NCE Program Assessment Report Secondary Science 2012 secondary... · NCE Program Assessment Report Template ... Science Lesson Plan & Unit Plan ... Target Grade/Content Area/Unit

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NCE Program Assessment Report Template

Program ___Secondary Science__________________ Assessment Report Writers ____Theresa Robinson____

Section I: Program Overview 2011-2012 (July 1 – June 30) Number of Students:

Graduate BIO PHY

AUSL BIO PHYS

TFA BIO PHYS

# Admitted to program

5 0 0 0 0 0

# Students enrolled

60 31 4 1 25 7

# Certified

39 43 0 0 2 0

# of Graduates

20 7 0 0 4 2

(Optional: Add rows for additional significant benchmarks)

Section II: Relationship of Assessments to Standards Alignment of Program Assessments to NCE Conceptual Framework/Outcomes

NCE Conceptual Framework/Outcomes

NCE Candidates:

Program Assessments

Envision, articulate and model democratic and progressive education

Science Student Teaching Evaluation

Design powerful learning environments that integrate appropriate technologies

Science Student Teaching Evaluation & Science Lesson Plan & Unit Plan

Design powerful learning environments that utilize multiple meaningful assessments


Design powerful learning environments that enable self-directed learning


Work collaboratively in diverse communities and with diverse learners to achieve learning goals


Advocate for democratic values, equity, access and resources to assure educational success for all

Science Lesson Plan & Unit Plan

Cultivate curiosity and excitement for learning in themselves and others


Respect and learn from other peoples, cultures, and points of view Science Student Teaching Evaluation

Demonstrate a caring attitude in recognizing the needs of others and acting to promote their growth


Act with confidence and self-knowledge to assume professional leadership roles and responsibilities


Use information from self and others to continuously improve Science Student Teaching Evaluation

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Alignment of Program Assessments to Professional Standards and Program Outcomes

Program Outcomes

Professional Standards

(2011) Program Assessments

SECED-SLO.1 Teachers develop, practice, articulate, and maintain a philosophy of education based on critical self-reflection. SECED-SLO.2 Teachers apply their knowledge of how human development affects learning. SECED-SLO.3 Teachers differentiate instruction with respect to individual and cultural diversity. SECED-SLO.4 Teachers possess and demonstrate effective academic content knowledge and pedagogical skills. SECED-SLO.5 Teachers use assessment and research to guide planning, instruction, and modification of teaching practice. SECED-SLO.6 Teachers create and manage intellectually stimulating, inclusive, and safe learning environments. SECED-SLO.7 Teachers collaborate as partners with colleagues, parents, families, and/or the larger community to support student learning.

NSTAStandard5:ImpactonStudentLearningNSTAStandard3:LearningEnvironmentsNSTAStandard1:ContentKnowledgeNSTAStandard2:ContentPedagogyNSTAStandard5:ImpactonStudentLearningNSTAStandard4:SafetyNSTAStandard3:LearningEnvironments



Science Student Teaching Evaluation/ Science Lesson Plan & Unit Plan


Science Safety & Welfare Module Assessment Science Student Teaching Evaluation

SECED-SLO.8 Teachers exhibit professionalism, leadership, and ethical behavior.

Standard6:ProfessionalKnowledgeandSkills


SECED-SLO.9 Teachers use current technology creatively and effectively to improve classroom instruction.

NSTAStandard5:ImpactonStudentLearning

Science Student Teaching Evaluation/ Science Lesson Plan & Unit Plan

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SECED-SLO.10 Teachers continue their professional growth through a lifelong commitment to reflection and learning.

Standard6:ProfessionalKnowledgeandSkills


Section III: Key Program Assessments Using the chart below, indicate the name, type, and administration point for each of the assessments that the program uses to assess candidate learning and evaluate program effectiveness. Refer to the specific requirements for your program’s SPA (if any) to ensure you are meeting the standards. For non-SPA programs, only 1 content knowledge assessment is necessary.

Name of Assessment Type or Form of Assessment

(Note if assessments are different for Undergraduate,

Graduate, Alternative Programs or Online)

When the Assessment Is Administered

Assessment of Content Knowledge I (i.e., Licensure assessment, or other content-based assessment) *Note: Non-SPA programs do not have state content tests)

ICTS-Science Content Area and Sub-area Test Scores

Prior to admission into the program

Assessment of Content Knowledge II Secondary Science Transcript Review

Prior to admission into the program

Assessment of Professional Knowledge (Pedagogical content knowledge)

Science Lesson Plan & Unit Planning

SEC510 Teaching Biology in the Secondary School SEC516 Teaching Physical Science in the Secondary School Term II

Assessment of Field Experiences


SEC590A/D Student Teaching in the Secondary School Term III

Assessment of Candidate Impact on Student Learning



Assessment of Candidate Dispositions



Assessment of Candidate Diversity Proficiencies



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Section IV: Assessment Tools and Data Analysis Science Unit Planning Assignment Students design, and develop a science specific unit plan, along with a minimum of five consecutive lesson plans. Components are completed in Term II while enrolled in the content methods course SEC 510 and SEC 516. Candidates implement one of the lesson plans from the unit in a microteaching.

Assessment #3 Sections

NSTA (2003) Standards Addressed

Target Grade/Content Area/Unit Topic 1 – Content Rationale 1 – Content Statement of Goals and Student Outcomes 6 – Curriculum Unit Description 1 ‐ Content,

3 ‐ Inquiry, 6 ‐ Curriculum, 8 ‐ Assessment

Instructional Approach 1 ‐ Content 3 ‐ Inquiry, 4 ‐ Issues, 5‐ General skills in teaching

Technology Integration 1‐Content 3‐ Inquiry 5d‐ General skills in teaching 6b‐ Curriculum

Lesson Plans: (additional rubric) Lesson Headings Rationale Instructional Objectives State and National Standards Activities to Cover Goals & Objectives Technology Integration Checking to Assess Student Learning Review of Days Objectives Homework Reflections on the Lesson

1 ‐ Content, 2 ‐ Nature of Science, 3 ‐ Inquiry, 4 – Issues 7 ‐ Science in the community

Assessments 8 – Assessment

Materials and Resources 7 ‐ Science in the community

Assessment of Candidate Technology Proficiencies



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Science Lesson Plan-Template Instructor Course Grade Level Class Length Unit Topic Rationale: Purpose and Importance Previous activity: What lesson/activity preceded this lesson plan? Instructional Objectives: Students will be able to……..

Illinois State Learning Standards for Science & College Readiness Standards (ACT):

Material and Equipment Needed: Technology Integration: Explain how students will use technology for learning and or how the teacher will use technology for instruction. On‐task Start‐up and Transition from Previous Activity (Engagement) Inquiry Activities to Cover Goals: Explain with details each step in an inquiry teaching and learning strategy (5E or Learning Cycle) that you will use to teach for understanding. Explain what the teacher will say and do in each stage of the cycle, and what students will do. Review of Day’s Objectives: Give specific examples of activities and questions that will be asked to check for understanding. Homework Assignment: Reflections on the Lesson: Strengths and limitations of the lesson

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Science Lesson Plan

The following rubric will be used to assess the quality of lesson plans that you develop. The

lesson plans collectively shall address these areas: Unifying concepts in science, technology in

science, history of science, nature of science, inquiry, or issues. Use the rubric as a guide

while developing lesson plans. You will teach one of your designed lesson plans to the class.

Submit your lesson plan for the lesson you plan to teach.

Rubric

Beginning A & B

0-1 points

Developing B

2 points

Developing A 3 points

Accomplished 4 points

Mastery 5 points

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Lesson Headings

0-2 of six elements are present and accurate in the lessons

Three of six elements are present and accurate in the lessons

Four of six elements are present and accurate in the lessons

Five of six elements are present and accurate in the lessons

All six elements are present and accurate

Rationale

The candidate does not explain what the students will learn from the lesson and why each is important. Purpose of the lesson does not engage students in major concepts and principles of science, theories and laws of science, history, philosophy and practice of science, or the analysis of science related problems and issues.

The candidate vaguely explains what the students will learn from the lesson but not why each is important. Purpose of the lesson vaguely engages students in major concepts and principles of science, theories, and laws of science, history, philosophy, and practice of science, or the analysis of science related problems and issues.

The candidate has adequately explained what the students will learn from the lessons and why each is important. Purpose of the lesson adequately engages students in major concepts and principles of science, theories and laws of science, history, philosophy and practice of science, or the analysis of science related problems and issues.

The candidate has clearly explained what the students will learn from the lesson and why each is important. Purpose of the lesson successfully engages students in major concepts and principles of science, theories and laws of science, history, philosophy and practice of science, or the analysis of science related problems and issues.

Instructional Objectives

Objectives are broadly stated, lack specific observable actions, and inappropriate for the intended grade level and

A few of the objectives focus on the content of the lessons with specific observable actions consistent with the lessons’ rationale. Only a few

Most of the objectives are clearly focused on the content of the lesson with specific observable actions consistent with lessons’ rationale.

Objectives are clearly focused on the content of the lesson with all specific observable actions consistent with each lessons’ rationale. Objectives are developmentally

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needs of students. objectives are appropriate for the intended grade level and needs of students.

Most but not all of the objectives are appropriate for the intended grade level and needs of students.

appropriate for the intended grade level and needs of students.

State and National Standards

The specific state standards are not clearly identified and are not connected to the goals and objectives of the lessons

The specific national standards to be addressed in the lesson are identified however there is little relationship to the lessons’ goals/objectives

The specific national standards to be addressed in the lessons are clearly identified and there is some relationship to the lessons’ goals/objectives

Illinois State Learning Standards and College Readiness Standards for Science to be addressed in the lessons are clearly identified and there is a strong relationship to each lesson’s objectives

Activities to Cover Goals & Objectives

Activities are vague with little or no instructional purpose. Instructional design is one dimensional. Activities have little or no consideration of students’ diverse needs and learning styles.

Only a few of the activities allow students to develop concepts and relationships based on observations, data, and inferences. Inquiry teaching and learning strategies are not clearly used in these activities. Considerations have been made in a few of the activities for students’ diverse needs and learning styles.

Most of the activities require students to develop concepts and relationships based on observations, data, and inferences. Adequate use of an inquiry model of instruction (i.e. 5E, learning cycle) is demonstrated. Considerations have been made in most of the activities for students' diverse needs and learning styles.

All of the activities require students to develop concepts and relationships based on observations, data, and inferences. Clear use of each phase in an inquiry model of instruction (i.e. 5E, learning cycle) is demonstrated. Explicit use of activities in each lesson to target students' diverse needs and learning styles.

Technology Integration

Little to no evidence of use of technology by teacher or student.

Lesson requires use of technology by teacher or student but not both.

Lessons adequately require teacher and student use of technology. They require students to use adequately use technological tools to access resources, and collect and process data.

Lessons clearly requires teacher and student use of technology. They require students to successfully use technological tools to access resources, and collect and process data. Technology is integrated in a creative and relevant way.

Checking to Assess Student Learning

Candidate does not use effective strategies to check for student learning.

Candidate use a strategy to check for evidence of student learning; however, the strategy is not clearly aligned with lesson's goals/objectives.

Candidate use at least one strategy that is aligned with lesson's goals/objectives to check for evidence of learning.

Candidate uses effective questioning and other strategies that are aligned with the lesson's rationale and objectives to check for evidence of student learning.

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Review of Days Objectives

The candidate does not effectively describe how he/she will help students apply what they have learned.

The candidate has described one idea how he/she will help students apply what they have learned; however, the idea does not make connections between the lesson, other topics, concepts, or ideas.

The candidate has described one idea/activity that will help students make connections between the lesson, other topics, concepts, or ideas.

The candidate has described various creative and thoughtful ideas/activities that will help students make connections between the lesson, other topics, concepts, or ideas.

Homework

Homework assignment is not aligned to lesson's objectives. It provides little opportunity to apply what students have learned from the lesson.

Homework assignment has little relevance to lesson's objectives. It provides little opportunity for students to apply what they have learned in the lesson.

Homework assignment is somewhat relevant to lesson's objectives. It provides some opportunity for students to apply what they have learned from the lesson.

Homework assignment is highly relevant to lesson's objectives. It is creative and thoughtful in providing students with an opportunity to apply what they have learned from the lesson.

Reflections on the Lesson

Candidate does not identify strengths and limitations of the lesson.

Candidate has identified the strengths and limitations of the lesson but does not offer suggestions about how it could be revised.

Candidate has identified the strengths and limitations of the lesson and provided general suggestions about how the lesson could be revised.

Candidate has identified the strengths and limitations of the lesson and provided specific suggestions for how it could be revised.

National Louis University

Secondary Science Unit Plan Assignment Requirements

Directions: All science teacher candidates in the science education program (biology, chemistry, environmental science, earth space science, physics) will complete a science specific unit plan during the content methods course. The complete unit including all components will be evaluated at the conclusion of the content methods course. Include a two week calendar to show how the minimum five lessons fit into the larger context of a unit. This calendar will contain the daily lesson topic or concepts/skills and objectives. The document you create can take on many forms. Before beginning work on any unit plan determine the content area: biology, earth/space science, environmental science, chemistry, or physics. After determining the content area, decide upon the topic(s) of the unit. Examples may include the scientific method, evolution, photosynthesis, genetics, and chemistry of life, machines, and stoichiometry. Finally use the elements of backwards planning, (UbD, Wiggins & McTighe) to develop the unit plan.

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A. Curricular Components (these are the things that must be thought before developing lessons) 1. Target Grade/Content Area/Unit topic

Identify the target grade, and describe the target population. Briefly describe the content

area and the topic of the unit. An example is a unit designed for eighth grade students (target

grade), the population is comprised of approximately sixty percent girls and forty percent boys.

The school is comprised of about half African American and half Mexican American. The students

are of varied learning styles and abilities with about twenty percent special education students.

The students for which the lessons are designed are in an environmental science class (content

area). The concept the unit will address is cycles in nature (unit topic). Topics of the lessons in the

unit plan will cover the carbon cycle, photosynthesis, the nitrogen cycle, and the water cycle.

2. Rationale Virtually all units contain a rationale statement, an explanation of the why of the unit. The rationale statement provides the philosophical underpinnings of the program, presented so that all readers understand the importance of the theme to the lives of students as an essential element. The most persuasive statements are brief – no more than two pages. This section should describe what students will learn and why it’s important. 3. Statement of unit goals While different terms may be used such as student outcomes, unit goals are essential elements of a unit plan. They may be presented in tandem or separately. Unit goals are statements of the fundamental concepts, ideas, themes, questions on which the unit will focus. They describe what the author intends for students to learn as a result of the learning activities in the unit. Learning objectives are the more detailed statements of knowledge, skills and attitudes. Learning objectives are statements outlined in the lesson plans. The unit goals should address National Science Education Standards (NSES, 2004) 4. Unit Description A brief unit description will include: ▪ Goals: A 2- 3 sentences synopsis of the overall goals. What do you want student to learn as a result of instruction in this unit? ▪ Science concepts and principles (areas of inquiry, topics, concepts, key ideas). This includes major topics and sub topics. ▪ Assessment statement such as: A variety of assessment methods will be employed in this unit, including tests, quizzes, performance rubrics, self assessments etc. This statement should include 1) Ways in which you might modify or use principles of universal design for learning (UDL), for example you might give students the questions in advance and/or allow them to use their books, or a single note card on all or part of the exam, 2) how the results of the assessment will be used for student self analysis and 3) how the results of the assessment will be used to plan for instruction. 5. Instructional approach All lesson plans in the unit will use an inquiry based teaching model i.e. the 5E model and/or The learning cycle model. Within the steps of the models other teaching strategies will be used such as demonstrations, labs, discussions, problems solving, lecture, or problems based learning. A section that will appear in the unit plan will describe the instructional approaches

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used. In each case the student will 1) describe the instructional approach/strategy and 2) further describe how instruction will provide students with an opportunity to investigate science related social issues and technological problems and issues. An example of a science related social issue is weather and climate issues like flooding, and civil engineering. 6. Technology Integration Provide a description of how technology will be used as an instructional approach and how students will use technology to better understand science. Statements describing the use of technology such as SMART boards, web 2.0 tools, probe ware, or microscope projectors as instructional media would be appropriate. In addition technology may be used as a requirement for student work such as: Students will use the Microsoft Word and Microsoft Excel to complete the requirements for the science research paper. B. Instructional Components 7. Lesson Plans This section of the document will include lesson plans including resources and materials i.e handouts, power points, lecture notes) for a minimum of one week, or 5 consecutive lesson plans. The lesson plans will be written using the NLU Science Lesson Plan Template. The activities to cover the goals and objectives in the unit lessons collectively must address 1) The nature of science i.e. science is a way of knowing, science is replicable, science is based on evidence, the history of science, and the cultural development of science 2) Issues i.e. analysis of science and technology related issues. Please see the science lesson plan rubric for guidance. You will teach one of the lessons from your unit to your colleagues in class. Provide all examples of student assignments, handouts, lecture notes, etc. with the lesson plans. 8. Technology Project: Digital Storytelling is the practice of using computer-based tools to tell stories. Most digital stories focus on a specific topic and contain a particular point of view. However, as the name implies, digital stories usually contain some mixture of digital photos, computer-based images, text, recorded audio narration, video clips and/or music. Digital stories can vary in length, but most of the stories used in education typically last between two to ten minutes. The topics that you use will be science concepts or socially relevant science issues from your unit. The story can be the recounting of historical events, exploring life in one's own community to the search for life in other corners of the universe. You may create your digital science story using Imovie (Mac), http://mypodcast.com, www.podcastcookbook.com, or Windows Media Maker (IBM) to create a visual presentation of a concept or any other appropriate software package. 9. Assessments Following the lessons plans insert the examples of student assessments. Science teacher candidates will develop two assessments with differentiated strategies to measure student learning. One assessment must be a summative assessment i.e. midterm, final exam or weekly quiz. This should use more than one item format such as multiple choice, fill in the blank, constructed response test. The second assessment must be a formative assessment such as checklists pre tests, performance assessment, rubrics for students’ performance on written science lab reports, science projects or presentations. 10. Materials & Resources Provide a list of resources from the local and regional community that might be accessed by parent’s students to, and the instructor during the unit. Examples of resources include websites, community centers, museums, science centers, zoos, and events. 10. Bibliography Include a works cited page: formatted in APA 5th edition style, Minimum of 5 sources with 4 different types of sources. Include sources like websites, curriculum guides, journal articles, books, and online databases, and web 2.0 tools.

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f. The scoring guide for the (Unit Plan) assessment

Science Unit Plan Rubric

Does Not Meet (1 pt) (1 pt)

Does Not Meet (2 pts) (2 pts)

Does Not Meet (3pts) (3 pts)





Meets (8 pts) (8 pts)


Exceeds (10 pts) (10 pts)

Target Grade/Content Area/Unit topic NSTA.1

Does not address Unifying Concepts & Principles, theories and laws, technology in science, investigations in science or math skills. .

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

The unit topic and content address Unifying Concepts & Principles, theories and laws, technology in science, the scientific method or math skills.

[see comment]

The unit topic and content innovatively address Unifying Concepts & Principles, theories and laws, technology in science, the scientific method or math skills.

Rationale NSTA.1

Rationale does not explain what students will learn and its importance.

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

The candidate states what the students will learn from unit and why it’s important.

[see comment]

The candidate clearly explains what the students will learn from the unit and why it’s important.

Statement of Goals and Student Outcomes NSTA.6

Goals and student outcomes are not focused or consistent with the rationale.

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

Goals and student outcomes are focused, consistent with rationale, appropriate for the intended grade level and needs of students. Addresses goals of National Science Education Standards.

[see comment]

Goals and student outcomes are clearly focused, consistent with rationale, appropriate for the intended grade level and needs of students. Student shows excellent understanding of goals of National Science Education Standards.

Unit Descriptio

Student provides

[see comme

[see comme

[see comme

[see comme

[see comme

[see comme

Student provides

[see comme

Logically and

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n NSTA.1 NSTA.3 NSTA.6 NSTA.8

no organization or focused statements concerning required criteria.

nt] nt] nt] nt] nt] nt] organized and focused statements concerning required criteria.

nt] coherently organized, clearly focused statements that meets all required criteria.

Instructional Approach NSTA.1 NSTA.3 NSTA.4

Instructional approaches do not use inquiry-based teaching strategies.

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

Assignments call for students to engage in scientific inquiry to investigate questions, analyze problems, conduct experiments, and solve problems and issues.

[see comment]

Assignments creatively call for students to engage in scientific inquiry to investigate questions, analyze problems, conduct experiments, and solve problems and issues.

Technology

Lesson plans, unit descriptions, assessments, or instructional approaches do not include student or teacher use of technology.

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

Lesson plans, unit descriptions, assessments, or instructional approaches include student and/or teacher use of technology.

[see comment]

Lesson plans, unit descriptions, assessments, or instructional approaches include innovative and creative technology use by students and/or teachers.

Lesson Plans NSTA.1 NSTA.2 NSTA.3 NSTA.4

Does not address history of science or the Nature of Science. Does not allow students to engage in scientific inquiry

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

Collectively address: history of science and the nature of science. Allows students the opportunities to engage in scientific problem solving.

[see comment]

All lessons address: history of science and the Nature of Science. Allows students the opportunities to engage in scientific problem solving.

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Enables students to pose questions, use models, make predictions, gather and work with data. Activities for engagement in socially important science related issues.

Enables students to pose questions, use models, make predictions, gather and work with data. Activities for engagement in socially important science related issues.

Assessments NSTA.8

Does not use assessments aligned with methods of instruction and with needs of students.

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

Uses assessments aligned with methods of instruction and with needs of students.

[see comment]

Uses multiple assessments aligned with methods of instruction and balances it with the needs of individual students.

Materials and Resources NSTA.7

Does not include resources that relate science to the broader community.

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

Includes resources that will relate science to the community i.e. after school programs, community based organizations park districts, banks, museums, websites, nature centers, zoos.

[see comment]

Includes varied and relevant resources that will relate science to the community i.e. after school programs, community based organizations park districts, banks, museums, websites, nature centers, zoos.

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Bibliography

3 or less sources with major problems with citation format. Less than four types of sources

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

[see comment]

5 sources with minor problems with citation format. Four different types of sources

[see comment]

5 sources or more. Properly cited in APA format. At least 4 different types of sources including websites, textbooks, curriculum guides, and lesson plans.

Lesson Plan and Unit Plan Average Scores Lesson Plan

Fall 2011 Biology

Winter 2012

Biology

Physics &

Chemistry Rationale

3.67 4.39 5

Goals & objective

4.33 4.45 5

Activities to Cover goals

and objectives

3.67 4.3 5

Unit Plan Biology Biology Physics &

Chemistry Instructional

Approach 6.60 10

Materials and

Resources

8.60 10

The lesson plans and unit plan are used to provide evidence that science teacher candidates can engage students in effective classroom based instruction and assessments that are aligned with the National Science Education Standards. The components of the lesson plan meet the SPA standards; rationale 2c, 4b, 7ab, the goals and objectives section of the lesson plan meet standards

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2c, 3b, 4b, and 7ab, activities to cover unit goals and lesson objectives meet standards 3b. The instructional approach section of the unit plan requires students to provide evidence that they are able to plan for instruction that engages students in developmental appropriate inquiries (3b). The instructional approach also requires students to provide evidence that they are able to engage students in the analysis of problems and issues in science (4b). The materials and resources section of the unit provides evidence that candidates have identified ways to relate science to the community and use community resources to promote the learning of science (7ab). The data for the lesson plan is based on scores ranging from 0 to 5 points. The unit plan data is based on a range of scores between 1 and 10. The data is presented by term for biology candidates and physics and chemistry combined because the course physical science methods has both physics and chemistry students present. The full data sets can be found on the NLU I-Drive at CPC Folders 2011-2012--Science—Livetext—Rubrics-Methods. All candidates biology, chemistry, and physics met all the standards for planning for instruction. Science Student Teaching Evaluation This evaluation is to be filled out by the candidate's Cooperating Teacher(s) and University/TFA Supervisor (and/or CPS Mentor). Then a signed copy must be provided to the teacher candidate and seminar instructor. At the midterm and final milestones science teacher candidates’ performance is evaluated using the Science Student Teaching Evaluation. The candidate is evaluated by the field supervisor as well as the cooperating teacher. The instruments are used at midterm and final assessment points during student teaching. The instrument consists of five parts:

1. General background information: These items capture the candidate’s program profile and document the cooperating and supervising teachers’ names.

2. Big Ideas: Professionalism, Planning for instruction, inquiry, issues and community etc. 3. Candidates content and pedagogical knowledge 4. Candidates effects on student learning 5. Candidates dispositions and behavior

Student Teaching Principles: Details

NCATE Program Standards NCATE/ NSTA

26. Professionalism (coded AB ) The teacher understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being. The teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally. The teacher understands education as a profession, maintains standards of professional conduct, and provided leadership to improve student learning and well-being.

10a, 10b, 10c, 10d

28. Planning for Instruction (coded AD) The teacher understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students. The teacher understands how students differ in their approaches

5a

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to learning and creates instructional opportunities that are adapted to diverse learners. The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals. 30. Classroom Environment and Management (coded AE) The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

5c

32. Assessment (coded AH ) The teacher understands and uses a variety of instructional strategies to encourage studentsâ€™ development of critical thinking, problem solving, and performance skills. The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students.

5a, 8b

34. Inquiry(coded AJ) The teacher candidate engages students in both studies of various methods of scientific inquiry and active learning through scientific inquiry. Candidates provide opportunities for students to critically analyze assertions made in the name of science. 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.

3a, 3b

36. Technology(coded AL ) The teacher candidate routinely uses technology to support classroom instruction and facilitate the learning of science. Candidates provide evidence, data, and technology to help students in understanding assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world.

5d

38. Science Teaching Performance (ISSUES & COMMUNITY) (coded AN ) The teacher candidate requires students to conduct inquiries into the factual basis of socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues. Candidate provides opportunities to address socially important science related issues and identifies ways to relate science to the community. The teacher candidate finds ways to successfully involve students in activities that relate science to resources and stakeholders in the community or to the resolution of issues.

4b, 7a, 7b

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44. Student teacher provides evidence of understanding the historical and cultural development of science and the evolution of knowledge in their discipline. (coded AT)

2a

46. The teacher candidate provides multiple authentic and creative examples and activities in which students observe, ask questions, and collect and interpret data in order to develop concepts and relationship from empirical experiences. (coded AV )

3b

49. The teacher candidate implements multiple authentic and creative inquiry-based lessons that positively changed students understanding of the nature of science. (coded AY)

2c

Student Teaching Evaluation Directions: This evaluation is to be filled out by the candidate's Cooperating Teacher(s) and University/TFA Supervisor (and/or CPS Mentor). After completing the evaluation, please click on "Submit Form" at the bottom of the page. On the following screen, click on "Create Printable Version." BEFORE you print, please copy and e-mail the unique URL link of this page to the seminar instructor. (You will also be able to use this unique URL link to access the evaluation at a later time.) Manual copies must be printed, signed by all necessary parties. Then a signed copy must be provided to the teacher candidate and seminar instructor. Please Note: This evaluation cannot be saved. Please allow enough time to complete this entire evaluation in one sitting. You may use the unique URL address to access the completed evaluation at a later time. If you need assistance with the appraisal, please contact [email protected]

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26. PROFESSIONALISM: The teacher candidate understands the role of the community in education and develops and maintains collaborative relationships with colleagues, parents/guardians, and the community to support student learning and well-being. The teacher is a reflective practitioner who continually evaluates how choices and actions affect students, parents, and other professionals in the learning community and actively seeks opportunities to grow professionally. The teacher understands education as a profession, maintains standards of professional conduct, and provided leadership to improve student learning and well-being. Please rate the NLU Student Teacher on the standard above.

Exceeds = Demonstrates competency above and beyond the intern level.

Meets = Demonstrates competency at the intern level

Developing = Needs some support to exhibit competency at the pre-service teacher level.

Does Not Meet = Even with substantial support, teacher candidate exhibits minimal or no competency at the pre-service teaching level.

Not Applicable = Lack of basis for judgment at this time.

27. Strengths and/or Recommendations for Improvement: Please relate to question 26.

28. PLANNING FOR INSTRUCTION: The teacher candidate understands how individuals grow, develop, and learn and provides learning opportunities that support the intellectual, social, and personal development of all students. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, state and national academic content standards. Please rate the NLU Student Teacher on the standard above.







30.CLASSROOM ENVIRONMENT AND MANAGEMENT: The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Create a community of diverse learners who construct meaning from their science experience and possess a disposition for further exploration. Candidate creates and maintains a psychologically and socially safe and supportive learning environment. Please rate the NLU Student Teacher on the standard above.


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32. ASSESSMENT: The teacher candidate uses multiple assessment tools and strategies to achieve important goals for instruction. The teacher understands various formal and informal assessment strategies and uses them to support the continuous development of all students and to modify instruction. Finally teacher candidate uses the results of assessments as ways for students to analyze their own learning and their own work. Please rate the NLU Student Teacher on the standard above.







34. INQUIRY: The teacher candidate engages students in both studies of various methods of scientific inquiry and active learning through scientific inquiry. Candidates provide opportunities for students to critically analyze assertions made in the name of science. 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. Please rate the NLU Student Teacher on the standard above.







36. TECHNOLOGY: The teacher candidate routinely uses technology to support classroom

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instruction and facilitate the learning of science. Candidates provide evidence, data, and technology to help students in understanding assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world. Please rate the NLU Student Teacher on the standard above.







38. SCIENCE TEACHING PERFORMANCE (ISSUES & COMMUNITY): The teacher candidate requires students to conduct inquiries into the factual basis of socially important issuesrelated to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues. Candidate provides opportunities to address socially important science related issues and identifies ways to relate science to the community. The teacher candidate finds ways to successfully involve students in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.







40. This next section asks questions about the Science teacher candidate's content and pedagogical knowledge.

41. Student teacher ensures safety procedures are appropriate for the activities and abilities of students.





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42. Student teacher treats all living organisms used in the classroom in an ethical manner.






43. Student teacher respects legal restrictions on the collection, keeping, and use of live organisms.





Does Not Apply = Not Applicable/Lack of basis for judgment at this time.

44. Student teacher provides evidence of understanding the historical and cultural development of science and the evolution of knowledge in their discipline






45. This next section asks questions about the Science teacher candidate's effects on student learning.

46. The teacher candidate provides multiple authentic and creative examples and activities in which students observe, ask questions, and collect and interpret data in order to develop concepts and relationship from empirical experiences.






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47. The teacher candidate develops and utilizes clear and appropriate performance-based rubrics to

evaluate students’ performance on science activities (i.e., science lab reports, projects, written and verbal communication, etc.).






48. The teacher candidate utilizes multiple authentic and creative formative assessments to check for students understanding and comprehension during and/or following lessons.






49. The teacher candidate implements multiple authentic and creative inquiry-based lessons that positively changed students understanding of the nature of science.






50. The teacher candidate reflects on science instruction and analyzes data/grades and assessment tools to make appropriate decisions about how to modify instruction to improve student learning.






51. This next section asks questions about the Science teacher candidate's disposition and

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behavior.

52.The teaching candidate acts in a mature and professional manner in all interactions with students.






53. The teacher candidate demonstrates sensitivity and respect towards students.






54. The teacher candidate uses appropriate written and communication skills with students (e.g., giving directions, asking various types of questions, using an appropriate tone of voice) and reflects on how students respond.






55.The teacher candidate acts in a mature and professional manner in all interactions with colleagues (e.g., cooperating teacher, supervisor, staff, and administration) and parents.






56. The teacher candidate submits all required work (e.g., lesson plans, reflections, grades/data, and assessment tools) in a timely fashion and of professional quality, as agreed upon with the

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cooperating teacher and/or supervisor.






57. The teacher candidate demonstrates openness and responsiveness to feedback from cooperating teacher and/or supervisor.






58. Overall performance as a student teacher of science:






59. After completing the evaluation, please click on "Submit Form" at the bottom of the page. On the following screen, click on "Create Printable Version." BEFORE you print, please copy and e-mail the unique URL link of this page to the seminar instructor. (You will also be able to use this unique URL link to access the evaluation at a later time.) Manual copies must be printed, signed by all necessary parties. Then a signed copy must be provided to the teacher candidate and seminar instructor.

Scoring Guide:

3 Exceeds = Teacher candidate demonstrates competency above and beyond the intern level.

2 Meets = Teacher candidate demonstrates competency at the intern level.

1 Developing = Teacher candidate needs some support to exhibit competency at the pre-service/in-service teacher level.

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0 Does Not Meet = Even with substantial support, teacher candidate exhibits minimal or no competency at the pre-service teaching level.


Student Teaching Data averages

Designation Planning for Instruction

Inquiry Technology Science Teaching Performance

Biology AUSL

2.5 2 2.5 2

Biology TFA

2.3 2.3 2.3 2.3

Chemistry TRAD

3 3 3 3

Chemistry TFA

2.6 2.5 2.3 2.3

Physics TRAD

2.75 2.75 2.75 2.75

Physics TFA

2.5 2.6 2.6 2.6

Science teacher candidate’s performance is evaluated using the Student Teaching Evaluation. All items are aligned to the NSTA standards. Successful completion of student teaching, and positive student teaching evaluations with a minimum rating of 2, provide evidence of meeting the SPA standards. The evaluation instrument provides evidence that teacher candidate’s understanding of the nature of science (2ab), ability to engage students in the nature of science (2c), understand and engage students in inquiry (3ab), understand and engage students in issues (4ab), use general teaching skills (5abcd), relate science to the community (7a), use assessment and its results (8abc), know and understand safety and legal responsibilities (9ab). The sample of data presented represents data on the following items: Planning for instruction, inquiry, technology, and overall teaching performance. The full data set can be found at on the NLU i-drive at SECED CPC FOLDERS 2011—Science—Livetext—Field experiences.

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Science teacher candidates are evaluated at the midterm and final during student teaching. The analysis of findings presented is the field supervisor’s final and in some cases the midterm assessment. The full data set includes data disaggregated by field supervisor, cooperating teacher, midterm, and final averages. All science teacher candidates met the standards, the highest averages were amongst the traditional chemistry and physics students Inquiry was a new item added to the evaluation instrument and of the candidates evaluated all met the standard.

Section V: Use of Assessment Results to Improve Candidate and Program Performance

A separate lesson plan assignment and rubric were integrated into the overall unit plan assignment and scoring guide. Teacher candidates also present the lesson plan in a microteaching format to a class of peers. The scoring guide provided criteria that differentiated levels of performance on the planning for the nature of science and teaching.

I developed a lesson assignment to provide evidence that candidates are able to successfully develop lesson plans using scientific inquiry. The scoring guide includes operational terms to differentiate different levels of performance in observable ways. The lesson plan requires candidates to describe how inquiry strategies will be used in the Activities to Cover Goals & Objectives section of the lesson plan. The rubric also requires that the inquiries are developmentally appropriate for the target population in the Instructional Objectives section of the lesson plan rubric).Planning using inquiry strategies is required to be addressed explicitly in the following sections of the unit plan; Unit Description, Statement of unit goals, and Instructional approach

Unit plan includes a section that requires evidence of the ability to engage students successfully in the analysis of problems, including considerations of risks cost, benefits and benefits of alternative solutions Instructional Approach: All lesson plans in the unit will use an inquiry based teaching model, i.e. the 5E model and/or The learning cycle model. Within the steps of the models other teaching strategies will be used such a demonstrations, labs, discussions, problems solving, lecture, or problems based learning. A section in the unit plan requires candidates to describe the instructional approaches used. In each case the student will 1) describe the instructional approach/strategy and 2) further describe how instruction will provide students with an opportunity to investigate science related social issues and technological problems and issues. An example of a science related social issue is weather and climate issues like flooding, and the need for better civil engineering.

The unit plan assignment calls for teacher candidates to provide evidence of their ability to identify ways to relate science to the community, involve students and stakeholders and use the resources to promote the learning of science. Materials & Resources: Provide a list of resources from the local and regional community that might be accessed by parent’s students to, and the instructor during the unit. Examples of resources include websites, community centers, museums, science centers, zoos, and events. Bibliography: Include a works cited page: formatted in APA 5th edition style, Minimum of 5 sources with 4

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different types of sources. Include sources like websites, curriculum guides, journal articles, books, and online databases, and web 2.0 tools.

The Student Teaching Evaluation was improved by including items to evaluate candidate’s ability to successfully convey to students the Nature of Science. The student teaching competency appraisal included items to determine if candidates had an understanding of the nature of science. In order to address components of standard 2 nature of science, I improved the student teaching competency appraisal by adding the following three items. Question 36: TECHNOLOGY: The teacher candidate routinely uses technology to support classroom instruction and facilitate the learning of science. Candidates provide evidence, data, and technology to help students in understanding assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world. Question 44: Student teacher provides evidence of understanding the historical and cultural development of science and the evolution of knowledge in their discipline. Question 49: The teacher candidate implements multiple authentic and creative inquiry-based lessons that positively changed students understanding of the nature of science.

The Science Teaching Evaluation was modified to include a major section titled INQUIRY. The inquiry item was designed to address more of the “full intent” of the standard for inquiry as defined by the National Science Education Standards. Specifically question 34: INQUIRY: The teacher candidate engages students in both studies of various methods of scientific inquiry and active learning through scientific inquiry. Candidates provide opportunities for students to critically analyze assertions made in the name of science. 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. In addition to an expanded item on the appraisal, two other items were developed to address if teacher candidate are able to successfully engage students in developmentally appropriate inquiries. Question 46: The teacher candidate provides multiple authentic and creative examples and activities in which students observe, ask questions, and collect and interpret data in order to develop concepts and relationship from empirical experiences. Question 49: The teacher candidate implements multiple authentic and creative inquiry-based lessons that positively changed students understanding of the nature of science.

Item number 38 was added to the Student Teaching Evaluation to address teaching of science issues and science in the community: SCIENCE TEACHING PERFORMANCE (ISSUES & COMMUNITY): The teacher candidate requires students to conduct inquiries into the factual basis of socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues. Candidate provides opportunities to address socially important science related issues and identifies ways to relate science to the community. The teacher candidate finds ways to successfully involve students in activities that

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relate science to resources and stakeholders in the community or to the resolution of issues important to the community.

Documents

NCE Program Assessment Report Secondary Science 2012 secondary... · NCE Program Assessment Report Template ... Science Lesson Plan & Unit Plan ... Target Grade/Content Area/Unit