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TI.4.a Evidence of TI ProgressThe following are exemplars of progress in each of the themes of our initiative. Further detail is provided in each of the standards.Evidence for Theme: Helping candidates come to terms with unintentional barriers and bias. ………………2Logic Model for Vertical Planning of Commitment to Diversity (in progress) Evidence for Theme: Implementing a reliable and valid Teacher Performance Assessment to improve the consistency and quality of teacher effectiveness. ………………………………………………………………………………….2TPA report for the University of CincinnatiEvidence for Theme: Embedding courses in schools and better integrating courses with field experiences. …………………..………………………………………………………………………………………………………………………………………………..4Syllabus SPED 511 (NB: p. 13-15)Evidence for Theme: Adding more and earlier field experiences. …………………………………………………………….6Descriptions of field experiencesEvidence for Theme: Preparing teachers for city schools. ………………………………………………………………………….7Increased use of city schools for placementsEvidence for Theme: Implementation of research-based strategies. …………………………………………………………8SyllabusEvidence for Theme: Academic language development. …………………………………………………………………………...9TPA Academic LanguageEvidence for Theme: Reflection. …………………………………………………………………………………………………………………10 Syllabus for Schooling and Teaching (NB: outcomes page 1, assignments page 2) TPA Reflection in tasksEvidence for Theme: Helping candidates come to terms with unintentional barriers and bias. Logic Model for Vertical Planning of Commitment to Diversity (in progress)INPUTSOUTPUTSOUTCOMESProgram InvestmentsActivitiesOutputsPartici-pantsShort term (learning)Intermediate(action)Long term(conditions)Student groupsProfessional organizationsLearning communitiesUrban MentorsTeacher Preparation facultyConnections across programsIncorporation of adjunctsDeveloping comprehensive list of courses/ schedules for quarters and semestersSee LM Semester Curriculum Map.xls Getting stakeholders togetherGet reading mandate people togetherMarket programsDevelop SoE syllabi; Statement in all syllabi about contextualized and cultural learning value (through 4 years)Show ownership of key terms from Milner’s 5 Pillars and their positionality related to those termsUrban Field experiencesSemester schedules neededUC SoE faculty, instructors, and studentsBloom’s Tax.: expand perceptual fieldDo what students needMilner’s 5 Pillars: Cultural/color blindnessCultural conflictMyth of MeritocracyHigh Expectations (funds of knowledge)Contextualized/ situated learningCEC definition Building towards TPALesson planning and implementation of differentiated instruction and assessment of student learning. Culturally situated responseCase studiesWhat is the one thing you would change about school?Teacher Portfolio reflecting CEC definition, 5 Pillars of Repertoire of Diversity, TPA-Positive impact on teacher candidate learning and pedagogy.-Improve student-teacher relationships.-Improve student achievement-Positive classroom climate.-Develop personal history and positionality related to race and diversity-1st, 2nd, and 4th year survey on race & diversity awareness and response (ex., Gorski at edchange)Objective: Teacher Candidates engage in consistent and critical activities to identify opportunity gaps and address them in their pedagogy throughout 4 years of coursework.Process Measure (formative evaluation): Candidates develop a diversity repertoireOutcomes Measure (summative evaluation): ?Evidence for Theme: Implementing a reliable and valid Teacher Performance Assessment to improve the consistency and quality of teacher effectiveness. The TPAC (Teacher Performance Assessment Consortium) is an initiative to develop an assessment of the competence of pre-service teachers, a prototype for a national teaching performance assessment. The goals are to develop “a nationally accessible teaching performance assessment” that “will allow states, school districts and teacher preparation programs to share a common framework for defining, and measuring a set of core teaching skills that form a valid and robust vision of teacher competence. As states reference data generated from this tool to inform teacher licensure, recruitment and tenure, they will establish a national standard for relevant and rigorous practice that advances student learning.”Three-year grant to create a national Teacher Performance AssessmentBased upon the Performance Assessment for Teacher Candidates (PACT) from CaliforniaCo-PIs are Linda Darling-Hammond & Ray Pecheone Project Partners: American Association of Colleges for Teacher Education (AACTE), Council of Chief State School Officers (CCSSO), Stanford UniversityOhio Accelerated Intuitions: University of Cincinnati, Wright State University, Ohio State University and University of Dayton.Ohio Education Agencies (SEA): Ohio Department of Education & Ohio Board of RegentsProjected Outcomes: A robust, complex, multifaceted assessment of teaching candidates in actionA reliable and valid teacher performance assessment that could be used to improve the consistency and quality of teacher effectivenessAn outcome database that could be used by school districts to track teacher performance across the continuum of teachers’ careersInformation that states could use to inform teacher quality initiatives, issue initial teacher licenses, and make accreditation decisionsAn evidence-based methodology for making systematic decisions about recruitment, professional development and continuation of employmentA national technology platform for data management, analysis and reporting of teacher outcomes connected to student outcomesAn empirical foundation for developing a more coherent national agenda for teacher quality assessment A professional development tool for in-service teachersA set of common expectations for pre-service teacher performanceA way to compare teacher candidates’ proficiencies across Ohio’s teacher preparation institutions (metrics required by House Bill 1) during the second/third year of the Resident Educator Program Ohio Context: House Bill 1 -- Educator Preparation Programs:Transfers responsibility for approving teacher preparation programs from the State Board of Education to the Chancellor of the Ohio Board of Regents and expands the duty to include approval of preparation programs for teachers and other school personnelDirects the Chancellor, jointly with the Superintendent of Public Instruction, to establish metrics for teacher preparation and staff development. One of those metrics will be similar to the Teacher Performance Assessment.TPA Handbooks:World Languages, Music, Physical Education, Art, Elementary Literacy, Elementary Mathematics, Secondary Social Studies – History, Secondary English Language Arts, Secondary Mathematics, Secondary ScienceSpecial Education & Early Childhood Handbooks will be posted this spring for use in the autumnTPAC seeks participants from the five accelerated states to serve as content area developers and reviewers for the creation of the remaining content area TPA Handbooks. ?4 Tasks (Planning, Instruction, Assessment & Reflection)11 Rubrics (1 to 4 range)Time Required to Complete Tasks (3 to 4 months)Embedded Signature Assessments: The TPA system consists of two components: (1) Embedded Signature Assessments and (2) the culminating Teaching Event, the common portfolio assessment that is completed during student teaching. Our goal is to provide our candidates with opportunities to design signature assignments that reflect the key components of the Teacher Performance Assessment (e.g., differentiating instruction, videotaping learning segments and reflecting on those segments, aligning objectives with activities and assessments, providing meaningful feedback to students, and reflecting on what might have been done differently and what might be done next). E-Platforms: Tk20 is providing a temporary server for Ohio to support the uploading of TPA portfolios (word documents & video clips). Timeline:2010-11 (Spring Pilots) - Approximately 300 portfolios were submitted and scored across all areas in Ohio; approximately 90 UC School of Education candidates piloted TPA in a range of areas (e.g., Elementary Mathematics, Secondary Science, Secondary Social Studies, Secondary Mathematics, and Secondary English Language Arts). 2011 – 2012: Full Implementation - Every candidate in every licensure area where TPA Handbooks are available will complete the full assessment – UC School of Education Licensure Requirement2012 – 2013: Full Implementation Under Semesters - Every candidate in every licensure area where TPA Handbooks are available will complete the full assessment – UC School of Education Licensure Requirement2013 – 2014: Full Implementation - Every candidate in every licensure area where TPA Handbooks are available will complete the full assessment – Ohio Licensure RequirementEvidence for Theme: Embedding courses in schools and better integrating courses with field experiences. Syllabus SPED 511 (NB: p. 13-15)Tentative Practicum and Course SchedulePlease note that changes to the schedule that follows will be made as needed throughout the quarter. It is your responsibility to keep up with changes. If you are unable to make it to your placement or class, it is your responsibility to contact your mentor teacher, supervisor, and professor, as soon as possible.M, W, F 11:30-1:30 – Flexed as needed to accommodate Rothenberg’s student schedulesTutoring TasksClass TopicsClass Readings and Due DatesWeek 1Structured observation of studentInterview the studentWord list Complete spelling inventoryCourse overviewWhat is reading?Reading assessment and interpretationChapters 1-3, Appendix A (Jennings, Caldwell, & Lerner, 2010)Section 2 (Leslie & Caldwell, 2010)Week 2Complete parent and teacher interviewsBegin QRI or Emergent Literacy AssessmentsTalking to parentsAssessing and interpreting writing Analysis and interpretation of your assessment dataCommon Core StandardsSections 3-9 (Leslie & Caldwell, 2010)Review Chapter 2 (Bear et al., 2008)Week 3Complete all assessmentsCompleting the assessment caseInstructional framework and lesson planningWriting goals and objectivesProgress monitoring Session planningSections 10-12 (Leslie & Caldwell, 2010)Review Chapter 3 (Bear et al., 2008)Draft if Part 1 & 2 of Assessment Report is DueWeek 4Lesson plans and subsequent reflectionsBalanced-literacy frameworkEarly literacyWriting instruction Chapters 7 & 13 (Jennings, Caldwell, & Lerner, 2010)Review Ch. 1 (Bear et al., 2008)Assessment case due Instructional framework dueWeek 5Lesson plans and subsequent reflectionsWord recognitionReview Chapter that corresponds to your student’s spelling level (Bear et al., 2008)First video reflection dueWeek 6Lesson plans and subsequent reflectionsReading fluencyChapter 9 (Jennings, Caldwell, & Lerner, 2010)First video reflection dueWeek 7Lesson plans and subsequent reflectionsVocabulary development and listening comprehensionChapter 10 (Jennings, Caldwell, & Lerner, 2010)Week 8Lesson plans and subsequent reflectionsNarrative text comprehensionChapter 11 (Jennings, Caldwell, & Lerner, 2010)Week 9Lesson plans and subsequent reflectionsExpository text comprehensionChapter 12 (Jennings, Caldwell, & Lerner, 2010)Last reflection video dueWeek 10Arrange closing activityFormal reading assessmentTeaching reading to ELLsChapter 4 & 14Last reflection video dueIntervention plan due March 12th by midnightAssessment Report: NCATE Key AssessmentSound instructional decisions rely heavily upon assessments. Candidates will be required to develop an assessment case study with one student at Rothenberg. The purpose of assessments are to better understand student literacy abilities by helping teachers understand what students know how to do, what they use and confuse (Bear, Invernizzi, Templeton, & Johnston, 2008), and what they do not yet know how to do compared to their grade level or expected performance level. Effective teachers use assessments to inform instruction that meets the needs of individual students.You will administer reading assessments (e.g., emergent reader assessment or the Qualitative Reading Inventory – 5), the Bear et al. (2008) spelling inventory, and a Student Writing Assessment. All assessments administered to your student must be audio recorded, on tape or digitally, so that you can do an adequate job of scoring the assessments. All forms that were completed should be in the appendix of the report. Thus, complete them fully and legibly. Once your assessments are complete, you will write an assessment report, which will be provided to the school’s teacher and family. Thus, reports should be well written, avoiding excessive use of jargon, and be error free. Students are encouraged to use peer editors or seek assistance from the University of Cincinnati’s writing center should writing be an area of weakness. Reports should be organized as follows. Bullet points should be replaced with narrative descriptions of data contained in tables.Evidence for Theme: Adding more and earlier field experiences. The following field experiences have been institutionalized:Year 1: Introduction to Education – all candidates– 10 clock hours in a large urban, high poverty schoolIntroduction to Exceptionalities – all candidates -10 clock hours in a large urban, high poverty schoolYear 2:Educational Psychology – all candidates- 10 clock hours in a large urban, high poverty schoolIntroduction to Middle Childhood Education - 10 clock hours in a large urban, high poverty schoolEvidence for Theme: Preparing teachers for city schools. Increased use of city schools for placementsItems on the Detailed Dispositions Form:Characteristics of Effective Urban TeachersPersevere despite challenges that may ariseDemonstrate commitment to carrying out all objectives, activities, and projects to promote high standardsDescribe challenges through multiple lensesDemonstrate unique paths to problem solvingHold high expectationsEmphasize strengths rather than deficitsDemonstrates self-examination regarding relationshipsCreates learning opportunities adapted to diverse populationsArdently interestedPersistenceValue of children's learningPutting ideas into practiceApproach to at-risk studentsProfessional/personal orientation to studentsProfessional/personal orientation to bureaucracyProfessional/personal orientation to fallibilityStrong planning and organizationEvidence for Theme: Implementation of research-based strategies. (Behavior Change Course – Dr. Todd Haydon) Have acquired an array of empirically validated positive intervention and habilitative strategies that may be adapted for use in a variety of settings and with a variety of learners [CEC Standards 4, 6]Course Requirements, Expectations & Evaluation Procedures : Article Critique: Choose 1 article on a topic that interests you from The Journal of Applied Behavior Analysis, Journal of Behavioral Education, Education and Treatment of Children, Research in Developmental Disabilities, or another journal that evaluates the principles of behavior. The article must be empirical and data-based (i.e., it must use a research design and present observational data.) The article must also have been published within the last 5 years. If you are in doubt whether the article you have selected fits the criteria for this assignment, please see me. Write a 75 to 100 word abstract for the article you select. An abstract provides a brief synopsis of the article and summarizes the introduction (purpose), method, results, and discussion (meaning of the results). Also, provide a 100 to 150-word critique of the article. What did you find most interesting? How could the results of the study be used to influence your practice in the classroom? What are the limitations of the study, in your view? Each critique should be no more than five pages in length, typed, double spaced, in a 12-point font. At the top of the abstract, please type the full reference in APA style. Please attach a copy of the article to your abstract. (Note: Some journals are web based and you can access the full text of relevant studies from your computer at home.)Applied Project– Implement an applied project to change the behavior of an individual with whom you live or work. Take baseline data on the behavior before you begin the intervention. Implement an intervention to change the behavior and take data on the individual’s progress (You may need to read additional chapters in your text for more information on taking data and graphing it). Make changes to the intervention as needed and as suggested by your data. Write a synopsis of the project. The paper should describe the individual, the behavior changed (and why it was important to change the behavior), the data collection methods used, the procedures for baseline and intervention, the results (including a properly-drawn graph), and any recommendations you have for future implementation of or changes to the intervention, along with a rationale for these recommendations. This paper should be 5 to 10 pages, typed, double-spaced, in a 12 point font.Evidence for Theme: Academic language development. TPA Academic LanguageAcademic language is the language used in textbooks, in classrooms, and on tests.?It is different in structure and vocabulary from the everyday spoken English of social interactions.?Academic language has been described as the specialized set of words, grammar, and organizational strategies used to express complex ideas, higher order thinking processes and abstract concepts (Zwiers, 2008). Even students who speak English well often have trouble comprehending the academic language used in classrooms.?In May of 2004, the National Council of Teachers English (NCTE) issued a Call to Action citing the unique aspects of literacy that are encountered by students within the academic discourses of their content area classes. Because the demands of academic expository discourses differ from more familiar forms such as literary or personal narrative (Kucer, 2005) NCTE charged teachers with the responsibility of “make(ing) visible to students how literacy operates within the academic disciplines” (National Council of Teachers of English [NCTE], 2004).Within the Teacher Performance Assessment (TPA) framework, academic language is the oral and written language needed by students to understand and communicate in the academic disciplines for specific purposes and audiences. Academic language often requires the inclusion of context information to make the meaning clear for a distant audience. It has long been accompanied by visuals such as illustrations and charts, and is beginning to incorporate multi-media as well as oral and written forms. Academic language genres include the specialized vocabulary, linguistic features, and textual resources associated with genres within a field (e.g., literary criticism, explanations of historical phenomena, lab reports). It also includes instructional language needed to participate in learning and assessment tasks, including discussing ideas and asking questions, summarizing instructional and disciplinary texts, following and giving instructions, listening to a mini-lesson, explaining thinking aloud, giving reasons for a point of view, and answering multiple-choice questions or writing essays to display knowledge on tests.In the Teacher Performance Assessment, teaching candidates must identify the language demands of the learning segment that they create. They must describe the language their students will need to effectively participate in the classroom tasks, demands related to listening, speaking, reading, writing, and shifting between those modalities. These demands can be vocabulary, linguistic features of genres, and other language demands related to participating in learning tasks (e.g., sharing ideas with a partner, listening to instructions). Particular language demands vary with the purpose and audience. Academic language is often aimed at communicating with distant audiences when assumptions and needed context need to be made explicit. The degree of language demand also varies with the cognitive complexity of the content, a student’s current language development, a student’s relevant knowledge and experience, and the context in which the language demand occurs (e.g., participating in a discussion with or without notes). Candidates should be able to show how they draw on students’ language strengths (including language abilities in another language or context) and supply scaffolds to enable students to understand or produce language beyond their current level of mastery.Candidates must also show how their planning, instruction, and assessment support academic language development.The Three “F” Words . . .FUNCTION: Making the language explicit to expand students’ control over language and improve their language choices according to the purpose and audience for the messageFORMS: Offering structures for developing as well as expressing explanations, evaluations, and analysesFLUENCY: Developing students’ fluency in academic language forms and functions that provides access to the “language of school” and academic successReferences:Corbo, E. (2011). Learning through language: A study of the appropriation of academic language of sixth grade learners across content areas.(Unpublished doctoral dissertation). University of Cincinnati, Cincinnati, OH. Kucer, S. (2005). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.National Council of Teachers of English (2004) NCTE Position Statement Guideline. Retrieved from Center for Assessment, Learning and Equity (2011). TPAC Assessment. Stanford, CA: StanfordCenter for Assessment, Learning and Equity.Zwiers, J. (2008). Building academic language: Essential practices for content classrooms. Newark, DE:Jossey-Bass.Evidence for Theme: Reflection. Syllabus for Introduction to Education (NB: outcomes page 1, assignments page 2)Thinking Journal: 10 entries (or substituted quizzes) questioning readings and lecture/discussion material will be assigned. Each response paper should demonstrate an understanding of the assigned topics and themes as well as an analysis of an aspect of that material that is particularly interesting, troubling, or challenging to you. Draw connections to your own experiences with teaching and schooling when possible. Papers will be graded with a 2-point rubric which will be posted on Blackboard prior to the first thinking journal assignment. TPA Reflection in tasksIn the Teacher Performance Assessment, candidates describe, analyze, and evaluate the teaching of a 3-5 lesson “learning segment”. The assessment is built around the proposition that successful teaching is based on knowledge of subject matter and subject-specific pedagogy, developing knowledge of one’s students, reflecting and acting on evidence of the effects of instruction on student learning, and considering research/theory about how students learn.The Teacher Performance Assessment is focused on student learning. To complete the assessment, candidates describe their plans and what they actually did to achieve student learning (the “what”), provide a rationale for their plans and an analysis of the effects of their teaching on their students’ learning (the “so what”), and analyze and reflect on the resulting student learning to plan next steps in instruction or improvements in their teaching practice (the “now what”).TPA TASKWhat to DoWhat to SubmitPlanningProvide relevant information about your instructional context by completing the Context for Learning Information.Select a learning segment of 3-5 lessons (or, if teaching within a large time block, about 3-5 hours of connected instruction) that supports student learning of specific objectives. Determine what content and related academic language you will emphasize.Consider your students’ strengths and needs. create an instruction and assessment plan for the learning segment, and write lesson plans.Respond to commentary prompts to describe your students and teaching context, and explain your thinking in developing the plans and how they reflect what you know about your students as well as research/theory.As you are teaching, complete daily reflections by answering the prompts.Context for Learning InformationLesson Plans for Learning SegmentInstructional MaterialsAssessment Tools and CriteriaPlanning CommentaryDaily Reflections ................
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