ 836 / 846).

b. Professional Dispositions MAT DispositionsAssignments/Interview

DispositionsAssessments (same asundergraduate)

DispositionsAssessments (sameas undergraduate)

6. Self-Assessment andProfessionalGrowth Plan(DETERMINED BY PROGRAM)

1. Ky. TeacherStandards Self-Assessment andProfessionalGrowth Plan (EGC 820)

1. Ky. TeacherStandards Self-Assessment (EGC829 / 889)

Updated – Cynthia Resor 9_8_09

Descriptions of MAT Program Key Assessments

Table of Contents

1. Action Research Proposal (EGC 820)

2. Field Experience #1 – Profession of Teaching (EGC 820)

3. Field Experience #2 – Leadership in Education (EGC 820)

3. Ky. Teacher Standards Self-Assessment and Professional Growth Plan (EGC 820) / Ky. Teacher Standards Self-Assessment (EGC 829 / 889)

4. Philosophy of Education (EGC 830 )

5. Example of Assessment (EGC 830)

6. Lesson Plan (EGC 830 OR ELEM MAT methods courses)

7. Teaching Episode (Methods course)

8. Technology Task - (Methods Class)

9. Instructional Unit/Work Sample (Student Teaching – EGC 826 / 836 / 846)

10. Action Research Paper (EGC 829 / 889 – Capstone Seminar)

11. Evaluation of Practicum/Student Teaching (EGC 826 / 836 / 846) (Standard form used for all programs – see Office of Field Experiences)

12. Diversity Assessments (Same as undergraduates in methods course and student teaching - To be designed by Office of Field Experiences)

1. Action Research Proposal Scoring Guide

EGC 820

I. Introduction (3-4 paragraphs)

-Purpose Statement

A. State purpose of paper/study.

Example: The purpose of this research is to examine the writing workshop in my second grade classroom

and to describe effective

implementation practices.

B. Put the purpose in the form of one or more questions.

Example: The specific research questions are:

1. What is happening during my writing workshop?

2. Is the writing workshop effective in developing my students’ writing

skills?

3. If so, how should the writing workshop be implemented in a primary

grade setting?

- Definition of important terms.

Example: A writing workshop is define as . . . . . . . . Writing skills in this paper

refers to . . . . . . . . .

- Justification - Why is this study important?

II. Review of Literature (3-6 pages)

- Be sure to include an introduction at the beginning of the literature review section that describes the main categories/themes of the research

you will be discussing

Example: Three themes are evident in previous research on cooperative learning. First, researchers have identified the best methods for

implementing cooperative learning. Second, . . . . . . Third, . . . . .

- 8-10 scholarly sources (for the final paper in EGC 889 you will need 20 or more sources)

- Sources should provide background on your topic AND present the results of similar studies.

- DO NOT list sources on the “References” page that you did not cite in your paper.

- DO NOT just list this information, source by source. You should look for themes, categories, trends in the previous research and arrange this

section by these themes.

Example: Three themes are evident in previous research on cooperative learning. First, researchers have identified the best methods for

implementing cooperative learning. Second, . . . . . . Third, . . . . .

- Be sure to include a summary at the end of the literature review section that summarizes the main points of the review and relates those

points to your research project.

NOTE – APA style “Use the past tense . . . when discussing another research’s work and when reporting your own results.” For example –

“Sanchez (2000) presented the same results.” See P. 42-43 - Publication Manual of the APA, 5th ed.

III. Methodology (5 or more paragraphs)

- Describe the participants in your study (I realize that you may not know exactly at this point - but describe the ideal situation). Include grade

level, subjects, etc.

- Describe the materials that you anticipate using.

- Describe the methods you will use to collect your data (surveys, checklists, pre- and/or post-tests, journal, examples of student work,

interviews, quiz scores). You must have at least 3 sources of data. Be sure to explain how each source of data will help you answer your research

question.

Organize the methodology section using your research questions. For example . . . . . The data that I plan to collect to answer my first

research question, how does using the ABC instructional method affect student test scores, will be . . . . .

III. Summary (1-2 paragraphs)

- Hypothesis - What do you expect the results to be and why? Be sure to speculate what you expect to discover for each research questions

you proposed at the beginning of this proposal.

IV: Format

- Proposal is presented in neat, professional manner indicative of formal,

graduate-level work.

- Paper has a strong thesis statement and topic sentences for each paragraph.

- Free of errors and typos.

- MOST common APA mistakes

1. Be sure to include page number with direct quotes (see p. 192– 193 of

APA guide)

2. Be sure to express numbers correctly (see p. 122 – 128 of APA guide)

- APA style -

Buy the Book - Publication Manual of the American Psychological Association, 5th edition)

OR many helpful websites are available:

- http://www.apastyle.org/

- http://owl.english.purdue.edu/owl/resource/560/01/

REMEMBER: This is a PROPOSAL. You will continually revise and refine your project as you continue through the program.

_____________________________________________________________________

AFTER you complete your proposal –

► Keeping looking for more good courses/studies/articles that are related to your topic.

Your final action research paper (to be completed in the EGC 889 – Capstone Seminar) must have 20 or more sources.

► KEEP your graded proposal - Expect the professor in your methods class (this fall) to ask you to continue to refine your proposal for a grade.

2. Field Experience #1 – Profession of Teaching (EGC 820)

3. Field Experience #2 – Leadership in Education (EGC 820)

Objective: To observe and reflect upon the daily life of a teacher and the “political” nature of education.

Observation requirements:

1. To observe AND interview 2 exemplary teachers for AT LEAST one-half day (a whole day is best, but not required)

2. To attend one meeting of the local school board and/or the site-based council of a local school.

Assignment requirements:

1. TEACHER INTERVIEWS - 2-page typed summary of each interview (4 pages total) that describe the typical workday, responsibilities, and attitude

toward teaching of each teacher. BE SURE to document the following:

A. teacher’s name

B. grade level/subject area

C. school and district

D. date of interview

Use the following questions for the teacher interviews. Additional questions may be added.

A. Describe the main educational responsibilities in your typical day.

B. In addition to educational responsibilities, what are your

other responsibilities?

C. What do you like most about your job?

D. What do you dislike most about your job?

E. Why did you decide to become a teacher?

F. What are the biggest rewards of a teaching career?

G. What are the negative aspects?

H. To what professional organizations do you belong? What conferences

or workshops do you typically attend?

I. What advice would you give for communicating with parents?

J. Public school populations are diverse (race, socio-economic, nationality,

etc). What strategies do you use to meet the needs of your diverse

students?

K. What is your opinion of the No Child Left Behind legislation?

L. What is your opinion of KERA and the CATS testing?

M. Are you a member of KEA? Why or why not?

N. If you could change one thing about the education system in America,

what would it be?

O. What advice would you give someone entering this field?

2. SCHOOL MEETING - 2-3-page reflection that connects the agenda items/issues addressed in the meetings with larger national and state trends in

education.

BE SURE to document the following:

A. date, time, location of meeting

B. Name of the school or district.

C. Include the printed agenda (if provided at the meeting).

In the 2-3 page typed reflection discuss the following:

A. Using the 2008 No Child Left Behind (NCLB)/CATS report for the school or district – summarize the areas of improvement for this school /or district.

http://apps.kde.state.ky.us/secure_cats_reports_08/index.cfm Is the school or district meeting the needs of ALL students? Or just certain populations of students?

B. What issues discussed at the meeting could be directly connected to the NCLB report?

C. What other issues were discussed that connect to state/national trends discussed in EGC 820?

Procedure:

1. Contact a local school and make arrangements to observe two teachers in your certification area. Be sure to make arrangements to interview each teacher at a

time that is convenient for the teacher (before school, after school, planning period). DO NOT give the teacher a list of written questions and ask them to write answers

for you.

2. Times for site-based council and school board meetings are provided by the school district’s central office and/or the local school office.

BEFORE YOUR ATTEND THE MEETING – access the 2008 No Child Left Behind (NCLB) Report the Kentucky Department of Education Website -

http://apps.kde.state.ky.us/secure_cats_reports_08/index.cfm

During the meeting – listen to see if issues in this report are address.

3. Write the summaries using the instructions provided above. Be sure to keep an electronic copy so that you can add this assignment to your Teacher

Education Portfolio

4. Ky. Teacher Standards Self-Assessment and Professional Growth Plan (EGC 820) / Ky. Teacher Standards Self-Assessment (EGC 829 / 889)

NAME_____________________ Date____________________

Appendix A: Kentucky Teacher Standards Self-AssessmentTo initiate the development of your Professional Growth Plan, please assess your level of performance on each of the indicators by writing a number between one (1) and four (4)

in the blanks to the right of each indicator. The scale to be used is: (1) limited, (2) some, (3) adequate, and (4) extensive.

You will repeat this self-assessment process in at the end of the MAT program (EGC 889 – Capstone Seminar) as part of your final assessment of professional growth and

identification of future areas for professional growth.

SAVE an ELECTRONIC COPY OF THIS DOCUMENT FOR YOUR TASKSTREAM PORTFOLIO!

The scale to be used is: (1) limited, (2) some, (3) adequate, and (4) extensive.

STANDARD I: The Teacher Designs/Plans Instruction

The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team

members, think and solve problems, and integrate knowledge.

Performance Criteria: The extent to which the planning demonstrates that you:

EGC 820 EGC 889 –

Capstone

Seminar

Ia. Develop significant objectives aligned with standards.

Ib. Use contextual data to design instruction relevant to students.

Ic. Plan assessments to guide instruction and measure learning

objectives.

Id. Plan instructional strategies and activities that address learning

objectives for all students.

Ie. Plan instructional strategies and activities that facilitate multiple

levels of learning.

STANDARD II: The Teacher Creates/Maintains Learning Climate

The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals,

become responsible team members, think and solve problems, and integrate knowledge.

Performance Criteria: The extent to which you:

EGC 820 EGC 889 –

Capstone

Seminar

IIa. Communicate high expectations.

IIb. Establish a positive learning environment.

II IIc. Value and support student diversity and addresses individual needs.

IId. Foster mutual respect between teacher and students and among

students

IIe. Provide a safe environment for learning.

STANDARD III: The Teacher Implements/Manages Instruction

The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals,

become responsible team members, think and solve problems, and integrate knowledge.


EGC 820 EGC 889 –

Capstone

Seminar

IIIa. Use a variety of instructional strategies that engage students in

active learning aligned with learning objectives.

IIIb. Implement planned instruction based on diverse student needs

and assessment data.

IIIc. Use time effectively.

IIId. Use space and materials effectively.

IIIe. Implement and manages instruction in ways that facilitate higher

order thinking.

STANDARD IV: The Teacher Assesses and Communicates Learning Results

The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-

sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.


EGC 820 EGC 889 –

Capstone

Seminar

IVa. Use assessments that are aligned with learning objectives.

IVb. Use a variety of assessments to measure student learning.

IVc. Analyze assessment data to guide instruction and learning and

to measure learning progress.

IVd. Communicate learning results to student and parents.

IVe. Adapt assessments to accommodate diverse learning needs and

situations.

STANDARD V: Reflect On and Evaluates Teaching and Learning

The teacher reflects on and evaluates specific teaching/learning situations and/or programs.


EGC 820 EGC 889 –

Capstone

Seminar

Va. Use data to reflect on and evaluate student learning.

Vb. Use data to reflect on and evaluate instructional practice.

Vc. Use data to identify areas for professional growth.

STANDARD VI: Collaboration

The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication

skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.


EGC 820 EGC 889 –

Capstone

Seminar

Va. Identify students whose learning could be enhanced by

collaboration.

VIb. Design a plan to enhance student learning that includes all

parties in the collaborative effort.

VIc. Implement planned activities that enhance student learning and

engage all parties.

VId. Analyze data to evaluate the outcomes of collaborative efforts.

STANDARD VII: Evaluates Teaching & Implements Professional Development

The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky's learning goals, refines the skills and processes necessary, and implements a

professional development plan.


EGC 820 EGC 889 –

Capstone

Seminar

VIIa. Self assess performance relative to Kentucky's Teacher

Standards.

VIIb. Identify priorities for professional development based on self-

Assessment, student performance and feedback from

colleagues.

VIIc. Design a professional growth plan that addresses identified

priorities.

VIId. Show evidence of professional growth and reflection relative to

identified priority areas and impact on instructional effectiveness

and student learning.

STANDARD VIII: The Teacher Demonstrates Applied Content Knowledge

The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.


EGC 820 EGC 889 –

Capstone

Seminar

VIIIa. Communicate concepts, processes and knowledge.

VIIIb. Connect content to life experiences of students.

VIIIc. Demonstrate instructional strategies that are appropriate for

content and contribute to student learning.

VIIId. Guide students to understand content from various perspectives.

STANDARD IX: The Teacher Demonstrates The Implementation of Technology

The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and productivity; communicate and collaborate with colleagues,

parents, and the community; and conduct research.


EGC 820 EGC 889 –

Capstone

Seminar

IXa. Use technology to design and plan instruction.

IXb. Use technology to implement instruction and facilitate student

learning.

IXc. Use technology to assess and communicate student learning

IXd. Integrate student use of technology into instruction.

STANDARD X: Provides Leadership Within School/Community/Education

The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being.


EGC 820 EGC 889 –

Capstone

Seminar

Xa. Identify leadership opportunities that enhance student learning

and/or professional environment of the school.

Xb. Develop a plan for engaging in leadership activities.

Xc. Implement a plan for engaging in leadership activities.

Xd. Analyze data to evaluate the results of planned and executed

leadership efforts.

5. Ky. Teacher Standards Self-Assessment and Professional Growth Plan

(EGC 820) / Ky. Teacher Standards Self-Assessment (EGC 829 / 889)

Name______________________________________ Date__________________________

Based on the results of your Kentucky Teacher Standards Self-Assessment, complete the following:

Rank the teacher standards in the order of your level of performance (1 = highest; 10 = lowest)

_______STANDARD I: The Teacher Designs/Plans Instruction

_______STANDARD II: The Teacher Creates/Maintains Learning Climate

_______STANDARD III: The Teacher Implements/Manages Instruction

_______STANDARD IV: The Teacher Assesses and Communicates Learning Results

_______STANDARD V: Reflect On and Evaluates Teaching and Learning

_______STANDARD VI: Collaboration

_______STANDARD VII: Evaluates Teaching & Implements Professional Development

_______STANDARD VIII: The Teacher Demonstrates Applied Content Knowledge

_______STANDARD IX: The Teacher Demonstrates The Implementation of Technology

_______STANDARD X: Provides Leadership Within School/Community/Education

Create a plan for improvement for the 3 weakest standards:

1. Standard that needs improvement:

Specific objectives for my improvement:

Activities in which I will engage:

How my progress can be assessed:

2. Standard that needs improvement:




Standard that needs improvement:




5. Philosophy of Education (EGC 830 )

Philosophy of Education

Your philosophy should include a clear description of your philosophy how that relates to your teaching methods, teaching style and classroom

management style.

BE SURE TO HAVE

A. a clear concise thesis statement in the introduction.

B. Paragraphs with strong topic sentences that discuss each of the main points of your thesis statements.

C. A brief summary paragraph.

D. REMEMBER the audience for your paper – your target is a possible employer! So be positive, use formal language, and appropriate education and

education vocabulary.

6. Example of Assessment (EGC 830)

EGC 830 Assessment Task For Taskstream Portfolio

In addition to your educational philosophy and KTIP Lesson Plan, EGC 830 is the identified course for students to develop portfolio entries

demonstrating the ability to design appropriate formative and summative assessments.

For the purpose of this class this assignment is worth 40 points. For the purpose of the portfolio it is simply a professional requirement.

In order to complete the assignment you make first want to go to

www.kyepsb.net and look at the Kentucky Teacher Standards. This task meets the requirements for KTS #5 – The teacher assesses and

communicates learning results. Specifically, the assignment relates to 5.2 and 5.3. Since the MAT is an initial- level program, you may use the

Initial-Level Performance standards.

The task is to develop an example of a formative and summative assessment appropriate to your subject and grade level. You may want to go

back to the KTIP Lesson Plan and develop your assessment examples in more detail. Or, you may prefer to design something different.

Regardless of what you do, provide a Reflection (context) which in essence answers these questions:

Why did I select these item(s)?

How do the items meet this standard?

What did I learn about assessment in designing these examples?

What do I still need to learn or be able to do with regard to assessment?

Your reflection will make it clear to the reviewer in the future what you are presenting and how it meets that particular standard. You should also

do this for your other standard entries unless Dr. Resor provides you with a different script.

The Scoring Guide for this activity will be the one used in the Taskstream Portfolio as follows:

Uses assessments that are aligned with specific learning objective:

1 – Unacceptable 2 – Acceptable 3 – Target

Uses a variety of assessment measures:


Entry, including reflection, is professionally prepared:


7. Lesson Plan (EGC 830 OR ELEM MAT methods courses)

Task A-2

Lesson Plan Format

Name: Date: Age/Grade Level:

# of Students: _____ # of IEP Students: # of GSSP Students #

of LEP Students:

Subject: Major Content: Lesson Length:

Unit Title: Lesson Number and Title:

Context

Explain how this lesson relates to the unit of study or your broad goals for teaching about thetopic.

Describe the students’ prior knowledge or the focus of the previous lesson. Describe generally any critical student characteristics or attributes that will affect student

learning (other than what you described in the Teaching and Learning Context).

Objectives

State what students will demonstrate as a result of this lesson. Objectives must be student-

centered and observable/measurable.

Connections

Connect your goals and objectives to appropriate Kentucky Core Content and/or Program of

Studies. Use no more than two or three connections, and if not obvious, explain how each

objective is related to the Program of Studies and/or Core Content.

Asses Assessment Plan

In tabular format, organize how each objective will be assessed. Include copies of assessmentinstruments and rubrics (if applicable to the lesson plan).

Objective/Assessment Plan Organizer (Sample)

Objective NumberType of

Assessment

Description of

Assessment

Depth of

Knowledge

Level

Adaptations

and/or

Accommodations

Objective 1 Formative Brainstorm 1 Record ideas

visually

Objective 3 Summative Written response

for student

portfolio

2 Word Banks for

student with

reading IEP

Resources, media and technology

List the specific materials and equipment needed for the lesson. Attach copies of printedmaterials to be used with the students.

If appropriate, list technology resources for the lesson including hardware, software, andInternet URLs, and be sure to cite the sources used to develop this lesson. (If you or yourcommittee feel the technology observed in the lessons does not fairly represent your use oftechnology, provide additional documentation. See Standard IX.)

Procedures

Describe the strategies and activities you will use to involve students and accomplish your

objectives including how you will trigger prior knowledge and how you will adapt strategies to

meet individual student needs and the diversity in your classroom.

8. Implemented Lesson Plan & Reflection (Methods course)

INSTRUCTIONS / FORMS for KTIP-like Teaching Episode

1. Data for Task A1 should be completed BEFORE the lesson is taught.

Complete Task A-2 BEFORE the lesson is taught.

2. BE SURE to include at least one form of assessment in the lesson that can collected and assessed. This set of student work will be needed in

order to complete TASK C.

A 1. Teaching and Learning Context

Your performance on A 1 & A 2 will be scored on the following:

Standard I: The teacher designs and plans instruction.

►Develops significant objectives aligned with standards

►Uses contextual data to design instruction relevant to students

►Plans assessments to guide instruction and measure learning objectives

►Plans instructional strategies and activities that address learning objectives for

all students

►Plans instructional strategies and activities that facilitate multiple levels of

Learning

Standard VIII: Demonstrates applied content knowledge

►Communicates concepts, processes, and knowledge

►Connects content to life experiences

►Demonstrates instructional strategies that are appropriate for content and contribute to

student learning

►Guides students to understand content from various perspectives

Your performance DURING the teaching event will be scored on the following:

Standard III: Implements and Manages Instruction

►Uses a variety of instruction strategies that engage students in active learning aligned with learning objectives

►Implements instruction based on diverse student needs and assessment data

►Uses time effectively

►Uses space and materials effectively

► Implements and manages instruction in ways that facilitate higher order thinking

Standard VIII: Demonstrates applied content knowledge

►Communicates concepts, processes, and knowledge

►Connects content to life experiences

►Demonstrates instructional strategies that are appropriate for content and contribute to

student learning

►Guides students to understand content from various perspectives

Standard II: Creates and maintains learning climate

►Communicates high expectations

►Establishes positive learning environment

►Values and supports student diversity and addresses individual needs

►Fosters mutual respect between teacher and students and among students

►Provides for a safe environment for learning

# Students enrolled Grade level(s) in class Ages in class (list all that apply)

School and district factors: public school information should include Comprehensive School Improvement Plan (CSIP), School Report Card (CATS/CTBS results),

and relevant data about achievement gap groups. Non-public schools should include similar data.

Place a √ beside the phrase that best describes the classroom setting.

___self-contained ___ lab ____ field ____ collaborative classroom

Describe the resources (equipment, technology, and supplies) available to you for this class.

Place a √ beside the phrase that describes the types of help available to you.

___instructional assistant(s) ___parent volunteers ___peer (student) tutors

___resource teachers ___ classroom teacher ___other (Please specify)

Indicate the # of students in each category below.

_____ ESL _____ # with IEPs _____ # with 504 modifications

_____ Title I _____ Gifted _____ Other

List types of differences in this box

_____ Languages _____ Cultures _____ Achievement/Developmental Levels

Indicate the # of students for each pattern of achievement.

_____ Below grade level _____ At grade level _____ Above grade level

Describe other classroom conditions (if any) including student demographics that have implications for teaching and what might be observed in your classroom.

Implications for instruction: Describe two or three ways the above factors influence planning and implementing instruction.

Task A-2

Lesson Plan Format

Name: Date: Age/Grade Level:

# of Students: _____ # of IEP Students: # of GSSP Students # of LEP Students:

Subject: Major Content: Lesson Length:

Unit Title: Lesson Number and Title:

Context

• Explain how this lesson relates to the unit of study or your broad goals for teachingabout the topic.

• Describe the students’ prior knowledge or the focus of the previous lesson.

• Describe generally any critical student characteristics or attributes that will affectstudent learning (other than what you described in the Teaching and Learning Context).

Objectives

State what students will demonstrate as a result of this lesson. Objectives must be student-

centered and observable/measurable.

Connections

Connect your goals and objectives to appropriate Kentucky Core Content and/or Program of

Studies. Use no more than two or three connections, and if not obvious, explain how each

objective is related to the Program of Studies and/or Core Content.

Asses Assessment Plan

In tabular format, organize how each objective will be assessed. Include copies of assessment

instruments and rubrics (if applicable to the lesson plan).

Objective/Assessment Plan Organizer (Sample)

Objective

Number

Type of

Assessment

Description of

Assessment

Depth of

Knowledge

Level

Adaptations and/or

Accommodations

Resources, media and technology

• List the specific materials and equipment needed for the lesson. Attach copies ofprinted materials to be used with the students.

• If appropriate, list technology resources for the lesson including hardware, software,and Internet URLs, and be sure to cite the sources used to develop this lesson. (If you or yourcommittee feel the technology observed in the lessons does not fairly represent your use oftechnology, provide additional documentation. See Standard IX.)

Procedures

Describe the strategies and activities you will use to involve students and accomplish your

objectives including how you will trigger prior knowledge and how you will adapt strategies to

meet individual student needs and the diversity in your classroom.

REFLECTION –

Your reflection will be scored using

• Standard V – Reflects on & Evaluates Teaching & Learning ►Uses data to reflect on and evaluate student learning ►Uses data to reflect on and evaluate instructional practice ►Uses data to identify areas for professional growth

AFTER you teach the lesson, assess your teaching. Write at least 4 paragraphs in which

you discuss your strengths, your weaknesses and how you can address each of your

weaknesses the next time you teach.

Your performance on Task C will be reviewed and evaluated using the following standards:

• Standard IV – Assesses & Communicates Learning Results ►Uses assessments that are aligned with learning objectives ►Uses a variety of assessments to measure student learning ► Analyzes assessment data to guide instruction and learning and to measure learning progress ► Communicates learning results to students and parents ►Adapts assessments to accommodate diverse learning needs and situations

• Standard V – Reflects on & Evaluates Teaching & Learning ►Uses data to reflect on and evaluate student learning ►Uses data to reflect on and evaluate instructional practice ►Uses data to identify areas for professional growth

Task C

Lesson Analysis and Reflection

1.Explain how you determined the levels of student performance on your objective. Attach rubric.

2. Sort the students’ performance into 4 categories and determine what percentage of students met the criteria in each category:

Far below standard _____% of class

Approaching standard_____% of class

Meeting standard _____% of class

Exceeding standard_____% of class

3. Select one student in each category and describe the student’s strengths and misconceptions, if any.

Far below standard

Approaching standard

Meeting standard

Exceeding standard

4. For each of the selected students, how will you differentiate instruction to move them forward?

Far below standard

Approaching standard

Meeting standard

Exceeding standard

5. What does this analysis tell you about how your students learn?

What does this analysis tell you about the success of the strategies you used?

How useful were the assessments in terms of student learning?

What patterns and trends can inform next steps?

What resources and/or personnel might assist you?

6. Describe how you have reported or plan to communicate learning results to students and parents.

9. Technology Task - (Methods Class)

Technology TaskTo be completed during secondary methods course

Taskstream portfolio Key Assessment (Gate 2)For ASSESSMENT PORTFOLIO

Methods Instructors will need to score this assignment in Taskstream using the rubric below.

STANDARD IX: THE TEACHER

DEMONSTRATES THE

IMPLEMENTATION OF TECHNOLOGY

Unacceptable

Inadequate,

Insufficient,

Unsatisfactory,

substandard

Acceptable

Adequate,

average,

typical,

satisfactory

Target

In-depth,

Beyond

the

average,

thorough,

exhaustive

Uses technology to design and plan

instruction

Uses technology to implement instruction

and facilitate student learning

Integrates student use of technology into

instruction

Entry is professionally prepared, clearly

written, grammatically correct

Instructions for Taskstream –Technology Task

The secondary methods instructor is to design an assignment in which teacher candidate demonstrates that they can both use technology to plan instruction,

use technology to implement instruction and facilitate student learning AND integrate student use of technology into instruction. A wide variety of assignments,

appropriate to the specific discipline can be used. The assignment must be scored in Taskstream using the above rubric. BUT, the instructor may design a more

specific rubric for the use in her/his class that can be used to determine a grade within the class.

Examples:

Lesson plans (use KTIP format) in which technology is used to implement instruction and facilitate student learning AND integrate student use of technology

into instruction.

Analysis of discipline specific Webquest or other discipline specific technology (GPS, scientific instsruments, etc) with reflections that explain how the teacher

candidate would use technology to implement instruction and facilitate student learning AND integrate student use of technology into instruction.

Evidence of demonstration lessons in which teacher candidate used technology to implement instruction and facilitate student learning AND integrated student

use of technology into instruction.

10. Instructional Unit/Work Sample (Student Teaching – EGC 826 / 836 / 846)

Instructional Unit Work Sample

During student teaching, you will complete a two to four week body or unit of instruction for one class. The unit work sample includes:

1. Plans for instruction and assessment that are aligned with the learning outcomes desired

2. Teaching of the content

3. The organization and analysis of and reflection upon evidence of student progress toward attainment of the desired learning outcomes. Student progress

(impact on the student learners) must be presented in chart and/or graph formats as well as discussed within the narrative.

4. Reflection on the Impact of Instruction.

The following are directions for each part of the Unit Work Sample. There are five major sections for reporting your Unit Work Sample:

I. Designing the Instructional Unit

This section should include the following:

1. Title of unit and estimated time for completion

2. Learning context

Discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning.

In your discussion, include:

• Community, district and school factors. Address geographic location, community and school population, socio-economic profile and race/ethnicity.You might also address such things as stability of community, political climate, community support for education, and other environmental factors.• Classroom factors. Address physical features, availability of technology equipment and resources and the extent of parental involvement. You mightalso discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling and classroom arrangement.• Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such asage, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles/modalities or students’ skilllevels. In your narrative, make sure you address student’s skills and prior learning that may influence the development of your learning goals, instructionand assessment.• Instructional implications. Address how contextual characteristics of the community, classroom and students have implications for instructionalplanning and assessment. Include specific instructional implications for at least two characteristics and any other factors that will influence how you planand implement your unit.

3. Kentucky Core Content and Program of Studies to Be Addressed

4. Key Concepts/Big Ideas/Essential Question Focus

5. Statement of Objectives for the Unit (3-6 learning outcomes or objectives that will be the focus of your instruction in this unit. Write these as

performance statements using behavioral terms.)

*Suggested length no more than 2-3 pages in length.

II. The Assessment Plan

This section should include the following:

1. Describe the pre-assessment activity. Explain how you will determine student knowledge and skills pertinent to this instructional unit prior to

instruction. The preassessment may take whatever form is appropriate but it must yield two types of information:

a. Information about each student’s entry level knowledge and skills (entry into the unit of instruction)

b. Information from which you will be able to measure gains in knowledge and skills as a result of instruction; i.e. knowledge and skills gained

between pre- and post-assessments.

2. Describe the formative assessments you intend to use to monitor and guide student learning. These formative assessments strategies may take

many forms. Remember that formative assessments are integral components of your instruction and often result in instructional modifications.

3. Describe the summative assessment or the formal assessment used to determine student gains in knowledge and skills as a result of your

instruction. Remember that this assessment must provide information about each student’s accomplishment of each learning objective as well as

information about his or her gains. The summative assessment must be one of the following:

*a repeat of the pre-assessment

*a parallel form of the pre-assessment (same kinds of questions, tasks addressing the same objectives or outcomes)

* an assessment very much like the pre-assessment, perhaps more extensive, that provides similar kinds of data about gains in knowledge and skills

identified in the objectives.

4. Describe how you plan to monitor and record the progress of students toward unit learning objectives during instruction (formative

assessment).

5. Explain or describe the assessment accommodations or adaptations you will use to meet the diverse needs of your students.

Suggested length no more than 2 pages plus tables, rubrics, tests.

III. Designing Instructional Strategies and Activities

• Results of pre-assessment. After administering the pre-assessment, analyze student performance relative to the learning goals. Depict the results ofthe pre-assessment in a format that allows you to find patterns of student performance relative to each earning goal. You may use a table, graph, orchart. Describe the pattern you find that will guide your instruction or modification of the learning goals.• Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your unit plan clear. Include the topic oractivity you are planning for each day/period. Also indicate the goal or goals (coded from your Learning Goals section) that you are addressing in eachactivity. Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal.• Lesson Plans:. Include at least three of the lesson plans from the unit.• Technology. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology, provide yourclear rationale for its omission.

IV. Analysis of Student Learning

In this section, you will analyze post-assessment data to explain progress and achievement toward learning goals demonstrated by your whole class and either subgroups of students (males vs females), or two individual students.

• Whole class. To analyze the progress of your whole class, create a table that shows pre- and post-assessment data on every student on every learninggoal. Then, create a graphic summary that shows the extent to which your students made progress (from pre- to post-) toward the learning criterion thatyou identified for each learning goal (identified in your Assessment Plan section). Summarize what the graph tells you about your students' learning inthis unit (i.e., the number of students met the criterion).

• Subgroups. Select a group characteristic (e.g., gender, performance level, socio-economic status, language proficiency) to analyze in terms of onelearning goal. Provide a rationale for your selection of this characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle- vs. low-performers).Create a graphic representation that compares pre- and post-assessment results for the subgroups on this learning goal. Summarize what these datashow about student learning.

OR

• Individuals. Select two students that demonstrated different levels of performance. Explain why it is important to understand the learning of theseparticular students. Use pre-, formative, and post-assessment data with examples of the students’ work to draw conclusions about the extent to whichthese students.

V. Reflection

Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and identify future actions forimproved practice and professional growth.• Select the learning goal where your students were most successful. Provide two or more possible reasons for this success. Consider your goals,instruction, and assessment along with student characteristics and other contextual factors under your control.• Select the learning goal where your students were least successful. Provide two or more possible reasons for this lack of success. Consider your goals,instruction, and assessment along with student characteristics and other contextual factors under your control. Discuss what you could do differently orbetter in the future to improve your students’ performance.

• Reflection on possibilities for professional development. Describe at least two professional learning goals that emerged from your insights andexperiences with the UWSSuggested length no more than 2 pages.

11. Action Research Paper (EGC 829 / 889 – Capstone Seminar)

ACTION RESEARCH REPORTDetailed Scoring Guide

EGC 889 / EGC 829

OVERALL QUALITY OF RESEARCH PROJECT1. Research questions are clear and answerable.

2. Researcher fully addresses research questions in “Findings” and “Discussion”

3. Researcher uses at least 3 different sources of data for triangulation.

4. Researcher fully analyzes and incorporates all three sources of data in conclusions.

5. Correct methods are used in analyzing data.

6. Researcher planned research project, made efforts to collect relevant data, madeadjustments as necessary.

50 points

INTRODUCTION

1. Introduction to the TopicA. Identify the problem or area of interest.B. Provide background information.

2. Purpose StatementA. State purpose of paper/study. Example: The purpose of this paper was to

examine the writing workshop in my second grade and to describe effectiveimplementation practices.

B. Put the purpose in the form of one or two questions. Example: The specificresearch questions are:1. What is happening during my writing workshop?2. Is the writing workshop effective in developing my students’ writing

skills?

3. Importance of the StudyA. Tell why this study is important.B. Example: The information here will be of value to …It will also provide

elementary teachers with a plan to …

4. Definition of TermsA. List important terms.B. Briefly describe each term using one or two complete sentences.

30 points

REVIEW OF THE LITERATURE1. This builds the foundation for your thesis. Here you provide background information

to support your question or to put your research topic in a theoretical context.

2. Gather material. 20 or more sources are required. Points will be deducted for fewerthan 20 sources. Use current, peer-reviewed journal articles whenever possible.(current = less than 15 years old) Use scholarly sources - general websites,newspaper/general magazine articles are not acceptable.

50 points

3. Describe empirical research related to your topic. When describing research studies,try to use one or two sentences to describe each of the following: (a) the question orpurpose of the study, (b) the number and type of participants, (c) the treatment orconditions involved, (d) the type of measures, and (e) the results and conclusions.

4. This chapter ends with a brief summary of the major points covered that is generallyabout one paragraph in length. The summary may be a bulleted list with each pointcited.

5. Every reference in this section should have a corresponding full citation on theReferences page. The References page should NOT include citations to works youhave not discussed in the literature review.

6. Connections between your research project and the reviewed literature should beobvious. The literature review should NOT be a listing of various articles with noobvious connections made to your project.

METHODOLOGY

1. ParticipantsA. Describe the people involved. The reader should know ages, number, gender,

ethnic make-up, and anything else you feel is pertinent to your research.B. Describe the environment - classroom, school, or community – so that reader

can place your class in the proper context.

2. MaterialsA. Describe any materials used in your research. If you are using a particular

curriculum, product, or procedure, describe it fully. Include relevant examples inan appendix. Remember that the reader knows nothing.

B. Describe all types of measuring devices.. Explain where you obtained the datacollection instrument (did you create surveys, adapt surveys, etc?) If surveys,checklists, rubrics, or rating charts are used, describe them briefly, then include asample in the appendix.

3. ProceduresA. The research process should be described completely. For example, if you are

“testing” a particular teaching method, you should describe exactly how youtaught the unit using the particular method.

45 points

B. Describe the length of the study, how you collected the data, how much, andhow often.

C. Use past tense in describing all aspects of your methodology and findings.Research always exists in the past, in a specific time and place.

D. If you use a special curriculum, technique or procedure, let the reader knowexactly what it is. This section should be described in such a way that one couldpick up this chapter and replicate your procedures.

4. AnalysisA. Describe how you organized and analyzed ALL sources data. Be specific!!!!!

B. Inductive analysis is generally used with field notes and other qualitative data

C. Quantitative data is generally analyzed using totals and mean scores. Statisticalanalysis is also a option (t test using Excel)

D. If a source of data is not used - explanation should be included.

FINDINGS1. Restate your research questions.

2. Describe the data that answer EACH research question.

3. Describe the themes, categories, and patterns.

4. Use illustrative examples for each category.

5. Use tables, graphs, figures, and artwork as necessary. Tables should be clear,readable.

6. Use headings and subheadings to make the structure readily apparent.

40 points

DISCUSSION

1. Overview of the Study

40 points

A. Restate the general purpose of the study.B. Briefly describe how the results were obtained.

2. Summary of FindingsA. Provide a brief summary of the findings.B. This may be one to two paragraphs.

3. ConclusionsA. Move beyond the data. Tell what the results mean.B. Make connections between what previous researchers discovered (literature

review) and your findings.C. Describe possible implications of the results.

4. RecommendationsA. Describe how the results might be used in your classroom.B. Describe how the results may be used to bring understanding to other classrooms

or situations.C. Sometimes the conclusions and recommendations merge.

5. Limitations of the Study [Evaluation]A. Describe those things that may have hindered or affected your findings.B. Describe those things that you needed to change during the study, or things that

did not go as expected. Remember, a good study is not one that proves yourparticular point; rather, a good study is one that looks carefully, reportsaccurately, and fairly represents the bit of reality that you experienced.

C. Describe the limitations or applicability of the findings. For example, yourrecommendations might be applied only to a certain segment of the population.Also, were you able to look at all facets of the problem?

D. Describe ideas for future research related to your research.

APA1. References correct – do not “pad” your Reference page with sources you did not cite

in the paper.2. Citations correct - be sure to include page numbers for direct quotes3. Headings correct4. Table, Graphs, Figures, and Appendices.

20 points

5. Other (spacing, use of numbers, etc.)

SURFACE ERRORS1. Mechanics / Grammar2. Spelling3. Formal writing style appropriate for research report.

25 points

Total (out of 300)

Action Research Multimedia Presentation

Presenter:_________________________ Date:_________________

Reviewer:___________________________

Criteria Points

0 3 7 10

Organized10 points

Audience cannot understandpresentation. The requiredsequence of information wasnot used.

Audience has difficultyfollowingpresentation. Therequired sequence ofinformation was usedincorrectly.

Studentpresentsinformation ina logicalmanner. Therequiredsequence ofinformationwas used

Student presentsinformation using aninteresting structure.The required sequenceof information wasused correctly.

_____10

correctly.

Multimedia10 points

Student uses little or nomultimedia

Student uses visualsonly which may ormay not support textand presentation.

Student usesvariety visualsto support textandpresentation.(PowerPointonly)

Student integrated avariety of mediasources that directlypresentation.(PowerPoint withhandouts, photos,artifacts, samples,relevant audio orrelevant video)

_____10

Mechanics10 points

Student’s presentation has 4or more spelling and/orgrammatical errors.

Presentation has 3spelling and/orgrammatical errors.

Presentationhas no morethan 2 spellingand/orgrammaticalerrors.

Presentation has nospelling and/orgrammatical errors. _____

10

Delivery10 points

Student mumbles,incorrectly pronouncesterms, and speaks tooquietly for the audience tohear. Time limit of 20minutes is not observed.

Student incorrectlypronounces terms.Audience membershave difficulty hearingand understandingpresentation. Timelimit of 20 minutes isnot observed.

Student’s voiceis clear.Presentation iseasy tounderstand.Time limit of 20minutes isobserved.

Student used a clearvoice and correct,precise verbaldelivery. Time limit of20 minutes isobserved.

_____10

Presentation ComponentsA. Intro & Questions B. Theory C. Methodology/Research Process D. Data Analysis

E. Findings/Conclusions.

A. Introductionand Research

Question10 points

Introduction not clearlyrelated to topic, researchquestions not presented

Introduction minimallyrelates to topic;research questionspresented orally, butnot in PowerPoint.Research questionsnot addressed inconclusions.

Introductionrelates to topic;researchquestionspresented.Researchquestions notaddressed ornot fullyaddressed inconclusions.

Introduction clear andgains interest ofaudience; researchquestions introducedat beginning and fullyaddressed inconclusion

_______10

B. TheoreticalFoundations

10 points

Student does not addressthe theoretical research /background issues related tohis/her topic.

Student minimallyaddresses thetheoretical research/background issues ofthe topic Citations notincluded.

Studentdemonstratesanunderstandingof thetheoreticalresearch/backgroundissues BUT maylack depth ormay not beexplained well.Citationsincluded.

Student demonstratesa solid understandingof the theoreticalresearch/ backgroundissues of the topic andexplains these issueswell.Names of importantresearchers /citationsincluded.

_____10

C.Methodology/

ResearchProcess

15 points

Student does not make themethodology/process ofresearch clear

0 points

Student makes somepoints of researchprocess know, butprocess not fully clear.

5 points

Studentsmakes most ofresearchprocess clear,but a fewquestions mayremain.10 points

Research process isclearly explained;audience gains acomplete picture ofproject, data collectioninstruments, etc.

15 points

_________

15

D. DataAnalysis10 points

Data analysis unknown, datanot presented.

Some of sources ofdata addressed; somesources notaddressed. Data arenot presented in aclear format.

Data analysis isexplained,correct dataanalysis isused; relevantdata aredisplayed but afew questionsmay remain.

Data analysis is clearlyexplained, correct dataanalysis is used;relevant data aredisplayed.

_____10

E. Findings/Conclusions

15 points

Conclusions/findings notaddressed.

0 points

Conclusions/findingsconfused, not fullythought out. Researchquestions notanswered.

5 points

Studentsaddressesresearchquestionsconclusionsreflect analysisbut a fewquestions mayremain.10 points

Students addressesresearch questionsfully, conclusionsreflect careful analysis

15 points

______15

Total

100 points

possible

--------

Additional comments:

12. Evaluation of Practicum/Student Teaching (EGC 826 / 836 / 846) (Standard form used for all programs – see Office of Field Experiences)

13. Diversity Assessments (Same as undergraduates in methods course and student teaching - To be designed by Office of Field Experiences)

Master of Arts GATE 1 GATE 2 GATE 3 in Teaching ... and... · Philosophy of Education (EGC 830 ) Field Experience #1 ... 2. Teaching Episode (Methods course) ... A. teacher’s name

Documents