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Electronic Handbook
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Division of Education
MEETING STATE REQUIREMENTS
Each candidate is required by the North Carolina State Board of Education to complete six required evidences for each specialty area to demonstrate attainment of the North Carolina Professional Teaching Standards using the Teacher Candidate Evaluation Rubric. The following electronic evidences will be submitted to North Carolina Department of Public Instruction as a means to demonstration the success of the teacher candidate.
Evidence Name of Evidence Description of Evidence1 Content Knowledge: Evidence that
demonstrates breadth of content knowledge in the specialty area
Pre-K: PRAXIS 5025( if you want to teach Kindergarten in NC)K-6: PRAXIS Pearson Foundations of Reading Test/General Curriculum Test NCSpecical Education:Pearson Foundations of Reading Test/General Curriculum Tests for NC /ETS Praxis Test 5543 Secondary: Praxis test in your specialty area.Transcript all areas
Pre-K and K-6 Praxis ScoresSecondary: Transcript with at least 24 semester hours of coursework relevant to the specialty area with a grade of C (2.0) or better in each of the 24 hours
2 Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content knowledge in the specialty area
Research Project A capstone research project in the specialty area that includes a literature review and a written and oral presentation of findings.
3 Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of classroom instruction based on research-verified practice.
Learning Plan A comprehensive instructional plan (semester, month, week, daily) incorporating classroom environment, management, instructional methodology, and assessment
4 Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills, and dispositions, in practice
LEA/IHE Certification of Teaching Capacity
State-required evaluation of the candidate completed by the institution and the cooperating teacher.
5 Positive Impact on Student Learning: Evidence that demonstrates impact on student learning.
Assessment Analysis An analysis of formative and summative data documenting student learning.
6 Leadership Collaboration: Evidence that demonstrates leadership and collaboration
Innovation Plan Recommendations for school/classroom change reflecting research, a review of data sources, and collaboration.
University of Mount Olive Education DepartmentP a g e 2 of 65
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Outline for Electronic Evidences Upload
1. University of Mount Olive Title Page with name, title of portfolio and date2. Table of Contents3. Introduction Page for Transcript Electronic Evidence 14. Electronic Evidence 1 Transcript and Praxis II Scores5. Introduction Page for Transcript Electronic Evidence 26. Electronic Evidence 2 Research paper7. Introduction Page for Transcript Electronic Evidence 38. Electronic Evidence 3 Learning Plan9. Introduction Page for Transcript Electronic Evidence 410. Electronic Evidence 4 LEA/IHE Certification of Teaching Capacity11. Introduction Page for Transcript Electronic Evidence 512. Electronic Evidence 5 Assessment Analysis13. Introduction Page for Transcript Electronic Evidence 614. Electronic Evidence 6 Innovation Plan
Electronic Evidences Instructions
1. Upload electronic evidences first to ED Portfolio Group on MOODLE for approval.
ED Portfolio Group Enrollment Course link: http://moodle.moc.edu/course/view.php?id=12616
Enrollment Key: Portfolio_2016!Please upload your portfolio to MOODLE ED GROUP for approvel
2. Upon final approval, then upload to Share Portfolio for NCDPI review. Instruction for the Shared Porfolio can be found at the back of this handbook.
*Note Take highlights off for final version.
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(Each Intro has a list for you to put your EE’s behind)
FirstName LastName
Portfolio and Electronic Evidences for Licensure
Mount Olive, North Carolina
Month day year
*Note Take highlights off for final version.
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Table of Contents
Transcript/Test Scores……………………………………….…….pages
Research Project……………………………………………….…..pages
Learning Plan………………………………………………………pages
Performance Evaluation………………………..…….…………….pages
Assessment Analysis…………………………..…………………..pages
Innovation Plan………………………………...…………………..pages
Electronic Evidence 1 Evidence
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Content Knowledge: Evidence that demonstrates breadth of content knowledge in the specialty area
Name of Evidence
Pre-K: Transcript
K-6 Transcript/Praxis II
Secondary: Transcript
Description of Evidence
Passing Score on Praxis II
Pre-K: Transcript
Secondary: Transcript with at least 24 semester hours of coursework relevant to the specialty area with a grade of C (2.0) or better in each of the 24 hours
Note: ED Portfolio Group Enrollment Course link: http://moodle.moc.edu/course/view.php?id=12616
Enrollment Key: Portfolio_2016!Please upload your portfolio to MOODLE ED GROUP for approvel
Electronic Evidence 2
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Evidence
Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content knowledge in the specialty area
Name of Evidence
Research Project
Description of Evidence
A capstone research project in the specialty area that includes a literature review and a written and oral presentation of findings.
NoteFollow AP format provided by your Professor and your paper must include the following:
APA Style 12 font Times Roman 10 pages minimum (not including the reference pages) 8 up-to-date reference Rubric (see below)
Research Project Rubric
Criteria Accomplished = 4 Proficient = 3 Developing = 2 Emergent = 1 SCORE
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Topic and Thesis
Topic and Thesis are focused, clearly stated, and demonstrate applicability to the present.
Topic and Thesis are focused and clearly stated.
Topic and/or Thesis not clearly stated.
Topic and/or Thesis lack focus, clarity, connection.
Evidences Evidence supporting thesis is abundant and persuasive and references support statements.
Evidence supports thesis and references support statements.
Evidence supporting thesis is minimal and/or references are minimal.
Evidence supporting thesis is weak.References do not support statements.
Conclusions and Implications
Conclusions and Implications are evidence-based, demonstrate critical thinking, and suggest actions.
Conclusions and Implications are evidence-based and demonstrate critical thinking.
Conclusions and Implications are cursory.
Conclusions and Implications are unclear and/or inadequately supported by evidence.
Organization Organization is logical and coherent and ideas are explored in depth.
Organization is logical, coherent, and ideas are adequately developed.
Organization is inconsistent or unfocused and/or ideas are not fully developed.
Organization is illogical and/or ideas are not developed or are unclearly presented.
Documentation Documentation – adherence to APA guidelines and sophisticated integration of sources.
Documentation – adherence to APA guidelines and good integration of sources.
Documentation – some problems in using APA guidelines and/or integrating sources.
Documentation – problems in integrating sources and/or lack of adherence to APA guidelines.Some sources are questionable.
Language Language – impressive use of Standard English with sophisticated sentence structure, paragraphs, and transitions.
Language – adequate use of Standard English with good sentence structure, paragraphs, and transitions.
Language – some problems in using Standard English and some problems in sentence structure, paragraphing, and/or transitions.
Language – significant problems in using Standard English and in sentence structure, paragraphs, and/or transitions.
To achieve recommendation for licensure all marks must fall in the Accomplished and Proficient range.
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Electronic evidence #2 must focus on content (scholarship), not pedagogy.For….. Appropriate Content is….B-K Child development, policy, interagencey service delivery, the core
subjects(English, reading/language arts, math, science, social studies, arts)
K-6 the core subjects(English, reading/language arts, math, science, social studies, arts)
Reading linguistics, psychology of reading, reading disabilities
ECEC laws, current policies, definitions, the core subjects(English, reading/language arts, math, science, social studies, arts)
ESL English and linguisticsAIG law, current policies, definations
Electronic Evidence Additional RequirementEE2 Contentknowledge:
Evidence that demonstrates candidte depth of Understanding and application of content knowledge in the specialty area
Best Practice:Not Recommanded
Shows deep knowledge and application in core Content Attempts to cover more than on sisciplineOne assignment Is a "kitchen-sink" approachCapstone experience Collection of assignments throughout programFocuses on scholarship
Standard, Elements and DescriptorsRequired: 3b.1
Please rate each descriptor(s) Met Not Met3. Teachers know the content they Teachb. Teachers know the content appropriate to theirteaching specialtiy.1. Demonstrates and sppropriate level of contentknowledge in the teaching specialty.
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Evidence
Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates effective design of classroom instruction based on research-verified practice.
Name of Evidence
Learning Plan
Description of Evidence
A comprehensive instructional plan (semester, month, week, daily) incorporating classroom environment, management, instructional methodology, and assessment
Note Fill in every area. Teacher input detailed (if using a powerpoint tell what is covered in detail) Must include each learning style (auditory, visual, kinesthetic) for each lesson Always refect on your lesson plan Rubric (see below)
Learning Plan Rubric
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Theme/Topic Theme and /or Topic are appropriate and clearly stated.Evidence and rationale to support theme and topic are appropriate, abundant, and demonstrate critical thinking.
Theme and/or Topic are appropriate and clearly stated.Evidence and rationale to support theme are appropriate and adequate.
Theme and /or Topic not clearly stated.Evidence and/or rationale to support theme not sufficient.
Theme and/or Topic not appropriate and/or not clearly stated.Did not present rationale and/or evidence for theme/topic.
Goals/Objectives Goals and Objectivesare clearly stated and sequential, aligned with NCSCOS, and identify what is expected of learners.
Goals and Objectives are clearly stated, aligned with NCSCOS, and identify what is expected of learners.
Goals and Objectives are not all clearly stated and aligned with NCSCOS and/or do not adequately identify all that is expected of learners.
Goals and Objectives are lacking or not clearly stated, not sufficiently aligned with NCSCOS, and/or do not adequately identify what is expected of learners.
Instructional Procedures
Instructional Procedures are clearly stated and appropriate for learning outcomes.Strategies are evidenced-based, reflect theory and best practices, and demonstrate critical thinking.
Instructional Procedures are clearly stated and are appropriate for learning outcomes.Strategies are evidence-based and reflect awareness of theory and best practices.
Instructional Procedures are not all appropriate for learning outcomes and/or some strategies are not evidence-based and do not show awareness of theory and best practices.
Instructional Procedures lack clarity, are missing and/or strategies are inappropriate for learning outcomes and not evidence-based.
Assessment of Student Learning
Assessment methods are adequate and appropriate for evaluating student outcomes.Instruments and rubrics address all learning outcomes.Evaluation methods include expert, peer, and self-evaluation.
Assessment methods are adequate and appropriate for evaluating student outcomes.Instruments and rubrics address all learning outcomes.Evaluations methods are varied.
Assessment methods for evaluating student outcomes are vague and some are inappropriate. Some instruments and rubrics are included but do not address all learning outcomes.Evaluation methods are teacher dependent.
Assessment methods are inadequate for evaluating student outcomes.
Materials and Supports
Materials and Supports necessary to achieve all goals and objectives are abundant, varied, clearly stated, and demonstrate critical thinking.
Materials and Supports necessary to achieve all goals and objectives are adequate and clearly stated.
Materials and Supports necessary to achieve some goals and objectives are incomplete and/or unclearly stated.
Materials and Supports necessary to achieve all goals and objectives are absent.
To achieve recommendation for licensure all marks must fall in the Accomplished and Proficient range.
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Electronic Evidence Additional RequirementEE3 Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that
demonstrates effective design of classroom instruction based on research-verified practice.
Best Practice Not RecommendedUnit with several connected lesson plans and strategies for differentiation
Pieces of different assignments
Indicates performances in authentic experience related to standard. Single lesson plan
Standards, Elements and DescriptorsRecommended:1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2,4b.1, 4c.1, 4d.1, 4e.1,4f.1, 5c.1
Please rate each descriptor(s) Met Not Met1 Teachers Demonstrate Leadership
a. Teachers lead in their classrooms2. Draws on appropriate data to develop
classroom and instructional plans.
2. Teachers Establish a Respectful Environment for a Diverse Population of Students.
b. Teachers embrace diversity in school community and in the world.
3. Understands the influence of diversity and plans instruction accordingly.
d. Teachers adapt their teaching for the benefit of students with special needs.
1. Cooperates with specialists and uses resources to support the special learning needs of all students.
3. Teachers Know the Content They Teacha. Teachers align their instruction with the
North Carolina Standard Course of Study.1. Develops and applies lessons based on
the North Carolina Standard Course Study.C. Teachers recognize the
interconnectedness of content areas/discipline.
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1. Demonstrates knowledge of links between grade/subject and the North Carolina Standard Course of Study by relating content to other disciplines.
2. Relates global awareness to the subject.
d. Teachers make instruction relevant to students .
1. Integrates 21st century skills and content in instruction.
4. Teachers Facilitate Learning for Their Students
a. Teachers know the way in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.
1. Identifies developmental levels of individual students and plans instruction accordingly.
2. Assess and uses resources needed to address strengths and weaknesses of students.
b. Teachers plan instruction appropriate for their students.
1. Collaborates with colleagues to monitor student performance and make instruction responsive to cultural differences and individual leaning needs.
C. Teachers use a variety of instructional methods.
1. Uses a variety of appropriate methods and materials to meet the needs of all students.
d. Teachers integrate and utilize technology in their instruction.
1. Integrates technology with instruction to maximize students' learning.
e. Teachers help students develop critical thinking and problem-solving skills.
1. Integrates specific instruction that helps students develop the ability to apply processes and strategies for critical thinking and problem solving.
f. Teachers help students to work in teams and develop leadership qualities.
1. Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership.5. Teachers Reflect on Their Practice
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C. Teachers function effectively in a complex, dynamic environment.
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Learning/Unit Plan
Format
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Format for Learning/Unit Plan
Format Unit Olutline: Introducation
Purpose of the unit:
Unit Title:
Key concepts:
Subject area(s):
Desire outcomes:
Overaching goals:
Objectives:
Assessment types to be used:
Informal: Formal:
Lesson Plans ( you will need 8 Lesson plans to complete your Learning/Unit Plan)
Day 1:Day 2:Day 3:
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Lesson Plans-Please use the following:
High Yield Strategies Identifying similarities & differences Homework & Practice Questions, cues, organizers Summarizing & note-taking Nonlinguistice representation Cooperative learning Setting Obj. & providing feedback Generating & testing hupothsses Instructiontional Practices Coaching, Discussion, Modeling , Centers, Direct, Instruction, Opportunities for Practice, Hands on-
Activities, Presentation, Demostration, Gallery, Other (specify).
Include
Think-Pair-Share, Thinking Maps, Student use of Technology, Song. Dance, Chart, Project, Demonstration, Visuasls, Storytelling, Games, Drawing/Illustrating, Reflections/Journals, Perr/Self –Assessment, Simulations/Role Play, Problem-based learnin, other (specify)
Differentation
Small group, Student pairs, Whole group, Individual, Audiory, Visual, Kinesthectic, Tactile, Intraperonal, Interpersonal Bloom’s Taonomy LevelRememberUnderstandApply AnalyzeEvaluateCreate
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Class/Subject: Block/Period:Teacher: Date:
Lesson FormatFocus/Review:
Today’s Lesson Time Allotted(min.)
Review (related to prior learning)
Introduction/ Statement of today’s objective(s)/Learning Targets:
Essential Question (1) set focus of lesson
TSW(The student will)
How are learning styles addressed?___Visual___Auditory___Kinesthetic*Must have all 3 for each lesson.Digital Resources & Instructional Technology
Higher Order Thinking Questions (HOTS) Use Revised Blooms TaxonomyCreatingEvaluatingAnalyzingTeacher Input: (delivery of lesson)Use High Yield Instructional Strategies by MarzanoWhat is the teacher to do?____Coaching ____Discussion ____Modeling____Centers ____Direct Instruction____Opportunities for Practice____Hands-On Activity ____Presentation____Demonstration ____GalleryHow is instruction delivered?___Small Group___Whole Group___Individual___Digital Tools and Resources___OtherHow is instruction differentiated?___High___Medium___Low
Guided PracticeWhat are the students to do?____Think-Pair-Share ____Thinking Maps____Technology ____Song ____Dance ____Chant ____Project ____Demonstration____Visuals ____Storytelling ____Games ____Drawing/Illustrating
____Reflections/Journals____Peer/self Assessment____Simulations/Role Play____Problem-based learning______Other
Independent Practice: (student)May include: Practice problems, Exit Tickets, Discussion, Project Assessment, Oral quiz, written quiz, Reflection/Journal, Other (Specify)
Closure/Expectations (for tomorrow’s lesson)Assessment of Student Learning How will you evaluate what you taught in detail?
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Materials Needed:
Reflection of Lesson
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Lesson Planning
Resources
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Essential Questions(This section is reprinted from a series of articles first published in TechnologyConnection in 1995.)
As a teacher begins planning the school year for a course or theunits of the year, he or she should consider the ESSENTIALQUESTIONS which give meaning, relevance, and definition tothe course and the unit.
What are essential questions?Essential questions have the following attributes:
• Essential questions reside at the top of Bloom's Taxonomy (Bloom, 1954). They require students toEVALUATE (make a thoughtful choice between options, with the choice based upon clearly stated criteria),to SYNTHESIZE (invent a new or different version) or to ANALYZE (develop a thorough and complexunderstanding through skillful questioning).• Essential questions spark our curiosity and sense of wonder. They derive from some deep wish tounderstand some thing which matters to us.• Answers to essential questions cannot be found. They must be invented. It is something like cooking a greatmeal. The researcher goes out on a shopping expedition for the raw ingredients, but "the proof is in thepudding." Students must construct their own answers and make their own meaning from the information theyhave gathered. They create insight.
Have no one obvious "right" answer: essential "answers" are not self-evidently true. Even if there are"truths" and essential theories in a discipline, the student comes to know that there are other plausible thesesand hypotheses to be considered and sorted through along with the "sanctioned" views.• Answering such questions may take a life time, and even then, the answers may only be tentative ones. Thiskind of research, like good writing, should proceed over the course of several weeks, with much of theinformation gathering taking place outside of formally scheduled class hours.• Essential questions engage students in the kinds of real life applied problem-solving suggested by nearlyevery new curriculum report or outline curriculum standards such as the NCTM and the Science Standards.• Essential questions usually lend themselves well to multidisciplinary investigations, requiring that studentsapply the skills and perspectives of math and language arts while wrestling with content from social studiesor science.
• Go to the heart of a discipline. They can be found in the most historically important (and controversial)problems and topics in the sciences: What is adequate "proof" in each field of inquiry? Is our society moreadvanced than those of the past?
• Recur throughout one's learning. The same important questions get asked and re-asked, if they areessential. Our answers to essential questions may never be adequate, but they should become increasinglysophisticated.
• Are framed to provoke and sustain student interest. Essential questions work best when the questionsare edited to be thought-provoking to students, likely to generate interesting inquiries, and able toaccommodate diverse interests and learning styles.
• Link to other essential questions. Good questions engender other good questions. It is therefore useful tothink of a family of related questions as anchoring a course and a unit, and also to make clear to studentsthat their questions that arise naturally are part of clarifying the essential questions.
It would be best if students could learn to frame their own essential questions, but in most casesthey will require several experiences with teacher generated questions before they can shed yearsof practice with trivial information-gathering questions.
What would ESSENTIAL QUESTIONS look like?
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For a world history COURSE, they might look like:1. How do natural resources affect nations and potential conflict among them?2. What differentiates one nation’s identity from another?3. How do wars shape alliances and contribute to national identities?4. What role does technology play in the history of a people?5. How do languages influence peoples and their nationalities?
For a world history UNIT on World War II, they might look like this:
1. How did treaties, alliances, and political structure contribute to World War II?2. What are possibilities for the European outcome (and thus world outcome) had theUnited States not entered the war and why?3. How and why does a nation decide to go to war? What if a significant faction objectsto the war?4. What are indicators that a war has ended? For example, in World War II, how dideveryone know the war was over?5. Could a war such as World War II occur again? How and why?
Some other examples:
• Must a story have a moral? A beginning, middle, and end? Heroes and villains?• Did Gorbachev undermine or fulfill the promises of the Revolution?• Is geometry more like map-making and using a map, or inventing and playing games likechess? Were theorems invented or discovered?• Is history a history of progress?• What makes a family a community?• Do statistics always lie?• Are some aspects of another language and culture not understandable by people fromother cultures?• Is gravity a fact or a theory? Is evolution a scientific law or a theory?• In what ways are animals human, and in what way are humans animals?• Do mathematical models conceal as much as they reveal?
(These other examples are from Understanding by Design: Curriculum and Assessment, pp. 34-35.)
Note that these questions guide the planning process. Essential questions for the course lead toUNITS which in turn lead to more essential questions for each unit. Those essential questions,then, lead to objectives for each respective unit.
Why are essential questions important?1. They provide the teacher with a thoughtful approach to the course and to individual units.2. They help the teacher get in his or her mind the usefulness, the relevance, and the greater benefit for a course or unit. (The “So What?” question)3. The teacher plans using essential questions as a GUIDE to construct a hierarchy of knowledge. Not everything in a course, a unit, or a textbook is of equal weight. Somethings are more important than others. (You can’t teach everything! Coveringmaterial does not equal LEARNING material!)4. They help answer students’ questions such as, “Why do we have to learn this?”5. They are thought-provoking to students and can be used to stimulate discussion,debate, dissent, and research. (They go beyond the knowledge level of learning. Infact, essential questions hover around the upper three levels or so of Bloom’s Taxonomy.)6. All learning ultimately begins and ends with a question!7. They encourage engaged learners*.
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Responsible for their own learningThey invest personally in the quest for knowledge and understanding, inpart because the questions or issues being investigated are drawn fromtheir own curiosity about the world. Projects are pertinent and questionsare essential. Energized by learningThey feel excited, intrigued and motivated to solve the puzzles, make newanswers and reach insight. Their work feels both important andworthwhile. StrategicThey make thoughtful choices from a toolkit of strategies, consideringcarefully which approach, which source and which technique may workbest to resolve a particular information challenge. CollaborativeThey work with others in a coordinated, planful manner, splitting up thework according to a plan and sharing good ideas during the search forunderstanding.
http://daretodifferentiate.wikispaces.com/file/view/essential.pdf
ETSListening Learning Leading
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Unwrapping the
Learning Target - ExampleDepartment/Grade: 6 Content Strand/Cluster: Alaebra & Functions IdentifyingNumber:6.A.1.3Text of the Learning Target: Applv alaebraic order of operations and the commutative. associative. And distributive orooerties to evaluate exoressions: and iustitv each steo in the orocess.Cognitive Level: Application
Prerequisite Skills Vocabulary
What knowledge, understanding, or reasoning isrequired to achieve this learning target?
Know and understand the algebraic order of operations. Know and understand the commutative,associative, and
distributive properties.
What vocabulary needs to be understood to achieve thislearning target?
Apply, algebraic, order of operations, commutative, associative, distributive, properties, evaluate, and justify.
Achievement Criteria Differentiated Learning
What performance skills or product skills are required todemonstrate achievement on this learning target?
Simplify one-step, two-step, and multiplestep expressions. Identify and write expressions using thethree properties. Use the properties to justify each step of thesimplification
process.
How will instruction be differentiated to extend thelearning of the learning target?
Provide expressions with numbers, but no operational symbols. Challenge students to find two different ways to make the expression true.
Practice using decimal or integer numbers. Instruct students to write severalexpressions, then switch
and simplify.
How Will You Assess Achievement? Text-Support Material
What test or performance willgive you data about student progress toward achievement of this learning target?
Written quiz containing 4-6 problems. Oral exercise where students explain (or justify) each step in
the solution process. Direct students to respond in writing to:"What is the order
of operations?" or "What does the commutative property allow?"
Which chapters or pages directly provide instructional support to teach this learning target?
This will vary depending on text or learning materials utilized
Technology Student Friendly LanguageWhat technology resources will provide support to teach this learning target?
This will vary depending on available resources. Resources that might be used are interactive Websites, computerized math learning programs, or individual calculators
.Why do we unwrap learning targets?Teachers must have a common understanding of what students are expected to know and be able to do in order to ensure that all students have an equal opportunity to learn (Marzano, 2003).
We need to prioritize and discern which learning targets are most important for academic success (Reeves 2002; Marzano 2003).
We unwrap to establish and drive instructional priorities.We unwrap to determine rigor and relevancy of student work:ClassworkHomeworkAssessmentInterventionTeachers and students should both have clarity about the instructional target and what achievement looks like before the instruction even begins.
The goal is for teachers to have regular opportunities to collaboratively discuss the meaning of learning targets, the task analysis required to teach them, and how learners will be supported in instruction.
What does unwrapping mean?
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Knowing what the critical attributes are Knowing what prerequisite skills students need in order to achieve the learning target Knowing how to present the learning in a variety of contexts to meet learning needs Deciding how to assess achievement Ongoing learning activity that is part of continuous improvement in the instructional program
What unwrapping is NOT A check-off list of learning targets that you have covered An isolated activity A document for every learning target A one-time event
What are the steps in unwrapping a learning target? Identify the cognitive level of the learning target. Is it at a low, moderate, or high level of cognition?
Identify prerequisite skills. Compare the selected learning target with its corresponding learning target one grade level above, and one grade level below. Discuss what knowledge, understanding, or reasoning is required to achieve this learning target. What content or knowledge is new for students? How far will this same topic expand in the following year? Will the skills need to be reviewed or taught before addressing the learning target?
Identify important vocabulary. Which words from the items or learning targets might be unclear to students? Academic vocabulary (process verbs) Content vocabulary Big idea(s) or key concepts How will you ensure that students have a complete understanding of these words?
Determine how achievement will be assessed. Discuss big questions: What will students do to show achievement? Is there a rubric or grading criteria for student performance? What is the expected performance level? When is "good enough" good enough?
Identify how learning will be differentiated for lower- and higher-achieving students. Differentiate the learning targets to meet the needs of all learners: Use text resources. Use supplemental materials. Use depth, not breadth. Do not just give more of the same. Consider service learning.
Identify what text support material will be used to provide support to teach this learning target. What resources are available? Do we have ancillary materials? Do we have people on staff who might help with ideas or time?
Identify what technology resources will provide support to teach this learning target. What sites or tools are available to support student work? What sites or tools are available for the teacher in putting the lesson together? What Internet sites do you know of that provide information on the concept? Google it.
Marzano, Robert. What Works in Schools: Translatina Research into Action. Baltimore: Association for Supervision & Curriculum Development, 2003.Reeves, Doug. The leader's Guide to Standards: A Blueprint for Educational Eauitv. Hoboken: Jossey-Bass, 2002. Assessment Literacy Module 3
Focus on Standards TMCopyright@ 2007 by Educational Testing Service. All rights reserved. ETS and the ETS logo are registered trademarksof Educational Testing Service (ETS). FOCUS ON STANDARDS. FOS. and LISTENING. LEARNING. LEADING. are trademarks of ETS. 2 http://oada.dadeschools.net/iap/Unwrapping%20the%20Learning%20Target.pdf - --
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Setting Clear Learning TargetsRussell County SchoolsDecember 8, 2010Pam Wilson
1. Explain the benefits of Clear Learning Targets.
2. Write a clear learning target for a class you teach.
3. “Teachers who truly understand what they want their students to accomplish will almost surely be more instructionally successful than teachers whose understanding of hoped-for student accomplishments is murky.”
-W. James Popham
4. Clear Learning Targets shift us away from what we, as teachers, are covering towards what our students are learning.
Task: Think about one of your classes that you will teach tomorrow. Think about one thing you want your students to know or be able to do by the end of that class tomorrow.
Learning TargetsakaContent StandardsLesson Objectives
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BenchmarksEssential QuestionsLearning IntentionsLearner OutcomesExpectations
A learning target can take from “five seconds to five weeks” depending on
Complexity of the knowledge, skill, reasoning or product; Its overall importance in the curriculum Students – age, abilities, prior experience and cognitive development.
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Learning Targets should…
Be posted daily for students to see Be discussed with students at the beginning of the lesson Be reviewed with students at the end of the lesson How do you know students reached the target? (formative assessment)
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Teacher Benefits WHAT to assess – instructional guide – keep focused. CLARITY in planning – look for instructional activities & strategies to help all students reach that specific target. Better BALANCE of “in depth” study vs. “just covering the material.” Know what your assessments REFLECT at a finer grain. Help to MAXIMIZE student achievement. OPPORTUNITY to work collaboratively with other teaching professionals.
Student Benefits Able focus on the aspect at hand and not get distracted by other things. Able to look at the posted target to remind themselves of what they are supposed to be doing.
~ Clark, 2001, pp. 25-26When Learning Targets are communicated with parents, they
Know what’s happening in the classroom. Can focus on assisting their student in productive ways / locating resources. Understand what the grades mean in terms of what students have learned and have not learned. Talk specifically with students about their strengths and areas for improvement.
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https://drive.google.com/file/d/0B88l_27-vGbhNG1yZlMzWXd0cWc/view?pref=2&pli=1 Russll County Schools Pam Wilson
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What Works in Classroom InstructionMarzano’s Instructional Strategies
www.at-udl.com/library_bkup/DATA/Misc%20PDF's/whatworks.pdf Click the Link
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Bloom’s Taxonomy
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Framework for21st Century Learning
The Partnership for 21st Century Skills has developed a vision for student success in the new global economy.
2 1 S T C E N T U R Y S T U D E N T O U T C O M E S
2 1 S T C E N T U R Y S T U D E N T O U T C O M E STo help practitioners integrate skills into the teaching of core academic subjects, the Partnership has developed a unified, collective vision for learning known as the Framework for 21st Century Learning. This Framework describes the skills, knowledge and expertise students must master to
succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies.
Every 21st century skills implementation requires the development of core academic subject knowledge and understanding among all students. Those who can think critically and communicate effectively must build on a base of core academic subject knowledge.Within the context of core knowledge instruction, students must also learn the essential skills for success in today’s world, such as critical thinking, problem solving, communication and collaboration.When a school or district builds on this foundation, combining the entire Framework with the necessary support systems—standards, assessments, curriculum and instruction, professional development and learning environments—students are more engaged in the learning process and graduate better prepared to thrive in today’s global economy.
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Core Subjects and 21st Century ThemesMastery of core subjects and 21st century themes is essential to student success. Core subjects include English, reading or language arts, world languages, arts, mathematics, economics, science, geography, history, government and civics.In addition, schools must promote an understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects:• Global Awareness• Financial, Economic, Business and Entrepreneurial Literacy• Civic Literacy• Health Literacy• Environmental LiteracyLearning and Innovation SkillsLearning and innovation skills are what separate students who are prepared for increasingly complex life and work environments in today’s world and those who are not. They include:• Creativity and Innovation• Critical Thinking and Problem Solving• Communication and CollaborationInformation, Media and Technology SkillsToday, we live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale. Effective citizens and workers must be able to exhibit a range of functional and critical thinking skills, such as:• Information Literacy• Media Literacy• ICT (Information, Communications and Technology) LiteracyLife and Career SkillsToday’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as:• Flexibility and Adaptability• Initiative and Self-Direction• Social and Cross-Cultural Skills• Productivity and Accountability• Leadership and Responsibility
2 1 S T C E N T U R Y S U P P O R T S Y S T E M SDeveloping a comprehensive framework for 21st century learning requires more than identifying specific skills, content knowledge, expertise and literacies. An innovative support system must be created to help students master the multi-dimensional abilities that will be required of them. The Partnership has identified five critical support systems to ensure student mastery of 21st century skills:• 21st Century Standards• Assessments of 21st Century Skills• 21st Century Curriculum and Instruction• 21st Century Professional Development• 21st Century Learning EnvironmentsFor more information, visit the Partnership’s website at www.P21.org.One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org
http://www.p21.org/storage/documents/1.__p21_framework_2-pager.pdf
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Electronic Evidence 4
Evidence
Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills, and dispositions, in practice
Name of Evidence
LEA/IHE Certification of Teaching Capacity
Description of Evidence
State-required evaluation of the candidate completed by the institution and the cooperating teacher.
Monthly Evaluation by Clinical Teacher (CT) (3)Fall Spring
September FebruaryOctober and Mid-Term March and Mid-TermNovember AprilFinal Evaluation LEA/IHE Form Final Evaluation LEA/IHE Form
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Electronic Evidence 5
Evidence
Positive Impact on Student Learning: Evidence that demonstrates impact on student learning.
Name of Evidence
Assessment Analysis
Description of Evidence
An analysis of formative and summative data documenting student learning.
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Assessment Analysis RubricCriteria Accomplished = 4 Proficient = 3 Developing = 2 Emergent = 1 SCORE
Learning OutcomesWho are the students?What should students know at end of lesson? What should they be able to do?
Learning Outcomes clearly stated, measurable, cover key components of learning goal, and reflect multiple levels of learning.Students are identified.Performance targets are clearly defined, appropriate, and demonstrate critical thinking.
Learning Outcomes clearly stated, measurable, cover key components of learning goal, and reflect multiple levels of learning.Students are identified.Performance targets are clearly defined and appropriate.
Learning Outcomes not all clearly stated, not all measurable, cover key components of learning goal, and reflect multiple levels of learning.Students are identified.Performance targets are stated but not all are clearly defined.
Learning Outcomes unclearly stated, not all measurable, do not address all components of the learning goal, and/or do not reflect all learning levels.Students are identified.Performance targets are vaguely defined.
Assessment Methods Describe the process of assessing the learning outcomes and methods used to assess and interpret the data.
Assessment Methods clearly stated, use appropriate formative and summative measures, assess student needs, address all learning outcomes, demonstrate clearly how assessment results were used to inform instruction, provide extensive opportunity for self and peer assessment, are technology-based as appropriate, and demonstrate critical thinking.
Assessment Methods clearly stated, use appropriate formative and summative measures, assess student needs, address all learning outcomes, demonstrate clearly how assessment results were used to inform instruction, provide frequent opportunity for self and peer assessment, and are technology-based as appropriate.
Assessment Methods not all clearly stated, lack either formative or summative measures, assess student needs but do not address all learning outcomes, demonstrate some use of assessment results to inform instruction, and provide occasional opportunity for self and peer assessment.
Assessment Methods not clearly stated, lack formative and summative measures, do not address student needs and all learning outcomes, and/or do not adequately demonstrate how assessment results are used to inform instruction.
Data CollectionDescribe what information was gathered, how/when it was gathered, and how it is presented.
Data Collectionprocess clearly and completely described, data collected on all students and all learning outcomes,student progress assessed at appropriate intervals, and data presented clearly in a variety of
Data Collectionprocess clearly and completely described, data collected on all students and all learning outcomes, student progress assessed at appropriate intervals, and data presented clearly.
Data Collection process not completely described, data collected on all students butstudent progress not assessed at appropriate intervals.
Data Collection process not clearly described and/or data not collected on all students at appropriate intervals.
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formats.Results and AnalysisOutline the plan to evaluate and analyze evidence.Summarize the information and analyze the results.
Results and Analysis are clearly described, include all assessment methods, and is related to all learning outcomes.Data aggregation process is clearly described and data is aggregated.Data analysis and aggregation process reflect awareness of best practices.
Results and Analysis are clearly described, include all assessment methods, and are related to all learning outcomes.Data aggregation process is clearly described and data is aggregated.
Results and Analysis are not clearly described, include some assessment methods, and/or include some learning outcomes.Data aggregation process is described but some data not aggregated.
Results and Analysis are not clearly described and/or related to learning outcomes.Data aggregation process is not clearly described and/or data not aggregated.
Findings/ActionsCommunicate the results of the data analysis.Describe how assessment information was used to modify and/or improve learning.
Findings and Actions are clearly described and applied in inventive ways to improve instruction
Findings and Actions are clearly described and applied to improving instruction.
Findings and Actions are not all clearly described and/or applied to improving instruction.
Findings and Actions are unclearly described and/or do not inform instruction.
To achieve recommendation for licensure all marks must fall in the Accomplished and Proficient range.
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Electronic Evidence Additional RequirementEE5 Positive Impact on Student Learning: Evidence that demonstrates impact on
student learning.
Best Practice Not RecommendedAn assessment analysis that chronicles and documents positive impact over a period of time
Assessments used in isolation
Formative and summative evaluation strategies are evident
Single assessment strategyAnalyses that "blame" external factors for lack of learner progress
Standards, Elements and DescriptorsRecommended:1a.1, 4b.1, 4h.1, 4h.2, 5a.1
Please rate each descriptor(s) Met Not Met1. Teachers Demonstrate Leadership
a. Teachers lead in their classrooms1. Evaluates the progress of students toward high school graduation using a variety of assessment data measuring goals of the North Carolina Standard Course of Study.
4. Teachers Facilitate Learning for Their Students
b. Teacher plan instruction appropriate for their students.
1. Collaborates with colleagues to monitor student performance and make instruction responsive to cultural differences and individual learning needs.
h. Teachers use a variety of methods to assess what each student has learned.
1. Uses multiple indicators, both formative and summative, to monitor and evaluate students' progress and to inform instruction.
2. Provides evidence that students attain 21st century knowledge, skills, and dispositions.
5. Teacher Reflect on Their Practice a. Teachers analyze student learning
1. Uses data to provide ideas about what can be done to improve student's learning.
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Grade/Subject:OBJECTIVE:(Write out your objective, include the Resource/reference and objective number)
Learning Target (for student)(Know)
Learning Target should begin with “I can.”
Criteria for Success (for student)(Understand)
Criteria for Success should begin with “I will.”
Collecting Evidence(Do/Activity)
Documenting Evidence (How Will You Evaluate/Record)
I can….. I will….
Reflect on these question:1. What misconceptions do you think students might have?
2. What will you do to address the misconception to move learning forward (e.g., how will you adjust instruction, what descriptive feedback will you provide)?
Summarize Assessment of Student Learning:
Assessment Statistics:1. Results/ Analysis:2. Findings and Actions:
Summative/Formative Assessment Plan (1 of 8)
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AssessmentAnalysis/Plan
Resources
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Collecting & Documenting
Introduction Using a variety of methods to determine… where students are in their learning. the tools that can be used to document this evidence.
Methods need to align with the learning targets and criteria for success!What does this remind you of?
Where Am I Now?Teachers and Students….
Collect Evidence of Learning to determine where students are in relation to the intended learning outcomes.
Document Evidence of Learning to record learning as it happens and to communicate this progress to their students and parents.
Inside/Outside of the Box We need to start thinking a little “outside the box” when it comes to types of assessment. Brainstorm with your table group ways that you assess student learning other than the traditional
“test/quiz” way. Write each way on a separate index card with a little description of how it is done.
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DON’T put them in the box just yet!!
Collecting Evidence
Use multiple ways to allow students to show what they have learned Important that teachers use multiple methods that allow them to know where each student is in
reaching the learning target Provides the opportunity for teachers to differentiate instruction and move students towards their
learning target.Let’s take a look back….
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Your Turn:
At your table: Work together to think of a way of collecting evidence for the following: Learning Target:
o I can measure length of an object using items from the classroom. Criteria for Success:
o I will line up the item from end-to end.o I will use the same item to measure from end-to-end.o I will not have any gaps or overlaps.
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Documenting Evidence
Should reflect the learning adequately and appropriately Provide enough information to make sound decision that inform instruction and improve student
learning .
Examples:
* Mental Notes
* Symbolic indicators on seating charts or rosters
* Audio/Video recordings
* “My progress” forms
* Conference notes, etc.
Table Talk
Look at the 2nd grade example Use your same assigned learning target What are some examples of possible ways to document evidence for the learning targets? Share out Let’s take a look
Gallery Walk
Six charts have been placed around the room with learning targets from each grade level. In groups, rotate to each poster and add ways that these teams could collect and document
evidence.
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www.google.com/?gws_rd=ssl#q=NC+FalconL+Module+III+Collecting+%26+Documenting+Evidence East Elementary
NC FALCON: Module III Collecting & Documenting Evidence February 2011 East Elementary
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Analyzing Evidence and Descriptive Feedback- Learning Gap
How do you determine gaps in student learning?
Teachers can determine gaps in student learning through kidwatching and formative assessments. Formative assessments can help exemplify how each student learns and makes sense of the topic. Each student will vary in his or her learning ability and level. When I become a teacher I will always be monitoring the classroom to view student comprehension. I will look for confusion on student’s face and expressions. I will ask students question to gauge their understanding in their response. If a student asks a question to clarify their understanding I will check back at the end of class to make sure they have a better understanding.
How do you address learning gaps during daily instruction?
Learning gaps can be addressed during daily instruction by adjusting instruction based on the student's needs. The material can be more challenging for those students that are more advanced or AIG or it can be adjusted to help students that may have a hard time with the topic, are EC, or ESL. As a teacher you could revise the next days lesson based off of the student learning and understanding on the previous day. Teachers could create a tutorial time to work one on one with students to master the material before moving on. The teacher can do their best to provide a better learning experience to allow each student the greatest success in the classroom.
Why do you think it is important to anticipate obstacles and misconceptions and to identify strategies to address them while planning your lesson?
Each and every student learns differently and in his or her own unique way. Educators must anticipate challenges getting in the way or misunderstandings among the students. If teachers plan ahead and are prepared for these obstacles and identify strategies to address them while planning the lesson they will have an idea of how to interact and what to do with the students having these challenges. The strategies will help students stay involved in the lesson and not postpone their learning due to lack of planning when the situation arises. Everyone in the classroom will be prepared to continue with his or her learning.
Posted by Riley Boyle at 5:21 PM
http://boyler09fam.blogspot.com/2012/09/analyzing-evidence-and-descriptive.html
Methods of assessmentP a g e 49 of 65
OxFord
BrooksUniversity
Selecting methods of assessmentAdapted by Lee Dunn from: Morgan, Chris (1999) Southern Cross University, New South Wales, Australia. (Unpublished material for Southern Cross University booklet 'Assessing Students') There is a wealth of assessment methods used in higher education to assess students' achievements, but how to choose?
The primary goal is to choose a method which most effectively assesses the objectives of the unit of study. In addition, choice of assessment methods should be aligned with the overall aims of the program, and may include the development of disciplinary skills (such as critical evaluation or problem solving) and support the development of vocational competencies (such as particular communication or team skills.) Hence, when choosing assessment items, it is useful to have one eye on the immediate task of assessing student learning in a particular unit of study, and another eye on the broader aims of the program and the qualities of the graduating student. Ideally this is something you do with your academic colleagues so there is a planned assessment strategy across a program.
When considering assessment methods, it is particularly useful to think first about what qualities or abilities you are seeking to engender in the learners. Nightingale et al (1996) provide eight broad categories of learning outcomes which are listed below. Within each category some suitable methods are suggested.
1. Thinking critically and making judgements(Developing arguments, reflecting, evaluating, assessing, judging) Essay Report Journal Letter of Advice to .... (about policy, public health matters .....) Present a case for an interest group Prepare a committee briefing paper for a specific meeting Book review (or article) for a particular journal Write a newspaper article for a foreign newspaper Comment on an article's theoretical perspective
2. Solving problems and developing plans (Identifying problems, posing problems, defining problems, analysing data, reviewing, designing experiments, planning, applying information) Problem scenario Group Work Work-based problem Prepare a committee of enquiry report Draft a research bid to a realistic brief Analyse a caseConference paper (or notes for a conference paper plus annotated bibliography)
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3. Performing procedures and demonstrating techniques (Computation, taking readings, using equipment, following laboratory procedures, following protocols, carrying out instructions) Demonstration Role Play Make a video (write script and produce/make a video) Produce a poster Lab report Prepare an illustrated manual on using the equipment, for a particular audience Observation of real or simulated professional practice
4. Managing and developing oneself (Working co-operatively, working independently, learning independently, being self-directed, managing time, managing tasks, organising) Journal Portfolio Learning Contract Group work
5. Accessing and managing information(Researching, investigating, interpreting, organising information, reviewing and paraphrasing information, collecting data, searching and managing information sources, observing and interpreting) Annotated bibliography Project Dissertation Applied task Applied problem
6. Demonstrating knowledge and understanding (Recalling, describing, reporting, recounting, recognising, identifying, relating & interrelating) Written examinationOral examination Essay Report Comment on the accuracy of a set of recordsDevise an encyclopaedia entry Produce an A - Z of ... Write an answer to a client's question Short answer questions: True/False/ Multiple Choice Questions (paper-based or computer-aided-assessment)
7. Designing, creating, performing (Imagining, visualising, designing, producing, creating, innovating, performing) PortfolioPerformance Presentation HypotheticalProjects
8. Communicating
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(One and two-way communication; communication within a group, verbal, written and non-verbal communication. Arguing, describing, advocating, interviewing, negotiating, presenting; using specific written forms)Written presentation (essay, report, reflective paper etc.)Oral presentationGroup workDiscussion/debate/role playParticipate in a 'Court of Enquiry'Presentation to cameraObservation of real or simulated professional practice
Variety in assessmentIt is interesting to note that the eight learning outcomes listed above would be broadly expected of any graduating learner from a higher education program. Yet, when choosing assessment items, we tend to stay with the known or the 'tried and true methods', because they seem to have the ring of academic respectability, or possibly because it was the way we were assessed as undergraduates ourselves.From learners' perspectives, however, it often seems as if we are turning them into 'essay producing machines' or 'examination junkies'. When choosing methods it is important to offer variety to learners in the way they demonstrate their learning, and to help them to develop a well-rounded set of abilities by the time they graduate.
ReferencesNightingale, P., Te Wiata, I.T., Toohey, S., Ryan, G., Hughes, C., Magin, D. (1996) Assessing Learning in Universities Professional Development Centre, University of New South Wales, Australia. Brown, S., Rust, C., Gibbs, G. (1994) Strategies for Diversifying Assessment Oxford Centre for Staff Development, UK.
Strategies for Collecting and Documenting EvidenceMental Notes – Giving special attention while listening to student discourse with intent to remember and provide descriptive feedback.
Symbolic Indicators – Record any symbol, understood by you and your students, on your class roster that indicates where the student is in reaching the learning target.
Matrix – A chart with names down the left side and the learning targets written across the top. As students reach each target, check it off or record short phrases to indicate where each student is in the learning process.
Audio/Video Recordings – Live documented footage of what a student does and/or says which indicates where they are in reaching the learning target. The advantage of this strategy is that growth can be documented at different intervals.
“My Progress” Forms – Using a simple format, students begin writing what they think with respect to the learning target. After collecting, the teacher responds with descriptive feedback. This written conversation continues until the student can effectively communicate the learning.
Conference Notes – Notes taken by the teacher during parent, and/or student conferences which provide information for the teacher as to where the student is in the learning process.
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Thumbs Up/Down – A quick survey taken during instruction with a thumbs up if they understand and a thumbs down if they don’t. You could also use a thumb out to the side if a student feels he is almost there.
Clock Partners - Draw a clock on your paper and indicate the hours: 12, 3, 6, 9. Find 4 partners for each hour and ask them to write their name there. At designated times during the course of studying a concept, have students go to an “appointment” to discuss a question or problem proposed by teacher.
Student Think Aloud - Students think through a process “aloud” to a partner and the teacher monitors and listens as students take turns. This is a great performance assessment strategy.
Buddy Buzz/Think-Pair-Share - Assign partners for students to engage in discussions of problems, strategies, readings, examples, next steps, etc.
S.E.E.D (sentence, explanation, examine, drawing) – Write a sentence, provide a verbal explanation, self/peer/teacher examine, and finish with a drawing.
Partner Reading - Form student partnerships, where students take turns reading and explaining. The teacher should model partner reading and use this strategy to assist students in comprehension.
Round Table - Form groups of 4. Students take turns writing key words or ideas from the lesson—until time is called. The teacher records total for each team and interviews winning team for an overview. Then allow other teams an opportunity to develop strategies to improve their scores. Allow a round 2, record scores and interview the winning group, asking them to share strategies used to improve.
Numbered Heads - Number off in even teams with each student remembering their number. Ask students a question, allowing them to put their heads together and find the answer. Make sure everyone on the team knows the answer because the teacher can call a certain student number to answer the question.
Write-around – Group students, each student has paper and a pencil. Each student copies the prompt on a sheet of paper, completes the sentence, and passes the paper to the right. The next student reads what was written, writes another sentence, and then passes the paper to the right. Students must read the previously written sentences and add another sentence to each paper he or she receives. This procedure is followed until the teacher calls time. Students collaborate, choosing and presenting the one of their choice.
Inside Outside Circle - Count off by two’s, #1s form an inside circle and #2s form the outside circle. Make sure you have a partner facing you. You have 1 minute to discuss a question/problem posed by the teacher. When the minute is up, move to the right, discuss the responses with a new partner. The teacher uses a random method to select students to provide answers. Begin the process again!
Exit Ticket - Give students “tickets” which are small pieces of paper designed to look like tickets, but with space for writing. Ask students to write or answer questions about the big idea of the lesson, but in their own words. A follow up may require more explanation of the concept. Exit Tickets are particularly effective because they require the student to concentrate on the essential elements of a lesson and to communicate using organized writing strategies.
Some Strategies Provided by Margarita Calderon & Associates, Inc
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Electronic Evidence 6
Evidence
Leadership Collaboration: Evidence that demonstrates leadership and collaboration
Name of Evidence
Innovation Plan
Description of Evidence
Recommendations for school/classroom change reflecting research, a review of data sources, and collaboration.
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Innovation Plan RubricCriteria for Innovation Plan (IP) Accomplished =
4Proficient = 3
Developing = 2
Emergent = 1
Score
1. Clarity of statement2. Use of school improvement resources (Teacher Working Conditions Survey, School Improvement Plan, School Report Card)3. Relationship to school mission and need4. Measurable goals5. Identification of resources to achieve goals6. Collaborative effort7. Timeline8. Evaluation of Plan
IP meets all criteria and has these additional qualities:a. Addresses a school need in a comprehensive way.b. Uses technology to address school need.
IP meets all criteria
IP has problems with these criteria:1, 4, 5, 6, 9
IP has problems with all criteria.
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Electronic Evidence Additional RequirementEE6 Leadership Collaboration: Evidence that demonstrates leadership and collaborationBest Practice Not RecommendedConnection or theme that ties the evidence together
Pieces of disconnected assignments
One assignment or parts of a larger assignment
Field experience logs/forms isolated from candidate's product
Candidate performance in authentic experiences related to standard
Testimonials by cooperating teachers
Artifact(s) created by the candidate
Standards, Elements and Descriptors
Recommended:1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1
Please rate each descriptor(s) Met Not Met1. Teachers Demonstrate Leadership
b. Teacher demonstrate leadership in the school.1. Engages in collaborative and collegial
professional learning activities.2. Identifies the characteristics or critical
elements of a school improvement plan.3. Displays the ability to use appropriate
data to identify areas of need that should be addressed in a school improvement plan.
c. Teachers lead the teaching profession1. Participates in professional development
and growth activities.2. Begins to develop professional relationships
and networks.2. Teachers Establish a Respectful Environment for a Diverse Population of Students
e. Teachers work collaboratively with the families and significant adults in the live of their students
1. Communicates and collaborates with the home and community for the benefit of students.
5. Teachers Reflect on Their Practiceb. Teachers link professional growth to
their professional goals1. Participates in recommended activities
for professional learning and development.
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Innovation Plan Information
1. The Innovation Plan Collaborative project between you and the members of your internship school. Designed to evaluate your leadership skills as a prospective teacher. Benefit the school and advance student achievement. Encompass more than just your classroom. Based on a needs assessment generated through a review of the School Improvement Plan,
Teacher Working Conditions Survey, and/or School Improvement Plan. Executed and completed before the end of Junior Practicum or Senior Internship. Written in 3rd person. This tense is considered more academic and formal. It is also less
biased when arguments are presented. Students may use the following terms: “The Researcher,” or “The Educator.” He/She may also be used if necessary, but not recommended.
2. Introduction/Clarity of Statement Include title of plan. Explanation of project. Brief explanation why you selected this topic, what you are
planning to accomplish and how. Must include summary of research relating to and to support your plan.
3. School Improvement Tools- Identify and explain why you used the selected resource School Improvement Plan. NC Report Card. Teacher Working Conditions Survey. Program Assessment Tools , EOG/EOC Data, or EVAAS (Education Value-Added
Assessment System).4. Relationship to School Mission
Identify the mission of the school and tell how your plan relates to the school’s vision and mission?
5. Measurable Goal must be SMART Specific: A specific goal has a much greater chance of being accomplished than a general
goal. To set a specific goal you must answer the six “W” questions: Who: Who is involved?What: What do I want to accomplish?Where: Identify a location.When: Establish a time frame.Which: Identify requirements and constraints.Why: Specific reasons, purpose or benefits of accomplishing the goal.
Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal. To determine if your goal is measurable, ask questions such as……How much? How many? How will I know when it is accomplished?
Attainable – Identify goals and figure out ways you can make them come true. Develop the attitudes, abilities, and skills to reach them.
Realistic- To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents
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substantial progress. Your goal is probably realistic if you truly believe that it can be accomplished.
Timely – A goal should be grounded within a time frame. With no time frame tied to it there’s no sense of urgency. If you want to lose 10 lbs., when do you want to lose it by? “Someday” won’t work. But if you anchor it within a timeframe, “by May 1st”, then you’ve set your unconscious mind into motion to begin working on the goal.
-ttp://topachievement.com/smart.html Example: By April 15, 80% of all the students in grade 5 will have increased their overall
spelling scores to at least a grade of 80 or above.6. Identification of Resources to Achieve Goals
Identify the resources used to accomplish your plan. Explain how they were used to advance your plan.
7. Collaborative Effort
Identify the staff and their contributions to your plan development. Remember it must be more than you and your Clinical Teacher.
8. Timeline Display a list of events in chronological order as they relate to your plan. Include at least the month and year of all activities conducted during your plan. These may be listed. It is not necessary to narrate.
9. Data Analysis Include pre and post data. Include graphic representation of your data. Provide a summary of your analyzed data.10. Evaluation of Plan
This should include a summary of your findings. Was your project successful based on your SMART goal? Why or why not? Will the school continue to use your plan? Why or Why not? If you did not meet your goal, what do you think you could have done differently?
11. Guidelines-Include Title of your plan. Include header. Page Numbers. Name, and Course Number. Double spaced, 12 inch font, Times New Roman.
Name Course Title/Title number#
Electronic Evidence Review FormP a g e 58 of 65
Electronic Evidence Review
Research Paper 1St DraftLearning Plan 2nd Review Assessment Plan 3rd ReviewInnovation Plan 4th Review
Date Assistance Provided By: Reviewer Signature
Writing CenterPeer Review IPeer Review IISpell Check
Date Assistance Provided By: Reviewer Signature
Writing CenterPeer Review IPeer Review IISpell Check
Date Assistance Provided By: Reviewer Signature
Writing CenterPeer Review IPeer Review IISpell Check
Date Assistance Provided By: Reviewer Signature
Writing CenterPeer Review IPeer Review IISpell Check
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Check Document submitted Check Review submitted
Electronic Evidences Approval Form
Name of Student
Name of Evidence Approval DateLearning PlanAssessment PlanResearch PaperInnovation Plan
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Moodle ePortfolio User Guide Shared Portfolio
For Students: Students will be responsible for building their own ePortfolios. Generally, students can link to their ePortfolio directly from the front page of Moodle as well as from within specific courses. Anywhere you see the block below appear, a student can click on “My Portfolio” it to access their ePortfolio.
The link “My Portfolio” is the entry-point to the ePortfolio. Behind this link, separated in different tabs the whole ePortfolio can be accessed. The link “Shared Portfolios” points to all shared portfolios of other students within Moodle that have granted the user access to their portfolio (or parts of it). The link “Export” is a quick-link to the export/import page within the ePortfolio. Information Tab o This tab can be used to provide a personal introduction to your portfolio. An introduction may include details on the degree you are seeking, what lead you to pursue that degree, and your career goals after obtaining the degree. o You can also provide contact information here such as your email address and phone number. o Use the Edit button to add content to the Information tab.
Categories Tab o This tab can be used to create categories. Categories are often key areas or components of a portfolio. In the case of MOC, these will be the 6 key areas of the education portfolio required for licensure. o All content added to the portfolio must be placed in categories, so you must create at minimum 1 category here. o Use the Edit button to add content to the Categories tab. My Portfolio tab
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o This tab allows you to add individual content to your portfolio. Content can come in the form of Links, Files, and Notes. o Links: This would include links to external websites or other resources pertinent to the portfolio. To add a Link, select Link from the drop-down on the My Portfolio tab and press New and fill in the required fields: Title – A short description of the link Category – Put the Link into a category for organization URL – The URL of the link. Copy and paste this from your web browser. Content – Not required but can be used to add a long description of why you are including this site in your portfolio. Press Save Changes to finish.
o Files: This would include any files you wish to include in your portfolio. If you have already submitted the file to a course within Moodle, do not attach it here. Instead, skip to the Export/Import tab and use the Import from Moodle Assignments feature. If the file is not already in Moodle, you can upload it here. To upload a file, select File from the drop-down on the My Portfolio tab and press New and fill in the required fields: Title – A short description of the link Category – Put the File into a category for organization File – Use the Browse button to locate and select the file you wish to upload. Content – Not required but can be used to add a long description of why you are including document in your portfolio. Press Save Changes to finish.
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o Notes: This would include any notes or on-screen text you’d like to incorporate into your portfolio. To add Notes, select Notes from the drop-down on the My Portfolio tab and press New and fill in the required fields: Title – A short description of the link Category – Put the Notes into a category for organization Content – Put the Notes you’d like to add here. Press Save Changes to finish.
Views tab o This tab allows you setup views. Views are selections of portfolio content that you make available to individual users. o Views can be made publically available (external), available only internally, or available only to individual users. o To add a View, press Add a View and fill in the required fields. Title – A short title for the view
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Description – A brief explanation of the view View Design – Each of the artifacts you added to your portfolio on the My Portfolio tab will appear on the left. You can select them and drag and drop them over underneath the Headline in the View Design area. Moving artifacts into the View Design area adds them to your portfolio. You can drag and drop to reorder the artifacts in the View Design. The black x will allow you to delete or remove an artifact from the view.
Sharing – This area allows you to decide who will be able to see this view and the artifacts within in. Press the Change button next to the word sharing to see the options:
o External Access – This option allows you to make the portfolio view available to the outside world and generates a URL that can be shared with users for this purpose. o Internal Access – This option allows you to make the portfolio view available only internally to the school community. Within this option you can select access for ALL internal users or access only for individual users by selecting their names.
Export/Import tab o The most important feature on this tab is the ability to import assignments from courses you’ve participated in within Moodle. o To do this, select the Import from Moodle Assignments option. You will see a list of the assignments you have submitted and can use the add button to add them to your portfolio.
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o You can also use Export SCORM-file option here to export your portfolio content into an industry standard package. This package can be used to upload the portfolio into other portfolio tools if needed.
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