Program Report for the Preparation of Science Teachers National
Science Teachers Association (NSTA)
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
COVER SHEET
1. Institution NameUniversity of Memphis
2. StateTennessee
3. Date submitted
MM DD YYYY
09 / 16 / 2007
4. Report Preparer's Information:
Name of Preparer:
Shirley Key
Phone: Ext.
( ) -901 678 2626
E-mail:
[email protected]
5. NCATE Coordinator's Information:
Name:
John M. Johnston
Phone: Ext.
( ) -901 678 3443
E-mail:
[email protected]
6. Name of institution's programMaster of Arts in Teaching in
Secondary Science Education and Teacher Licensure
7. NCATE CategoryScience Education-Biology
Section 1- Context; part 2
Table of hours of field experiences
Course Number
Title
Description of Field Experiences
Hours of Field Experiences and comments
SPED 7000
Introduction to Exceptional Learners
Work with disabled individual outside school setting
4 hours.
NOTE: Not required if equivalent course taken at the
undergraduate level. Substitutions must be approved by advisor
ICL 7709
Urban Learning Environment
Observations and work with small group instruction.
10 hours
ICL 7080
C & I in Multiethnic School
10 hours
RDNG 7545
Teaching Reading in the Subject Matter Areas
Teach small groups and whole class
8 hours
ICL 7602
Secondary Science Methods
Observations, teach small groups and whole class
8 hours
ICL 7808
Student Teaching in Middle Schools and High Schools
15 weeks divided between high school and middle school
Two placements: 15 weeks (8 weeks and 7 weeks at a high school
and middle school).
Total hours = 600
How many weeks total?
How many hours total? (40 hrs/week times 15 weeks?)
ICL 7992
Masters Project
Candidates complete an action research study aimed at improving
their teaching. The project must last for at least 6 weeks during
which time data are collected to document teacher behavior and
impact on student learning.
Data must be collected in a school classroom setting for at
least 6 weeks.
Section 1- Context; part 2-Table of hours of field
experiences
COE Conceptual Framework Outcomes
for Professional Educators
NSTA
Outcome Standards
1. Content Knowledge and Skills
1. Content, 2. Nature of science
2. Knowledge of the Learner
6. Curriculum, 7. Science in the Community
3. Pedagogy and Instruction
3. Inquiry, 4. Issues, 5. General Skills of Teaching
4. Assessment and Responsive Practice
8. Assessment
5. Management of Classrooms and Individuals
9. Safety and Welfare
6. Personal and Professional Growth and Development
10. Professional Growth
Section I, part 4: Relationship to Conceptual Framework
Table
Relationship to Conceptual Framework
Section 1-Context; part 4 - Relationship to conceptual
framework
SECONDARY SCIENCE EDUCATION LICENSURE / DEGREE REQUIREMENTS
Overview
I. Level One courses are the professional core or the
foundations for teaching courses, 12 hours. They provide requisite
foundations for teaching and should be completed before taking
Level Two courses. These courses are also taken after all content
requirements have been met. Students must apply to the Teacher
Education Program while taking the Level One courses and must
submit a writing score of 173 on the PPST or 3.5 on the GRE and
passing the appropriate Content Knowledge Exam of the Praxis
II.
II. Level Two courses are the Professional Specialization
courses, which focus on strategies for teaching and learning.
Students must complete 15 hours of the Professional Specialization
Courses and 40 clock hours of structured clinical/field experience
in secondary settings before student teaching.
III. Level Three courses are the Professional Development
Experiences, which include the student teaching and the
professional seminars. Seven (7) hours are earned in Level Three
courses. Candidates who are teaching on an Alternative License may
apply for professional experience in lieu of student teaching with
proper documentation and two years of successful school
evaluations.
IV. Level Four consists of the research component for degree
seeking students. There are 6 required hours including basic
research methods and a culminating action research study or
thesis.
LEVEL ONE - Professional Core: Foundations for Teaching (12
credit hours)
Level One Professional Core courses provide requisite
foundations for teaching and should be completed before taking
Level Two Professional Specialization courses focusing on
specialized strategies for teaching in elementary programs.
SPED 7000 Introduction to Exceptional Learners
ICL 7059 Models of Instruction
EDPR 7112 Adolescent Psychology
IDT 7061 Media and Technology Utilization
LEVEL TWO - Professional Specialization: Strategies for Teaching
and Learning (15 Credit Hours)
Students must be admitted to the Teacher Education Program (TEP)
before taking level two courses. Secondary and M.A.T. students are
required to complete at least 40 clock hours of structured clinical
/ field experience in secondary settings before student teaching.
Secondary licensure coursework includes these experiences. Students
must plan accordingly.
ICL 7709 Urban Learning Environment
ICL 7080 Curriculum and Instruction in Multiethnic Schools
RDNG 7545 Teaching Reading in the Subject Matter Areas
ICL 7030 Assessment and Evaluation
ICL 7602 Teaching Science in the Secondary School
LEVEL THREE - Professional Development (7 Credit Hours)
All Level I and Level II coursework must be completed prior to
admission to Student Teaching
ICL 7808 Student Teaching in Middle Schools and High Schools
ICL 7993 Professional Seminar
LICENSURE ONLY: Total 34 credit hours
LEVEL FOUR M.A.T. Degree Requirements (6 credit hours)
Level IV coursework satisfies Graduate School and College of
Education research requirements for graduate degree seeking
students.
EDPR 7521Introduction to Educational Research
ICL 7992 Masters Project action research study OR
ICL 7996 Masters Thesis
MAT DEGREE with LICENSURE: Total 40 credit hours
Secondary Science Program of Studies
Section IV- Assessment # 2
Science Classroom Presentation
CONTENT KNOWLEDGE: An Assessment that demonstrates candidates'
knowledge of the conceptual science to be taught and related
fields.
1. A brief description of the assessment and its use in the
program:
All students in the Secondary Science Program are required to
take a three hour course, ICL 7602: Secondary Science Methods. This
course is offered every fall semester. There are several
assessments in this course, which help students to become better
science practitioners and better science educators. This
assessment, science classroom presentation, demonstrates that
candidates are well prepared in the breadth of science content
knowledge needed to teach in their fields of licensure. This is
done early in the program for this format will be used for the four
to six lessons in the culminating Unit Plan. The candidates will
choose a science concept, write the lesson plan, submit it to be
evaluated, and then teach the content lesson to their peers. It is
graded using a rubric with a 0-2 scale. A zero grade indicates that
criteria were not met or unacceptable; one indicates that the
required criteria were acceptable, and a two indicates that
criteria were met at an optimal level. This lesson maybe used as
one of the four to six lessons in the culminating science unit.
2. A description of how this assessment specifically aligns with
the standards.
This assessment aligns with NSTA Standard 1A (Understanding and
communicating concepts) and 1B (Understanding and communicating
unifying concepts) as shown in the attached rubric. Candidates must
choose a concept; relate it to principles, theories, laws and
unifying concepts in science; then write an appropriate discipline
based lesson plan using the concept, and later teach the lesson to
their peers in ICL 7602. In order to teach the concept to others,
it is assumed that one must have a level of understanding which
will also be elevated through discourse and communicating with
others pertaining to the teaching of a concept. Identifying,
specifying and explaining which unifying concepts (systems, orders,
and organization; evidence, models, and explanation; constancy,
change, and measurement; evolution and equilibrium; and form and
function) are emphasized in the lessons allow teachers to
understand and see a part of science which sometimes is ignored in
teaching since they are not grade specific.
3. A brief analysis of the data findings:
SEMESTERS
TOTAL STUDENTS
PROFICIENT
0 Unacceptable
LEVELS
1- Acceptable
2-Optimal
Fall 06
5
0%
0%
100%
Fall 07
The data indicates that the five MAT students in ICL 7602 for
Fall 2006 were 100% successful at the optimal level in
demonstrating their knowledge of the conceptual science and of
unifying concepts to be taught in their fields.
4. An interpretation of how that data provides evidence for
meeting standards:
Preservice teachers learn science best when they are placed in
an apprentice position or are taught the way that they must teach
their students. Through this task the candidates are immersed in
the learning process of choosing a concept, writing the lesson
plan, reflecting on the evaluation, teaching the content lesson to
their peers, and then reflecting on their learning. It is graded on
a rubric with 11 items on a scale of 0, 1, 2. An individual score
is given for each item which is then averaged and an overall score
is given for the entire assessment.
Section IV- Assessment # 2
ATTACHMENT A
Assessment # 2 - Science Classroom Presentation
NSTA Standard 1: Content. Teachers of science understand and can
articulate the knowledge and practices of contemporary science.
They can interrelate and interpret important concepts, ideas, and
applications in their fields of licensure; and can conduct
scientific investigations. To show that they are prepared in
content, teachers of science must demonstrate that they
a. understand and can successfully convey to students that major
concepts, principles, theories, laws, and interrelationships of
their fields of licensure and supporting fields as recommended by
the National Science Teachers Association;
b. understand and can successfully convey to students the
unifying concepts of science delineated by the National Science
Education Standards.
Prompt: To demonstrate your understanding of this standard, each
candidate is asked to write a content lesson plan in his or her
area of licensure and focus on one concept and its unifying
concepts. All candidates will use the Lesson Plan Model and Rubric
as guides. Each lesson will be presented and taught to your peers
in class. This lesson may become a part of your science unit.
Lesson Plan Components
0
Unacceptable
1
Acceptable
2
Optimal
NSTA Standards used
in Planning:
NSTA 1a
No major concept, principle, theory, law, or interrelationship
is specified.
Candidate successfully conveys to students a major concept,
principles, theories, laws, and interrelationships of their
field.
Candidate understands and successfully convey in multiple ways
the major concept, principles, theories, laws, and
interrelationships of their field.
NSTA 1b
No understanding of the unifying concepts related to this
lesson.
Candidate understands and can successfully convey to students
the unifying concepts related to this lesson.
Candidate understands and successfully convey in multiple ways,
the unifying concepts related to this lesson.
Lesson Plan
Components:
Grade Level, Scope
No demographics; no scope
Candidate lists demographics and scope
Candidate lists appropriate demographics, scope and calendar or
timeline
Standards
No standards are listed
Candidate lists national and district standards, which are used
in the lesson.
Candidate lists national and district standards, which are used
in the lesson with the student indicators.
Guiding Question
No questions are listed
Candidate gives a guiding question.
Candidate gives a guiding question focused on the major
concept.
Motivation
No motivation is given
Candidate begins lesson with a motivation.
Candidate begins lesson with a motivation related to students
prior learning or environment.
Learning of Science
No specified strategy is given
Candidate varies teaching strategies during the lesson.
Candidate uses multiple student centered teaching strategies
during the lesson.
Community Resources
No connection to the community
Candidate uses community resources.
Candidate successfully integrates and uses community
resources.
Assessment
No assessments are given
Candidate specifies assessments used in the lesson.
Candidate specifies and uses assessments throughout the
lesson.
Technology
No technology is listed
Candidate uses technology and discusses its impact throughout
the lesson.
Candidate uses technology with the students and discusses its
impact throughout the lesson.
Closure
No academic closure is given
Candidate evaluates students acquisition of knowledge and their
ability to apply the knowledge.
Candidate successfully evaluates students acquisition of
knowledge and their ability to apply the knowledge.
Section IV -ATTACHMENT B
Assessment #2
Lesson Design for Learning
Daily Lesson Planning Form
Name_______________________Subject/Grade_____________________________Date_____________
Curriculum Connections ___Six Weeks Length of Lesson
_________days
Curriculum Guide Objective:
TCAP/Gateway Objectives:
SPI (State Performance Indicators (3-8) Gateway
Indicators(s))
Guiding Question
Concepts: Vocabulary:
Motivation Type of Student Participation
Relate to Previous Learning:
Relate to Student Experience:
Strategies/Activities/Distributed Practice/Intervention
Assessment
Closure
Extend and Refine Knowledge
Assessment/Student Products and Performances/Technology
Science Classroom Presentation
Lesson Plan Rubric
Lesson Plan Components
Descriptions
Points
Grade level, Title, Length of time
Title of the lesson and the designated grade (s) with time
specified.
0 1 2
Standards
The NSTA, and Memphis City School standards are specified.
0 1 2
Guiding Question
A major question or issue is asked to guide the lesson
0 1 2
Concepts (NSTA 1A)
Major concepts and principles which will be taught are named and
explained
0 1 2
Integrated (NSTA 1A)
Theories, Laws, and other supporting fields are specified and
taught
0 1 2
Motivation
A type of focus or attention getter is used to start the
lesson.
0 1 2
Learning of science
The student-centered method is used with various teaching
strategies and activities
0 1 2
Community resources
Some community resources were used to teach the lesson (people,
natural, institutional)
0 1 2
Conceptual Understanding
(NSTA 1B)
Concept explained with great understanding and unifying concepts
of systems, orders, and organization; evidence, models, and
explanations; constancy, change, and measurement; evolution and
equilibrium, or form and function.
0 1 2
Assessments
Appropriate and varied assessments are used..
0 1 2
Technology
Technology and its interaction is used and integrated with the
understanding of the science concept.
0 1 2
Closure
Students relate science to their lives, can explain the
concepts, and apply the concepts.
0 1 2
Total Points
24
Average of Points Earned
Section IV-ATTACHMENT C
Assessment # 2 - Science Classroom Presentation
Candidate data derived from the assessment
Of the 5 MAT students in the Fall 2002 class, 100 % exceeded
expectations. This assessment piece addresses the NSTA standards 1a
and 1b. The writing of science lesson plans and the teaching of the
lessons give the candidates an opportunity to convey their
understanding of content and unifying concepts related to the
science content. Teachers learn science best when they are placed
in positions to teach and be taught, as they will have to do in
their own classrooms. This has proven to be an effective assessment
based on the students pass rate. Students will get more experience
in this skill for candidates will continuously write and understand
lesson planning throughout this course for the culminating science
unit will consist of 4-6 written lesson plans.
The score derived from the data is a composite score but since
each standard is delineated on the rubric, candidates subscore on
each standard can be obtained from this assessment also.
Assessment: 02: 7602: Science Content Classroom Presentation
Standard: 01: Science Content: Concepts and principles
Class
Term
Item
Total
0
1
2
ICL 7602
2006F
7602: Science Content Classroom Presentation
5 / 5
0(0%)
0(0%)
5(100%)
Standard: 02: Science Content: Unifying concepts
Class
Term
Item
Total
0
1
2
ICL 7602
2006F
7602: Science Content Classroom Presentation
5 / 5
0(0%)
0(0%)
5(100%)
0 = Unacceptable
1 = Acceptable
2 = Optimal
PAGE
4
Section 4-Assessment 2 Classroom Presentation
Section IV-Assessment # 3
Science Unit Plan
PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND
DISPOSITIONS: An assessment that demonstrates candidates can
effectively plan classroom-based instruction, design assessments,
consistent with goals of the National Science Education Standards.
NSTA standards that could be addressed by this assessment include,
but are not limited to, standards 6 and 8
1. A brief description of the assessment and its use in the
program;
Students design an integrated, multidisciplinary science unit,
which includes six content lesson plans using strategies taught in
ICL 7602, Secondary Science Methods. The unit and 4-6 lessons are
aligned with the NSTA Standards. The unit plan demonstrates that
the candidates can plan integrated classroom lessons and design
appropriate assessments for those lessons. The plan is designed
throughout the course and brings together all of the theories and
science practices which the candidates have learned throughout the
course. Candidates begin the unit by choosing a topic, concept, or
theme, making an outline of 4-6 supporting lesson topics, and then
submitting the outline for evaluation. After approval of the topic
and outline, the candidates strive to align every assigned lesson
plan or activity with their topic and theme if possible.
2. A description of how this assessment specifically aligns with
the standards.
This assessment addresses NSTA Standards 6.0 (Curriculum) and
8.0 (Assessment) and designated sub-standards. Specific components
of the unit plan align with a sub-standard of Standard 6.0 and
8.0.
Unit Plan Rubric Category
NSTA Standards
Content Knowledge
6a: Curriculum
Theme
6b.
Focus question
6a.
Instructional Objectives
6b
Materials & Resources
6a
Coherence
6b
Activities
6a,
Assessments
8a, 8b, 8c: Assessment
Reflection
8b
3. A brief analysis of the data findings:
SEMESTERS
TOTAL STUDENTS
PROFICIENT
0
Unacceptable
LEVELS
1
Acceptable
2
Optimal
Fall 06
5
0%
2 (40%)
3 (60%)
Fall 07
The data indicates that the five MAT students in ICL 7602 for
Fall 2006 were successful at the acceptable (40%) and the optimal
level (60%) in demonstrating their knowledge of planning integrated
classroom lessons and designing appropriate assessments for those
lessons.
4. An interpretation of how that data provides evidence for
meeting standards:
Several sections of the Unit Plan align to the NSTA curriculum
and assessment standards. When students look at planning both
holistically as a unified system and individually at its components
they begin to understand the relationships between planning,
student motivation, behavior, and success. The assessment was
effective for the MAT students for two or 40% were acceptable and 3
or 60% were optimal. The unit plan focuses on the curriculum and
assessment standards but all lessons in the unit have been written
to address other standards like Inquiry (3.0) and Issues (4.0).
Since students learn best when topics are integrated, connected,
and related to their everyday lives, this unit has helped the
candidates become proficient in doing this on a secondary level.
They have learned that planning includes integration, unifying
concepts, and multiple points for assessments.
ATTACHMENT A
Assessment # 3 Science Unit Plan
NSTA Standard 6: Curriculum. Teachers of science plan and
implement an active, coherent, and effective curriculum that is
consistent with the goals and recommendations of the National
Science Education Standards. They begin with the end in mind and
effectively incorporate contemporary practices and resources into
their planning and teaching. To show that they are prepared to plan
and implement an effective science curriculum, teachers of science
must demonstrate that they:
a. understand the curricular recommendations of the National
Science Education Standards, and can identify, access, and/or
create resources and activities for science education that are
consistent with the standards;
b. plan and implement internally consistent units of study that
address the diverse
goals of the National Science Education Standards and the needs
and abilities
of students.
NSTA Standard 8: Assessment. Teachers of science construct and
use effective assessment strategies to determine the backgrounds
and achievements of learners and facilitate their intellectual,
social, and personal development. They assess students fairly and
equitably, and require that students engage in ongoing
self-assessment. To show that they are prepared to use assessment
effectively, teachers of science must demonstrate that they:
a. use multiple assessment tools and strategies to achieve
important goals for instruction that are aligned with methods of
instruction and the needs of students;
b. use the results of multiple assessments to guide and modify
instruction, the classroom environment, or the assessment
process;
c. use the results of assessments as vehicles for students to
analyze their own learning, engaging students in reflective
self-analysis of their own work.
Unit Plan Prompt
You have just been asked to write a thematic/integrated unit for
your department to share with all teachers at the Fall Departmental
In-service. This unit should have an overarching theme and contain
4-6 weeks of lessons.The Lesson Design Plan is used as a model for
writing all plans. There should be an overall unit objective, a
calendar, an inquiry-based introductory activity, and a culminating
activity or summative assessment. In each lesson, please include an
inquiry focus question, lesson objectives, district and national
standards, an assessment, and all other lesson plan components. You
should integrate other disciplines throughout the unit. Be able to
explain to the new teachers why you have structured the unit as you
have, and how you assessed the progress of and the quality of your
work.
Lesson Design for Learning
Daily Lesson Planning Form
Name_______________________Subject/Grade_____________________________Date_____________
Curriculum Connections ___Six Weeks Length of Lesson
_________days
Curriculum Guide Objective:
TCAP/Gateway Objectives:
SPI (State Performance Indicators (3-8) Gateway
Indicators(s))
Guiding Question
Concepts: Vocabulary:
Motivation Type of Student Participation
Relate to Previous Learning:
Relate to Student Experience:
Strategies/Activities/Distributed Practice/Intervention
Assessment
Closure
Extend and Refine Knowledge
Assessment/Student Products and Performances/Technology
ATTACHMENT B
Assessment # 3 Science Unit Plan
Unit Plan Rubric
Title of Unit:
Components
0
Unacceptable
1
Acceptable
2
Optimal
Content Knowledge: Clear mastery of a range of science content
is demonstrated throughout lesson. This includes making
multidisciplinary connections.
Little or no content knowledge revealed through planning.
Content knowledge indicated, but few or no connections made.
Content knowledge is deep and integrated with connections.
Theme: Overarching theme of unit should be powerful enough to
sustain daily lessons
Some attempt at a theme is evident but mostly unclear; weak
discipline connections
Theme is evident
Most disciplines are included
Theme is clear
Purpose of unit is clear
Focus Question: Teacher-driven and student-driven lessons are
focused with a question that must be answered with inquiry
Focus question is too specific
Focus question is broad but not necessarily student-
oriented
Focus question is broad, encourages exploration, and
applies to real world issues
Instructional Objectives: In addition to the overall unit
objectives 4-6 weeks of lesson plans include daily objectives keyed
to Memphis and NSTA standards, include other lesson plan
components, an overall calendar; the plan is so clear that a
stranger could walk in and implement the plan for the day (NSTA
6A)
Goals and objectives lack inter-discipline approach, do not
match learning with standards, or are unclear.
Goals and objectives based on standards and are written in
measurable terms
Objectives integrate standards with learning outcomes
Encourage higher order thinking skills
Include all components
Materials & Resources: include at least one commonly taught
work; various related resources, media, and/or technology; diverse
populations; list of materials and appropriate copies (NSTA
6B).
A variety of print sources are made available to students
Inclusion of non-print resources is encouraged andresources are
effectively allocated
Students are encouraged to locate resources independently;web
resources are appropriate and effective
Coherence: there is an inquiry-based introductory activity for
the unit and a culminating activity or assessment; the unit's
concepts, objectives, and/or strategies build on one other from day
to day or activity to activity; everything flows naturally and
hangs together (NSTA 6A).
Evidence of unit thread is sporadic and/or illogical: Does not
identify, access, and/or create resources and activities for
science education that are consistent with the standards;
Can identify, access, and/or create resources and activities for
science education that are consistent with the standards; unit
proceeds with some deviations
Can identify, access, and/or create resources and activities for
science education that are consistent with the standards such that
the unit proceeds in a systematic, consistent, and logical
manner
Activities: are varied, appropriate for diverse student
learners, appropriate for the concepts/ objectives/ content to be
mastered, and require student thinking
Activities focus on knowledge level of Blooms Taxonomy
Students are not given a choice of activities
Activities are project oriented and draw upon several
disciplines
Activities provide for multiple intelligences, encourage
creative expression and problem-solving, and student oriented
Assessment/Evaluation: there are varied and appropriate
assessments and evaluations of student thinking and learning;
assessments include rubrics, journals, and self-assessments (NSTA
8A, 8C)
Assessment is conducted only at the culmination of the unit and
focuses on student performance. Does not use multiple assessment
tools and strategies to achieve important goals for instruction and
student self-assessment.
Assessment is a continuous process, developed with student
input, and correlates to unit objectives; Uses multiple assessment
tools and strategies to achieve important goals for instruction;
and
Uses the results of assessments as vehicles for students to
analyze their own learning.
Students are encouraged to self-assess performance and
participation; peer assessment is utilized; and team members share
perceptions throughout the unit and make necessary changes;
Uses multiple assessment tools and strategies to achieve
important goals for instruction that are aligned with methods of
instruction and the needs of students; and
Uses the results of assessments as vehicles for students to
analyze their own learning, engaging students in reflective
self-analysis of their own work.
Reflection on Practice
(NSTA 8B)
Does not reflect on lesson components or identify strengths and
weaknesses. Does not use reflection to inform future instructional
plans. Does not use multiple assessments.
Reflects on lesson components, but does not adequately identify
strengths and weaknesses. Uses the results of multiple assessments
to guide and modify instruction, the classroom environment, or the
assessment process.
Reflects on lesson components to identify strengths and
weaknesses of the various components. Uses the results of multiple
assessments to guide and modify instruction, the classroom
environment, or the assessment process.
ATTACHMENT C
Assessment # 3 Science Unit Plan
Candidate data derived from the assessment
Of the 5 MAT students in the Fall 2002 class, 40 % (2) scored
acceptable and 60% (3) scored at the optimal level. This assessment
addresses the NSTA standards 6 and 8. The data shows that the five
candidates can design integrated lessons with resources and
assessments on the secondary level.
The score derived from the data is a composite score but since
each standard is delineated on the rubric, candidates subscore on
each standard can be obtained from this assessment also.
Assessment: 03: 7602: Science Content Unit Plan
Standard: 19: Curriculum
Class
Term
Item
Total
0
1
2
ICL 7602
2006F
7602: Science Content Unit Plan
5 / 5
0(0%)
2(40%)
3(60%)
Standard: 20: Curriculum
Class
Term
Item
Total
0
1
2
ICL 7602
2006F
7602: Science Content Unit Plan
5 / 5
0(0%)
2(40%)
3(60%)
Standard: 23: Assessment - Multiple Assessments
Class
Term
Item
Total
0
1
2
ICL 7602
2006F
7602: Science Content Unit Plan
5 / 5
0(0%)
2(40%)
3(60%)
Standard: 24: Assessment - Guide Instruction
Class
Term
Item
Total
0
1
2
ICL 7602
2006F
7602: Science Content Unit Plan
5 / 5
0(0%)
2(40%)
3(60%)
Standard: 25: Assessment Students self-assessment
Class
Term
Item
Total
0
1
2
ICL 7602
2006F
7602: Science Content Unit Plan
5 / 5
0(0%)
2(40%)
3(60%)
PAGE
1
Section 4-Assessment 3 Science Unit
Section IV- Assessment # 4
PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND
DISPOSITIONS: Assessment that demonstrates candidates' knowledge,
skills, and dispositions are applied effectively in practice.
1. A brief description of the assessment and its use in the
program;
Student teachers are evaluated throughout the semester by their
cooperating teacher at a minimum of 2 placements, which will
include 4 formal observations and visited five times by a
university supervisor for a minimum of 4 observations. At the end
of each placement, both the University Supervisor and the
Cooperating Teacher are required to independently complete an
evaluation Summary Form on each candidate. This report covers the
four domains including the areas of content knowledge, application
of learning theories, addressing standards, systematic integration
of science content for instruction and assessment purposes,
professionalism, and reflection on instructional practice. Students
participate in student teaching for one full semester at the
completion of their coursework. Student teaching is a six credit
course accompanied by professional seminar wherein students meet
with their faculty supervisor six times to discuss progress and
issues in a small group setting.
2. A description of how this assessment specifically aligns with
the standards.
Performance Indicators for Student Teaching
NSTA Standards
Domain 1: Planning
A. Establishes appropriate instructional goals and
objectives
1A, 1B, 6A, 6B
B. Plans instruction and student evaluation based on an in-depth
understanding of the content, student needs, curriculum standards,
and the community.
1A, 4B, 6B,7A, 7B, 8A,8C
C. Adapts instructional opportunities for diverse learners.
5B, 5C
Domain 2: Teaching Strategies
A. Demonstrates a deep understanding of the central concepts,
assumptions, structures, and pedagogy of the content area.
1A, 1B
B. Uses research-based classroom strategies that are grounded in
higher order thinking, problem-solving, and real world connections
for all students.
5B, 5C, 5E
Domain 3: Assessment and Evaluation
A. Uses appropriate evaluation and assessments to determine
student mastery of content and make instructional decisions.
8A, 8C
B. Communicates student achievement and progress to students,
their parents, and appropriate others.
8B
C. Reflects on teaching practice through careful examination of
classroom evaluation and assessments.
8A, 8B
Domain 4: Learning Environment
A. Creates a classroom culture that develops student
intellectual capacity in the content area.
5A, 5E, 5F
B. Manages classroom resources effectively.
5D, 5F, 9D
Domain 5: Professional Growth/Dispositions
A. Demonstrates professional behavior and work habits.
9A, 9B, 9C
10A, 10B, 10C
Domain Six: Communication
A. Communicates clearly and correctly with students, parents,
and other stakeholders.
10D
Because student teaching is a comprehensive assessment, it
covers many of the standards NSTA has established. Student teaching
is a culminating activity for the licensure preparation program. It
provides an opportunity for candidates to demonstrate mastery in
applying content and pedagogy in practice. The student teaching
assessment is designed to assess most areas of practice articulated
by NSTA.
3. A brief analysis of the data findings:
Assessment: 04: Student Teaching Evaluation
Standard: 01: Science Content: Concepts and principles
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Strategies A: Content Knowledge
25 / 8
3(12%)
9(36%)
13(52%)
Standard: 11: General Skills of Teaching: Diverse learners
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Planning C: Diverse Learners
25 / 8
4(16%)
8(32%)
13(52%)
Standard: 16: General Skills of Teaching: Environment
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Environment A: Classroom Culture
25 / 8
6(24%)
5(20%)
14(56%)
Standard: 17: Curriculum
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Planning A: Goals and Objectives
25 / 8
3(12%)
9(36%)
13(52%)
Standard: 19: Assessment - Multiple Assessments
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Assessment A: Appropriateness
25 / 8
2(8%)
14(56%)
9(36%)
ICL 0000
2006F
Assessment B: Communication of Student Progress
25 / 8
0(0%)
12(48%)
13(52%)
Standard: 25: Professional Growth- Prof learning and
leadership
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Dispositions A: Professional Behavior
25 / 8
1(4%)
8(32%)
16(64%)
Standard: 26: Professional Growth - Reflect on teaching
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Assessment C: Reflection on Practice
25 / 8
2(8%)
11(44%)
12(48%)
Standard: 27: Professional Growth - Use advice to improve
teach
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Assessment C: Reflection on Practice
25 / 8
2(8%)
11(44%)
12(48%)
Standard: 28: Professional Growth - Interact effectively
w/co
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Dispositions A: Professional Behavior
25 / 8
1(4%)
8(32%)
16(64%)
4. An interpretation of how that data provides evidence for
meeting standards:
Student teaching is a summative evaluation. It is rated with
Satisfactory or Unsatisfactory after the cooperating teacher and
university supervisor have assessed candidate mastery. The first
and second placement cooperating teachers and the university
supervisor work closely to ensure consistent and reliable data for
student teachers. Pass/fail rates indicate the most accurate
account of our students mastery of the program content.
5. Attachment of assessment documentations
5 A: Description of Student Teaching
Overview
BSEd program candidates are required to complete a semester of
student teaching as required by the Tennessee State Department of
Education. This student teaching experience is a planned
professional semester which includes full day teaching and
observation activities as an initial step in the induction process
for teacher candidates. The experience of each individual student
teacher is planned jointly by the institution of higher education
and the local school system with significant input from principals
and teachers.
Student teachers spend at least 15 weeks (one semester) in full
day classroom teaching experiences. The professional semester
focuses on direct teaching experience in at least two classrooms
which may be at different schools. Regular seminars are held with
higher education faculty to focus on application and analysis of
teaching knowledge in the classroom, but no other courses may be
taken by student teachers during the professional semester.
Cooperating teachers assume mentoring roles and orchestrate, in
cooperation with higher education faculty mentors, the activities
of student teachers in the classroom. Orientation, continuing
training, and support are provided cooperating teachers and faculty
mentors to enhance their abilities in mentoring and
supervision.
The beginning and ending of the professional semester is
normally defined by the calendar of the institution of higher
education and coordinated with the schedule of the local school
system. The beginning and/or ending of the local school system
semester is incorporated when possible. The performance of student
teachers is evaluated by cooperating teachers and supervising
higher education faculty with shared responsibility for formative
evaluation. Summative evaluation is the responsibility of higher
education faculty with significant input from and consultation with
members of the student teaching team. The U of M has determined
instruments and procedures for evaluation and utilizes the local
evaluation model.
Master of Arts in Teaching (MAT) degree candidates and
Post-Baccalaureate Licensure Only candidates must also complete
either the 15 week student teaching professional semester; or, may
apply for consideration of professional teaching experience in lieu
of student teaching if they have been employed by a school system
and are teaching on an Alternative License. Consideration of
teaching experience in lieu of student teaching requires the
following documentation:
Candidates must be admitted to and in good standing with the
University of Memphis Teacher Education Program.
A letter or Experience Verification form from the school
district verifying employment dates and licensure type(s), and
dated no earlier than the end of the school year.
Letter requesting use of teaching experience in lieu of student
teaching, signed by the candidate, and endorsed by school
principal.
Evidence of school-based mentoring (e.g. collaborative logs,
mentoring journal, observation record, or letter from mentor and
administrator).
Copies of evaluations from all teaching years (minimum 2,
different academic years).
All documents verifying successful completion of all pre-student
teaching coursework and program deficiencies.
Passing scores on all state-mandated PRAXIS II tests.
Requirements for Admission to Student Teaching
Have an overall GPA of 2.5 Undergraduates and 3.0 Graduates.
Successfully complete all approved pre-student teaching clinical
experiences in conjunction with class work.
Must take and pass the Content Knowledge portion of the Praxis
II exam prior to student teaching.
Take or register for the remaining Praxis II exams before the
end of the student teaching semester.
Must have positive evaluations from all pre-student teaching
field experiences.
Be fully admitted to the Teacher Education Program one FULL
semester before student teaching.
All course work required for initial licensure must be finished
prior to the student teaching semester.
Schedule
Student teaching requires the commitment of a full 15 week
semester. The semester is divided into an 8 week placement and a 7
week placement. Special Education placements are divided
differently in order to fulfill all requirements. Student teachers
must be present at their school for the full day and are required
to participate in faculty meetings, PTO/PTA meetings, parent
teacher conferences, etc.
Seminar
All students must take a professional seminar with student
teaching. No other courses may be taken during student
teaching.
Placement
All student teaching placements are made in accordance with how
many hours are spent in field experiences in urban, rural, and
suburban areas. The general criteria will be 30 hours in
urban/rural areas and 30 hours in suburban areas. Placements are
generally made in Shelby, Tipton, Dyer, Fayette, and
Jackson-Madison counties. Placements in other counties will be
considered upon request.
Students must have experience at different grade levels of the
licensure programs.
Elementary education majors must have an experience at the
primary and intermediate level or upper-level grades.
Pre-K through third grade majors must have a PreK or K
experience and a primary grade-level experience.
Secondary education majors must have an experience at the high
school level and middle school or junior high level.
Physical education, music and art majors must have both a
secondary and elementary placement. Music majors will be placed by
the music department according to their areas of
specialization.
Special education majors will complete three types of
experiences: six weeks will be spent in a modified setting, six
weeks in a comprehensive setting, and three weeks in a regular
classroom.
The Cooperating Teacher
Cooperating teachers are selected according to criteria
specified by the Tennessee Department of Education, which
include:
A regular Tennessee License for the teaching assignment,
at least three years of teaching experience,
and a history of positive evaluations from their principal or
supervisor.
See The Student Teaching Handbook for details, rules, and
responsibilities.
The College of Education Supervisors
The college supervisor must hold a certification and/or
experience in teaching along with a master's degree and assumes the
responsibility for supervising the activities of the student
teacher in the cooperating school. The supervisor works in
conjunction with the student teaching placement coordinator.
Legal Responsibilities
The student teacher is not licensed and, hence, must work under
the supervision of certified personnel. When the cooperating
teacher is absent, the school will provide a substitute teacher.
The student teacher may not supervise children on the playground
without a certified teacher. Student teachers are not allowed to
administer medication, nor are they allowed to perform medical
procedures such as catheterization or trachea cleaning.
University of Memphis
Framework for Evaluation and Professional Growth of Student
Teachers
Name
__________________________________________________________________________SSN
________-_____-________
Term ____________________________________School/Gr
Place/Subj______________________________________________
University Supervisor
____________________________________Cooperating
Teacher_________________________________
Dates of Placement_______________________________ Observation
Dates______________ _____________ _____________
Directions for Use of Evaluation Form: Use comments or examples
to describe performance and make suggestions for future
evaluations. Use the rubric on each page to indicate the
appropriate level of progress. The University Supervisor (US) and
Cooperating Teacher (CT) will evaluate the Student Teacher (ST)
independently. However, the US and CT should meet to discuss
progress of ST if necessary. After each evaluation, a post
conference should be held with the ST. Student teachers will be
responsible for making copies of their own evaluation forms and
submitting them to the university in the manner prescribed by the
university. ST must be formally evaluated at least tree times
during placement one, and three times during placement two
(Progress Report 1,2,3 and Final Evaluation.) For each indicator an
average performance level (A, B, or C) should be noted. NOTE:
Indicator behaviors are aligned with performance level behaviors
(i.e. Indicator A behavior 1 aligns with Rubric Performance Level
A, B, or C behavior 1, etc.)
Final Comments: (Additional comments may be attached.)
CT: _____Satisfactory _____Unsatisfactory ______In Progress,
_____additional weeks recommended
CT Initial_________
US: _____Satisfactory _____Unsatisfactory ______In Progress,
_____additional weeks recommended
CT Initial_________
Framework for Evaluation and Professional Growth of Student
Teachers
Memphis Area Teacher Education Collaborative
Performance Standards
Domain One : Planning
INDICATOR A: Establishes appropriate instructional goals and
objectives.
1. Selects goals and objectives aligned with the Tennessee
academic content standards and state assessments.
2. Gives instructional priority to content goals and objectives
that have been identified as high stakes assessment items.
3. Identifies goals and objectives that include the key concepts
of the content area and are developmentally appropriate for all
students.
4. Includes goals and objectives that emphasize higher order
thinking skills appropriate to the content area and the
students.
Data Sources:
Educator Information Record
Planning Information Records
Classroom Observations
Reflecting Information Records
Rubric for Performance Standards
Domain One: Planning
PERFORMANCE LEVEL A (Developing)
1. The textbook and the curriculum drive goals
and objectives with some attention to students
needs and achievement.
2. Alignment with academic content standards and state
performance indicators is incidental.
3. Goals and objectives are taken from the textbook with minimal
attention to students developmental levels.
4. Recall and comprehension are the primary levels of
understanding in the planning of goals and objectives.
PERFORMANCE LEVEL B (Acceptable)
1. Goals and objectives are generally determined by the
assessment and evaluation of the class as a whole.
2. Attempts are made to align goals and objectives with academic
content standards and state performance indicators.
3. The teacher focuses on key concepts of the content with some
attention to a developmental sequence of goals appropriate for all
students.
4. Goals and objectives for students to engage in higher levels
of thinking are planned occasionally.
PERFORMANCE LEVEL C (Proficient)
1. Instructional goals and objectives are clearly aligned and
referenced to the content standards and state performance
indicators.
2. Decisions regarding the sequencing of the content are made
using the academic content standards with the prioritization of the
state performance indicators.
3. Goals and objectives are differentiated based on development
levels of students.
4. Goals and objectives provide for deliberate skill development
in the higher order thinking process
Domain 1: Planning
INDICATOR A: Establishes appropriate instructional goals and
objectives.
Cooperating Teacher
DATE EVAL
Progress Report 1 _______ a _______a
Progress Report 2 _______a _______
Progress Report 3 _______ _______
FINAL _______a _______a
University Supervisor
DATE EVAL
Progress Report 1 _______ a _______a
Progress Report 2 _______a _______
Progress Report 3 _______ _______
FINAL _______a _______
COMMENTS Cooperating Teacher
NOTE TO PROGRAM REVIEWERS: This page is a sample of what follows
each Domain Indicator. These blank pages are deleted below to save
space in the report.
COMMENTS University Supervisor
Framework for Evaluation and Professional Growth of Student
Teachers
Memphis Area Teacher Education Collaborative
Performance Standards
Domain One : Planning
INDICATOR B: Plans instruction and student evaluation based on
an in-depth understanding of the content, student needs, curriculum
standards, and the community.
1. Uses state performance indicators and multiple classroom
assessments within the content to obtain information about
students, their achievement, and uses this information to design
and deliver appropriate instruction.
2. Plans and designs instruction and evaluation aligned with
state academic content standards and state performance indicators
that are developmentally appropriate for all students.
3.Selects research-based strategies, methods, activities, and
materials validated as sound practice within the content area.
4. Plans student evaluation and assessments that will allow all
students ample opportunity to demonstrate what they have learned on
the identified content goals and objectives.
5. Designs instruction to cause students to integrate content
knowledge, skills, and inquiry across content areas.
6. Designs instruction that utilizes materials, human and
community resources, and technology in ways appropriate to the
content area.
7. Includes instructional experiences relevant to students, real
life, and student career pathways.
Data Sources:
Educator Information Record
Planning Information
Rubric for Performance Standards
Domain One: Planning
PERFORMANCE LEVEL A (Developing)
1. Methods and activities that relate to the textbook are the
primary guide for instructional planning.
2. Little consideration is given to student developmental
levels.
3. Materials and methods are selected based on their relevance
to the textbook.
4. Student assessments and evaluations are generally designed
for the whole class in an objective format for ease of scoring.
5. Learning experiences provide little opportunity for the
integration of knowledge and skills from related subject areas.
6. Materials and technology are chosen based on their relevance
to the textbook.
7. The teacher plans few activities for students that are
related to real life.
PERFORMANCE LEVEL B (Acceptable)
1. The teacher designs whole class instruction using classroom
assessment data.
2. Plans reflect developmental needs in short-term learning.
3. There is some evidence of methods, activities, and materials
aligned to instructional objectives.
4. Student assessments and evaluations are generally designed in
varied formats, including but not limited to, multiple choice,
matching, short answer, and essay.
5. Plans include learning experiences that require the
integration of knowledge and skills from related subject areas.
6. Materials and technology are chosen based on their relevance
to the topic and support the achievement of goals and
objectives.
7. The teacher plans activities for students that are related to
real life.
PERFORMANCE LEVEL C (Proficient)
1. The teacher designs instructional plans and evaluations based
on state and classroom assessments.
2. Instructional plans are aligned with state academic content
standards and state assessments with developmental needs of
students identified within the instructional plan.
3. The teacher develops instructional plans that include
research-based strategies, methods, activities, and materials that
are age appropriate and aligned with content standards.
4. Student assessments and evaluations are aligned to the goals
and objectives and provide ample opportunity for students to
demonstrate what they know.
5. In addition to Performance Level B, the teacher designs
inquiry assessments that require higher order thinking across the
content areas.
6. Materials and technology are selected to facilitate, extend,
and enrich student learning and achievement within the content
areas. Community resources are included in ways that are respectful
of the community culture.
7. Curricular goals, students experiences, and real life choices
are imbedded within the instructional plans.
Framework for Evaluation and Professional Growth of Student
Teachers
Memphis Area Teacher Education Collaborative
Performance Standards
Domain One : Planning
INDICATOR C: Adapts instructional opportunities for diverse
learners.
1. Uses aggregated and disaggregated data from state
assessments, and classroom formal and informal assessments to
identify the diverse needs of students as a whole class, as groups,
and as individuals.
2. Plans and designs content instruction that is developmentally
appropriate and includes strategies, activities, and assessments
appropriate to the content and learner.
3. Plans and designs evaluations and assessments for diverse
students.
Data Sources:
Educator Information Record
Planning Information Records
Classroom Observations
Reflecting Information Records
Rubric for Performance Standards
Domain One: Planning
PERFORMANCE LEVEL A (Developing)
1. Physical adaptations are the primary consideration when
designing content instruction for student learning.
2. Strategies and materials are selected for diverse group
learning styles. Cognitive needs are addressed as they arise in the
classroom. Modifications as directed on students IEPs are
implemented.
3. Diverse learners are administered the same assessments and
evaluations as the whole class, with extra time allotted to
students identified as having special needs.
PERFORMANCE LEVEL B (Acceptable)
1. Available data are used in the planning process to design
lessons that accommodate group differences.
2. Differentiated content assignments are planned for students
as appropriate. Recommendations on IEPs are correctly interpreted
and appropriately implemented.
3. Classroom assessments and evaluations are adapted for use
with diverse learners.
PERFORMANCE LEVEL C (Proficient)
1. Aggregated and disaggregated data are supplemented with
classroom assessments to design instruction to meet the diverse
needs of all students.
2. Plans are specifically designed to meet the needs for the
whole class and all student groups. Learning experiences, as
necessary, are tailored for individuals. IEPs are correctly
interpreted and implemented.
3. Classroom evaluations and assessments are specifically
designed to meet the needs of diverse learners
Framework for Evaluation and Professional Growth of Student
Teachers
Memphis Area Teacher Education Collaborative
Performance Standards
Domain Two: Teaching Strategies
INDICATOR A: Demonstrates a deep understanding of the central
concepts, assumptions, structures, and pedagogy of the content
area.
1. Presents the content correctly in a logical, coherent
fashion, building on content previously mastered and connecting to
content to be learned in the future.
2. Paces the presentation of concepts appropriately to build
students capacity for critical thinking, problem solving, and
clarifies when students misunderstand.
3. Uses questioning techniques appropriate to the content and
structures activities that require students to use higher order
thinking.
4. Facilitates students in constructing their own understanding
of the content in large group, small group, and independent
settings, and provides specific, corrective feedback relevant to
the task.
5. Assures that students have ample opportunity to explore,
respond, and extend their thinking through technology, as
appropriate to the content area.
Data Sources:
Classroom Observations
Reflecting Information Records
Rubric for Performance Standards
Domain Two: Teaching Strategies
PERFORMANCE LEVEL A (Developing)
1. Students are provided access to definitions, examples, and
explanations. Information given to students has a few
inconsistencies or errors.
2. The appropriateness of the pacing and the clarity of the
presentation vary. Clarification occurs only when students ask
questions.
3. Instructional activities, including questioning, focuses upon
literal recall.
4. Instruction primarily occurs with the whole class, with
general, non-specific feedback from the teacher.
5. The use of technology is treated as a separate class or
separate skill.
PERFORMANCE LEVEL B (Acceptable)
1. The content is presented correctly. Definitions, examples,
and explanations are chosen to encourage student understanding of
concepts.
2. Content is paced as determined by the difficulty of the
material.
3. The teacher uses some activities and questioning that cause
higher order thinking, but the primary focus is on literal
recall.
4. Students are provided opportunities for small group
interaction to make the subject matter meaningful, with feedback
focused on the whole class.
5. Technology is used as a supplement to the lesson in the
classroom, but is not imbedded in the lesson.
PERFORMANCE LEVEL C (Proficient)
1. The teacher conveys the content correctly with coherence and
precision, communicating key concepts linked to students prior
understanding.
2. The lesson is paced appropriately with multiple
representations and explanations of the content to assure students
understanding.
3. Activities, including higher order questioning, are used to
develop higher order thinking processes.
4. The role of the teacher varies in the instructional process
according to the content and purposes of instruction and the needs
of students; feedback is immediate and specific.
5. Technology to facilitate student learning is integrated into
the lesson.
Framework for Evaluation and Professional Growth of Student
Teachers
Memphis Area Teacher Education Collaborative
Performance Standards
Domain Two: Teaching Strategies
INDICATOR B: Uses research-based classroom strategies that are
grounded in higher order thinking, problem-solving, and real world
connections for all students.
1. Emphasizes student ownership of learning through connecting
the content and content standards to employability and/or
postsecondary education.
2. Promotes positive intellectual interactions among students
and teacher through instructional experiences that result in
student investigation of theories, facts, and opinions related to
the content area.
3. Provides opportunities for students to learn and challenge
each other through planned, cooperative peer interaction.
4. Communicates the content to students through research based
methods, activities, and materials specific to the content that are
differentiated for diverse learners.
Data Sources:
Planning Information Records
Classroom Observations
Reflecting Information Records
Rubric for Performance Standards
Domain Two: Teaching Strategies
PERFORMANCE LEVEL A (Developing)
1. Students are provided with activities that are related to the
content but may not be connected to real world experiences.
2. The methods and activities used by the teacher emphasize
recall and rote drill without attention to the development of
higher order thinking processes.
3. The classroom is teacher-centered with minimum student
participation. Student activities are completed independently as
silent seatwork.
4. Students are provided with activities from the textbook,
specific to the content but are not differentiated for varied needs
or learning styles.
PERFORMANCE LEVEL B (Acceptable)
1. Practice and review activities reinforce students learning
through linkages with other learning and have real world
connections.
2. Methods and activities center on recall, comprehension, and
application of the content, with some attention to higher order
thinking processes.
3. Students are provided some opportunity to interact with the
teacher and other students through planned activities.
4. The teacher uses some strategies that are research-based and
there is evidence of attempts to differentiate instruction for
diverse learners.
PERFORMANCE LEVEL C (Proficient)
1. The teacher relates the content to students prior knowledge,
experiences, and backgrounds through strategies that foster student
ownership of the work.
2. Methods and activities center on higher order thinking
processes. Problem solving, and decision making skills are
emphasized.
3. In addition to Performance Level B, the teacher organizes and
monitors differentiated, independent, and group work that allows
for full and varied participation of all students.
4. The teacher provides differentiated tasks to meet the varied
learning styles and needs of students. Best practices that support
the standards and promote student engagement are evidenced.
Framework for Evaluation and Professional Growth of Student
Teachers
Memphis Area Teacher Education Collaborative
Performance Standards
Domain Three: Assessment and Evaluation
INDICATOR A: Uses appropriate evaluation and assessments to
determine student mastery of content and make instructional
decisions.
1. Aligns classroom assessments with state performance
indicators and grade level accomplishments.
2. Uses multiple evaluations and assessments to evaluate student
mastery of content and to inform instruction for the class as a
whole, as individuals, and within diverse groups.
Data Sources:
Educator Information Record
Planning Information Records
Classroom Observations,
Reflecting Information Records
Educator Conferences
Rubric for Performance Standards
Domain Three: Assessment and Evaluation
PERFORMANCE LEVEL A (Developing)
1. Classroom assessment is not aligned with state performance
indicators.
2. Student mastery of content is determined through
teacher-developed tests for the class as a whole.
PERFORMANCE LEVEL B (Acceptable)
1. Classroom assessments are used to make instructional
decisions in the course of study, but are not aligned with state
assessments.
2. Teacher developed tests are used to determine mastery of
content for the class as a whole and for diverse groups.
PERFORMANCE LEVEL C (Proficient)
1. Classroom assessments are aligned with state performance
indicators and grade level accomplishments, with students provided
classroom assessment items written in formats similar to state
assessment items.
2. Multiple classroom evaluations and assessments provide ample
and varied opportunity for all students to demonstrate what they
know. Ongoing assessment is systematically used to inform the
content instruction and provide feedback to all students
Framework for Evaluation and Professional Growth of Student
Teachers
Memphis Area Teacher Education Collaborative
Performance Standards
Domain Three: Assessment and Evaluation
INDICATOR B: Communicates student achievement and progress to
students, their parents, and appropriate others.
1. Uses state assessment data for communicating student
achievement in the content area to students, parents and other
stakeholders.
2. Maintains correct and useful records of student work within
the content area and communicates student performance correctly and
responsibly to students, parents, and other stakeholders, with
prompt and useful feedback given to students.
Data Sources:
Educator Information Record
Classroom Observations
Educator Conferences
Rubric for Performance Standards
Domain Three: Assessment and Evaluation
PERFORMANCE LEVEL A (Developing)
1. Reports about student performance are provided to students
and appropriate others at required intervals.
2. The teacher accurately maintains required records of student
work and performance, and students are provided general
feedback.
PERFORMANCE LEVEL B (Acceptable)
1. In addition to Performance Level A, students are informed
regularly in the classroom regarding their mastery of student
performance indicators.
2. The teacher maintains accurate, current records of student
work.
PERFORMANCE LEVEL C (Proficient)
1. In addition to Performance Level B, the teacher completes an
item analysis on classroom assessments to determine specific areas
for further instruction.
2. In addition to Performance Level B, the teacher has data
accessible upon request and refines communication strategies to
assure student feedback will effect a change.
Framework for Evaluation and Professional Growth of Student
Teachers
Memphis Area Teacher Education Collaborative
Performance Standards
Domain Three: Assessment and Evaluation
INDICATOR C: Reflects on teaching practice through careful
examination of classroom evaluation and assessments.
1. Uses state and national academic content standards,
curriculum guides, and state assessment outcomes as a framework for
reflection.
2. Analyzes state academic content standards and state
performance indicators to assure that standards have been taught to
the level of understanding assessed by the standard.
3. Reflects on strategies, methods, materials, and activities
used in instruction and seeks feedback from colleagues.
4. Demonstrates efficacy with struggling students and diverse
groups.
Data Sources:
Educator Information Record
Reflecting Information Records
Educator Conferences
Rubric for Performance Standards
Domain Three: Assessment and Evaluation
PERFORMANCE LEVEL A (Developing)
1. Reflections are about the lesson in general, with no
framework evident for context.
2. There is no evidence that content standards have been
analyzed.
3. The educators reflections include descriptions of classroom
behaviors including sequence of events, and teacher behaviors.
4. The teacher tends to blame poor student performance on
factors outside the classroom.
PERFORMANCE LEVEL B (Acceptable)
1. The educator uses classroom assessments and evaluations as a
framework for examining teaching practices.
2 The concepts and thinking processes required in the content
standards are examined for the class as a whole.
3. The teacher occasionally seeks feedback from the cooperating
teacher and the supervising faculty member regarding materials,
methods, and activities.
4. Some attention is given to strategies, methods, activities,
and materials to assist struggling students and diverse groups.
PERFORMANCE LEVEL C (Proficient)
1. The teacher reflects about group and individual performance
using goals and objectives developed from academic content
standards and state performance indicators.
2. The content standards are examined to determine if they were
presented in varied formats that would meet the needs of all
students.
3. The teacher constantly interacts with the cooperating teacher
and the supervising faculty member seeking feedback and suggestions
for materials and methods and activities to accommodate all
students.
4. The teacher reviews instruction to determine what additional
interventions can be implemented to assist struggling students.
Framework for Evaluation and Professional Growth of Student
Teachers
Memphis Area Teacher Education Collaborative
Performance Standards
Domain Four: Learning Environment
INDICATOR A: Creates a classroom culture that develops student
intellectual capacity in the content area.
1. Exhibits enthusiasm and positive disposition toward the
content area and conveys high expectations for success to
students.
2. Establishes clear classroom standards and expectations for
behavior that emphasize self-control, self-discipline,
collaboration, and mutual respect among students and teacher.
3. Establishes clear classroom standards and expectations for
achievement that focus upon content knowledge, engagement in
purposeful learning, high academic performance, and ownership of
learning.
Data Sources:
Classroom Observations
Reflecting Information Records
Educator Conferences
Rubric for Performance Standards
Domain Four: Learning Environment
PERFORMANCE LEVEL A (Developing)
1. The teacher demonstrates a positive disposition toward the
content area, but high expectations for all students are not
verbalized.
2. Expectations for student behavior are inconsistent. When
inappropriate behavior is recognized, the teacher demonstrates
knowledge of reasonable and acceptable management techniques.
3. Students are held accountable for completing assignments, and
participating in classroom discussions.
PERFORMANCE LEVEL B (Acceptable)
1. The teacher displays a positive disposition toward the
content and sometimes verbalizes the belief that all students can
be successful.
2. The teacher uses classroom management techniques that
encourage student self-control and self-discipline. When
inappropriate behavior is recognized, the teacher demonstrates
knowledge of reasonable and acceptable management techniques.
3. In addition to Performance Level A, purposeful, challenging
learning interactions are generally evident.
PERFORMANCE LEVEL C (Proficient)
1. The teacher is enthusiastic about the content and regularly
voices high expectations for all students.
2. Students and teacher engage in purposeful communication and
mutual respect for ideas is apparent. When disruptions or
inappropriate behaviors do occur, the teacher demonstrates respect
to the students while restoring classroom order.
3. In addition to Performance Level B, students are encouraged
to experiment with new ideas and ways of learning. Expectations for
student interactions, academic discussions, and individual and
group responsibilities are explicit.
Framework for Evaluation and Professional Growth of Student
Teachers
Memphis Area Teacher Education Collaborative
Performance Standards
Domain Four: Learning Environment
INDICATOR B: Manages classroom resources effectively.
1. Creates a classroom environment that organizes and manages
time, space, facilities, and other resources for maximum engagement
of students in the content.
2. Demonstrates flexibility in restructuring time, space,
facilities, and other resources as the situation demands.
Data Sources:
Planning Information Records, Classroom
Observations, Reflecting Information
Records, Educator Conferences
Rubric for Performance Standards
Domain Four: Learning Environment
PERFORMANCE LEVEL A
1. Class time is generally used for instructional purposes;
however, attention to administrative and management duties
distracts from the learning process.
2. Flexibility may not be demonstrated when unexpected
situations require reorganization or reallocation of classroom
resources.
PERFORMANCE LEVEL B
1. Class time is spent in teaching and learning with minimal
attention to administrative duties.
2. Classroom resources are accessible to students to support
learning in the content. Flexibility is demonstrated as situations
demand that classroom processes and instructional procedures be
modified.
PERFORMANCE LEVEL C
1. In addition to Performance Level B, the resources of time,
space, and attention are appropriately managed to provide equitable
opportunity for students to engage in learning the content.
2. The teacher effectively modifies classroom processes and
instructional procedures as the situation demands. Classroom
resources are readily available to students to facilitate efficient
and effective learning of content. Routines are established for
handling non-instructional matters quickly and efficiently.
Framework for Evaluation and Professional Growth of Student
Teachers
Memphis Area Teacher Education Collaborative
Performance Standards
Domain Five: Professional Growth/Dispositions
INDICATOR A: Demonstrates professional behavior and work
habits
1. Maintains a professional appearance as appropriate to school
setting.
2. Displays poise and self-control in all interactions.
a. Uses appropriate conflict resolution skills.
b. Adjusts to changes that affect learning environment.
c. Accepts and uses constructive criticism.
d. Works effectively with diverse populations.
3. Displays proper work habits.
a. Maintains satisfactory record of attendance.
b. Arrives and departs at appropriate times.
c. Participates fully in school activities.
d. Completes assigned tasks on schedule.
4. Follows professional code of ethics and all applicable
policies and procedures.
Data Sources:
Educator Information Record
Evaluator Data
Growth Plan
Rubric for Performance Standards
Domain Five: Professional Growth/Dispositions
PERFORMANCE LEVEL A (Developing)
(comment required)
1. Dress is inappropriate to setting.
2. Lacks poise and does not maintain self-control.
a. Conflict resolution skills are ineffective.
b. Inflexible in dealing with changes.
c. Unwilling to accept or apply suggestions.
d. Displays intolerance.
3. Poor work habits.
a. Unexcused and/or excessive absences.
b. Does not adhere to assigned work schedule.
c. Does not attend school activities.
d. Assigned tasks are not completed, late, or poorly done.
4. Is unfamiliar with professional code of ethics, but follows
policies and procedures.
PERFORMANCE LEVEL B (Acceptable)
1. Dress is appropriate to setting.
2. Is poised and maintains self-control in most
interactions.
a. Uses conflict resolution skills.
b. Displays flexibility in dealing with changes.
c. Accepts suggestions and attempts to apply.
d. Displays tolerance in working with diverse populations.
3. Work habits are appropriate.
a. Absences are excused and not excessive.
b. Adheres to assigned work schedule.
c. Attends most school activities.
d. Assigned tasks completed on schedule.
4. Is familiar with professional code of ethics and follows all
applicable policies and procedures.
PERFORMANCE LEVEL C (Proficient)
In addition to Performance Level B,
1. Dress and appearance is consistently professional.
2. Always maintains poise and self-control when dealing with
difficult situations.
3. Displays excellent work habits.
4. Displays ethical behavior in all interactions.
Framework for Evaluation and Professional Growth of Student
Teachers
Memphis Area Teacher Education Collaborative
Performance Standards
Domain Six: Communication
INDICATOR A: Communicates clearly and correctly with students,
parents, and other stakeholders.
1. Uses effective and correct verbal and nonverbal language
appropriate to the audience and models effective communication
strategies through questioning, listening, clarifying, and
restating.
2. Communicates subject matter clearly and correctly, verbally
and written, in a style easily understood by stakeholders in the
education community.
Data Sources:
Classroom Observations
Evaluator Data
Educator Information Record
Rubric for Performance Standards
Domain Six: Communication
PERFORMANCE LEVEL A (Developing)
1. Communications contain inappropriate grammar, but a logical
organization of information is evident. The teacher speaks clearly,
using appropriate vocabulary.
2. The teacher uses vocabulary that reflects knowledge of the
content. Written information contains grammar, spelling, and
vocabulary errors.
PERFORMANCE LEVEL B (Acceptable)
1. Appropriate grammar and word choice are used for the clear
and concise exchange of information. The teacher models effective
communication strategies through questioning, listening,
clarifying, and restating.
2. An appropriate volume and pace are used to communicate the
content for the specific audience. Written information is logically
organized and complete for the intended purpose and audience, with
correct grammar and mechanics.
PERFORMANCE LEVEL C (Proficient)
1. In addition to Performance Level B, the teacher models
effective communication strategies with students, parents, and
other stakeholders in conveying ideas and information, questioning,
clarifying, and restating. The teacher understands the cultural
dimensions of communication and responds appropriately.
2. In addition to Performance B, written information is
structured for clear and concise communication with the identified
audience. The readers experiences, perspectives, and skills are
considered when composing written documents. The teacher uses a
variety of tools to enrich communication opportunities.
Assessment: 04: Student Teaching Evaluation
Standard: 01: Science Content: Concepts and principles
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Strategies A: Content Knowledge
25 / 8
3(12%)
9(36%)
13(52%)
Standard: 11: General Skills of Teaching: Diverse learners
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Planning C: Diverse Learners
25 / 8
4(16%)
8(32%)
13(52%)
Standard: 16: General Skills of Teaching: Environment
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Environment A: Classroom Culture
25 / 8
6(24%)
5(20%)
14(56%)
Standard: 17: Curriculum
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Planning A: Goals and Objectives
25 / 8
3(12%)
9(36%)
13(52%)
Standard: 19: Assessment - Multiple Assessments
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Assessment A: Appropriateness
25 / 8
2(8%)
14(56%)
9(36%)
ICL 0000
2006F
Assessment B: Communication of Student Progress
25 / 8
0(0%)
12(48%)
13(52%)
Standard: 25: Professional Growth- Prof learning and
leadership
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Dispositions A: Professional Behavior
25 / 8
1(4%)
8(32%)
16(64%)
Standard: 26: Professional Growth - Reflect on teaching
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Assessment C: Reflection on Practice
25 / 8
2(8%)
11(44%)
12(48%)
Standard: 27: Professional Growth - Use advice to improve
teach
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Assessment C: Reflection on Practice
25 / 8
2(8%)
11(44%)
12(48%)
Standard: 28: Professional Growth - Interact effectively
w/co
Class
Term
Item
Total
0
1
2
ICL 0000
2006F
Dispositions A: Professional Behavior
25 / 8
1(4%)
8(32%)
16(64%)
5 B: Scoring Guide for Assessment 4
PAGE
10
Section 4-Assessment 4 Student Teaching Assessment
Section IV- Assessment # 5
Science Research Project
EFFECT ON STUDENT LEARNING: An assessment that demonstrates
candidate effects on student learning of science, including major
concepts, principles, theories, laws; the unifying concepts of
science; the nature of science; the practice of inquiry (including
student engagement in inquiry); analysis of issues related to
science and technology and the impact of science on themselves and
their community. NSTA standards that must be addressed by this
assessment include, but are not limited to standards 1A-1C, 2C, 3B,
4B, and 7B.
1. A brief description of the assessment and its use in the
program:
This assessment, science research project, demonstrates that
candidates are cognizant of their teaching on student science
learning. Teachers work in pairs or groups to design an issue
oriented disciplined based research project, teach the project to
public school students, and then analyze the student work for
effectiveness.
The candidates will write the lesson plan, submit it to be
evaluated, and then teach the content lesson to their students or
an available secondary class of students. The project is graded on
a 0, 1, 2 scale with 2 measuring exceeded expectations.
2. A description of how this assessment specifically aligns with
the standards.
This assessment aligns with NSTA Standard NSTA standards that
must be addressed by this assessment include, but are not limited
to standards Content (1A-1C, 2C), Inquiry (3B), Issues (4B), and
Science in the Community (7B).
3. A brief analysis of the data findings:
Semester
Total Students
0
Unacceptable
1
Acceptable
2
Optimal
Fall 2006
5
1(20%)
4(80%)
Fall 2007
There were only 5 MAT Science students in the ICL 7602 class
during the Fall of 2006 and 80% (4 students) scored a 2,
Optimal..
4. An interpretation of how that data provides evidence for
meeting standards:
Through this task the candidates are immersed in the learning
process of evaluating their teaching and its effect on student
learning. Eighty percent or 4 students scored optimal and only one
or 20% was acceptable. There were no students who were not
successful on this task.
ATTACHMENT A
Assessment # 5 Science Research Project
1. Content. Teachers of science understand and can articulate
the knowledge and practices of contemporary science. They can
interrelate and interpret important concepts, ideas, and
applications in their fields of licensure; and can conduct
scientific investigations. To show that they are prepared in
content, teachers of science must demonstrate that they
(a) understand and can successfully convey to students the major
concepts, principles, theories, laws, and interrelationships of
their fields of licensure and supporting fields as recommended by
the National Science Teachers Association;
(b) understand and can successfully convey to students the
unifying concepts of science delineated by the National Science
Education Standards;
(c) understand and can successfully convey to students important
personal and technological applications of science in their fields
of licensure;
2. Nature of Science. Teachers of science engage students
effectively in studies of the history, philosophy, and practice of
science. They enable students to distinguish science from
nonscience, understand the evolution and practice of science as a
human endeavor, and critically analyze assertions made in the name
of science. To show they are prepared to teach the nature of
science, teachers of science must demonstrate that they:
(c) engage students successfully in studies of the nature of
science including, when possible, the critical analysis of false or
doubtful assertions made in the name of science
3. Inquiry. Teachers of science engage students both in studies
of various methods of scientific inquiry and in active learning
through scientific inquiry. They encourage students, individually
and collaboratively, to observe, ask questions, design inquiries,
and collect and interpret data in order to develop concepts and
relationships from empirical experiences. To show that they are
prepared to teach through inquiry, teachers of science must
demonstrate that they:
(b) engage students successfully in developmentally appropriate
inquiries that require them to develop concepts and relationships
from their observations, data, and inferences in a scientific
manner.
4. Issues. Teachers of science recognize that informed citizens
must be prepared to make decision