Program Annual Assessment Report Program: Elementary Education Date: June 8, 2018 Please use a separate copy of the table and three prompts below for each outcome assessed this year.

Outcome: Standard 4: Content Knowledge

Reviewers: Scott Arnett, Carol Glackin, LuAnn Haase, Jennifer

Kennelly, Susie Lubbers, Shelley Molland, Joan

Nielsen, Tangela Sylvester

Number of Artifacts Collected: 162

Number of Artifacts Reviewed: 162

How were the artifacts reviewed selected: The artifacts are used to measure progress in content knowledge and the ability to apply the content to real world learning, two of the Teacher Education Program standards (InTASC Standards 4 and 5). One artifact consisting of three criteria on the Lesson Delivery Rubric, department-created assessment, is attached. The second artifact, Praxis II Elementary Content Test scores, is a standardized assessment required for teacher licensure in Iowa.

Standard 4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. Standard 5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Describe how the artifacts were used to assess student learning. (If a rubric was used please attach it to the report.) Artifact 1: Lesson Delivery Assessment Tool: 2018 was the second year that the Teacher Education Program assessed candidates’ skill in lesson delivery using the 2016-revised Lesson Delivery Rubric. The Lesson Delivery Rubric was aligned to the Written Lesson Plan Rubric and added to the Teacher Education Program Assessment System to measure the level of candidate proficiency in content knowledge (InTASC Standard 4) and application of content knowledge (InTASC Standard 5). Although the rubric is used in its entirety to measure candidates’ level of proficiency in the oral delivery of their lessons in an authentic setting (elementary classroom), scores on three criteria are examined to determine candidates’ attainment of InTASC Standards 4 and 5 which focus on the level of content knowledge and the candidates’ ability to apply the content in ways that are meaningful to their K-6 students. Although the entire Lesson Delivery Rubric is included at the end of this report, the three rubric criteria used to assess candidates’ content knowledge and the candidates’ ability to apply the content in meaningful ways are below:

Rubric Criteria Minimal

(1) Conditional

(2) Progressing

(3) Distinguished

(4) Score/Level

Teaching Procedures: Accurately presented the content to the students.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Teaching Procedures: Modeled guided practice in a systematic fashion.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Teaching Procedures: Used and taught the academic vocabulary (new terms, concepts, and/or principles) explicitly and appropriately.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Process: Candidates are required to present two lessons to elementary students in their practicum classrooms during each elementary methods course. The methods courses are generally taken in the following order: EDUC 315, EDUC 317, and EDUC 316. The Field Experience (K-6 classroom teacher) teacher evaluates the candidate on their lesson presentation. Until the spring of 2017, these assessments were completed in a paper-and-pencil format. Beginning in the spring of 2017, the rubric was standardized across all methods courses in Taskstream, where the Field Experience teacher completed the assessment electronically and results were immediately posted in each candidate’s Taskstream assessment portfolio. Artifact 2: Assessment Tool: The Praxis II Elementary Content Knowledge test, required of all elementary education majors before they can become licensed teachers, was also selected as standardized measure to assess content knowledge. This test, which is required of all elementary teaching majors from Iowa Teacher Education Programs before they can become licensed teachers, is taken near the end of the program. Conclusions of the review regarding student learning in the outcome with rationale supported by evidence from the artifacts: According to data collected through aggregation of identified criteria that focus on content knowledge and the application of content knowledge in the Lesson Delivery Rubric in all Elementary Education methods courses during the 2017-18 academic year, average scores indicate that candidates are meeting or exceeding expectations of a beginning teacher (indicated by an aggregated average score of “3.0.” (Refer to data table below.)

InTASC Standards 4 & 5: Content Knowledge & Application of Content Aggregated Criterion Mean Scores: Lesson Delivery Rubric

Rubric Criteria

EDUC

315

Lesson 1

EDUC

315

Lesson 2

EDUC

317

Lesson 1

EDUC

317

Lesson 2

EDUC

316

Lesson 1

EDUC

316

Lesson 2

Student

Teaching

Teaching Procedures: Accurately presented the content to students.

3.56 3.70 3.32 3.57 3.50 3.50 3.68

Teaching Procedures: Modeled guided practice in a systematic fashion.

3.38 3.48 3.21 3.57 3.25 3.29 3.61

Teaching Procedures: Used and taught the academic vocabulary explicitly and appropriately

3.47 3.58 3.25 3.68 3.31 3.38 3.66

According to Praxis II Elementary Content Test results, elementary education majors have a solid understanding of the content in the areas of reading, English grammar, mathematics, the sciences, and social studies. One hundred percent of 2017-18 graduates (n=34) with a degree in elementary education passed the Praxis II Elementary Content Test. The Iowa cut score during the 2016-17 year was 168. Morningside College Elementary Education 2016-17 Graduates’ scores ranged from 169 to 189 (200 is the highest score) with a mean score of 178.

Suggestions (if any) to improve student learning relative to this outcome. If no suggestions explain why not: Department faculty will continue to encourage elementary education majors to learn the content presented to them in the content courses that are required for teacher licensure in Iowa: history, geography, mathematics, biology, physical science, and earth science. The Lesson Delivery Rubric aligned to the Written Lesson Plan Rubric focuses candidate attention on aligning the lesson content to the Iowa Core Curriculum and implementing instructional strategies that enhance their own students’ learning of the content. Department faculty added assessment of lesson delivery to the student teaching experience beginning in the 2017-18 academic year. The College Supervisor completed the lesson delivery rubric on Taskstream once during the student teaching semester. This additional data (mean score = 3.65) demonstrates student growth in the area of content knowledge during the capstone experience.

Lesson Delivery Rubric

Minimal (1)

Conditional (2)

Progressing (3)

Distinguished (4)

Score/Level

Lesson Introduction: Actively engaged the students during the lesson introduction.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Lesson Introduction: Communicated clear learning targets/objectives.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Lesson Introduction: Communicated a clear rationale for the lesson.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Teaching Procedures: Accurately presented the content to the students.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Teaching Procedures: Modeled guided practice in a systematic fashion.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Teaching Procedures: Used and taught the academic vocabulary (new terms, concepts, and/or principles) explicitly and appropriately.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Teaching Procedures: Provided clear expectations and directions/procedures.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Teaching Procedures: Used strategies to encourage active engagement of students.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Lesson Closure: Engaged students in a brief review of the lesson content.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Lesson Closure: Challenged students to make connections beyond the immediate lesson.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Minimal (1)

Conditional (2)

Progressing (3)

Distinguished (4)

Score/Level

Questioning Skills: Asked questions to assess prior knowledge and/or review new learning.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Questioning skills: Asked open-ended and higher-order thinking questions.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Questioning skills: Sought responses from students.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Questioning skills: Used wait time.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Questioning skills: Encouraged student to answer questions by providing cues or rephrasing.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Questioning skills: Listened carefully to student comments and questions and adjusted instruction accordingly.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Differentiation: Planned for individual differences to enable learners to meet high standards.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Differentiation: Created and managed an environment that supported individual and collaborative learning.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Formative Assessment: Used methods of assessment to identify individual student needs.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Communication Skills: Demonstrated enthusiasm for the content.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Communication Skills: Rate, pitch, volume, and tone were natural and

The candidate demonstrates minimal knowledge and/or skills,

The candidate demonstrates basic knowledge and/or skills,

The candidate demonstrates consistent knowledge

The candidate demonstrates the knowledge and/or skills

Minimal (1)

Conditional (2)

Progressing (3)

Distinguished (4)

Score/Level

authentic. and there are serious concerns in this area.

but improvement in this area is needed.

and/or skills expected of a beginning teacher.

indicative of an exemplary beginning teacher.

Communication Skills: Consistently used eye contact to maintain rapport with students.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Communication Skills: Scanned the room and took action when students were not engaged.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Communication Skills: Employed expressive body language, including gestures and facial expressions to enhance the message.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Communication Skills: Used proximity to engage students.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Communication Skills: Altered pace appropriately (i.e. speeds up or slows down).

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Communication Skills: Employed smooth transitions from one activity to another.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

21st Century Skills: Provided rigorous learning experiences connected to standards.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

21st Century Skills: Provided meaningful learning experiences connected to real-life experiences.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

21st Century Skills: Engaged students in critical thinking, creativity, and/or collaborative problem solving.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

21st Century Skills: Applied effective interdisciplinary strategies.

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Minimal (1)

Conditional (2)

Progressing (3)

Distinguished (4)

Score/Level

21st Century Skills: Utilized media: technology and/or visual aides (apps, interactive white boards, manipulatives, realia, etc.)

The candidate demonstrates minimal knowledge and/or skills, and there are serious concerns in this area.

The candidate demonstrates basic knowledge and/or skills, but improvement in this area is needed.

The candidate demonstrates consistent knowledge and/or skills expected of a beginning teacher.

The candidate demonstrates the knowledge and/or skills indicative of an exemplary beginning teacher.

Program Annual Assessment Report Program: Elementary Education Date: June 8, 2018 Please use a separate copy of the table and three prompts below for each outcome assessed this year.

Outcome: Standard 7: Planning for Instruction

Reviewers: Scott Arnett, Carol Glackin, LuAnn Haase, Jennifer

Kennelly, Susie Lubbers, Shelley Molland, Joan

Nielsen, Tangela Sylvester

Number of Artifacts Collected: 125

Number of Artifacts Reviewed: 125

How were the artifacts reviewed selected: In 2015 department faculty developed a common lesson plan rubric (attached), which was used during the fall and spring semester of the 2017-18 academic year to measure candidate growth from the second year of the program through the capstone experience. The lesson plans are scored, reviewed, and aggregated on Taskstream and reviewed by the department during the annual data retreat.

Standard 7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Describe how the artifacts were used to assess student learning. (If a rubric was used please attach it to the report.) Assessment Tool: The Written Lesson Plan Rubric (included at the end of this report) was used to assess candidates’ knowledge and skills in lesson planning and preparation. Aligned to the written lesson plan template (also included at the end of this report), candidates in the program use these resources to plan lessons from the time they first learn about lesson design, throughout all methods courses, and in the student teaching (capstone) experience. Process: Although elementary education candidates’ lesson plans are assessed according to the Written Lesson Plan Rubric throughout the program, they are assessed programmatically during three points of the program: Checkpoint 1 (beginning of the program, typically during the second year), Checkpoint 2 (middle of the program, typically during the spring term of the third year or the fall term of the fourth year), and Checkpoint 4 (near the end of the student teaching semester, typically the final semester of attendance at Morningside College). Conclusions of the review regarding student learning in the outcome with rationale supported by evidence from the artifacts:

Candidates demonstrated growth (average scores: 2.68 to 3.47 on 4.0 scale) in their ability to plan lessons from EDUC 300 (Checkpoint 1/year 2 of the program) to the student teaching (Checkpoint 4/capstone experience). When analyzing the scores from the rubric, faculty concluded that the

average scores of the assessment completed during student teaching regressed from the assessments conducted during checkpoint 2 (mid-point of the program). The table below lists the mean scores for each checkpoint in the Teacher Education Program. (See next page for data table.)

Written Lesson Plan Rubric Mean Scores

Rubric Criteria Checkpoint 1 Checkpoint 2 Checkpoint 4

Standards 3.03 3.28 3.72

Learning Target/Objective 2.87 3.28 3.56

Levels of Questioning 2.45 3.11 3.23

Student Vocabulary 2.19 2.22 3.58

Assessment (Formative) 2.77 3.22 3.33

Lesson Introduction 2.74 2.94 3.44

Teaching Procedures 2.55 3.33 3.53

Lesson Closure 2.61 2.94 3.35

Differentiation 2.68 3.17 3.26

Instructional Resources 2.65 3.44 3.53

Writing Format 2.97 3.28 3.65

Mean for all Criteria 2.68 3.11 3.47

Suggestions (if any) to improve student learning relative to this outcome. If no suggestions explain why not: Since the written lesson plan rubric is relatively new to students in the program, faculty believe that students still need time to internalize all parts of the lesson plan. The faculty agreed to continue to use the common written lesson plan format and rubric in all methods classes. Full-time Education Department faculty will continue to participate in exercises in scoring the written lesson plan using the written lesson plan rubric to establish inter-rater reliability. Student teaching supervisors, who completed the written lesson plan rubric for each of their student teachers, participated in training during the fall and spring semesters. The Department Chair will continue to lead training on the use of the written lesson plan rubric and hold sessions to establish inter-rater reliability with adjunct faculty who supervise student teachers.

Written Lesson Plan Rubric

Minimal (1) Conditional (2) Progressing (3) Distinguished (4) Score/Level

Standards Iowa Core Standards are not stated and/or are inaccurately connected to the lesson objective(s).

Iowa Core Standards are stated and specifically referenced to content and concepts, but are partially/vaguely connected to the lesson objective(s).

Iowa Core Standards are specifically referenced to essential content and concepts and are directly connected to the lesson objective(s).

Iowa Core Standards are specifically referenced to essential content and concepts and are directly connected to the lesson objective(s). 21st Century Skills are also referenced and appropriately incorporated into the lesson.

Learning Target/Objective

Learning target(s)/objective(s) are not observable, measurable, and/or do not provide a clear focus for the lesson.

Learning target(s)/objective(s) are vaguely observable, vaguely measurable, and/or provide an ambiguous focus for the lesson.

Learning target(s)/objective(s) are observable, measurable, and provide a clear focus about what should be learned as a result of the lesson.

Learning target(s)/objective(s) are rigorous, observable, measurable, and provide a clear focus about what should be learned as a result of the lesson.

Levels of Questioning Questions are not included. Questions are scripted but lack in one or more of the following areas: are open-ended, require higher-order thinking, are connected to prior learning/experiences, are connected to instructional objectives/learning targets/standards and/or are sparsely written throughout the plan.

Questions are scripted, open-ended, and involve students in higher-order thinking. They require students to connect to prior learning/experiences and are clearly connected to current instructional objectives, learning targets, and standards.

Questions are scripted, open-ended, and involve students in higher-order thinking. They require students to connect to prior learning/experiences and are clearly connected to current instructional objectives, learning targets, and standards. The teacher seeks responses from all students and anticipates student responses and possible misunderstandings.

Student Vocabulary

Academic vocabulary is not appropriately used and/or is not explicitly taught.

Some of the academic vocabulary is appropriately used by the teacher and is explicitly taught, but some of the vocabulary is not appropriately used by the teacher and/or is not complete for the instructional objectives/learning targets and standards.

Academic vocabulary is explicitly and appropriately used and taught. Content knowledge (Ex. fiction--setting, plot, character, theme, etc.) and process (Ex. compare/contrast, discriminate fact/fiction, etc.) vocabulary are both developed by the teacher.

Academic vocabulary is explicitly and appropriately used and taught. Content knowledge (Ex. fiction--setting, plot, character, theme, etc.) and process (Ex. compare/contrast, discriminate fact/fiction, etc.) vocabulary are both developed by the teacher and manipulated by the student.

Minimal (1) Conditional (2) Progressing (3) Distinguished (4) Score/Level

Assessment (Formative) Methods of assessment are not included.

Methods of assessment are unclear, lack detail, and/or may not be aligned with instructional objectives/standards. Formative assessments (checks for understanding) may be lacking throughout the lesson.

Methods of assessment are described in detail and aligned with instructional objectives/standards. Formative assessments (checks for understanding) are integrated throughout the lesson.

Methods of assessment are described in detail and aligned with instructional objectives/standards. Formative assessments (checks for understanding) are integrated throughout the lesson and identify individual student needs.

Lesson Introduction A process for lesson introduction is vaguely described or missing.

The introduction is described but only partially appropriate. One or more of the following is missing: connects to prior learning, connects to the objectives, connects to the rationale, states objectives and rationale in student friendly language, and/or engages students.

The introduction is specifically described, connected to prior learning, and engages students. Objectives and rationale for learning are stated in student-friendly language.

The introduction is specifically described and connected to prior learning. Objectives and rationale for learning are stated in student-friendly language. The introduction includes an intentionally instructive “hook” to get students immediately actively engaged in the lesson.

Teaching Procedures Lesson body does not progress logically or is not suitable for the instructional objectives/standards.

Lesson body follows a logical progression suitable for the instructional objectives/standards; however, one or more of the following is missing or is only vaguely developed: clear directions and procedures, modeling and practice, and strategies for active engagement of all students.

Lesson body follows a logical progression of all elements including learning activities that support instructional objectives/standards, clear directions and procedures, modeling and practice, and strategies for active engagement of all students.

Lesson body follows a logical progression of all elements including learning activities that support instructional objectives/standards, clear directions and procedures, modeling and practice, and strategies for active engagement of all students. Plans include adjustments for students who are struggling with the learning target and for students who readily meet the learning target.

Lesson Closure

A process for lesson closure is inappropriate or incomplete.

Closure is teacher led and includes a review of lesson concepts and/or a preview of future learning.

Closure is specifically described. It includes a review of lesson concepts that actively engages students and includes a preview of future learning.

Closure is specifically described. It includes a review of lesson concepts that actively engages students and includes a preview of future learning. It challenges students to make connections beyond the immediate lesson.

Minimal (1) Conditional (2) Progressing (3) Distinguished (4) Score/Level

Differentiation Activities that differentiate the content, process, product and/or learning environment are not identified.

Specific activities that differentiate the content, process, product and/or learning environment are identified but are inappropriate and/or or lack detail.

Specific activities that differentiate the content, process, product and/or learning environment are designed meet the needs of each learner or a small group of learners.

Specific activities that differentiate the content, process, product and/or learning environment are designed to meet the needs of and effectively challenge each learner or a small group of learners.

Instructional Resources Resource list is absent and/or materials fail to fully fit the context of the lesson and the needs of the students.

Use of resources to support instruction is limited and/or neglects to credit sources.

A range of resources with appropriate attribution are effectively integrated into the context of the lesson. They engage learners and provide for optimal student learning.

A range of resources with appropriate attribution are effectively integrated into the context of the lesson. They engage learners and provide for optimal student learning. Additional resources with appropriate attribution are listed for extended learning opportunities.

Writing Format

Lesson plan is difficult to follow and/or has professional writing convention errors that interfere with reader’s understanding of the lesson.

Lesson plan is intentionally structured but lacks detail at times and/or has professional writing convention errors that interfere with the reader’s understanding of the lesson.

Lesson plan is intentionally structured and easy to follow. It is detailed enough a substitute could follow it. Professional writing convention errors do not interfere with the reader’s understanding of the lesson.

Lesson plan is intentionally structured and easy to follow. It is detailed enough a substitute could follow it. The plan is well written, using all conventions of professional writing.

13

Lesson Plan Name of Lesson: Prepared by: Date: Subject: Grade Level:

Content and Task Decisions

Rationale: Overview & Purpose (What will be learned and why it is useful)

Content Standards: Common Core/Iowa Core 21st Century Standards

Learning Target/Objective

Materials:

Academic Vocabulary Content: Process:

Formative Assessment (How are you going to check for understanding?) Open: Body: Close: Other:

Differentiation: (How are you going to differentiate for a particular student or a small group of students?)

Lesson Plan

Open

Estimated Time:

Body

Estimated Time:

Close

Estimated Time:

Reflection

14

Program Annual Assessment Report Program: Elementary Education Date: June 8, 2018 Please use a separate copy of the table and three prompts below for each outcome assessed this year.

Outcome: Standard 9: Professional Learning & Ethical Practice

Reviewers: Scott Arnett, Carol Glackin, LuAnn Haase, Jennifer

Kennelly, Susie Lubbers, Shelley Molland, Joan

Nielsen, Tangela Sylvester

Number of Artifacts Collected: 100

Number of Artifacts Reviewed: 100

How were the artifacts reviewed selected: The Code of Professional Ethics quiz was developed and used during the 2017-18 academic year to assess InTASC Standard 9.

Standard 9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Describe how the artifacts were used to assess student learning. (If a rubric was used please attach it to the report.) A quiz that covers content in Iowa’s Code of Professional Conduct and Ethics for Educators in Iowa was developed by department faculty and fully implemented during the 2017-18 academic year. This quiz was administered to students as they begin the program (during EDUC 300), during the “middle” of the program (during EDUC 324 or EDUC 320), and near the end of the program (during the student teaching seminar). Students took the quiz after instruction and discussion about Iowa’s Professional Code of Conduct and Ethics. Conclusions of the review regarding student learning in the outcome with rationale supported by evidence from the artifacts: The quiz over the Professional Code of Conduct and Ethics was administered to students during the fall and spring semesters. The mean score for EDUC 300 students at the beginning of the program was 70.36%. EDUC 320/324 students, taking the quiz midway through their program, established a mean score of 88%. Students who were student teaching (EDUC 490) earned mean scores of 96%. Faculty concluded that the student teachers have shown growth in their understanding of professional and ethical behavior expected of educators in Iowa and, most likely, in other states. Suggestions (if any) to improve student learning relative to this outcome. If no suggestions explain why not: The Department will continue to collect data regarding students’ understanding of professional and ethical behavior as students enter the Elementary Education Program in EDUC 300 and during the “mid-point” of the program when students are enrolled in EDUC 324 or EDUC 320, and at the end of the program during EDUC 490 (student teaching) by administering the same quiz. Department faculty will continue to gauge student understanding of their responsibilities as professionals early in the program as well as determine whether students’ understanding of professional and ethical actions increases.

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