College of Education
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Teaching Licensure Programs
2012-2013
updated July 25, 2012
Contents
Introduction 3
What is a portfolio? 3
Why is a portfolio needed? 4
Getting Started 5
Portfolio Structure 7
Directed Response Folio 7
Standards-Based 9
Performance-Based 10
The Portfolio Process 10
Submitting an Artifact to an Instructor 11
Artifact Assessment 12
Checkpoints 13
Checkpoint Submission 14
Employment Portfolio 15
Conclusion 16
Appendix A: Program Self-Enrollment Codes 17
Appendix B: Transfer Student Information 18
Appendix C: Standards Alignment 19
Appendix D: Choice Artifacts 23
Appendix E: General Outcome Rubrics for CSU Outcomes 26
Appendix F: TaskStream Technical Information 39
Introduction
What is a portfolio?
In the Cleveland State College of Education and Human Services, you will gather a portfolio of work that you produce throughout your program. Your portfolio is a crucial part of your teacher education experience and serves as a significant method of demonstrating how you meet the standards of the Cleveland State teacher preparation program. Over the past 12 years of experience using portfolios in our teacher education programs, we have found that candidates who understand the process complete the requirements thoughtfully. When done properly, the portfolio is a valuable tool for fostering and documenting professional growth.
We want the portfolio process to be a positive experience for you. Toward that goal, this handbook provides:
• An explanation of the purpose of the portfolio
• Clarification of the portfolio process at Cleveland State
• Technical information about managing your portfolio
• Additional resources to help you understand and make the best use of the portfolio
In the most general terms, a portfolio is documentation of professional growth and competence. We have found that candidates have different ideas when they hear the word portfolio. Let’s examine some common misconceptions that people have about CSU portfolios.
Some people think of a portfolio as a scrapbook of memorabilia. Scrapbooks contain photos, captions, and snippets of text. Scrapbooks rely heavily on visual appeal and on the use of brief, punchy statements to generate an emotional response. This is NOT what your CSU portfolio will be. Although you might include some photos in your portfolio, the contents of your portfolio must offer a reviewer insight into your knowledge, skills, and attitudes about teaching (called “dispositions” in education). Photos with captions alone are not substantial enough to offer insight into your thinking or evidence of your skills.
Some people think of a portfolio as a file cabinet or notebook containing a complete collection of assignments from all your courses. This idea of a portfolio treats everything equally with the ultimate goal of gathering as much material as possible. This is NOT what your CSU portfolio will be. Your portfolio will be selective and include only a small subset of your finished work. Some assignments will be required to be in your portfolio. Other assignments will be included because you have chosen them as evidence to demonstrate something important about your skills or knowledge.
Some people think of a portfolio as a showcase of best work, similar to a portfolio that an artist or a designer might use to win a contract with a client. This idea of a portfolio includes only the artist’s best work and does not document the prior work it took to reach that level of ability. In addition, the artist herself chooses how to organize the portfolio. This is NOT what your CSU portfolio will be. Your portfolio will include high-quality pieces of work, but it will contain work that you produce at every stage in your teacher preparation program to demonstrate your growing competence in the CSU Outcomes, a set of standards that identify and describe the essential knowledge, skills and dispositions you need to start your teaching career. At each transition point you must meet expectations for that phase of your program, but we expect that you will continue to develop throughout your program. At the end of your program you will produce an employment portfolio that will include only your best work to market yourself to potential employers.
In summary, your CSU portfolio will have the following characteristics:
• The portfolio will contain documents that provide substantial evidence of your knowledge, skills, and dispositions related to the CSU Outcomes.
• The portfolio will contain only selected work identified by the faculty and by the candidates.
• The portfolio will document professional growth by including work generated at all stages of the teacher preparation program.
Why is a portfolio needed?
You may be asking yourself, “If I already receive course grades, isn’t that enough to document my professional growth? Why do I need a portfolio?” The faculty believe that the portfolio is a useful component in the CSU teacher preparation programs.
The portfolio process helps teacher candidates in the following ways:
• The process provides you with an overview of the requirements that must be completed prior to licensure and gives you an easy way to track your progress towards completion.
• The portfolio allows you to identify areas of strength and to determine areas where you need to make additional efforts. The process requires you to reflect on the documents in light of the CSU Outcomes. The portfolio provides a broader perspective than an individual course and allows faculty to see that you are prepared at key transition points to move to the next level of your teacher preparation program.
• The process is fair for all candidates because the portfolio uses common assessments given across all sections of a course.
• At the end of your program, the portfolio helps you demonstrate whether you have satisfactorily met all program standards and thus qualify for endorsement of your licensure application.
• The portfolio will provide you with materials you can use in an employment portfolio to show potential employers your skills.
• The reflective components of the portfolio process will help become more aware of the CSU Outcomes and prepare you for interview questions that are likely to be similar to the outcomes.
The process helps college faculty in the following ways:
• The common assessments included in the portfolio facilitate conversation among faculty about course objectives, offer clear guidance for part-time instructors, and provide program teams with a measure of how courses and assignments collectively prepare candidates for success in their student teaching internships and beyond.
• The portfolio provides a comprehensive tool to make informed decisions about candidates’ readiness to progress through the teacher preparation program.
• The electronic portfolio process provides the faculty with a simplified system of gathering, aggregating, and analyzing assessment data within and across programs. Analysis of these data allows faculty to identify program strengths and areas for improvement.
Getting Started
The following groups of students will use TaskStream () to submit and manage their portfolios:
• Undergraduate students enrolled in EDB 300 in Fall 2012 or later
• Graduate early childhood licensure students who took ECE 500 in Fall 2012 or later
• Graduate special education licensure students who took ESE 500 in Fall 2012 or later
• Students in the MUST or Chinese Licensure programs beginning Summer 2012 or later
• Students who transferred to the College of Education and Human Services in Fall 2012 or later. Transfer students should refer to Appendix A for details about how the portfolio process works with transfer courses.
Any student who is not included in one of these groups and who has already submitted artifacts through ePortfolio will continue to use the ePortfolio system. (Refer to ePortfolio handbooks and instructional “Quicksheets” to help you navigate and use ePortfolio. You can find these materials online at )
All students using TaskStream will be charged a portfolio lab fee which covers the cost of a 4-year subscription to TaskStream. This fee will automatically be charged to EDB 300 students. Transfer students who receive credit for EDB 300 must visit the Education Student Services Center to pay this fee. Graduate licensure students will receive information from their program coordinator about how to pay the fee.
Once you have paid the fee, you will receive a key code to activate your TaskStream account. To begin your subscription activation, go to the TaskStream Home Page. Below the login area, click the “Subscribe/Renew Today” link.
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Select the option that applies to you. First time subscribers should select the “Create a new TaskStream subscription” option. You will use Subscription Option 2 because you will be provided with a key code by either your EDB 300 instructor or the Education Student Services Center.
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Follow the directions to complete the subscription purchase or activation process. Please ensure that you enter a valid email address so TaskStream can send your username and password to you. All email addresses are confidential and will not be made available to third parties. TaskStream recommends that you add the taskstream-subscriptions@, help@, and notification@ email addresses to your email contacts so that TaskStream emails are not blocked by spam software or computer settings.
Once your TaskStream account is activated, you must enter the enrollment code for your program. The self-enrollment code for all programs is found in Appendix A. To enroll in your program, simply access your TaskStream account and then click on the “Enter Code” button on the left side to enter the code.
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When prompted, enter the program code and click “Search.” You can then review the program information that corresponds to the code you entered. To be enrolled in the program, click “Enroll.” If you enroll yourself into an inactive program, the program will not appear on your home page until the Cleveland State Program Manager activates the program. If you switch programs, you should contact Heather Gallacher at h.gallacher@csuohio.edu or 216-687-3743 to be switched into the new program.
If you have any technical questions about TaskStream, you can always contact the TaskStream Mentoring Services at help@ or at 800-311-5656.
Portfolio Structure
As you move through your program, you will develop and submit evidence to demonstrate that you meet the 12 CSU Outcomes. Each piece of evidence is called an artifact. Course instructors assess artifacts using a rubric specific to that artifact. At various “checkpoints” that mark significant transition points in your program, you will submit additional artifacts, and a faculty evaluator will check the whole portfolio to ensure that you have met the criteria to move to the next phase of your program. To complete your program and receive endorsement for licensure, you must meet the requirements for all artifacts.
Directed Response Folio
When you click on your program, you will see a list of all portfolio requirements for that program along the left side of your screen.
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These requirements comprise a structure called a Directed Response Folio (DRF). By clicking on any requirement, you will see the course number where the assignment will be submitted and a brief overview of the assignment. All assignments will be scored using a rubric which you can also view. Many requirements also include detailed directions for the assignment; if not, your instructor will provide you with additional details.
The DRF is divided into three phases: 1) pre-practicum, 2) pre-student teaching, and 3) pre-licensure. During each phase, you will find the following types of submissions:
• Required Artifacts. For selected courses, there are common artifacts that will be submitted directly to your instructor and assessed by your instructor using a rubric for that assignment. These artifacts must be submitted and graded in TaskStream. Each required artifact will be designated as “meets” or “does not meet” requirements. If you have a required artifact that “does not meet” requirements, you will not be able to proceed to the next phase of your program.
• Choice Artifacts. When your portfolio is ready to be checked to move to the next phase of your program (checkpoint assessment), you will choose two additional artifacts to submit and you will write a reflection explaining how these artifacts demonstrate your competence in the CSU Outcomes. These artifacts will be assessed by an assigned faculty checkpoint evaluator.
• No Submission Requirements. In some phases of your program, there will be assessments imported directly into your DRF. These might include performance assessments from field experiences, GPA calculations, or Praxis test scores.
• Summative Checkpoint Self-Analysis. In the final step before checkpoint assessment, you will review your assessments compared to the CSU outcomes to determine areas of strength and areas for improvement. You will use this analysis to determine strategies for your own professional development during the next program phase.
Portfolio Standards
The portfolio structure is designed to ensure that you have mastered standards established by CSU to identify the skills and knowledge needed by beginning teachers. These standards, called CSU Outcomes (listed in Table 1), are based on a conceptual model of the TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL—A PARTNER IN LEARNING. Each outcome is comprised of knowledge, skills, and dispositions which you must demonstrate. These are goals toward which you will work in your teacher preparation program. Portfolio requirements have been carefully selected to provide evidence that you have met all requirements of each Outcome. The scoring rubric for each artifact is linked to these outcomes, and TaskStream allows you to you see your scores in relation to each outcome.
Table 1: Cleveland State University Teacher Education Outcomes
|Cleveland State University – Teacher Education Outcomes |
|Personal Philosophy. The CSU teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and|
|practice. |
|Social Foundations. The CSU teacher education student possesses knowledge and understanding of the social, political, and economic factors that |
|influence education and shape the worlds in which we live. |
|Knowledge of Subject Matter and Inquiry. The CSU teacher education student understands content, disciplinary concepts, and tools of inquiry |
|related to the development of an educated person. |
|Knowledge of Development and Learning. The CSU teacher education student understands how individuals learn and develop and that students enter |
|the learning setting with prior experiences that give meaning to the construction of new knowledge. |
|Diversity. The CSU teacher education student understands how individuals differ in their backgrounds and approaches to learning and incorporates|
|and accounts for such diversity in teaching and learning. |
|Learning Environment. The CSU teacher education student uses an understanding of individual and group motivation to promote positive social |
|interaction, active engagement in learning, and self-motivation. |
|Communication. The CSU teacher education student uses knowledge of effective verbal, nonverbal, and media communication techniques to foster |
|inquiry, collaboration, and engagement in learning environments. |
|Instructional Strategies. The CSU teacher education student plans and implements a variety of developmentally appropriate instructional |
|strategies to develop performance skills, critical thinking, and problem solving, as well as to foster social, emotional, creative, and physical|
|development. |
|Assessment. The CSU teacher education student understands, selects, and uses a range of assessment strategies to foster physical, cognitive, |
|social, and emotional development of learners and gives accounts of students’ learning to the outside world. |
|Technology. The CSU teacher education student understands and uses up-to-date technology to enhance the learning environment across the full |
|range of learner needs. |
|Professional Development. The CSU teacher education student is a reflective practitioner who evaluates his/her interactions with others (e.g., |
|learners, parents/guardians, colleagues and professionals in the community) and seeks opportunities to grow professionally. |
|Collaboration and Professionalism. The CSU teacher education student fosters relationships with colleagues, parents/guardians, community |
|agencies, and colleges/universities to support students’ growth and well being. |
Besides the 12 Cleveland State Outcomes, there are many other educator standards, including the Ohio Standards for the Teaching Profession (OSTP), the Praxis domains that guide the ETS Praxis II Principles of Learning and Teaching examinations, and the new teacher standards established by the Interstate New Teacher Assessment and Support Consortium (INTASC). In addition, there are subject specific standards developed by the Specialized Professional Associations (SPAs) that support different teaching content areas such as mathematics, language arts, science, and physical education. You will be introduced to these standards in your program-specific courses.
To keep the process simple, the faculty has aligned the Cleveland State Outcomes with these other standards. The chart in Appendix D shows you how these standards are aligned. If you meet the 12 Cleveland State teacher education Outcomes, you will also meet the other necessary sets of standards.
Portfolio as a performance assessment
Unlike paper and pencil tests, the portfolio is designed to assess three things: 1) knowledge of pedagogy and content; 2) ability to apply and use that knowledge through the performance of specific skills; and 3) dispositions that reflect a professional attitude towards teaching. To assess these things, the portfolio will include a variety of evidence demonstrating what you know, what you can do, and your attitudes about teaching and learning. This evidence will include written assignments, electronic materials you produce for teaching, multimedia such as photos and video that document things you are able to do, and assessments of your abilities and attitudes completed by qualified people who have observed you working in educational settings.
Many portfolio requirements have been chosen to prepare you for one key culminating assessment, the Teacher Performance Assessment (TPA), which all student teachers must complete beginning in Fall 2012.
The TPA is composed of three tasks. First, you must plan a series of 3-5 lessons, called a lesson segment. Your plan must include a link to relevant content standards and a strategy for assessing student understanding. Second, you must teach and videotape yourself teaching the learning segment. You will select specific video clips to demonstrate your ability to interact with students. Third, you will analyze the learning of your students and reflect on how well your instruction helped them learn the content. If you are successful in completing the early requirements of the program, you should be well prepared for the TPA.
The Portfolio Process
There are two major steps in the portfolio process. First, you will submit required artifacts to your instructors through TaskStream. Your instructors will assess each artifact using a rubric for that artifact and inform you whether it meets or does not meet requirements. If the artifact does not meet requirements, you must revise and resubmit it to your instructor until it meets requirements.
Second, at the specified “checkpoints,” you will be assigned a checkpoint assessor. You will prepare your portfolio for checkpoint assessment and submit it to your checkpoint assessor who will review your progress and determine whether you meet the criteria to move forward in your program. At the final checkpoint, your assessor will determine whether you have met the criteria to be endorsed for a teaching license.
Submitting an Artifact to an Instructor
This section explains how to submit the different types of artifacts during the process. As you saw earlier, each required artifact is associated with a course, which you can see in parentheses next to the artifact title. Your instructor will inform you when you need to submit the required artifact for assessment.
To submit an artifact, simply click on the title of the requirement itself. The content of the chosen requirement section will be displayed in the right frame area. You can view the “Directions” for the requirement and download any additional available details about the assignment. If you would like to see the rubric being used to evaluate your work, click the “Evaluation Method” link and click “View rubric.”
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Submitting an artifact for assessment is similar to adding an attachment to an email. For most artifacts, you will be clicking on “Attachments.” Follow these steps:
1. Select the type of file you wish to add. You can select a file from your computer, a file you previously uploaded in TaskStream, or work that you created in TaskStream (such as a web folio).
2. Name the file and add a description of the file, if desired.
3. Click the “Add File” button when finished.
4. Click “Save and Return” to go back to the main program work area when you are done adding attachments. You may add multiple attachments as specified in the artifact directions.
5. To submit this requirement to your instructor, click “Submit Requirement” from the top of the Work tab. The dialog box allows you to add comments for your instructor.
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6. Select your assessor from the list of faculty (listed alphabetically by last name) and click “Submit Evaluation.”
Congratulations! You have submitted your artifact for assessment!
Artifact Assessment
Every artifact in your portfolio will be assessed by your instructor using a rubric based on the specific requirements for that artifact. Each rubric row describes one specific assignment criterion, and every row will be rated as unacceptable, emerging, proficient, or exemplary based on the column descriptions. “Proficient” describes the target level of performance. Ratings of “unacceptable” or “emerging” are not considered to be meeting the requirements for that particular assignment, whereas “exemplary” describes work that exceeds expectations. The rubric scores may also be factored into your course grade. If so, your instructor will inform you how your rubric scores will be converted into points or letter grades.
Every row of the rubric is related to one or more CSU Outcomes, which you can view by clicking on the “Standards” link in each row. We suggest that you review the rubric for every assignment before you submit it to ensure you have met all requirements. In addition to the artifact-specific rubrics, there are 12 general Outcome Rubrics (Appendix E) used with the choice artifacts at each checkpoint to assess progress on each of the 12 CSU Outcomes.
When assessing your artifact, the instructor will complete the rubric and may also provide written comments. At the end of each rubric, the instructor will indicate whether you have met or not met the requirements for that artifact. The instructor has the ability to return an electronic copy of your paper through TaskStream with comments or tracked changes.
After your instructor assesses your work, view your assessment results by clicking on the “Scores/Results” tab. The “Status” column indicates whether your artifact meets or does not meet the requirements. The “Actions” column shows you to whom you submitted your artifact and indicates whether the artifact has been assessed yet. The Results column provides you with your score, and the “History” column allows you to track any comments made by you or your instructor. If any artifacts do not meet requirements, you must revise and resubmit the artifact or make alternate arrangements with the instructor. You will not be allowed to move to the next checkpoint until all artifacts within that checkpoint meet the requirements.
Checkpoints
Each teacher preparation program at Cleveland State has three assessment checkpoints:
• Checkpoint 1 (Pre-practicum): When you apply online for practicum, your name will be added to the list of candidates receiving a pre-practicum checkpoint assessment. By the time you are ready for practicum, you will have taken a number of professional courses, including foundations and several methods courses. The requirements in this phase of your program are focused primarily on foundational knowledge, introductory skills, and dispositions necessary for success.
• Checkpoint 2 (Pre-student teaching): When you apply for student teaching online, your name will be added to the list of candidates receiving a pre-student teaching checkpoint. Your practicum experience (or practicum equivalent) will include assessments to demonstrate your knowledge and mastery of a broad repertoire of management, instructional, and assessment strategies to prepare you for independent teaching and the completion of the Teacher Performance Assessment.
• Checkpoint 3 (Pre-licensure): This checkpoint occurs at the end of student teaching. By the end of Checkpoint 4, you must demonstrate proficiency across all 12 College Outcomes. At this phase, your portfolio will consist primarily of the Teacher Performance Assessment materials and a separate employment portfolio you will develop to assist you in your job search.
Table 2 lists the checkpoints for each undergraduate or post-baccalaureate program.
Table 2: Portfolio Checkpoints by Program
|Program |Checkpoint : When is portfolio checked |
|Early Childhood |1: Prior to EST 370/570 |
| |2: Prior to EST 480/580 |
| |3: At the conclusion of EST 480/580 |
|Mild/Moderate |1: Prior to EST 377 (ESE 518/522 for graduates) |
| |2: Prior to EST 487 (EST 587 for graduates) |
| |3: At the conclusion of EST 487 (EST 587 for graduates) |
|Moderate Intensive |1: Prior to EST 378 (ESE |
| |2: Prior to EST 488 (EST 588 for graduates) |
| |3: At the conclusion of EST 488 (EST 588 for graduates) |
|Middle Childhood |1: Prior to EST 371 |
| |2: Prior to EST 481 |
| |3: At the conclusion of EST 481 |
|Adolescent/Young Adult |1: Prior to EST 372 |
| |2: Prior to EST 482 |
| |3: At the conclusion of EST 482 |
|Physical Education |1: Prior to PED 440 |
| |2: Prior to PED 445 |
| |3: At the conclusion of PED 445 |
|Art |1: Prior to EDC 311 |
| |2: Prior to EST 483 |
| |3: At the conclusion of EST 483 |
|Music |1: Prior to MUS 445 |
| |2: Prior to EST 483 |
| |3: At the conclusion of EST 483 |
|Foreign Language |1: Prior to EDC 313 |
| |2: Prior to EST 484 |
| |3: At the conclusion of EST 484 |
Checkpoint Submission
During the semester when you complete checkpoint assessment, you will be assigned to a faculty member who will serve as the checkpoint assessor. To prepare for your checkpoint assessment, in addition to the required artifacts from your courses, you will prepare the following two portfolio artifacts:
1. Choice Artifacts. For Checkpoints 1 and 2, you will identify two “choice artifacts” that have not already been submitted as key artifacts. You get to choose artifacts to represent strengths in particular CSU Outcomes that you wish to demonstrate for your assessor. Upload both choice artifacts into the “Choice Artifacts” requirement in your DRF. Then, click on the “Standards” link at the bottom of the submission screen and identify which of the CSU Outcomes are addressed by the artifacts you have chosen. Finally, write a single “Reflection Cover Sheet” that explains what the artifacts are, how you have used the artifacts in your teaching (if applicable), why you have selected them, and how these artifacts demonstrate your competence in the Outcomes you have selected.
In preparing this section, you should refer to the general CSU Outcome rubrics located in Appendix D. For Checkpoint 3, you will not submit choice artifacts, but instead you will prepare an “Employment Portfolio” which you can use in your job search. You will be given more information about preparing an employment portfolio during your student teaching semester.
2. Summative Checkpoint Self-Assessment. This artifact requires you to complete a form which verifies that you have satisfied college requirements to move to the next phase in your program (e.g. GPA and grade requirements, background checks, immunizations, etc.) and involves a self-analysis of your progress on each College Outcome. You should prepare this by clicking on the “Scores/Results” tab and reviewing your results for all artifacts. The Summative Checkpoint Self-Analysis Form requires you to identify “strengths” and “areas for improvement” for each College Outcome, as well as the identification of specific strategies to improve in each outcome. Finally, the form includes a self-assessment of the dispositions from the college List of Student Dispositions. You can view these forms in your TaskStream DRF.
Your checkpoint assessor will check that all required artifacts in that phase have been assessed as “meeting requirements,” review and assess your choice artifacts, review your Summative Checkpoint Self-Assessment, and rate the overall portfolio. This assessment will determine your eligibility to move to the next program phase. If you do not satisfy the checkpoint requirements, you will be referred to a Remediation Concern Conference Board which will assess any resubmitted artifacts, identify a remediation plan (if applicable), and make a final determination about your eligibility for the next phase of the program.
Employment Portfolio
One of the Checkpoint 3 requirements is an Employment Portfolio. To get started, click on the “Folios & Web Pages” tab at the top of the browser. Type a title for your Employment Portfolio and click “Create New.” On the next screen, click “General Purpose Templates,” select Employment Portfolio from the drop-down list of available templates, then click “Continue.”
On the following pages you can personalize your employment portfolio according to your preferences. You can modify the navigation and color selections, and then select the Edit Content tab to add artifacts you wish to include. You must include a brief introductory statement, an updated resume, and a list of current references. You may choose to include any artifacts from your TaskStream portfolio, photographs (with appropriate permissions), and any other items you choose to include. For assistance in preparing the employment portfolio, you may want to visit one of the college computer labs.
Once your portfolio is ready, you will load it into your DRF template by clicking on the “Attachments” button. Then you will click the radio button for “An artifact created in TaskStream.” This will open up a drop-down box, where you will select Web Folios. You should see the name of the employment portfolio you created in the last drop-down box.
If you wish to publish your employment portfolio to the internet for potential employers, simply click on the “Publish/Share” tab. Then click the “Publish” button, and TaskStream will allow you to create a customized web address and password, if you wish.
Conclusion
If you have questions, do not hesitate to get help from any of the following sources:
• Faculty Advisor
• Course Instructor
• Education Student Services Center (JH 170A; 216-687-4625)
• TaskStream Mentoring Services (800-311-5656; help@)
• Center for Educational Technology (JH 118)
• College of Education and Human Services TaskStream web page (currently located under the Dean’s office at )
• Coordinator of Assessment and Accreditation (Heather Gallacher; 216-687-3743, h.gallacher@csuohio.edu)
We are optimistic that your portfolio experience will be professionally rewarding, if you do each of these things:
• Follow the steps in this handbook
• Listen to the advice of advisors and instructors
• Adhere to the written directions included in TaskStream
• Seek assistance when needed
We wish you good luck in your program and continued success in your teaching career.
Appendix A: Program Self-Enrollment Codes
Use the following codes to add the correct teaching licensure program DRF to your TaskStream account. If you switch programs, you can add a new program, but you must also contact the Education Student Services Center (JH 170A; 687-4625) and the Coordinator of Assessment and Accreditation (Heather Gallacher; JH 201; h.gallacher@csuohio.edu; 687-3743) to inform them of the change.
|Program |Self-enrollment Code |
|Art |CSUARTFA2012 |
|Chinese |CSUCHIFA2012 |
|Early Childhood |CSUECEFA2012 |
|Early Childhood Grad |CSUECGFA2012 |
|Early Childhood Intervention Specialist |CSUECISFA2012 |
|Foreign Language |CSUFLFA2012 |
|Middle Childhood |CSUMCEFA2012 |
|Mild/Moderate |CSUMMFA2012 |
|Mild/Moderate Grad |CSUMMGFA2012 |
|Moderate/Intensive |CSUMIFA2012 |
|Moderate/Intensive Grad |CSUMIGFA2012 |
|Music |CSUMUSFA2012 |
|Physical Education |CSUPEFA2012 |
|Secondary English |CSUENGFA2012 |
|Secondary English Grad |CSUENGGFA2012 |
|Secondary Math |CSUMAFA2012 |
|Secondary Math Grad |CSUMAGFA2012 |
|Secondary Science |CSUSCIFA2012 |
|Secondary Science Grad |CSUSCIGFA2012 |
|Secondary Social Science |CSUSSFA2012 |
|Secondary Social Science Grad |CSUSSGFA2012 |
Appendix B: Transfer Student Information
All candidates who transfer to the College of Education and Human Services in Fall 2012 or later will use TaskStream () to submit and manage their portfolios.
Transfer students who receive transfer credit for EDB 300 must visit the Education Student Services Center in Julka Hall 170 to activate their TaskStream account. You will need to provide permission for the college to assess a $105 fee to your CSU account to cover the cost of a TaskStream subscription, and then you will be given a key code to activate your TaskStream account following the steps in this handbook.
If you receive transfer credit for courses where you are required to submit a TaskStream artifact, follow these steps to receive credit for these artifacts:
1. Click on the requirement in the TaskStream DRF template. Review the directions for the assignment and select an assignment you completed at your former institution that is roughly equivalent to the TaskStream artifact.
2. Click the “Text & Image” button at the bottom of the page. In the dialogue box, type in a brief description of the artifact you are submitting, with a brief explanation of why you think it satisfies the artifact requirements.
3. Follow the directions in this handbook to add the assignment as an Attachment.
4. Submit your artifact to Cleveland State Manager (found in the evaluator list under “M” for the last name).
5. The Cleveland State Manager will determine whether the artifact satisfies the requirement and mark it in your portfolio as equivalent.
Appendix C: Standards Alignment
Alignment Chart: Ohio, INTASC, CSU, Praxis Standards
|CSU Outcomes |Ohio Teaching Standards |PRAXIS Standards |INTASC Standards |
|Personal Philosophy. The CSU teacher education |1.3 Teachers expect that all students will | | |
|student articulates a personal philosophy of |achieve to their full potential. | | |
|teaching and learning that is grounded in theory |7.1 Teachers understand, uphold and follow | | |
|and practice. |professional ethics, policies and legal codes | | |
| |of professional conduct. | | |
| | | | |
|Social Foundations. The CSU teacher education |2.3 Teachers understand school and district | | |
|student possesses knowledge and understanding of |curriculum priorities and the Ohio academic | | |
|the social, political, and economic factors that |content standards. | | |
|influence education and shape the worlds in which| | | |
|we live. | | | |
| | | | |
| | | | |
|Knowledge of Subject Matter and Inquiry. The CSU |2.1 Teachers know the content they teach and | A3. demonstrating an understanding of the |Knowledge of Subject Matter. The teacher |
|teacher education student understands content, |use their knowledge of content-specific |connections between the content that was |understands the central concepts, tools of |
|disciplinary concepts, and tools of inquiry |concepts, assumptions and skills to plan |learned previously, the current content, and |inquiry, and structures of the discipline(s) he|
|related to the development of an educated person.|instruction. |the content that remains to be learned in the |or she teaches and can create learning |
| |2.4 Teachers understand the relationship of |future. |experiences that make these aspects of the |
| |knowledge within the discipline to other |C2. making content comprehensible to students |subject matter meaningful for students. |
| |content areas. | | |
| | | | |
| | | | |
| | | | |
|4. Knowledge of Development and Learning. The |1.1 Teachers display knowledge of how students |A1. becoming familiar with relevant aspect of |2. Knowledge of Human Development and |
|CSU teacher education student understands how |learn and of the developmental characteristics |student’s backgrounds and experiences |Learning. The teacher understands how children |
|individuals learn and develop and that students |of age groups. |A2. articulating clear learning goals for the |learn and develop and can provide learning |
|enter the learning setting with prior experiences|1.2 Teachers understand what students know and |lesson that are appropriate for students |opportunities that support their intellectual, |
|that give meaning to the construction of new |are able to do, and use this knowledge to meet |A4. creating or selecting teaching methods, |social and personal development. |
|knowledge. |the needs of all students. |learning activities, and instructional | |
| | |materials or other resources that are | |
| | |appropriate for the students and that are | |
| | |aligned with the goals of the lesson | |
| | |A5. creating or selecting evaluation | |
| | |strategies that are appropriate for the | |
| | |students and that are aligned with the goals of| |
| | |the lesson | |
| | |B1. creating a climate that promotes fairness | |
| | | | |
|5. Diversity. The CSU teacher education student |1.4 Teachers model respect for students' |A1. becoming familiar with relevant aspect of |3. Adaptation of Instruction for Individual |
|understands how individuals differ in their |diverse cultures, language skills and |student’s backgrounds and experiences |Needs. The teacher understands how students |
|backgrounds and approaches to learning and |experiences. |B1. creating a climate that promotes fairness |differ in their approaches to learning and |
|incorporates and accounts for such diversity in |1.5 Teachers recognize characteristics of | |creates instructional opportunities that are |
|teaching and learning. |gifted students, students with disabilities and| |adapted to diverse learners. |
| |at-risk students in order to assist in | | |
| |appropriate identification, instruction and | | |
| |intervention. | | |
| |4.5 Teachers differentiate instruction to | | |
| |support the learning needs of all students, | | |
| |including students identified as gifted, | | |
| |students with disabilities and at-risk | | |
| |students. | | |
| |5.1 Teachers treat all students fairly and | | |
| |establish an environment that is respectful, | | |
| |supportive and caring. | | |
|6. Learning Environment. The CSU teacher |5.2 Teachers create an environment that is |B1. creating a climate that promotes fairness |5. Skills. The teacher uses an understanding |
|education student uses an understanding of |physically and emotionally safe. |B2. establishing and maintaining rapport with |of individual and group motivation and behavior|
|individual and group motivation to promote |5.3 Teachers motivate students to work |students |to create a learning environment that |
|positive social interaction, active engagement in|productively and assume responsibility for |B3. communicating challenging learning |encourages positive social interaction, active |
|learning, and self-motivation. |their own learning. |expectations to each student |engagement in learning, and self-motivation. |
| |5.4 Teachers create learning situations in |B4. establishing and maintaining consistent | |
| |which students work independently, |standards of classroom behavior | |
| |collaboratively and/or as a whole class. |B5. making the physical environment as safe | |
| |5.5 Teachers maintain an environment that is |and conducive to learning as possible | |
| |conducive to learning for all students. | | |
|7. Communication. The CSU teacher education |2.5 Teachers connect content to relevant life |B3. communicating challenging learning |6. Classroom Motivation and Management. The |
|student uses knowledge of effective verbal, |experiences and career opportunities. |expectations to each student |teacher uses knowledge of effective verbal, |
|nonverbal, and media communication techniques to |4.1 Teachers align their instructional goals |C1. making learning goals and instructional |nonverbal, and media communication techniques |
|foster inquiry, collaboration, and engagement in |and activities with school and district |procedures clear to students |to foster active inquiry, collaboration, and |
|learning environments. |priorities and Ohio’s academic content |C2. making content comprehensible to students |supportive interaction in the classroom. |
| |standards. |C3. encouraging students to extend their | |
| |4.2 Teachers use information about students’ |thinking | |
| |learning and performance to plan and deliver |C5. using instructional time effectively | |
| |instruction that will close the achievement | | |
| |gap. | | |
| |4.4 Teachers apply knowledge of how students | | |
| |think and learn to instructional design and | | |
| |delivery. | | |
| |4.6 Teachers create and select activities that | | |
| |are designed to help students develop as | | |
| |independent learners and complex | | |
| |problem-solvers. | | |
| | | | |
|Instructional Strategies. The CSU teacher |2.2 Teachers understand and use |A2. articulating clear learning goals for the |4. Multiple Instructional Strategies. The |
|education student plans and implements a variety |content-specific instructional strategies to |lesson that are appropriate for students |teacher understands and uses a variety of |
|of developmentally appropriate instructional |effectively teach the central concepts and |A4. creating or selecting teaching methods, |instructional strategies to encourage students’|
|strategies to develop performance skills, |skills of the discipline. |learning activities, and instructional |development of critical thinking, problem |
|critical thinking, and problem solving, as well |4.1 Teachers align their instructional goals |materials or other resources that are |solving, and performance skills. |
|as to foster social, emotional, creative, and |and activities with school and district |appropriate for the students and that are | |
|physical development. |priorities and Ohio’s academic content |aligned with the goals of the lesson |7. Instructional Planning Skills. The |
|10. Technology. The CSU teacher education |standards. |C3. encouraging students to extend their |teacher plans instruction based upon knowledge |
|student understands and uses up-to-date |4.2 Teachers use information about students’ |thinking |of the subject matter, students, the community,|
|technology to enhance the learning environment |learning and performance to plan and deliver |D2. demonstrating a sense of efficacy |and curriculum goals. |
|across the full range of learner needs. |instruction that will close the achievement | | |
| |gap. | | |
| |4.4 Teachers apply knowledge of how students | | |
| |think and learn to instructional design and | | |
| |delivery. | | |
| |4.6 Teachers create and select activities that | | |
| |are designed to help students develop as | | |
| |independent learners and complex | | |
| |problem-solvers. | | |
| |4.7 Teachers use resources effectively, | | |
| |including technology, to enhance student | | |
| |learning. | | |
|Assessment. The CSU teacher education student |3.1 Teachers are knowledgeable about assessment|A5. creating or selecting evaluation |8. Assessment of Student Learning. The |
|understands, selects, and uses a range of |types, their purposes and the data they |strategies that are appropriate for the |teacher uses formal and informal assessment |
|assessment strategies to foster physical, |generate. |students and that are aligned with the goals of|strategies to evaluate and ensure the |
|cognitive, social, and emotional development of |3.2 Teachers select, develop and use a variety |the lesson |continuous intellectual, social, and physical |
|learners and gives accounts of students’ learning|of diagnostic, formative and summative |C4. monitoring students’ understanding of the |development of the learner. |
|to the outside world. |assessments. |content through a variety of means, providing | |
| |3.3 Teachers analyze data to monitor student |feedback to students to assist in learning, and| |
| |progress and learning, and to plan, |adjusting learning activities as the situation | |
| |differentiate and modify instruction. |demands. | |
| |3.4 Teachers collaborate and communicate | | |
| |student progress with students, parents and | | |
| |colleagues. | | |
| |3.5 Teachers involve learners in | | |
| |self-assessment and goal setting to address | | |
| |gaps between performance and potential. | | |
|Professional Development. The CSU teacher |7.2 Teachers take responsibility for engaging |D1. reflecting on the extent to which the |9. Professional Commitment and Responsibility.|
|education student is a reflective practitioner |in continuous, purposeful professional |learning goals were met |The teacher is a reflective practitioner who |
|who evaluates his/her interactions with others |development. |D2. demonstrating a sense of efficacy |continually evaluates the effects of his/her |
|(e.g., learners, parents/guardians, colleagues | | |choices and actions on others (students, |
|and professionals in the community) and seeks | | |parents, and other professionals in the |
|opportunities to grow professionally. | | |learning community) and who actively seeks out |
| | | |opportunities to grow professionally. |
|Collaboration and Professionalism. The CSU |6.2 Teachers share responsibility with parents |D3. building professional relationships with |10. Partnerships. The teacher fosters |
|teacher education student fosters relationships |and caregivers to support student learning, |colleagues to share teaching insights and to |relationships with school colleagues, parents, |
|with colleagues, parents/guardians, community |emotional and physical development and mental |coordinate learning activities for students |and agencies in the larger community to support|
|agencies, and colleges/universities to support |health |D4. communicating with parents or guardians |students’ learning and well being. |
|students’ growth and well being. |6.3 Teachers collaborate effectively with other|about student learning | |
| |teachers, administrators and school and | | |
| |district staff. | | |
| |6.4 Teachers collaborate effectively with the | | |
| |local community and community agencies, when | | |
| |and where appropriate, to promote a positive | | |
| |environment for student learning. | | |
Appendix D: Choice Artifacts
Table 3 provides examples of the kinds of artifacts you may include as choice artifacts to provide evidence of your competence in each program standard. The list is not comprehensive. There are many possible artifacts you could use.
Table 3: Examples of Choice Artifacts for each Outcome
|Program Standard |Examples of Artifacts |
|Personal Philosophy |personal philosophy paper |
| |position paper on philosophical issue |
| |letter from student, parent, instructor, school administrator containing assessments of those aspects of your |
| |performance that give evidence of your philosophy |
|Social Foundations |essay on a complex social issue |
| |position paper on a complex social issue |
| |research paper/project on a complex social issue |
|Knowledge of Subject Matter and |resource reference in lesson plans |
|Inquiry |learning packet that demonstrate knowledge of content |
| |lesson plan, web site (self-designed), or outline in which content is clearly explained |
| |research conducted in preparation for instruction |
| |research paper in content area |
| |project done as part of content area coursework |
| |article summary or critique |
| |copy of evaluation that comments on and/or rates the knowledge of subject matter you demonstrate in your teaching |
| |results of Praxis II content area test |
|Knowledge of Development and |case study |
|Learning |notes from observation of pupils |
| |example of differentiated curriculum |
| |adaptation of lesson or unit plan to account for individual differences |
| |lesson plan including “developmentally appropriate” learning activities |
| |diagnostic tool used to get to know pupils |
| |audio or videotape with analysis |
| |sample of checklist used to record development of pupils |
|Diversity |curriculum, unit plan, or lesson plan incorporating content, materials, activities designed to enhance pupils’ |
| |appreciation for any ethnic group, gender, religion, handicapping condition, etc. |
| |curriculum, unit plan, or lesson plan incorporating content, materials, activities differentiated to account for |
| |diverse learners |
| |essay or position paper on issue of diversity |
| |copy of evaluation that comments on and/or rates your ability to interact with and plan/implement instruction for |
| |diverse learners |
| |audio or videotape with analysis |
| |copy of IEP you helped to develop |
| |journal reflection |
|Learning Environment |copy of classroom management plan |
| |audio or videotape with analysis |
| |journal reflection |
| |lesson plan with evidence of planning for the management of time and materials |
| |picture of bulletin board |
| |picture of classroom |
| |written observation by supervisor |
| |lesson or unit plan incorporating strategies to enhance cooperation and collaboration among pupils |
| |record showing how pupil behavior was affected by implementation of management strategies |
|Communication |copy of lesson or unit plan showing effective use of media |
| |copy of media developed for use in instruction |
| |picture of bulletin board |
| |assessment of communication skills by supervisor, cooperating teacher, peers, etc. |
| |audio or videotape with analysis |
| |copy of lesson plan with list of divergent questions asked of pupils |
| |journal reflection on use of effective communication |
|Instructional Strategies |copy of lesson or unit plan |
| |audio or videotape with analyses |
| |sample of pupil work generated as part of the implementation of an instructional strategy |
| |journal reflection |
| |assessment of teaching by supervisor, cooperating teacher, peers, etc. |
| |copy (or picture) of materials developed for use in instructional strategies |
|Assessment |copy of test developed to measure pupil status |
| |description and/or videotape of assessment procedure with analysis |
| |chart showing pre and post test results |
| |sample of pupil test with comments |
| |sample of pupil project/paper/essay with comments |
| |copy of communication to pupil or parents with results of assessment |
| |description of system used to record pupil assessment results and pupil progress (with sample materials) |
|Technology |copy of lesson or unit plan showing use of technology |
| |sample of media produced for use in instruction |
| |copy of PowerPoint or similar presentation |
| |audio or videotape with analysis |
| |assessment of use of technology by supervisor, cooperating teacher, peers, etc. |
| |journal reflection |
| |sample of media/technology produced by pupils |
|Professional Development |journal reflection |
| |copy of lesson or unit plan with reflective analysis |
| |evidence of attendance at workshop, professional conference |
| |evidence of membership in professional association |
| |list of personal goals with analysis of achievement |
| |evidence of presentation made at workshop or conference |
| |annotated list of books and journals read |
| |copy of article written for local, state, national journal |
| |report of action research conducted in a field setting |
| |report of how information and/or skills gained at workshop/conference or through reading was applied in your teaching |
|Collaboration and Professionalism|evidence of participation in extra-curricular activities |
| |copy of communication with parents, colleagues, community members |
| |documentation of meetings with parents, colleagues, community members |
| |sample of materials prepared for a meeting, class, etc., in which a leadership role was assumed |
| |thank you, certificate, testimonial to attest to work done in collaboration with others |
You will write one Reflection Cover Sheet to explain how your chosen artifacts relate to the CSU Outcomes. You will use the Reflection Cover Sheet to help the checkpoint assessor understand what you are trying to demonstrate about your competence. The Reflection Cover Sheet is extremely important because it is likely to be the first thing your assessor looks at when reviewing the choice artifacts.
Think of the Reflection Cover Sheet like the cover letter of an application package. Your choice artifacts, like a resume, contain the information about what you’ve accomplished, but by themselves it may not be apparent how they demonstrate your abilities. A good cover letter explains to a potential employer how your experiences on the resume match with the job requirements. In the same way, a Reflection Cover Sheet explains to an assessor how your artifacts show your mastery of the CSU Outcomes. A good Reflection Sheet should not merely summarize the artifact. Instead, it should:
• describe the artifact;
• state how you used the artifact in your teaching (if applicable);
• explain why you selected the artifact for your portfolio;
• analyze how your artifact is related to the CSU Outcomes you have chosen and how the artifact demonstrates your growing competence in those Outcomes.
Sample Reflection Cover Sheet
Rationale Statement: Why is this artifact filed under the listed Standard? What does the artifact say about my growing competence? (Be sure to address the relevant items in the appropriate rubric):
Appendix E: General Outcome Rubrics for CSU Outcomes
CLEVELAND STATE UNIVERSITY
College of Education and Human Services
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
|OUTCOME 1 - PERSONAL PHILOSOPHY |
|The CSU Teacher education student articulates a personal philosophy of teaching and learning that is grounded in theory and practice. [OHIO 1.3, 7.1] |
|Criteria |Levels of Achievement |
| |UNACCEPTABLE |EMERGING |PROFICIENT |EXEMPLARY |
| | |(showing growth toward proficiency) |(ready to be a first year teacher) |(target for experienced teacher) |
|Knowledge & Understanding |The artifact (& reflection) does |The artifact (& reflection) defines |The artifact (& reflection) provides an |The artifact (& reflection) provides an |
|In the area of Knowledge and Understanding, |not provide a clear explanation of|educational beliefs with general |explanation of educational beliefs consistent|explanation of educational beliefs |
|artifacts & reflections are expected to show that |beliefs. Educational philosophy as|justifications that are largely based |with current ideas of best practice as |consistent with current ideas of best |
|the candidate has an understanding of the key |described is incomprehensible or |on personal experience. |justified by theory and research. |practice that includes specific and |
|concepts, ideas, or strategies necessary to |contradictory. | | |appropriate references to personal |
|implement this standard in teaching practice. | | | |experiences. It clearly and articulately |
| | | | |explains the theoretical and philosophical|
| | | | |bases for personal beliefs. |
|Performance & Skills |The artifact (& reflection) |The artifact (& reflection) provides |The artifact (& reflection) provides some |The artifact (& reflection) provides clear|
|In the area of Performance & Skills, artifacts and |provides little or no evidence |some evidence that the candidate can |evidence that the candidate can apply |evidence that the candidate can apply |
|reflections are expected to show the candidate’s |that the candidate can assess the |assess the consequences of |philosophical reasoning to assess the |philosophical reasoning to the critical |
|ability to implement this standard in teaching |educational implications and |instructional decisions, but lacks |consequences and implications of |assessment of his/her own beliefs and |
|practice. |consequences of instructional |skill in philosophical reasoning. |instructional decisions. Writing is clear |actions. Writing is clear and coherent. |
| |decisions. Writing is incoherent. |Writing is somewhat incoherent. The |with minor incoherence. The artifact (& |The artifact (& reflection) shows on |
| |The artifact (& reflection) shows |artifact (& reflection) shows the |reflection) shows the ability to cogently |ability to cogently summarize, analyze and|
| |an inability to cogently |ability to cogently summarize |summarize and analyze information, ideas, and|evaluate information, ideas, and opinions.|
| |summarize, analyze, or evaluate |information, ideas, and opinions. |opinions. | |
| |information, ideas, and opinions. | | | |
|Dispositions |The personal philosophy reflected |The personal philosophy reflected in |The personal philosophy reflected in the |The personal philosophy reflected in the |
|In the area of Dispositions, artifacts and |in the artifact (& reflection) |the artifact (& reflection) is |artifact (& reflection) is congruent with |artifact (& reflection) is congruent with |
|reflections are expected to show that the candidate |violates professional and/or |congruent with professional and ethical|professional and ethical standards; it |professional and ethical standards; it |
|values the key concepts and beliefs of the standard |ethical standards; it reflects |standards. Beliefs and attitudes |provides some evidence of a commitment to |provides ample evidence of a commitment to|
|and behaves in ways that are consistent with those |biased, stereotypical, or |expresses are relatively free from |continued professional development; and it is|continued professional development, and it|
|values and beliefs. |prejudicial attitudes and beliefs;|bias; however, scant evidence is |free from bias. |is free from bias. |
| |and it provides no evidence of a |provided to suggest a ongoing | | |
| |commitment to continued |commitment to continued professional | | |
| |professional development. |development. | | |
CLEVELAND STATE UNIVERSITY
College of Education and Human Services
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
|Outcome 2 - SOCIAL FOUNDATIONS |
|The CSU teacher education student has knowledge of pertinent issues in society, how they effect education and how they relate to educational reform on community, state, national and international levels. [OHIO 2.3] |
|Criteria |Levels of Achievement |
| |UNACCEPTABLE |EMERGING |PROFICIENT |EXEMPLARY |
| | |(showing growth toward proficiency) |(ready to be a first year teacher) |(target for experienced teacher) |
|Knowledge & Understanding |The artifact (& reflection) shows |The artifact (& reflection) shows |The artifact (& reflection) shows acceptable |The artifact (& reflection) shows evidence|
|In the area of Knowledge and Understanding, |a lack of understanding of the |limited understanding of the need to |understanding of education as part of a |through exemplary written and oral |
|artifacts & reflections are expected to show that |need to view education within the |view education within a broader |complex socio-cultural fabric. It shows a |communication of a profound understanding |
|the candidate has an understanding of the key |framework of broader social |framework of social issues. |knowledge of the effect of social change |of socio-cultural issues and how they are |
|concepts, ideas, or strategies necessary to |issues. | |through educational practice. |effected by and affect the practice of |
|implement this standard in teaching practice. | | | |education. |
|Performance & Skills |The artifact (& reflection) shows |The artifact (& reflection) shows |The artifact (& reflection) provides |The artifact (& reflection) shows |
|In the area of Performance & Skills, artifacts and |a lack of ability to build |limited ability to articulate |acceptable evidence of the ability to build |exemplary evidence of the ability to use |
|reflections are expected to show the candidate’s |conceptual relationships between |conceptual relationships between |conceptual relations among education and a |synthesis to build complex conceptual |
|ability to implement this standard in teaching |education and other socio-cultural|education and other socio-cultural |wide variety of socio-cultural issues. |relations between education and a wide |
|practice. |concepts. |fields of study. | |variety of socio-cultural issues. |
| | | | | |
|Dispositions |The artifact (& reflection) shows |The artifact (& reflection) shows |The artifact (& reflection) shows consistent |The artifact (& reflection) shows |
|In the area of Dispositions, artifacts and |a lack of desire to effect social |limited interest and effort in working |work with colleagues to plan ways to involve |exemplary positive leadership in working |
|reflections are expected to show that the candidate |collaboration and change in |collaboratively with students, |a broader community in the process of the |with others to affect the process of |
|values the key concepts and beliefs of the standard |education through understanding of|colleagues, parents and community. It |practice of education and educational reform.|educational change and reform. It displays|
|and behaves in ways that are consistent with those |social issues. |shows some sense of responsibility and |It displays evidence of a belief that |considerable evidence of a belief that |
|values and beliefs. | |empowerment of effecting social change |educational practice can effect social |educational practice can effect social |
| | |through the practice of education. |change. |change. |
CLEVELAND STATE UNIVERSITY
College of Education and Human Services
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
|Outcome 3 - KNOWLEDGE OF SUBJECT MATTER AND INQUIRY |
|The CSU teacher education student understands content, disciplinary concepts, and tools of inquiry related to the development of an educated person.[OHIO 2.1, 2.4; INTASC #1; PRAXIS A3 & C2] |
|Criteria |Levels of Achievement |
| |UNACCEPTABLE |EMERGING |PROFICIENT |EXEMPLARY |
| | |(showing growth toward proficiency) |(ready to be a first year teacher) |(target for experienced teacher) |
|Knowledge & Understanding |The artifact (& reflection) shows |The artifact (& reflection) shows |The artifact (& reflection) displays |The artifact (& reflection) displays |
|In the area of Knowledge and Understanding, |lack of a grasp of subject matter,|limited knowledge of subject matter and|substantial knowledge of subject matter and |comprehensive knowledge of subject matter |
|artifacts & reflections are expected to show that |content area standards or |content area standards. It evidences |content area standards. It evidences adequate|and content area standards. It shows |
|the candidate has an understanding of the key |strategies required to create and |some understanding of strategies, |understanding of strategies, methods, and |understanding of strategies, methods, and |
|concepts, ideas, or strategies necessary to |implement |methods, and materials needed to create|materials needed to create and implement |materials to create and implement |
|implement this standard in teaching practice. |developmentally-appropriate |and implement a |developmentally-appropriate activities. |developmentally-appropriate activities |
| |activities. |developmentally-appropriate activity. | | |
| | | | | |
|Performance & Skills |The artifact (& reflection) shows |The artifact (& reflection) shows a |The artifact (& reflection) consistently uses|The artifact (& reflection) uses multiple |
|In the area of Performance & Skills, artifacts and |representations of disciplinary |limited ability to use representations |representations of key disciplinary ideas to |representations of key disciplinary ideas |
|reflections are expected to show the candidate’s |ideas that are inaccurate or |of disciplinary ideas to make subject |make subject matter accessible and meaningful|to make subject matter accessible and |
|ability to implement this standard in teaching |unclear. It provides evidence of |matter accessible to students. It shows|to students. It shows engagement in an |meaningful to students. It shows engagement|
|practice. |engagement in little or no inquiry|limited engagement in inquiry for |adequate amount of inquiry for preparation. |in extensive inquiry for preparation. |
| |for preparation. |preparation. | | |
|Dispositions |The artifact (& reflection) shows |The artifact (& reflection) shows |The artifact (& reflection) shows a |The artifact (& reflection) shows extensive|
|In the area of Dispositions, artifacts and |lack of recognition of the |limited recognition of the importance |consistent recognition of the importance of |awareness of the synergistic relationship |
|reflections are expected to show that the candidate |importance of content knowledge. |of content knowledge. It shows some |content knowledge. It shows motivation to |between content and inquiry as applied to |
|values the key concepts and beliefs of the standard |It shows a lack of the motivation |motivation to engage in inquiry to |engage in inquiry to learn new content for |planning and teaching. |
|and behaves in ways that are consistent with those |to engage in inquiry to learn new |learn new content for planning and |planning and teaching. | |
|values and beliefs. |content for panning and teaching |teaching. | | |
| | | | | |
CLEVELAND STATE UNIVERSITY
College of Education and Human Services
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
|Outcome 4 - KNOWLEDGE OF DEVELOPMENT AND LEARNING |
|The teacher candidate understands how individuals learn and develop, and that students enter the learning setting with prior experiences that give meaning to the construction of new knowledge. [OHIO 1.1, 1.2; INTASC |
|#2; PRAXIS A1, A2, A4, A5, & B1] |
|Criteria |Levels of Achievement |
| |UNACCEPTABLE |EMERGING |PROFICIENT |EXEMPLARY |
| | |(showing growth toward proficiency) |(ready to be a first year teacher) |(target for experienced teacher) |
|Knowledge & Understanding |The artifact (& reflection) shows |The artifact (& reflection) shows |The artifact (& reflection) shows acceptable |The artifact (& reflection) shows extensive|
|In the area of Knowledge and Understanding, |lack of knowledge and |limited knowledge and understanding of |knowledge and understanding of major theories|knowledge and understanding of major |
|artifacts & reflections are expected to show that |understanding of major theories of|major theories of cognitive, physical, |of cognitive, physical, emotional, social, |theories of cognitive, physical, emotional,|
|the candidate has an understanding of the key |cognitive, physical, emotional, |emotional, social, and moral |and moral development, of how students |social, and moral development, of how |
|concepts, ideas, or strategies necessary to |social, and moral development, of |development, of how students construct |construct knowledge and acquire cognitive and|students construct knowledge and acquire |
|implement this standard in teaching practice. |how students construct knowledge |knowledge and acquire cognitive and |metacognitive skills, and of developmental |cognitive and metacognitive skills, and of |
| |and acquire cognitive and |metacognitive skills, and of |progressions |developmental progressions |
| |metacognitive skills, and of |developmental progressions. | | |
| |developmental progressions. | | | |
|Performance & Skills |The artifact (& reflection) shows |The artifact (& reflection) shows |The artifact (& reflection) consistently |The artifact (& reflection) shows |
|In the area of Performance & Skills, artifacts and |lack of ability to apply knowledge|limited ability to apply knowledge of |shows application of knowledge of educational|consistent and deliberate application of |
|reflections are expected to show the candidate’s |of educational theories and |educational theories and concepts, to |theories and concepts, to build on prior |knowledge of educational theories and |
|ability to implement this standard in teaching |concepts, to build on prior |build on prior knowledge in the |knowledge in the development of students’ |concepts; it shows provision of |
|practice. |knowledge in the development of |development of students’ thinking and |thinking and the implementation of |opportunities for students to discover |
| |students’ thinking and the |the implementation of appropriate |appropriate instructional activities; it |connections between prior knowledge and |
| |implementation of appropriate |instructional activities; it shows |shows consistent integration of the awareness|present learning; it shows consistent and |
| |instructional activities; it shows|limited ability to integrate awareness |of cultural and individual differences and |deliberate integration of the awareness of |
| |lack of ability to integrate |of cultural and individual differences |similarities into practice. |cultural and individual differences and |
| |awareness of cultural and |and similarities into practice. | |similarities into practice. |
| |individual differences and | | | |
| |similarities into practice. | | | |
|Dispositions |The artifact (& reflection) shows |The artifact (& reflection) shows |The artifact (& reflection) shows consistent |The artifact (& reflection) shows |
|In the area of Dispositions, artifacts and |lack of appreciation and respect |limited appreciation and respect for |appreciation and respect for developmental |consistent and deliberate appreciation and |
|reflections are expected to show that the candidate |for developmental changes, |developmental change, individual |changes, individual differences, |respect for developmental changes, |
|values the key concepts and beliefs of the standard |individual differences, |differences, self-efficacy, the fact |self-efficacy, the fact that all students are|individual differences, self-efficacy, the |
|and behaves in ways that are consistent with those |self-efficacy, for the fact that |that all students are able to achieve, |able to achieve, and the instructional |fact that all students are able to achieve,|
|values and beliefs. |all students are able to achieve; |and the instructional opportunity of |opportunity of students’ misconceptions. |and the instructional opportunity of |
| |and the instructional opportunity |students’ misconceptions | |students’ misconceptions. |
| |of students’ misconceptions. | | | |
CLEVELAND STATE UNIVERSITY
College of Education and Human Services
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
|Outcome 5 - DIVERSITY |
|The teacher candidate understands how individuals differ in their backgrounds and approaches to learning and incorporates and accounts for such diversity in teaching and learning. [OHIO 1.4, 1.5, 4.5, 5.1; INTASC #3;|
|PRAXIS A1 & B1] |
|CRITERIA |LEVELS OF ACHIEVEMENT |
| |UNACCEPTABLE |EMERGING |PROFICIENT |EXEMPLARY |
| | |(showing growth toward proficiency) |(ready to be a first year teacher) |(target for experienced teacher) |
|Knowledge & Understanding |The artifact (& reflection) shows |The artifact (& reflection) shows |The artifact (& reflection) shows acceptable |The artifact (& reflection) shows deep |
|In the area of Knowledge and Understanding, |lack of a grasp of the concept of |limited knowledge of varying individual|levels of knowledge of varying learning |knowledge of “culturally responsive |
|artifacts & reflections are expected to show that |varying individual learning |learning abilities and of the need to |abilities and of the need to vary |pedagogy” including assessments, curricular|
|the candidate has an understanding of the key |abilities; it shows lack of |vary instructional assessments, |instructional assessments, appropriate |and instructional design related to it for |
|concepts, ideas, or strategies necessary to |knowledge of the need to vary |appropriate activities, response modes,|activities, response modes and adaptations of|children with varying abilities, second |
|implement this standard in teaching practice. |instructional assessments and |etc. to accommodate the needs of |instruction for students with varying |language learners, and those from diverse |
| |approaches for students, including|learners with varying abilities, second|abilities; it shows knowledge of educational |cultural backgrounds; it shows deep |
| |those with varying abilities, |language learners, and those from |needs of second language learners and those |understanding of the importance of |
| |second language learners and those|diverse cultural backgrounds; it shows |from diverse cultural backgrounds; it shows |community resources to meet the needs of |
| |from diverse cultural backgrounds;|limited knowledge of community |understanding of the importance of community |diverse learners and their families. |
| |it shows lack of understanding of |resources. |resources to diverse learners and their | |
| |the importance of community | |families. | |
| |resources to learning of diverse | | | |
| |learners. | | | |
|Performance & Skills |The artifact (& reflection) lacks |The artifact (& reflection) shows |The artifact (& reflection) shows ability to |The artifact (& reflection) shows ability |
|In the area of Performance & Skills, artifacts and |the ability to design instruction |limited ability to design instruction |design instruction that appropriately |to consistently plan and implement |
|reflections are expected to show the candidate’s |that responds to the needs of |that is responsive to individual |challenges students of varying abilities, |effective instruction which responds to |
|ability to implement this standard in teaching |individual and diverse learners; |student needs; it does not display |diverse cultures, and linguistic histories; |individual students’ diverse needs; it |
|practice. |it demonstrates only modest |consistent expectations for students; |it shows the ability to communicate |shows consistent use of community resources|
| |expectations for children with |it shows limited ability to respond |effectively with families of children with |that support the learning of students with |
| |varying abilities, second language|sensitively to differing and diverse |varying abilities, from diverse cultures and |varying abilities, second language |
| |learners, and those from diverse |family cultures and needs. |those of second language learners; it shows |learners, and those from diverse cultural |
| |cultural backgrounds; it does not | |ability to utilize community services and |backgrounds; it shows ability to work |
| |respond sensitively to the needs | |resources to support students’ learning |effectively with families as partners in |
| |of students’ families from diverse| |needs. |their children’s learning. |
| |cultures or abilities. | | | |
|Dispositions |The artifact (& reflection) places|The artifact (& reflection) shows |The artifact (& reflection) shows high value |The artifact (& reflection) shows high |
|In the area of Dispositions, artifacts and |little value on high expectations |little value of the need to vary goals,|on the importance of responding sensitively |value on human variability and the |
|reflections are expected to show that the candidate|for all students or on the |instruction, activities, and assessment|to students’ varied abilities, cultures, and |importance of varying instruction to meet |
|values the key concepts and beliefs of the standard|importance of “culturally |in response to individual students’ |linguistic histories; it shows an |the needs of children with varying |
|and behaves in ways that are consistent with those |responsive pedagogy” to meet the |needs for children with varying |appreciation for seeking ways to represent |abilities, second language learners, and |
|values and beliefs. |needs of diverse learners; it |abilities, those from diverse cultural |community and cultural norms in the learning |those from diverse cultural backgrounds; it|
| |shows little respect for students’|backgrounds, and second language |environment; it shows appreciation for the |shows an expectation for students to |
| |varied talents, interests, |learners; it shows little appreciation |importance of families and the community in |achieve at their highest levels; it shows a|
| |linguistic histories, or cultural |for human diversity and how human |the educational process. |deep appreciation of the importance of |
| |backgrounds; it shows little |differences have an impact on the | |family and community involvement in the |
| |regard for the importance of |learning process; it shows some value | |educational process. |
| |community resources for diverse |on using community resources in the | | |
| |learners and their families. |educational process for diverse | | |
| | |learners and their families. | | |
CLEVELAND STATE UNIVERSITY
College of Education and Human Services
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
|OUTCOME 6 - LEARNING ENVIRONMENT |
|The CSU teacher education student uses an understanding of individual and group motivation to promote positive social interaction, active engagement in learning, and self-motivation. [OHIO 5.2, 5.3, 5.4, 5.5; |
|INTASC #5; PRAXIS B1, B2, B3, B4 & B5] |
|Criteria |Levels of Achievement |
| |UNACCEPTABLE |EMERGING |PROFICIENT |EXEMPLARY |
| | |(showing growth toward proficiency) |(ready to be a first year teacher) |(target for experienced teacher) |
|Knowledge & Understanding |The artifact (& reflection) shows lack of |The artifact (& reflection) show |The artifact (& reflection) show |The artifact (& reflection) shows |
|In the area of Knowledge and |knowledge and understanding of major theories |limited knowledge and understanding |acceptable knowledge and understanding of |extensive knowledge and understanding of |
|Understanding, artifacts & reflections are|of motivation and learning, self-efficacy, |of major theories of motivation and |major theories of motivation and learning,|major theories of motivation and learning,|
|expected to show that the candidate has an|goal orientations, group dynamics, and |learning, self-efficacy, goal |self-efficacy, goal orientations, group |self-efficacy, goal orientations, group |
|understanding of the key concepts, ideas, |development as well as cultural variations and|orientations, group dynamics, and |dynamics, and development as well as |dynamics, and development as well as |
|or strategies necessary to implement this |classroom applications; it shows lack of |development as well as cultural |cultural variations and classroom |cultural variations and classroom |
|standard in teaching practice. |knowledge of how materials, tasks, and |variations and classroom |applications; it shows acceptable |applications; it shows extensive knowledge|
|. |features of the physical environment |applications; it shows limited |knowledge of how materials, tasks, and |of how materials, tasks, and features of |
| |contribute to students’ learning. |knowledge of how materials, tasks, |features of the physical environment |the physical environment contribute to |
| | |and features of the physical |contribute to students’ learning. |students’ learning. |
| | |environment contribute to students’ | | |
| | |learning. | | |
|Performance & Skills |The artifact (& reflection) shows lack of |The artifact (& reflection) shows |The artifact (& reflection) shows |The artifact (& reflection) show |
|In the area of Performance & Skills, |ability to use strategies that demonstrate |limited ability to use strategies |consistent uses of strategies that |consistent and deliberate use of |
|artifacts and reflections are expected to |knowledge of major theories of motivation and |that demonstrate knowledge of major |demonstrate knowledge of major theories of|strategies that demonstrate knowledge of |
|show the candidate’s ability to implement |learning, self-efficacy, goal orientations, |theories of motivation and learning, |motivation and learning, self-efficacy, |major theories of motivation and learning,|
|this standard in teaching practice. |group dynamics, and development in culturally |self-efficacy, goal orientations, |goal orientations, group dynamics, and |self-efficacy, goal orientations, group |
| |appropriate ways; it shows lack of ability to |group dynamics, and development in |development in culturally appropriate |dynamics, and development in culturally |
| |utilize understanding of how materials, tasks,|culturally appropriate ways; it shows|ways; it shows consistent application of |appropriate ways; it shows consistent and |
| |and features of the physical environment |limited ability to utilize |understanding of how materials, tasks, and|deliberate application of understanding of|
| |contribute to students’ learning. |understanding of how materials, |features of the physical environment |how materials, tasks, and features of the |
| | |tasks, and features of the physical |contribute to students’ learning. |physical environment contribute to |
| | |environment contribute to students’ | |students’ learning. |
| | |learning. | | |
|Dispositions |The artifact (& reflection) shows lack of |The artifact (& reflection) shows |The artifact (& reflection) shows |The artifact (& reflection) shows |
|In the area of Dispositions, artifacts and|appreciation for the importance of |limited appreciation for the |consistent appreciation for the importance|consistent and explicit appreciation for |
|reflections are expected to show that the |establishing a positive learning environment |importance of establishing a positive|of establishing a positive learning |the importance of establishing a positive |
|candidate values the key concepts and |in the classroom that promotes social |learning environment in the classroom|environment in the classroom that promotes|learning environment in the classroom that|
|beliefs of the standard and behaves in |interaction, active engagement in learning and|that promotes social interaction, |social interaction, active engagement in |promotes social interaction, active |
|ways that are consistent with those values|self-motivation in culturally appropriate |active engagement in learning and |learning and self-motivation in culturally|engagement in learning and self-motivation|
|and beliefs. |ways; it shows lack of appreciation for the |self-motivation in culturally |appropriate ways; it shows consistent |in culturally appropriate ways; it shows |
| |degree to which materials, tasks, and features|appropriate ways; it shows limited |appreciation for the degree to which |consistent and explicit appreciation for |
| |of the physical environment contribute to |appreciation for the degree to which |materials, tasks, and features of the |the degree to which materials, tasks, and |
| |students’ learning. |materials, tasks, and features of the|physical environment contribute to |features of the physical environment |
| | |physical environment contribute to |students’ learning. |contribute to students’ learning |
| | |students’ learning. | | |
CLEVELAND STATE UNIVERSITY
College of Education and Human Services
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
|OUTCOME 7 - COMMUNICATION |
|The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in learning environments. [OHIO 2.5, 4.1, 4.2, 4.4, 4.6; INTASC #6; |
|PRAXIS B3, C1, C2, C3, & C5] |
|Criteria |Levels of Achievement |
| |UNACCEPTABLE |EMERGING |PROFICIENT |EXEMPLARY |
| | |(showing growth toward proficiency) |(ready to be a first year teacher) |(target for experienced teacher) |
|Knowledge & Understanding |The artifact (& reflection) shows weak|The artifact (& reflection) show |The artifact (& reflection) shows |The artifact (& reflection) shows strong |
|In the area of Knowledge and Understanding, |knowledge of subject that may hinder |relatively weak knowledge of subject that |knowledge of subject that supports |knowledge of subject that makes it possible to|
|artifacts & reflections are expected to show|ability to provide understandable, |may hinder ability to provide |ability to provide understandable, |offer multiple powerful representations of |
|that the candidate has an understanding of |accurate statements about content. It |understandable, accurate statements about |accurate statements about content. It |content. It shows understanding of multiple |
|the key concepts, ideas, or strategies |shows lack of understanding of |content. It shows limited repertoire of |shows understanding of multiple methods |methods of presenting information, how to |
|necessary to implement this standard in |multiple methods of presenting |methods of presenting information, limited|of presenting information, how to |structure classroom discussion, how to |
|teaching practice. |information, how to structure |awareness of how to structure classroom |structure classroom discussion, how to |question students to probe their thinking, and|
| |classroom discussion, how to question |discussion or how to question students to |question students to probe their |how to use nonverbal communication as a |
| |students to probe their thinking, and |probe their thinking. It shows little or |thinking, and how to use nonverbal |communication tool. |
| |how to use nonverbal communication |no understanding of nonverbal |communication as a communication tool. | |
| |strategies. |communication strategies. | | |
|Performance & Skills |The artifact (& reflection) shows poor|The artifact (& reflection) shows clear |The artifact (& reflection) shows some |The artifact (& reflection) shows clear |
|In the area of Performance & Skills, |communication of learning |communication of non-challenging learning |clarity in communicating challenging |communication of challenging learning |
|artifacts and reflections are expected to |expectations, ineffective use of |expectations, and ineffective use of |learning expectations, effective use of |expectations, effective use of instructional |
|show the candidate’s ability to implement |instructional time, use of lecturing |instructional time, which includes doing |instructional time, varying methods of |time, varied methods of presentation of new |
|this standard in teaching practice. |as the only mode of communication, no |two or three or more of the following: |presentation of new material, including |material, including group work, powerful, |
| |use of group work. It shows |primarily use of lecturing as a mode of |group work, comprehensible and correct |comprehensible and correct presentations of |
| |presentations of content that are |communication, with occasional questions |presentations of content, some attempts |content, regularly probing and encouraging of |
| |incomprehensible or incorrect; rare |interspersed; sporadic use of group work; |to probe or encourage diversity of |diversity of student thinking, and effective |
| |attempts to probe or encourage |presenting content that is difficult to |student thinking, and effective |management of group work. It demonstrates |
| |diversity of student thinking, and |follow or contains relatively serious |management of group work. It demonstrates|complete mastery of major and minor |
| |ineffective management of group work. |factual errors; rarely attempting to probe|mastery of major and many minor |conventions of standard English. |
| |It demonstrates mastery of some major |or encourage diversity of student |conventions of standard English. | |
| |conventions of standard English. |thinking; managing group work | | |
| | |ineffectively. It demonstrates mastery of | | |
| | |most major and some minor conventions of | | |
| | |standard English. | | |
|Dispositions |The artifact (& reflection) shows a |The artifact (& reflection) shows a view |The artifact (& reflection) shows a view |The artifact (& reflection) shows a view of |
|In the area of Dispositions, artifacts and |view of self as deliverer of |of self as deliverer of information, with |of students as a valid sources of |students as a valid sources of information. It|
|reflections are expected to show that the |information. It shows little regard |an occasional need to solicit student |information. It shows the offering of |shows the offering of additional information |
|candidate values the key concepts and |for ideas of students, a belief that |input. It shows occasional fostering of |additional information to clarify and |to clarify or extend student thinking, a |
|beliefs of the standard and behaves in ways |students have no prior knowledge to |student inquiry, few attempts to promote |extend student thinking, a belief in the |belief in the importance of listening to |
|that are consistent with those values and |use in making sense of new content, a |student collaboration, a belief mainly in |importance of listening to students’ |students’ ideas, a fostering of student |
|beliefs. |belief that students should be kept |one planned representation of content, |ideas. Fostering of student inquiry by |inquiry by providing situations, tasks or |
| |silent, even if that means not |supplemented occasionally with other |providing situations, tasks or problems |problems and inviting students to engage with |
| |allowing them to speak to one another,|representations (visual, audio). |and inviting students to engage with them|them individually or in groups, a belief in |
| |a belief that saying the same thing | |individually, a belief in regular use of |the importance of multiple representations of |
| |over and over again will ultimately | |student collaboration, a belief in the |content that address multiple learning styles |
| |help students learn material. | |importance of multiple representations of|to make content comprehensible. |
| | | |content to make content comprehensible. | |
CLEVELAND STATE UNIVERSITY
College of Education and Human Services
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
|OUTCOME 8 - INSTRUCTIONAL STRATEGIES |
|The CSU teacher education student plans and implements a variety of developmentally appropriate instructional strategies to develop performance skills, critical thinking, and problem solving, as well as to foster |
|social, emotional, creative, and physical development. [OHIO 2.2, 4.1, 4.2, 4.4, 4.6, 4.7; INTASC #4 & #7; PRAXIS A2, A4, C3, & D2] |
|Criteria |Levels of Achievement |
| |UNACCEPTABLE |EMERGING |PROFICIENT |EXEMPLARY |
| | |(showing growth toward proficiency) |(ready to be a first year teacher) |(target for experienced teacher) |
|Knowledge & Understanding |The artifact (& reflection) shows |The artifact (& reflection) shows some |The artifact (& reflection) shows knowledge|The artifact (& reflection) shows |
|In the area of Knowledge and Understanding, |little or no knowledge and |knowledge and understanding of a range of |and understanding of an adequate range of |knowledge and understanding of a broad|
|artifacts & reflections are expected to show |understanding of a range of |instructional strategies. It shows an |instructional strategies. It shows an |range of instructional strategies. It |
|that the candidate has an understanding of the|instructional strategies. It does not |understanding that instructional strategies|understanding that instructional strategies|shows an understanding that |
|key concepts, ideas, or strategies necessary |show an understanding that |are somewhat important for students’ |are important for students’ social, |instructional strategies are an |
|to implement this standard in teaching |instructional strategies are important |social, emotional, creative, and physical |emotional, creative, and physical |essential prerequisite for students’ |
|practice. |for students’ social, emotional, |development.. It shows limited knowledge of|development. It shows acceptable knowledge |social, emotional creative and |
| |creative, and physical development. It |how instructional strategies promote |of how instructional strategies promote |physical development. It shows |
| |shows a lack of knowledge of how |critical thinking and problem solving |critical thinking and problem solving |extensive knowledge of how |
| |instructional strategies promote |skills. |skills. |instructional strategies promote |
| |critical thinking and problem solving | | |critical thinking and problem solving |
| |skills. | | |skills. |
|Performance & Skills |The artifact (& reflection) shows no |The artifact (& reflection) shows a limited|The artifact (& reflection) shows a range |The artifact (& reflection) shows |
|In the area of Performance & Skills, artifacts|range of instructional techniques and |range of instructional techniques, with |of instructional techniques, based on |mastery of an extensive range of |
|and reflections are expected to show the |no proper use of assessment. It shows |little understanding of assessment. It |assessment, including but not limited to |instructional techniques, based on |
|candidate’s ability to implement this standard|little or no ability to choose |shows some ability to choose appropriate |cooperative learning, presentation skills, |assessment, including but not limited |
|in teaching practice. |appropriate activities for |activities for instructional objectives and|and discussion learning. It shows an |to cooperative learning, presentation |
| |instructional objectives and shows a |some degree of flexibility to adapt |adequate ability to choose appropriate |skills, and leading discussions. It |
| |lack of flexibility to adapt |instructional strategies to classroom |activities for instructional objectives and|shows ability to choose appropriate |
| |instructional strategies to classroom |needs. |a degree of flexibility to adapt |activities for instructional |
| |needs. | |instructional strategies to classroom |objectives and a high degree of |
| | | |needs. |flexibility to adapt instructional |
| | | | |strategies to classroom needs. |
|Dispositions |The artifact (& reflection) shows a |The artifact (& reflection) shows limited |The artifact (& reflection) shows a belief |The artifact (& reflection) shows a |
|In the area of Dispositions, artifacts and |lack of value for the use of many types|acknowledgement of the value of using many |in the value of using many types of |belief in the value of using many |
|reflections are expected to show that the |of instructional strategies. It does |types of instructional strategies. It shows|instructional strategies. It shows value |types of instructional strategies. It |
|candidate values the key concepts and beliefs |not show value for the importance of |some value for the importance of adapting |for the importance of adapting |shows value for the importance of |
|of the standard and behaves in ways that are |adapting instructional strategies to |instructional strategies to classroom and |instructional strategies to classroom and |adapting instructional strategies to |
|consistent with those values and beliefs. |classroom and individual student needs.|individual student needs. |individual student needs. |classroom and individual student |
| | | | |needs. It shows value for the |
| | | | |importance of students engaging in |
| | | | |performance, critical thinking, and |
| | | | |problem solving activities. |
CLEVELAND STATE UNIVERSITY
College of Education and Human Services
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
|Outcome 9 - ASSESSMENT |
|The CSU teacher education student understands, selects, and uses a range of assessment strategies to foster physical, cognitive, social, and emotional development of learners and gives accounts of students’ |
|learning to the outside world. [OHIO 3.1, 3.2, 3.3, 3.4, 3.5; INTASC #8; PRAXIS A5 & C4] |
|CRITERIA |LEVELS OF ACHIEVEMENT |
| |UNACCEPTABLE |EMERGING |PROFICIENT |EXEMPLARY |
| | |(showing growth toward proficiency) |(ready to be a first year teacher) |(target for experienced teacher) |
|Knowledge & Understanding |The artifact (& reflection) shows a |The artifact (& reflection) shows familiarity|The artifact (& reflection) shows familiarity |The artifact (& reflection) shows a knowledge|
|In the area of Knowledge and |lack of understanding of rationale |with a limited range of formal and informal |with a variety of formal and informal |about a variety of formal and informal |
|Understanding, artifacts & |for adopting assessment procedures to|assessment strategies. It shows an initial |assessment strategies. It shows an |assessment strategies, including their |
|reflections are expected to show that|meet student’s individual needs. It |understanding of fundamental test statistics |understanding of how to accurately calculate |inherent strengths and limitations. It shows |
|the candidate has an understanding of|shows familiarity with a very limited|and constructs such as validity and |fundamental test statistics. It shows |an understanding of how to accurately |
|the key concepts, ideas, or |range of formal and informal |reliability. |satisfactory knowledge of constructs such as |calculate fundamental test statistics. It |
|strategies necessary to implement |assessment strategies. It shows a | |reliability and validity. |shows knowledge of different types of |
|this standard in teaching practice. |lack of understanding of fundamental | | |validity and reliability. |
| |test statistics and constructs such | | | |
| |as validity and reliability. | | | |
|Performance & Skills |The artifact (& reflection) shows the|The artifact (& reflection) shows the ability|The artifact (& reflection) shows the ability |The artifact (& reflection) shows the ability|
|In the area of Performance & Skills, |ability to select and uses |to select and use procedures and instruments |to select and use procedures and instruments |to select and use procedures and instruments |
|artifacts and reflections are |instruments for assessment that are |for assessment that are congruent with |for assessment that are congruent with |for assessment that are congruent with |
|expected to show the candidate’s |incongruent with learning goals. It |learning goals, but shows a lack of |learning goals and shows some proficiency in |learning goals and shows proficiency in |
|ability to implement this standard in|shows a lack of ability to develop, |proficiency in designing and interpreting |designing and interpreting measures for |designing and interpreting measures for |
|teaching practice. |administer, and interpret a variety |measures to assess complex tasks and higher |assessing complex tasks and higher order |assessing complex tasks and higher order |
| |of formal and informal instruments to|order knowledge and skills. It shows the |knowledge and skills. It shows the ability to |knowledge and skills. It shows the ability to|
| |evaluate processes and products. It |ability to develop, administer, and interpret|develop, administer, and interpret a variety |develop, administer, and interpret a variety |
| |shows an inability to devise and |a limited range of formal and informal |of formal and informal activities and |of formal and informal activities and |
| |employ appropriate and reliable |activities and instruments to evaluate |instruments to evaluate products. The artifact|instruments to evaluate both products and |
| |scoring procedures for evaluating |products. The artifact (& reflection) shows |(& reflection) shows the use of reliable |processes. It shows consistent use of |
| |student work. It shows an inability |difficulty in adapting assessment procedures |scoring procedures, clearly written items and |reliable scoring procedures, clearly written |
| |to adapt assessment procedures to |to meet the individual needs of students; it |prompts, and unambiguous directions to assess |items and prompts, and unambiguous directions|
| |meet students’ individual needs or |shows a heavy reliance on only one type of |pupil progress. It shows inconsistent |to assess pupil progress. It shows routine |
| |employs inappropriate adaptations. It|assessment. It shows the ability to |adaptation of assessment procedures to meet |adaptation of assessment procedures to meet |
| |shows an inability to explain, |accurately explain and report assessment |the individual needs of students. It shows the|the individual needs of students. It shows |
| |utilize, or report assessment |strategies and results to students, |ability to clearly and accurately explain and |use of multiple forms to clearly and |
| |strategies and results to students, |administrators, parents, and other audiences.|report assessment strategies and results to |accurately explain and report assessment |
| |administrators, parents, and other | |students, administrators, parents, and other |strategies and results to students, |
| |audiences. | |audiences. |administrators, parents, and other audiences.|
|Dispositions |The artifact (& reflection) shows |The artifact (& reflection) shows some value |The artifact (& reflection) shows a value for |The artifact (& reflection) shows a value for|
|In the area of Dispositions, |lack of perception of assessment as |for the role of assessment in evaluating |assessment as an integral part of instruction |assessment as an integral part of instruction|
|artifacts and reflections are |an integral part of instruction as |pupil progress, but generally shows a failure|and shows an effort to use the results of |and shows consistent use of the results of |
|expected to show that the candidate |evidence by its lack of use in |to make use of the results of formative and |formative and summative assessments to reflect|formative and summative assessments to |
|values the key concepts and beliefs |instructional planning. It does not |summative measures to reflect on practice and|on practice and improve instruction. It shows |reflect on practice and improve instruction. |
|of the standard and behaves in ways |show belief in adopting assessment |improve instruction. It shows a belief in |a belief in adapting assessment procedures to |It constantly shows a belief in the |
|that are consistent with those values|procedures to meet students’ |occasionally adopting assessment procedures |meet individual needs but does not show |adaptation of assessment procedures by |
|and beliefs. |individual needs. |to meet students’ individual needs. |consistency in utilizing adaptations |utilizing adaptations in instruction and |
| | | | |assessment practice. |
CLEVELAND STATE UNIVERSITY
College of Education and Human Services
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
|Outcome 10 - TECHNOLOGY |
|The CSU teacher education student understands and uses up-to-date technology to enhance the learning environment across the full range of learner needs. [OHIO 2.2, 4.1, 4.2, 4.4, 4.6, 4.7; INTASC #4 & #7; PRAXIS |
|A2, A4, C3, & D2] |
|Criteria |Levels of Achievement |
| |UNACCEPTABLE |EMERGING |PROFICIENT |EXEMPLARY |
| | |(showing growth toward proficiency)|(ready to be a first year teacher) |(target for experienced teacher) |
|Knowledge & Understanding |The artifact (& reflection)|The artifact (& reflection) shows |The artifact (& reflection) shows an |The artifact (& reflection) shows an understanding of technology |
|In the area of Knowledge and |shows a lack of |an awareness of basic technology |understanding of basic technology |knowledge, skills and concepts as described in state or national |
|Understanding, artifacts & |understanding of basic |operations and concepts, and begins|operations in most but not all areas |(e.g. ISTE) standards documents, and shows continuing professional |
|reflections are expected to show |technology operations and |to show the application of this |described in state or national (e.g. ISTE) |growth in staying abreast of current and unacceptable technologies. |
|that the candidate has an |concepts. It shows |awareness to professional growth. |standards, and shows an active effort to |It shows the abilities to model and teach legal & ethical technology |
|understanding of the key concepts, |unfamiliarity with the |It shows awareness of the social, |develop an understanding in the areas which|use; to apply technology resources to empower diverse learners; to |
|ideas, or strategies necessary to |social, ethical, legal and |ethical, legal and human issues |have not yet been mastered. It shows |promote safe and healthy use of technology resources; and to |
|implement this standard in teaching|human issues surrounding |surrounding the use of technology |functional understanding of the social, |facilitate equitable access to technology resources for all students.|
|practice. |the use of technology in |in schools, and begins to show the |ethical, legal and human issues surrounding| |
| |schools. |application of them in practice. |the use of technology in schools, and shows| |
| | | |an active effort to transform classroom | |
| | | |practice to address these issues. | |
|Performance & Skills |The artifact (& reflection)|The artifact (& reflection) shows a|The artifact (& reflection) shows the |The artifact (& reflection) shows the abilities to design |
|In the area of Performance & |does not show the ability |beginning ability to tentatively |ability to incorporate a variety of |developmentally appropriate learning activities that incorporate |
|Skills, artifacts and reflections |to incorporate technology |incorporate technology into |learner-appropriate technology-enhanced |technology-enhanced instructional strategies; to apply current |
|are expected to show the |into learning environments |learning environments and |activities within the classroom learning |research on teaching and learning with technology; to identify, |
|candidate’s ability to implement |and experiences. It does |experiences. It shows the ability |environment, but does not yet show adoption|locate and evaluate technology resources; to plan for the management |
|this standard in teaching practice.|not show the ability to |to implement curriculum plans which|of a proactive stance with regard to |of technology resources within learning activities; and to plan |
| |implement curriculum plans |incorporate minor technological |technological developments. It shows the |strategies to manage student learning in a technology-enhanced |
| |which include technological|components which have limited |ability to implement curriculum plans which|environment. It shows the abilities to facilitate technology-enhanced|
| |components. It does not |effect on student learning. It |incorporate substantial technological |experiences that address content standards and student technology |
| |show the application of |shows awareness of methods for |components likely to significantly enhance |standards; to use technology to support learner-centered strategies; |
| |technology to assessment or|using technology in assessment and |student learning outcomes. It shows the |to apply technology to develop students higher order thinking skills |
| |evaluation needs. |evaluation, and begins to show the |regular application of technology as a |and creativity; and to manage student learning activities in a |
| | |implementation of these methods |substantial and meaningful component in |technology-enhanced format. It shows the abilities to apply |
| | |practice in tentative ways. |assessment and evaluation activities. |technology in assessing student learning using a variety of |
| | | | |assessment techniques; to use technology resources to collect and |
| | | | |analyze data, interprets results, and communicates findings; and to |
| | | | |apply multiple methods of evaluation to determine students’ |
| | | | |appropriate uses of technology resources. |
|Dispositions |The artifact (& reflection)|The artifact (& reflection) shows |The artifact (& reflection) shows a value |The artifact (& reflection) shows an appreciation for the use of |
|In the area of Dispositions, |does not show a value for |some values for the use of |for the use technology for regular, |technology to: engage in ongoing professional development; increase |
|artifacts and reflections are |technology within |technology for periodic |substantial professional communications and|professional productivity, and communicate/collaborate with others in|
|expected to show that the candidate|professional practice. |professional communications and to |to provide significant increases in |order to nurture student learning. |
|values the key concepts and beliefs| |provide minor increases in |professional productivity. It begins to | |
|of the standard and behaves in ways| |professional productivity. |show a value for technology as a means of | |
|that are consistent with those | | |acquiring new knowledge and skills. | |
|values and beliefs. | | | | |
CLEVELAND STATE UNIVERSITY
College of Education and Human Services
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
|Outcome 11 - PROFESSIONAL DEVELOPMENT |
|The teacher is a reflective practitioner who evaluates his/her interactions with others (e.g. learners parents/guardians, colleagues and professionals in the community) and seeks opportunities to grow |
|professionally. [OHIO 7.2; INTASC #9; PRAXIS D1 & D2] |
|Criteria |Levels of Achievement |
| |UNACCEPTABLE |EMERGING |PROFICIENT |EXEMPLARY |
| | |(showing growth toward proficiency) |(ready to be a first year teacher) |(target for experienced teacher) |
|Knowledge & Understanding |The artifact (& reflection) shows a |The artifact (& reflection) shows |The artifact (& reflection) shows |The artifact (& reflection) shows knowledge of how |
|In the area of Knowledge and |lack of knowledge about how to reflect|limited knowledge about how to reflect|adequate knowledge about how to |to think critically about planning, teaching, and |
|Understanding, artifacts & reflections|on teaching. It shows a lack of |about teaching. It shows some |reflect on teaching. It shows an |student learning to reflect on teaching. It shows |
|are expected to show that the |understanding of the importance of |understanding of the need for |understanding of the need for |an understanding of the need for several specific |
|candidate has an understanding of the |professional development goals. It |professional development goals. It |professional development goals. It |professional development goals and a clear plan for|
|key concepts, ideas, or strategies |shows little or no awareness of |shows some awareness of strategies for|shows some awareness of strategies for|accomplishing those goals. It shows knowledge about|
|necessary to implement this standard |strategies for promoting professional |promoting professional development. |promoting professional development. |available strategies for promoting professional |
|in teaching practice. |development. | | |development. |
| | | | | |
| | | | | |
|Performance & Skills |The artifact (& reflection) does not |The artifact (& reflection) shows a |The artifact (& reflection) shows |The artifact (& reflection) shows the ability to |
|In the area of Performance & Skills, |show the ability to reflect on |minimal ability to reflect on teaching|adequate ability to reflects on |reflect thoughtfully and critically on teaching, |
|artifacts and reflections are expected|teaching, and to make an effort to |(only surface level awareness of |teaching, and to improve, based on |and to actively seek to improve teaching based on |
|to show the candidate’s ability to |improve. The artifact (& reflection) |classroom events), and to make efforts|others’ suggestions. The artifact (& |others’ suggestions and self-identified goals. It |
|implement this standard in teaching |shows a lack of participation in |to improve. It shows occasional |reflection) shows participation in |shows active participation in professional |
|practice. |professional opportunities. It shows |participation in professional |professional opportunities such as |opportunities such as conferences and workshops. It|
| |no involvement in school activities |opportunities. It shows some |conferences and workshops. It shows |shows extensive involvement in school activities |
| |outside the classroom. |involvement in school activities |involvement in school activities |outside the classroom. |
| | |outside the classroom. |outside the classroom. | |
|Dispositions |The artifact (& reflection) does not |The artifact (& reflection) |The artifact (& reflection) shows a |The artifact (& reflection) shows a keen interest |
|In the area of Dispositions, artifacts|acknowledge the importance of |acknowledges minimal need for |value for the need for professional |in personal growth. It shows a value for course |
|and reflections are expected to show |professional growth; it presents a |professional growth; it presents a |growth. It presents a view of course |work, supervision, and other professional |
|that the candidate values the key |view of course work, supervision, and |view of course work, supervision, and |work, supervision, and other |development activities as opportunities to pursue |
|concepts and beliefs of the standard |other professional development |other professional development |professional development activities as|learning goals. It shows a keen interest in the |
|and behaves in ways that are |activities as hurdles rather than |activities somewhat as hurdles. It |opportunities to learn. It shows a |suggestions of supervisors, other professionals, |
|consistent with those values and |growth opportunities. It does not show|shows a some value for supervisors, |value for supervisors, other |and parents as resources for growth. |
|beliefs. |a value for supervisors, other |other professionals, and parents as |professionals, and parents as | |
| |professionals, or parents as resources|resources for growth. |resources for growth. | |
| |for growth. | | | |
CLEVELAND STATE UNIVERSITY
College of Education and Human Services
THE TEACHER AS A RESPONSIVE, REFLECTIVE PROFESSIONAL: A PARTNER IN LEARNING
|Outcome 12 - COLLABORATION AND PROFESSIONALISM |
|The CSU teacher education student fosters relationships with colleagues, parents/guardians, community agencies, and colleagues/university |
|to support students’ growth and well-being. [OHIO 6.2, 6.3, 6.4; INTASC #10; PRAXIS D3 & D4] |
|Criteria |Levels of Achievement |
| |UNACCEPTABLE |EMERGING |PROFICIENT |EXEMPLARY |
| | |(showing growth toward proficiency) |(ready to be a first year teacher) |(target for experienced teacher) |
|Knowledge & Understanding |The artifact (& reflection) shows |The artifact (& reflection) shows some |The artifact (& reflection) shows an |The artifact (& reflection) shows |
|In the area of Knowledge and Understanding, |a lack of the concept of the need |limited knowledge and understanding for|acceptable understanding and knowledge of |comprehensive knowledge of the need for |
|artifacts & reflections are expected to show that |for working positively with |working collaboratively with |collaboration to explain concepts necessary |and the planning of positive collaborative|
|the candidate has an understanding of the key |colleagues, parents or community |colleagues, parents and community. |for planning positive partnerships with |activities with students, colleagues and |
|concepts, ideas, or strategies necessary to |or how to actively build | |students, colleagues and community. |community. |
|implement this standard in teaching practice. |successful partnerships. | | | |
| | | | | |
| | | | | |
|Performance & Skills |The artifact (& reflection) shows |The artifact (& reflection) shows some |The artifact (& reflection) shows acceptable |The artifact (& reflection) shows |
|In the area of Performance & Skills, artifacts and |a lack of evidence of fostering |limited evidence of fostering |evidence of fostering relationships and |extensive evidence of fostering |
|reflections are expected to show the candidate’s |relationships with colleagues, |relationships with colleagues, parents/|reflections with colleagues, parents/ |relationships and reflections with |
|ability to implement this standard in teaching |parents/guardians, agencies, to |guardians, agencies, to support |guardians, agencies, to support students’ |colleagues, parents/guardians, agencies, |
|practice. |support students’ growth and |students’ growth and well-being through|growth and well-being through collaborative |to support students’ growth and |
| |well-being. |collaborative efforts. |efforts. |well-being; it shows evidence of |
| | | | |participation beyond basic requirements. |
|Dispositions |The artifact (& reflection) shows |The artifact (& reflection) shows |The artifact (& reflection) shows acceptable |The artifact (& reflection) shows a belief|
|In the area of Dispositions, artifacts and |a lack of interest in working |limited interest and effort in working |evidence in written and oral interactions of |that the teacher must provide positive |
|reflections are expected to show that the candidate |positively with colleagues, |collaboratively with colleagues, |an understanding of the need for positive |leadership in developing relationships and|
|values the key concepts and beliefs of the standard |parents or community |parents and community. |collaboration. It shows a desire to develop |attitudes with colleagues and others. It |
|and behaves in ways that are consistent with those | | |successful partnerships. |shows a sense of efficacy. |
|values and beliefs. | | | | |
| | | | | |
Appendix F: TaskStream Technical Information
You can get excellent technical help from the TaskStream Mentoring Services hotline at 1(800) 311-5656 at most common times of the day. However, for your convenience, we provide some excerpts from the TaskStream help pages that you might find useful.
Frequently Asked Questions
Which browsers can I use to access TaskStream?
Your browser (such as Internet Explorer or Firefox) is a computer application that allows you to access and view various web sites on the Internet. TaskStream is a highly dynamic environment that responds slightly differently to each browser. TaskStream recommends using a supported browser to get full TaskStream capability:
Windows
• Microsoft Internet Explorer 7.0 and above
• Mozilla Firefox 3.6 and above
• Google Chrome 4.0 and above
Mac
• Mozilla Firefox 3.6 and above
• Apple Safari 4.0
• Chrome 5.0
If you use a browser other than those listed above, you may still be able to access TaskStream but you may not have access to all the system's features. Regardless of the browser, you will need to have pop-ups , cookies and JavaScript enabled in order to use all the features of TaskStream. If you are unable to log in AT ALL, you may be using a browser with known issues. Please install one of the supported browsers and use this to access TaskStream.
Can I use TaskStream on a Mac or a PC? On a desktop or laptop computer?
Yes, TaskStream works equally well on a Mac or PC and on both desktops and laptops. Whether you're using Mac or PC, you can run TaskStream from your choice of browsers. Many TaskStream features are also available from mobile devices using built-in browsers.
Does TaskStream work on iPhones, iPads or other mobile devices?
Though many TaskStream features work well on these devices using the built in browsers such as Safari and Chrome, full support on these mobile devices and tablets is not available yet. For example, the ability to upload file attachments is not supported because mobile and tablet devices do not support local file storage. Nevertheless, TaskStream is actively working to enhance the use of our site on these devices and will post regular updates as more features become available.
Do I need additional plugins or add-ons to use TaskStream?
No, you do not require additional plugins or add-ons. However, your browser must have JavaScript and cookies enabled in order to log into the TaskStream site. On most browsers, these are default settings.
Can I access TaskStream offline?
You must have an internet connection to edit your work in TaskStream and to perform real-time tasks. You can, however, view your work offline by using TaskStream's Pack-It-Up feature to make copies of your work and download them to your computer. Begin by "packing up" selected web pages and rubrics that you created in TaskStream. Your package is converted into html format that can be opened and read outside TaskStream, and then it is zipped (compressed) for downloading to your computer. Once offline, you can save the package to your computer or to an external storage device such as a sufficiently large USB flash drive (aka "thumb drive" or "USB key") or, if your computer is equipped with this capability, burn it to a DVD or CD-Rom.
Please note that Pack-It-Up is designed for VIEWING work ONLY. It is not possible to import the downloaded work back into TaskStream, nor can you edit work on your computer with the TaskStream tool once it is downloaded.
Does TaskStream require cookies to be enabled?
Yes. The steps to enable cookies vary based on the specific version of the browser you use. We recommend you do a web search for “enable cookies nameofbrowser version number” to access the most recent information provided by the team that supports your browser.
Does TaskStream use pop-ups?
Yes. TaskStream uses pop-up windows in order to deliver our tools in the most efficient manner possible. Luckily, in most browsers TaskStream can be added as an accepted site. This allows TaskStream’s pop-up windows to appear as you browse . Please Please keep in mind that your pop-up blocking software can be installed on your computer as a separate piece of software or as part of a security software package. The steps to enable pop-ups vary based on the browser you use.
Is TaskStream's site accessible to users with disabilities?
Yes. TaskStream is committed to making its tools accessible for all users, including people with disabilities. The TaskStream tools comply with Federal Section 508 guidelines and W3C WCAG recommendations as described in their accessibility statement. Some optional services and third-party plug ins may not be covered by this document. As new technologies emerge, TaskStream strives to amend its tools to be compliant with the widest audience possible.
In addition to making technical changes to the websites to provide greater accessibility, TaskStream tests them using multiple assistance-type technologies - such as screen readers and screen enlarging software - to analyze and modify pages. They also engage accessibility experts and people with disabilities to further test and modify websites for optimal usability.
How do I print my work?
Generally, to print a page in TaskStream use either the print button or icon located within that page, or the print feature of your browser. However, sometimes a single TaskStream window is divided into multiple frames that might print separately. For example, when you have a screen that displays a scrolling left panel, that panel and the main work space are two separate frames.
To print a particular frame of a TaskStream window, use these options:
Method 1
• Click anywhere in the frame that has the information you want to print. This selects that frame.
• On your menu bar, click “File.”
• Select Print.
Method 2
• Click anywhere in the frame that has the information you want to print. This selects that frame.
• On your browser's toolbar, click the print icon [pic].
• Proceed with your print job as you normally would.
Method 3
• Right-click anywhere in the frame that has the information you want to print.
• From the pop-up menu, select Print.
• Proceed with your print job as you normally do.
What is Turnitin Originality Reporting?
Turnitin's online OriginalityCheck product helps reduce incidents of unoriginal writing and improper citation by digitally comparing student work against an extensive pool of web pages, student papers, publications and library databases. TaskStream's integration with Turnitin enables OriginalityCheck to be included as a preference when setting up a DRF Program. With this preference set, work added to a DRF by the Author triggers the generation of originality reports. The author's work is processed by Turnitin and a report is returned to the evaluator.
In addition to the Turnitin Originality Score, the full report includes a copy of the author's work with color-coded annotation to show incidents of potential plagiarism, unoriginal content and improper citation. Text comparison via Turnitin reclaims hours of time that instructors and evaluators would otherwise spend in such analysis, while insuring the integrity of author submissions to a far greater degree.
Troubleshooting
When I click on a button nothing happens.
Certain web browsers have software that regulates the creation of new windows within a website. This software is commonly referred to as a pop-up blocker. If you are clicking on a button and nothing happens, it's more than likely that you have a pop-up blocker installed on your system.
Some of the features in the TaskStream site are missing.
Due to an October 2011 security upgrade to TaskStream, some users of Internet Explorer (IE) will need to make a minor change to one of their browser Security settings in order to be compatible with the TaskStream site. If you are having trouble accessing certain areas of the TaskStream site (for example, the Folio or DRF areas), please follow these steps to make this adjustment:
• Start Internet Explorer.
• From the IE toolbar, click “Tools.”
• From the menu that displays, click “Internet Options.”
• From the pop-up Internet Options window that displays, click the “Security” tab.
• Click on the green checkmark icon to select Trusted Sites and click the “Sites” button to navigate to a screen with the related settings.
TaskStream protects members' sensitive personal information by using HTTPS to transfer and display web content securely. To ensure that it correctly acknowledges TaskStream as a secure, trusted site, it is necessary to remove any outdated listings from your IE settings. To update these settings, read the listings in the Websites box to see if there are any current references to TaskStream. If you find any reference to TaskStream, click to highlight that listing and click “Remove.” Once the TaskStream listing no longer appears in the Websites box, click the “Close” button at the bottom of the window to save the Trusted sites information and return to the Security page. Click “OK” to close the Internet Options communications box and complete the settings process.
What if I've Removed the Trusted Sites that Refer to TaskStream and I'm Still Having Issues?
While the above steps are usually sufficient to ensure compatibility, some users may need to manually add an updated TaskStream listing to the Trusted sites page.
If you continue to have issues after removing the old listings, repeat the steps described above to navigate to the Trusted sites page, and add this website to the zone “https://*..” Be sure to type this EXACT website, and click “Add.” Once the new TaskStream listing appears in the Websites box, click the “Close” button at the bottom of the window to save the Trusted sites information and return to the Security page. If you still have issues, please contact the TaskStream Mentoring Services department at 1-800-331-5656.
When I try to download/view a file attachment, nothing happens.
There can be a number of causes for this type of situation. The most common cause is that your computer does not have the software application that created the file. For example, if you download an attachment that was created in MS Word, you need a copy of this software application to be able to open the sample. Some software applications provide a trial or viewer version of the program that you can download from the Web and use to open the file that you downloaded from TaskStream. For example, if you do not own Microsoft Word, you can download a Word Viewer from Microsoft that allows you to open and view Word files.
I am not receiving emails from TaskStream.
One reason why this could be happening is that your email program is interpreting incoming TaskStream mail as spam,or junk mail. Spam is not typically stored in your Inbox, but rather in a folder specifically designed to hold unwanted mail. Try the following:
• Check your Spam or Junk E-mail folder for TaskStream-related emails.
• Examine your mail options and check for spam blocking software.
• If possible, add TaskStream as an accepted source for emails.
In the event that you have a Spam filter associated with your email account, please add the following to your address book:
• taskstream_subscriptions@
• notification@
• help@
This ensures that TaskStream is recognized as an accepted site. Even if TaskStream is recognized as an accepted site by your email client, you may have opted out of receiving automated TaskStream emails and/or Message Center forwarding. You can manage your TaskStream email subscription preferences in My Account. See Email Subscriptions for details.
I uploaded a file on my Mac, but the attached file does not open.
This issue may occur if the document has been saved and then uploaded without the proper file extension. This is related to the way Mac operating systems handle files and file extensions. Extensions are the 3-4 characters that follow the "dot" at the end of a file name. The operating system uses extensions to identify compatible software that can open and read the file. For example, a file ending ".doc" is identified as a MS Word document, while ".ppt" identifies a PowerPoint presentation. To remedy this situation:
• Remove the file from your work.
• Re-save your work, making certain to include the extension in the document path.
My TaskStream Messenger icon won't stop blinking.
The section of the menu bar with the TaskStream Messenger icon is programmed to check every 10 seconds if you have received any instant messages and announce if you have received any. The flash occurs because the frame holding the icon reloads to check for messages. If you check for messages and click on them, the blinking will stop because the message is no longer considered new.
My file is too large to upload.
If your file is too large to upload, these optimizing file tips should help reduce the file size:
Scanner:
• When using a scanner, the scanning resolution determines the size of the scanned image. Use a resolution of 72 dots per inch (dpi) to get a life-size image when displayed on the screens of most computers. Since computer screens display only about 72 pixels per inch, using a resolution higher than this will make your file size unnecessarily large.
Software/Images:
• Use digital imaging software to crop unnecessary parts of the image.
• Use .gif format when you do not need a lot of colors. For example, simple line drawings, shapes, and small icons work well in this format. You can optimize .gif images by reducing the number of colors. The fewer colors you use, the smaller the file size. Start with 256 colors, and reduce the number of colors until just before you notice a difference in the image.
• Use .jpg format, when you are working with photographs. When prompted, you can optimize .jpg images by using a lower quality choice. The default save for a .jpg in most programs is set to 10, the highest quality. You can try reducing it to a smaller number, depending on the necessity of a sharp image for your project. The lower the quality, the smaller the file size. Start with the maximum quality and reduce the image quality until just before you notice a difference in the image.
• Reduce image size using a graphics-editing program (such as Adobe Photoshop, or Microsoft Photo Editor). The smaller the dimensions of the image, the smaller the file size.
PowerPoint:
• Cropping an image in PowerPoint WILL NOT reduce the file size.
• When you resize the image in a program such as PowerPoint, you are only making the picture appear smaller on the screen - the actual file size of the image has not been reduced at all.
• Individual images should be no larger than 200 KB whenever possible. Maximum size of all the images in the presentation should be no more than 4 MB, whenever possible.
• Include a blank slide at the beginning of the presentation. It would seem as though adding a blank slide at the beginning of a presentation would increase file size; however, the opposite is true. The blank slide serves as the preview image -- the image PowerPoint displays when you select a file in the Open dialog box. Since a blank slide is far less complex than the real first slide, the preview image is much smaller, thereby reducing the size of the presentation file.
Video:
• In order to upload your video to TaskStream, you will need to compress it to a file size of 100MB or less.
• Change the resolution. 320x240 and 640x480 are common resolution settings for uploading video to the web.
• Change the frame rate (number of frames per second). Lowering the frame rate will reduce the size of the file. Please note this can reduce video quality if overused.
• Change the audio quality. Slightly reducing the quality of the audio track will help reduce file size
• You may also wish to separate your video into multiple sections. Each piece can then be uploaded to TaskStream separately and listed in chronological order by naming the files appropriately. It is possible to upload multiple video files to TaskStream if the total file storage space of your account is not exceeded and if each video file is 100MB or smaller. Please note that depending on the quality of your video, each section may still need additional compression to reduce it under the 100MB limit.
• Because video compression and manipulation occur outside of TaskStream, we are only able to provide limited support and do not endorse or support any specific video program.
-----------------------
This is a copy of a written test I developed during student teaching to assess how well my students met the following objectives of a poetry unit:
• The students will be able to identify the major theme of a poem by Edgar Allen Poe
• The students will be able to describe the structure and form of a poem
• The students will be able to describe how Poe uses imagery and figurative language to convey meaning
• The students will be able to describe how Poe uses language to express feelings.
The test relates specifically to these objectives and is a good example of the kind of assessment that challenges students to use their higher order cognitive abilities.
Both my student teaching supervisor and I evaluated this test at the “Proficient” level. In addition, most students commented that it was fair and comprehensive—and even a little “fun” to take. I do, however, think that the test was a little “long” for the time allotted for the class. I would probably eliminate questions 7 and 11 next time. Overall, I think the test shows that I am competent at developing assessment instruments that challenge students and are keyed directly to learning objectives.
What is not shown in the artifact is how I have used the results of the test to plan changes to my unit. In analyzing and reflecting on the results, I have concluded that my students had trouble describing how Poe uses language to express feelings. The next time I teach this unit (or a similar one), I plan to incorporate many more examples from Poe’s poetry and from the poetry of others. I will also ask the students to engage in some imagery activities. For example, I will ask them to close their eyes and get in touch with their feelings as I read specific words, lines, or passages from various poems. We will then discuss their feelings and how other words might evoke similar or contrasting feelings. We might also discuss how hearing certain words at home, in school, or “on the street” evoke feelings.
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