Oklahoma Commission for Teacher Preparation
Oklahoma Commission for Teacher Preparation
Program Report for the
Preparation of English
Education
C O V E R S H E E T
Institution: Southwestern Christian University State: OK
Date submitted: March 15, 2014
Name of Preparer: Professor Shelley Groves and Dr. Dana Owens-DeLong
Phone #: (405) 789-7661 and 830-2484 Email: shelley.groves@swcu.edu and dana.owens-delong@swcu.edu
Program documented in this report:
Name of institution’s program(s): English Education
Grade levels for which candidates are being prepared: 6 – 12, secondary
Degree or award level[1]: Bachelor of Arts
Is this program initial or advanced? Initial
Is this program offered at more than one site? □ Yes x No
If yes, list sites at which the program is offered:
_________________________________________________________________
Title of the state license for which candidates are prepared
Program report status:
x Initial review
x New Program
(Existing Program
□ Response to One of the Following Decisions: Further Development Required or Recognition with Probation
□ Response to Recognition With Conditions
Is your unit seeking:
x State accreditation for the first time (initial accreditation)
( Continuing State accreditation
GENERAL DIRECTIONS
The following directions are designed to assist institutions as they complete this web-based program report. To complete the report, institutions must provide data from 6-8 key assessments that, taken as a whole, will demonstrate candidate mastery of the state competencies. These data will also be used to answer the following questions:
• Have candidates mastered the necessary knowledge for the subjects they will teach or the jobs they will perform?
• Do candidates meet state licensure requirements?
• Do candidates understand teaching and learning and can they plan their teaching or fulfill other professional education responsibilities?
• Can candidates apply their knowledge in classrooms and schools?
• Are candidates effective in promoting student learning and creating environments to support learning?
To that end, the program report form includes the following sections:
I. Contextual Information – provides the opportunity for institutions to present general information to help reviewers understand the program.
II. Assessments and Related Data - provides the opportunity for institutions to submit 6-8 assessments, scoring guides or criteria, and assessment data as evidence that standards are being met.
III. Standards Assessment Chart - provides the opportunity for institutions to indicate which of the assessments are being used to determine if candidates meet program standards.
IV. Evidence for Meeting Standards – provides the opportunity for institutions to discuss the assessments and assessment data in terms of standards.
V. Use of Assessment Results to Improve Candidate and Program Performance – provides the opportunity for institutions to indicate how faculty is using the data from assessments to improve candidate performance and the program, as it relates to content knowledge; pedagogical and professional knowledge, skills, and dispositions; and effects on student learning.
Page limits are specified for each of the narrative responses required in Sections IV and V of the report, with each page approximately equivalent to one text page of single-spaced, 12-point type. Each attachment required in Sections I and II of the report should be kept to a maximum of five text pages.
When the report has been completed, please send an electronic copy to the Oklahoma Commission for Teacher Preparation (OCTP). Please also retain an electronic copy for your file until the OCTP has acknowledged receipt of your report.
Specific directions are included at the beginning of each section.
What if the program is offered at different levels or in different tracks (e.g., at the baccalaureate, master’s, and alternate route)? If assessments are the same across the different levels/tracks, one report may be submitted. However, the assessment results must be disaggregated for each program level/track. If assessments are different across the different levels/tracks, a separate program report must be submitted for each program level/track. If you are unsure whether to submit one or multiple reports, contact the OCTP office.
What if the program is offered at the main campus and one or more off-campus sites? If assessments are the same on the main campus and the off-campus sites, one report may be submitted. However, the assessment results must be disaggregated for each site. If assessments are different on campus than in the off-campus sites, a separate program report must be submitted for each site. If you are unsure whether to submit one or multiple reports, contact the OCTP office.
SECTION I—CONTEXT
Provide the following contextual information:
1. Description of any state or institutional policies that may influence the application of competencies.
Who We Are
Southwestern Christian University is a Christ-centered liberal arts institution equipping students for a life of learning, leadership, and service; integrating faith, learning, and living; and empowering graduates to excel and to positively impact their world for Jesus Christ. SCU holds an educational philosophy in which biblical literacy and the Christian Worldview are at the heart of its educational programs.
Our Goal
The goal of Southwestern Christian University’s Teacher Education Program is to combine theory with practice through clinical practice in collaboration with multiple school settings in order to prepare teacher candidates for effective classroom instruction. Part of this preparation includes equipping teacher candidates with content knowledge, pedagogical knowledge, and the importance of ongoing reflection of their beliefs, goals, and practices as they relate to students’ needs. Therefore, the Teacher Education Program seeks to address all of these elements throughout the program so that teacher candidates are prepared to teach all types of learners, to equip learners with skills to function productively within society, and to serve the community as a whole.
Unit's Conceptual Framework
The essence of our Christian mission is represented in our conceptual framework. This mission is also supported by a strong commitment to preparing competent, caring, reflective, and qualified educators. SCU emphasizes the integration of subject matter, clinical experiences, and pedagogical knowledge as demonstrated by caring actions, service in the field, and teaching skills. We believe the teacher is the orchestrator of the learning environment and has the responsibility to create a positive atmosphere for all students. This is reached through specific themes designed to provide a unique educational experience at SCU. The SCU teacher education program seeks to prepare effective educators who are caring, reflective, service-guided, and scholarly throughout their professional careers as they facilitate learning and model Christ.
The goal of the SCU teacher education program is for graduates to be:
CARING for all students and the belief that all can learn
REFLECTIVE
On professional and personal practice
SERVICE-guided as a model of Christian character through leadership and involvement
SCHOLARSHIP-minded in the pursuit of life-long learning
The Unit’s Conceptual Framework provides the context for developing and assessing teacher candidates’ proficiencies. The State of Oklahoma has established testing requirements as part of its teacher certification process. All candidates must pass the Oklahoma General Education Test (OGET), Oklahoma Subject Area Test (OSAT), and Oklahoma Professional Teaching Examination (OPTE) documenting that they possess the content knowledge and pedagogical skills to be effective teachers. The OGET must be successfully completed prior to admission into the School of Education. Teacher candidates must then successfully pass the OSAT and OPTE by the completion of their internship phase to earn a teaching certificate from the State of Oklahoma.
Application of Standards
Assessments and the degree program have been developed to meet program expectations, Oklahoma Proficiencies, InTASC Standards and NCTE standards. Alignment was also considered to courses and the OSAT Competencies in order to effectively prepare candidates for the state subject area test. Some assessment line items provide evidence for standards common to Oklahoma General Competencies, InTASC standards, and NCTE standards. Other line items address Oklahoma Proficiencies, InTASC or NCTE specific standards. Standards for both Oklahoma General Competencies (InTASC Standards), and NCTE standards have been organized within the four themes of the conceptual framework for the Department of Education; caring, reflection, service, and scholarship.
2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships.
The Clinical Practice component of the teacher education program at Southwestern Christian University provides teacher candidates with extensive opportunities to move beyond being students of organized knowledge to become classroom teachers who put their acquired knowledge into practice in the classroom.
Our partners in this process of providing guided and gradual induction into classroom teaching are the teachers and administrators in public school systems. The Teacher Education Office works collaboratively with our partner schools to provide field-based programs for teacher education candidates seeking initial certification.
The Teacher Education Program at SCU places candidates in clinical placement sites that are aligned with the university’s mission and the Teacher Education Conceptual Framework. The Conceptual Framework is grounded in the notion that candidates become critical thinkers, problem solvers, and leaders through Caring, Reflection, Service, and Scholarship--all active qualities that require significant clinical experiences.
Clinical practice requirements include 160 clock hours of time spent in partner schools in the P-12 classroom with clinical faculty (P-12 classroom teachers) prior to the 16 week clinical internship (student teaching).
Clinical Practice Sequence & Quantity
Sophomore Year
Second Semester
a. EDUC 2113 Foundations in Education
b. EDUC 2000 Foundations Clinical Practice – 40 hours
Junior Year
First Semester
a. EDUC 3202 Educational Technology
b. EDUC 3000 Technology Clinical Practice – 40 hours
Second Semester
a. EDUC 4232 Assessment and Evaluation
b. EDUC 4000 Assessment Clinical Practice – 40 hours
Senior Year
First Semester
a. ENGL 4xx3 Methods of Teaching English
b. ENGL 4000 Methods of Teaching English Clinical Practice – 40 hours
Second Semester
a. EDUC 4xx5 Clinical Internship I – 8 weeks
b. EDUC 4xx5 Clinical Internship II – 8 weeks
Total Clinical Practice = 120 hours
Total Clinical Internship = 16 weeks
EDUC 2000 Foundations in Education Clinical Practice – 40 hours
Purpose
The purpose of the first clinical practice is to provide teacher candidates, before admission to the Teacher Education Program, the opportunity to begin to identify the knowledge, skills, and dispositions involved in helping all students learn. Working with teachers and students in a school setting provides the opportunity, for those considering teaching as a career, to be involved in meaningful and relevant activities. The experiences should increase candidates’ understanding of teaching as a career and the responsibilities associated with being an educator. Occurring during the time candidates are enrolled in EDUC 2113 Foundations in Education, the initial clinical practice is designed to assist potential teacher candidates make earlier and wiser decisions relative to entrance into Teacher Education. Candidates will have the option of completing the application into SCU Teacher Education as part of this course.
EDUC 3000 Educational Technology Clinical Practice – 40 hours
Purpose
The intermediate clinical practice is the practical application of concepts being taught during the time candidates are enrolled in EDUC 3202 Educational Technology and supporting the concepts from major core courses. Candidates have been admitted to the Teacher Education Program and are developing the skills and competencies to prepare them for clinical practice (student teaching).
EDUC 4000 Assessment and Evaluation Clinical Practice – 40 hours
Purpose
The intermediate clinical practice is the practical application of concepts being taught during the time candidates are enrolled in EDUC 4232 Assessment and Evaluation. Candidates have been admitted to the Teacher Education Program and are developing the skills and competencies to prepare them for clinical practice (student teaching).
ENGL 4000 Methods of Teaching English Clinical Practice
40 hours of clinical practice in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university professor. The pre-internship clinical practice is the practical application of concepts being taught during the time candidates are enrolled in ENGL 4813 Methods of Teaching English. Candidates have been admitted to the Teacher Education Program and are developing the skills and competencies to prepare them for clinical practice (student teaching). Candidates will also apply for the clinical internship (student teaching) during this course.
EDUC 4815 Teaching Clinical Internship I
Eight weeks of clinical internship in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university supervisor. This course is designed to give the teacher candidate first-hand experience in observation, critical analysis of lesson types, lesson planning and classroom teaching in an accredited school.
EDUC 4825 Teaching Clinical Internship II
Eight weeks of clinical internship in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university supervisor. This course is designed to give the teacher candidate first-hand experience in observation, critical analysis of lesson types, lesson planning and classroom teaching in an accredited school.
As the final component of the teacher education sequence, clinical internship (student teaching) gives candidates an opportunity to test and evaluate in practice the theories learned in university classes and elsewhere. It is a full semester focused on the components of teaching in which clinical interns are immersed in the full responsibilities and duties of the classroom teacher. Candidates are required to enroll in Teaching Clinical Internship I and II during their final semester.
The clinical practice component of the teacher education program at SCU strives to accomplish the following goals:
• Teacher candidates recognize the importance of P-12 student learning and make it the focus.
• Clinical practice is a vital component and integrated throughout the program.
• Programs prepare teacher candidates who are experts in content and how to teach it and are also caring, service-guided and reflective problem solvers
• Clinical faculty work together with university faculty to deliver curriculum in an integrated and effective manner.
• Programs work with partner schools to ensure a connected experience.
• Technology is integrated into curriculum and adds value to the learning environment.
Settings and Experiences
Candidates are required to complete clinical practice in multiple partner schools to experience diversity. Diversity is defined as different school districts, levels, grades, ethnicity, socio-economic levels, size, and inclusionary classrooms.
Partner School Criteria
Partner schools are selected based on the level of involvement by the school principal and clinical faculty. Clinical faculty must be willing to be a part of the educational team with the university professor and support the course curriculum in a school setting. Clinical faculty receive initial training and communicate with the university faculty on a regular basis throughout the semester to coordinate theory and practice for each unit of study. Each partner school has one representative serving on the SCU Teacher Education Council and is a vital part of curriculum development and review.
Continuous Review
Each semester clinical faculty are asked to provide feedback on all documents, assignments, and procedures associated with the clinical practice. This input is used to modify existing documents and address issues, concerns, and suggestions. Clinical faculty are active participants in the process.
3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program.
Transition I: Admission to Teacher Education Requirements
Grade Requirements:
← Achieve a minimum grade point average of 2.75 in all courses completed at SCU or other colleges or universities at the time of application.
← All coursework taken in degree certification major or general education courses required for majors must be completed with no grade lower than “C”.
← All coursework taken in the professional teacher education sequence must be completed with no grade lower than “C.
← Demonstrate a proficiency in written and oral English as indicated by having a grade of “C” or better in six hours of English Composition.
State Tests
← Oklahoma General Education Test (OGET).
Portfolio
← Establish SCU Teacher Education Portfolio – Check Point I
• A satisfactory score on the candidate’s portfolio assessments
Legal
← Submit an approved background check for clinical practice.
← Complete Felony Questionnaire & Accuracy Statement.
← Complete Teacher Education Code of Ethics.
Clinical Practice
← Clinical Practice Requirements Agreement
← Documentation of work with children.
Recommendations & Evaluations
← Recommendation letters from church officials and/or faculty members.
← Faculty Interview
Requirements
← Plan for meeting Foreign Language Competency.
← Written interest in teaching
← Complete the Emergency Contact Information Form.
Approvals
← Receive formal approval by the SCU Teacher Education Council.
Transition II: Enrollment in Professional Coursework & Clinical Practice(s)
Grade Requirements:
← Maintain 2.75 cumulative grade point average on all coursework earned and verified via degree check prior to clinical internship.
← C or higher in major core/PTE sequence coursework
State Tests
← Oklahoma Subject Area Test (OSAT)
Portfolio
← A satisfactory score on Portfolio – Check Point II
SPA Standards
← Satisfactory completion of assessments
Legal
← Current approved background check
Clinical Practice
← Complete Successful completions of Professional Teacher Education courses including 160 hours of clinical practice.
Recommendations & Evaluations
← University Faculty
← Clinical Faculty
Requirements
← Completion of Foreign Language Competency
Approvals
← Receive formal approval by the SCU Teacher Education Council.
Transition III: Admission to Clinical Internship
Grade Requirements:
← Maintain 2.75 cumulative grade point average on all coursework earned and verified via degree check prior to clinical internship.
← C or higher in major core/PTE sequence coursework
State Tests
← Oklahoma Subject Area Test (OSAT)
Portfolio
← A satisfactory score on Portfolio – Check Point III
• Checkpoint occurs at the completion of all coursework
SPA Standards
← Satisfactory completion of assessments
Legal
← Current approved background check
Clinical Practice
← Successful completions of Professional Teacher Education courses including 160 hours of clinical practice
Recommendations & Evaluations
← University Faculty
← Clinical Faculty
← Supervisor Evaluation
Requirements
← Completion of Foreign Language Competency
Approvals
← Receive formal approval by the SCU Teacher Education Council.
Transition IV: Recommendation for Certification
Grade Requirements:
← Maintain 2.75 cumulative grade point average on all coursework earned and verified via degree check prior to clinical internship.
← C or higher in major core/PTE sequence coursework and completion
State Tests
← Oklahoma Professional Teaching Exam (OPTE)
Portfolio
← A satisfactory score on Portfolio – Check Point IV
• Checkpoint occurs at the completion of all coursework
SPA Standards
← Satisfactory completion of assessments
Legal
← N/A
Clinical Practice
← Successful completion of Clinical internship including 16 weeks of clinical internship
Recommendations & Evaluations
← University Faculty
← Clinical Faculty
← Clinical Intern Self-Assessment
← Clinical Intern Education Program Evaluation
← Clinical internship
← Evaluations
← Clinical Faculty Evaluation
← Supervisor Evaluation
Requirements
← N/A
Approvals
← Receive formal approval by the SCU Teacher Education Council.
Attach the following contextual information:
1. A program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. (This information may be provided as an attachment from the college catalog or as a student advisement sheet.)
2. Chart with the number of candidates and completers.
3. Chart on program faculty expertise and experience.
(response limited to 6 pages, not including attachments)
Institution: Southwestern Christian University Student: ____________________________
Degree: Bachelor of Arts – B.A. Date: _______________________________
Program: English
Major: English Education
English Education Degree Plan
| |Course Prefix |Course Title |Credit Hrs. |Offered |Complete |Subst. |Transfer |
|General Education | | |
| |PSYC 1001 |Collegiate Success |1 | | | | |
|* |ENGL 1113 |English Grammar and Composition I |3 | | | | |
|* |ENGL 1213 |English Grammar and Composition II |3 | | | | |
| |HIST 1483/1493 |U.S. History I or U.S. History II |3 | | | | |
| |HPSM 2212 |Lifetime Wellness |2 | | | | |
| |MATH 1000-2000 |Any lower division math course |3 | | | | |
| |POLI 1113 |American Federal Government |3 | | | | |
| |Science 1000-2000 |Any lower division science with lab |4 | | | | |
| |Science 1000-2000 |Any lower division science without lab |3 | | | | |
| |SPCH 1113 |Introduction to Public Communication |3 | | | | |
| |Elective |Any 1000-2000 ENGL, LSCI course |3 | | | | |
| |Elective |Any 1000-2000 PHIL, POLI, GEOG course |3 | | | | |
| |Elective |Any 1000-2000 PSYC, SOCL, ECON, or Science course |3 | | | | |
| |Elective |Any 1000-2000 HUMA, HIST, or For. Lng. |3 | | | | |
| |Elective |Any 1000-2000 FINC, MUTH, HPSM, SPCH course |3 | | | | |
|Total General Education Credit Hours |43 | | | | |
| | | |
|Religious Literacy Core | | |
| |BIBL 1403 |Old Testament History and Literature |3 | | | | |
| |BIBL 1413 |New Testament History and Literature |3 | | | | |
| |BIBL 2223 |Biblical Hermeneutics |3 | | | | |
| |THEO 3913 |Biblical Discipleship |3 | | | | |
| |HIST 3133 |Pentecostal History |3 | | | | |
|* |ENGL 4993 |Senior Thesis |3 | | | | |
|Total Religious Literacy Core Credit Hours |18 | | | | |
| | | |
|Major Core | | |
|* |ENGL 2033 |Creative Writing |3 | | | | |
|* |ENGL 2903 |Seminar in English |3 | | | | |
|* |ENGL 3423 |American Literature I |3 | | | | |
|* |ENGL 3523 |American Literature II |3 | | | | |
|* |ENGL 3333 |English Literature I |3 | | | | |
|* |ENGL 3353 |English Literature II |3 | | | | |
| * |ENGL 3603 |Grammar w/ lab |3 | | | | |
| * |ENGL 3663 |World Literature |3 | | | | |
| * |ENGL 4313 |Shakespeare |3 | | | | |
| * |ENGL 4663 |Expository Writing |3 | | | | |
|* |Foreign Language+ |6 credit hours of the same language |6 | | | | |
|Total Major Core Credit Hours |36 | | | | |
| | | |
|Professional Teacher Education | | |
|* |EDUC 2301 |Introduction to Teaching |1 | | | | |
|* |EDUC 2113 |Foundations in Education |3 | | | | |
|* |EDUC 2000 |Foundations in Education Clinical Practice |0 | | | | |
|* |EDUC 3202 |Educational Technology |2 | | | | |
|* |EDUC 3000 |Educational Technology Clinical Practice |0 | | | | |
|* |EDUC 4232 |Assessment and Evaluation |2 | | | | |
|* |EDUC 4000 |Assessment and Evaluation Clinical Practice |0 | | | | |
|* |PSCY 3143 |Psychology of the Exceptional Child |3 | | | | |
|* |PSYC 3213 |Child and Adolescent Psychology |3 | | | | |
|* |PSYC 3123 |Educational Psychology |3 | | | | |
|* |ENGL 4513 |Methods of Teaching English |3 | | | | |
|* |ENGL 4000 |Methods of Teaching English Clinical Practice |0 | | | | |
|* |EDUC 4812 |Classroom Strategies |2 | | | | |
|* |EDUC 4815 |Teaching Clinical Internship I |5 | | | | |
|* |EDCU 4825 |Teaching Clinical Internship II |5 | | | | |
|Total Major Core Credit Hours |32 | | | | |
| | | |
|Total English Program Credit Hours |129 | | | | |
| | | |
|* |Grade of "C" or better. | | |
| | | | | | | | |
Minimum Graduation Requirements
1. Overall GPA in all college course work a minimum of 2.75
2. In courses in English Composition, Professional Education, and area of specialization (major) a minimum of “C”
3. Proficiency in foreign language a minimum of Novice 4 level
Objective
The objective of this program is to enable the student to acquire an essential knowledge base, skills, and a philosophical foundation for how to make successful, professional decisions that are required for teachers/coaches in public and private schools. Courses required for this major are congruent with Oklahoma state competencies and the National Council of Teachers of English (NCTE) professional recommendations.
Mission
The English Education program at SCU seeks that each candidate becomes a transformed thinker influencing their world for Christ. The program will provide a sound academic foundation in written communication, in-dept comprehension, and critical thinking skills from a Christian perspective to equip the candidate to be productive and successful in educating secondary students. Christian behaviors and perspective will be emphasized in all course offerings and activities. The curriculum is designed accordingly to equip candidates to be productive and successful in whatever schooling situation they encounter
Course Descriptions: English Education
SPCH 1113 Introduction to Public Communication – 3 hours
Designed to enhance the public speaking abilities of all students. Attention is given both to speech communication theory and to practical application of those theories in actual speaking in such areas as preaching, skills as an emcee, and platform mannerisms.
ENGL 1113 English Grammar and Composition I – 3 hours
A study of the principles of effective communication, with emphasis upon the reading and writing of exposition. Required of all freshmen with exception of those whose scores in English proficiency warrant advance placement. Students must pass with a grade of “C” or better. Prerequisite: ACT scores of 19 or above or placement test required.
ENGL 1213 English Grammar and Composition II – 3 hours
A continuation of the study of effective communication. Practice in writing narration, description, literary criticism, and research papers. Reading of poetry and short stories. Students must pass with a grade of “C or better.
Prerequisite: ENGL 1113 English Grammar and Composition I
ENGL 2113 Introduction to Literature – 3 hours
This course is designed to provide students a foundation in the study and understanding of literature. The course establishes a foundation of literary terms and approaches and will give an overview of various genres. This course satisfies the literature elective in the General Education Curriculum.
Prerequisite: ENGL 1213 English Grammar and Composition II
ENGL 2033 Creative Writing – 3 hours
An introduction to imaginative writing with an emphasis upon the writing of essays and poetry. Some analysis of literary models will be involved. The major thrust will be student writing from personal experience.
ENGL 2903 English Seminar – 3 hours
This course is designed to introduce English majors to the program of English offered at Southwestern. It provides an overview of the program and possible career choices in the area of English. It also provides students with an opportunity to develop a career portfolio that will follow them through the degree plan.
ENGL 3333 English Literature I – 3 hours
A survey of the significant works and authors from the Anglo-Saxon period to the early seventeenth century. Emphasis will be placed on the works and authors who have made the most significant contributions to the Western literary tradition.
ENGL 3353 English Literature II – 3 hours
A survey of the significant works of British literature since the seventeenth century. Post-enlightenment, Romantic, Victorian and Modern works will be examined. The study will include Byron. Dickens, Austen, Bronte, Golding, Huxley, and other prominent British writers.
ENGL 3423 American Literature I – 3 hours
A historical survey of works of American literature from colonial times to the American Civil War. The literature is examined against the backdrop of its contemporary political, social and religious climate.
ENGL 3523 American Literature II – 3 hours
A historical survey of works of American literature from 1865 to present. The literature is examined against the backdrop of its contemporary political, social and religious climate.
ENGL 3603 Advanced Grammar – 3 hours
This course is designed to enable the student to better understand the concepts in English grammar. Teaching others is one of the greatest methods by which to thoroughly learn a subject matter. By allowing the English major opportunity to give instruction to other students, the window for greater learning is available.
Prerequisite: ENGL 1113 English Grammar and Composition I
ENGL 3663 World Literature – 3 hours
This course includes selected readings representing American, European, Asian, African, and Hispanic literature that have shaped and formed their respective cultures throughout history.
ENGL 4313 Studies in Shakespeare – 3 hours
This course is an overview of Shakespeare and a sample of his major works. It includes a brief study of the historical background of his life and the theatre in which he was active. It involves study of his plays which represent the areas of histories, comedies, tragedies and his last works.
Prerequisite: By permission only.
ENGL 4663 Expository Writing – 3 hours
This course is an in depth study of effective communication. It includes practice in writing over a variety of topics in an expository manner.
Prerequisite: ENGL 1213 English Grammar and Composition II
ENGL 4993 Senior Thesis – 3 hours
Students will prepare an in-depth written thesis on an approved topic in literature. A faculty member from the School of English will be appointed as the primary advisor. With the advisor’s guidance, the student will research and write a 25-30 page paper. Students are encouraged to investigate a particular area of personal interest and build upon earlier coursework. The finished thesis will then be examined by a committee comprised of members from the School of English. This paper is normally completed the final semester of the senior year.
Prerequisite: Senior, final semester
Professional Teacher Education
EDUC 2301 Introduction to Teaching – 1 hour
This course is designed to assist a student who is considering education as a profession. Emphasis will be placed on an overview of what it means to be a teacher education program. Current issues will be considered. Also, the student will become acquainted with the policies and procedures in becoming a teacher candidate. Finally, preparation for taking the OGET will be covered and discussed.
EDUC 2113 Foundations in Education – 3 hours
An introduction to the historical, philosophical, and social foundations of education and their relationship to teaching as a profession. Current issues in education are also introduced and discussed. Laboratory experiences as an observer / aid in the public schools and procedures for admission to teacher education are included.
Prerequisite: English Comp II. Corequisite: EDUC 2000 Foundations in Education Clinical Practice
EDUC 2000 Foundations in Education Clinical Practice – 0 hours
40 hours of clinical practice in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university professor. Clinical practice will support the curriculum associated with EDUC 2113 Foundations in Education and requires concurrent enrollment.
Prerequisite: English Comp II. Corequisite: EDUC 2113 Foundations in Education
EDUC 3202 Educational Technology – 2 hours
This course provides proficiency at utilizing technology in the P-12 classroom arena. Focus is on curriculum integration. This course provides a variety of cloud-based, interactive learning technologies and other free educational technology tools. Prerequisite(s): computer literacy (knowledge of Office applications including Word, Excel, and Powerpoint; knowledge of Internet use)
Prerequisite: English Comp II. Corequisite: EDUC 3000 Educational Technology Clinical Practice
EDUC 3000 Educational Technology Clinical Practice – 0 hours
40 hours of clinical practice in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university professor. Clinical practice will support the curriculum associated with
EDUC 3202 Educational Technology and requires concurrent enrollment.
Prerequisite: English Comp II. Corequisite: EDUC 3202 Educational Technology
EDUC 4232 Assessment and Evaluation – 2 hours
This course will give the teacher candidate and overview of assessment tools used in educational settings. The use of both formal and informal assessment tools and the evaluation processes will be considered. Also, the course will consider such areas as teacher made tests; standardized testing, authentic assessment and evaluation, developing a record keeping system and parent-teacher conferences.
Prerequisite: English Comp II, Admission to Teacher Education. Corequisite: EDUC 4000 Assessment and Evaluation Clinical Practice
EDUC 4000 Assessment and Evaluation Clinical Practice – 0 hours
40 hours of clinical practice in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university professor. Clinical practice will support the curriculum associated with EDUC 4232 Assessment and Evaluation and requires concurrent enrollment.
Prerequisite: English Comp II, Admission to Teacher Education. Corequisite: EDUC 4232 Assessment and Evaluation
ENGL 4813 Methods of Teaching English – 3 hours
This course provides students the methods used for teaching in the secondary English classes. It will emphasize teaching of language, literature, and composition, with emphasis on current trends as shown in recent textbooks, journal articles, experimental studies, and curriculum guides. Focus will be on curriculum development aligned with state standards, lesson design and evaluation. Prerequisite: English Comp II and Admission to Teacher Education
Prerequisite: English Comp II, Admission to Teacher Education. Corequisite: ENGL 4000 Assessment and Evaluation Clinical Practice
ENGL 4000 Methods of Teaching English Clinical Practice – 0 hours
40 hours of clinical practice in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university professor. The pre-internship clinical practice is the practical application of concepts being taught during the time candidates are enrolled in ENGL 4513 Methods of Teaching English. Candidates have been admitted to the Teacher Education Program and are developing the skills and competencies to prepare them for clinical practice (student teaching). Candidates will also apply for the clinical internship (student teaching) during this course.
Prerequisite: English Comp II, Admission to Teacher Education. Corequisite: ENGL 4813 Assessment and Evaluation
EDUC 4812 Classroom Strategies – 2 hours
This course addresses strategies for positive classroom management, learning environment, family communications, how to develop goals, objectives, rubrics and proper documentation techniques. Topics will also include reflections on instructional practices, understanding of the state teacher evaluation process (the Oklahoma Minimum Criteria for Teacher Performance, Teacher Leader Effectiveness) and instructional strategies for incorporating the criteria into the teaching and learning process.
Prerequisites: Admission to the Teacher Education Program; Admission to Clinical Internship. Corequisite: EDUC 4815 Teaching Clinical Internship I, EDUC 4825 Teaching Clinical Internship II
EDUC 4815 Teaching Clinical Internship I – 5 hours
Eight weeks of clinical internship in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university supervisor. This course is designed to give the teacher candidate first-hand experience in observation, critical analysis of lesson types, lesson planning and classroom teaching in an accredited school.
Prerequisites: Admission to the Teacher Education Program; Admission to Clinical Internship. Corequisite: EDUC 4825 Teaching Clinical Internship II, EDUC 4812 Classroom Strategies
EDUC 4825 Teaching Clinical Internship II – 5 hours
Eight weeks of clinical internship in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university supervisor. This course is designed to give the teacher candidate first-hand experience in observation, critical analysis of lesson types, lesson planning and classroom teaching in an accredited school.
Prerequisites: Admission to the Teacher Education Program; Admission to Clinical Internship. Corequisite: EDUC 4815 Teaching Clinical Internship I, EDUC 4812 Classroom Strategies
ATTACHMENT A
Candidate Information
Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master’s, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary.
|Program: English Education - BS |
|Academic Year |# of Candidates Enrolled in the Program |# of Program Completers[2] |
| |0 |0 |
| |0 |0 |
| |0 |0 |
No students have been enrolled in the program, pending program approval.
ATTACHMENT B
Faculty Information
Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program.
| | | | | | |Teaching or other |
| | |Assignment: Indicate | |Tenure Track |Scholarship,[6] |professional experience |
| |Highest |the role of the faculty|Faculty |(Yes/ |Leadership in |in |
|Faculty Member |Degree, Field, & |member[4] |Rank[5] |No) |Professional |P-12 schools[9] |
|Name |University[3] | | | |Associations, and | |
| | | | | |Service: [7] List up | |
| | | | | |to 3 major | |
| | | | | |contributions in the | |
| | | | | |past 3 years [8] | |
|Shelley Groves |Master in |Professor, |N/A |N/A |National Council of |Certification- English |
| |Administration and |Department Chair of | | |Teachers of English |6-12, Economics 6-12, |
| |Educational Leadership |Language Arts, | | |member |Geography 6-12, |
| |- SNU - Spring 2003 |Dean of Arts & Sciences| | |Oklahoma Council of |Sociology/Anthropology |
| | | | | |Teachers of English |6-12, US Govt 6-12 US |
| |Master of Arts in | | | |member |History; OK History/ |
| |English - UCO - Fall | | | |Conference on |Government/ Economics |
| |2009 | | | |Christianity in |6-12 |
| |ABD, Instructional | | | |Literature member |Certification-Associatio|
| |Leadership Academic | | | | |n of Christian Schools |
| |Curriculum – English, | | | |Evangel University |International, Educ. |
| |University of Oklahoma | | | |Alumni Board Member |Adm. |
| | | | | | |Teaching – |
| | | | | |Presented at Oklahoma |3 yrs public teacher |
| | | | | |Council of Teachers of|P-6, |
| | | | | |English - Spring 2012|4 yrs private - |
| | | | | | |3 years private |
| | | | | | |administration |
|Brittanie Wyatt |M.A. in History from |Part-time professor |N/A |N/A |American Historical |Certification- |
| |Southwestern Assemblies| | | |Association |Secondary English |
| |of God University | | | | |/Language Arts |
| | | | | | |Association of Christian|
| | | | | | |Schools International |
| | | | | | |Teaching – |
| | | | | | |5 years Middle School |
| | | | | | |Language Arts and |
| | | | | | |Reading |
|Rhonda Crutcher |Ph. D. Early Christian |Full time professor, |N/A |N/A |Taught Conversational |Certification- |
| |Literary, University of|General Education | | |English in China, 1 |Secondary English |
| |Manchester |Coordinator | | |year |/Language Arts |
| | | | | | |Teaching – |
| | | | | | |3 years 7-12 Language |
| | | | | | |Arts and Reading, 7 |
| | | | | | |years higher ed |
|James Bowen |EdD, Supervision, |Professor, Director of |N/A |N/A |OACTE members 24 yrs. |Certification- Business |
| |Curriculum, & |Institutional Research,| | |(Past President) Board|Math, Algebra, Analysis,|
| |Instruction |Assessment, & | | |of Examiners – State |Calculus, Gen. Math, |
| |Texas A&M-Commerce, TX |Effectiveness | | |20 yrs. Board of |Geometry, Trigonometry, |
| | | | | |Examiners – NCATE 2 |Physical Education/ |
| | | | | |yrs. |Health/Safety |
| | | | | | |Teaching – 3yrs. 6-12 |
| | | | | | |Teacher Education – 24 |
| | | | | | |yrs. |
|Dana Owens-DeLong|Ed. D. Curriculum & |Professor, department |N/A |N/A |*Oklahoma Association |Certification- |
| |Instruction, Oklahoma |chair, director of | | |of Colleges of Teacher|Biological Science 7-12,|
| |State University |teacher education | | |Education member -16 |Earth Science 7-12, |
| | |program | | |years, |Journalism 7-12, Middle |
| | | | | |*OTA- Oklahoma |Level Science 6-8, |
| | | | | |Technology Association|Chemistry 7-12, Physical|
| | | | | |member 19 years, board|Science 7-12, English |
| | | | | |member 8 years; |7-12, Middle Level |
| | | | | |*SRCEA-Southern |English 6-8, Technology |
| | | | | |Regional Council on |Education 7-12, Educ. |
| | | | | |Educational Leadership|Admin. Teaching – |
| | | | | |member 9 years, board |16 years 6-12, Teacher |
| | | | | |member 8 years |Education – |
| | | | | | |19 years |
|Rebecca Webster |Ph.D., LPC |Professor, department |N/A |N/A |American Counseling |Certification- |
| |Counselor Education and|chair | | |Association, |Elementary K-8, English |
| |Supervision | | | |Association of |endorsement, Counselor |
| | | | | |Counselor Education |K-12 |
| | | | | |and Supervision, |Teaching – |
| | | | | |Oklahoma Counseling |15.5 years P-12 |
| | | | | |Association, |Teacher |
| | | | | |American Psychological|Education – |
| | | | | |Association, Society |2 years |
| | | | | |of Research in Child | |
| | | | | |Development | |
1 e.g., PhD in Curriculum & Instruction, University of Nebraska
2 e.g., faculty, clinical supervisor, department chair, administrator
3 e.g., professor, associate professor, assistant professor, adjunct professor, instructor
4 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.
5 Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission.
6 e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program
7 Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.
SECTION II— ASSESSMENTS AND RELATED DATA
In this section, list the 6-8 assessments that are being submitted as evidence for meeting the subject area competencies. All programs must provide a minimum of six assessments. State licensure test results in the content area must be submitted as proof of candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program.
|Assessment Title - |Type or |When the Assessment Is Administered |
| |Form of Assessment | |
| | | |
|1 |[Licensure assessment, or other content-based |State exam required for |Completed and passed prior to admission to clinical internship (ST) |
| |assessment] [10] |licensure | |
| |Oklahoma Subject Area Test (OSAT) | | |
|2 |[Content-based assessment] |Individual candidate |Major core courses: |
| |Teacher Candidate Grades |grades |ENGL 1113 |
| | | |English Grammar and Composition I |
| | | | |
| | | |ENGL 1213 |
| | | |English Grammar and Composition II |
| | | | |
| | | |ENGL 2033 |
| | | |Creative Writing |
| | | | |
| | | |ENGL 2903 |
| | | |Seminar in English |
| | | | |
| | | |ENGL 3423 |
| | | |American Literature I |
| | | | |
| | | |ENGL 3523 |
| | | |American Literature II |
| | | | |
| | | |ENGL 3333 |
| | | |English Literature I |
| | | | |
| | | |ENGL 3353 |
| | | |English Literature II |
| | | | |
| | | |ENGL 3603 |
| | | |Grammar w/ lab |
| | | | |
| | | |ENGL 3663 |
| | | |World Literature |
| | | | |
| | | |ENGL 4313 |
| | | |Shakespeare |
| | | | |
| | | |ENGL 4663 |
| | | |Expository Writing |
| | | | |
| | | |ENGL 4993 |
| | | |Senior Thesis |
| | | | |
|3 |[Assessment of candidate ability to plan |Unit Plan |ENGL 4513 Methods of Teaching English |
| |instruction] | |Program specific assessment during methods course |
| |English Education Unit Plan | | |
|4 |[Assessment of student teaching or internship] |Clinical Internship |EDUC 4815 and EDUC 4825 Clinical Internship I & II |
| |Final Clinical Internship Assessment |assessment |Common Assessment at end of ST |
|5 |[Assessment of candidate effect on student |Teacher Work Sample |EDUC 4815 and EDUC 4825 Clinical Internship I & II |
| |learning] | |Program specific assessment during Clinical Internship (ST) |
| |Teacher Work Sample | | |
|6 |[Additional assessment that addresses SPA |Research Paper |ENGL 4993 Senior Thesis |
| |standards (required) ] | | |
| |English Education Capstone Research | | |
|7 |[Additional assessment that addresses SPA |Project |ENGL 4513 Methods of Teaching English |
| |standards (optional)] | | |
| |Resource Collection | | |
|8 |[Additional assessment that addresses SPA |N/A |Not included |
| |standards (optional)] | | |
SECTION III—STANDARDS ASSESSMENT CHART
For each Oklahoma competency on the chart below, identify the assessment(s) in Section II that address each standard. One assessment may apply to multiple competencies. In Section IV you will describe these assessments in greater detail and summarize and analyze candidate results to document that a majority of your candidates are meeting state standards. To save space, the details of the state standards are not identified here, but are available on the State Department of Educations website. The full set of competencies provides move specific information about what should be assessed.
| |APPLICABLE ASSESSMENTS FROM SECTION II |
|Oklahoma Standards | |
|Standard 1. Candidates follow a specific curriculum and are expected to meet appropriate performance assessments|□#1 □#3 □#5 □#7 |
|for preservice English language arts teachers. |□ #2 □#4 □#6 □#8 |
|Standard 2.1. Candidates create an inclusive and supportive learning environment in which all students can |□#1 □#3 X#5 □#7 |
|engage in learning. |□#2 X#4 □#6 □#8 |
|Standard 2.2. Candidates use ELA to help their students become familiar with their own and others’ cultures. |□#1 X#3 □#5 X#7 |
| |□#2 X#4 □#6 □#8 |
|Standard 2.3. Candidates demonstrate reflective practice, involvement in professional organizations, and |□#1 X#3 □#5 X#7 |
|collaboration with both faculty and other candidates. |X#2 X#4 □#6 □#8 |
|Standard 2.4. Candidate use practices designed to assist students in developing habits of critical thinking and |□#1 X#3 X#5 □#7 |
|judgment. |□#2 X#4 □#6 □#8 |
|Standard 2.5. Candidates make meaningful connections between the ELA curriculum and developments in culture, |□#1 □#3 □#5 X#7 |
|society, and education. |X#2 X#4 □#6 □#8 |
|Standard 2.6. Candidates engage their students in activities that demonstrate the role of arts and humanities in |□#1 X#3 □#5 X#7 |
|learning. |X#2 X#4 □#6 □#8 |
|Standard 3.1. Candidates demonstrate knowledge of, and skills in the use of, the English language. |X#1 X#3 □#5 □#7 |
| |X#2 X#4 X#6 □#8 |
|Standard 3.2. Candidates demonstrate knowledge of the practices of oral, visual, and written literacy. |X#1 X#3 □#5 □#7 |
| |X#2 X#4 X#6 □#8 |
|Standard 3.3. Candidates demonstrate their knowledge of reading processes. |X #1 X#3 □#5 □#7 |
| |X#2 X#4 X#6 □#8 |
|Standard 3.4. Candidates demonstrate knowledge of different composing processes. |X#1 X#3 □#5 □#7 |
| |X#2 X#4 X#6 □#8 |
|Standard 3.5. Candidates demonstrate knowledge of, and uses for, an extensive range of literature. |X #1 □#3 □#5 □#7 |
| |X#2 X#4 X#6 □#8 |
|Standard 3.6. Candidates demonstrate knowledge of the range and influence of print and nonprint media and |X#1 □#3 □#5 □#7 |
|technology in contemporary culture. |X#2 X#4 X#6 □#8 |
|Standard 3.7. Candidates demonstrate knowledge of research theory and findings in English language arts. |□ #1 □#3 □#5 □#7 |
| |X#2 X#4 X#6 □#8 |
|Standard 4.1. Candidates examine and select resources for instruction such as textbooks, other print materials, |□#1 X#3 X#5 X#7 |
|videos, films, records, and software, appropriate for supporting the teaching of English language arts. |X#2 X#4 X#6 □#8 |
|Standard 4.2. Candidates align curriculum goals and teaching strategies with the organization of classroom |□#1 X#3 X#5 □#7 |
|environments and learning experiences to promote whole-class, small-group, and individual work. |X#2 X#4 □#6 □#8 |
|Standard 4.3. Candidates integrate interdisciplinary teaching strategies and materials into the teaching and |□#1 X#3 X#5 X#7 |
|learning process for students. |X#2 X#4 □#6 □#8 |
|Standard 4.4 Candidates create and sustain learning environments that promote respect for, and support of, |□#1 □#3 X#5 □#7 |
|individual differences of ethnicity, race, language, culture, gender, and ability. |X #2 X#4 □#6 □#8 |
|Standard 4.5 Candidates engage students often in meaningful discussions for the purposes of interpreting and |□#1 □#3 □#5 □#7 |
|evaluating ideas presented through oral, written, and/or visual forms. |X #2 X#4 □#6 □#8 |
|Standard 4.6 Candidates engage students in critical analysis of different media and communications technologies.|□#1 □#3 □#5 X#7 |
| |X #2 X#4 □#6 □#8 |
|Standard 4.7 Candidates engage students in learning experiences that consistently emphasize varied uses and |□#1 □#3 X#5 □#7 |
|purposes for language in communication. |X #2 X#4 □#6 □#8 |
|Standard 4.8 Candidates engage students in making meaning of texts through personal response. |□#1 □#3 X#5 □#7 |
| |X #2 X#4 □#6 □#8 |
|Standard 4.9 Candidates demonstrate that their students can select appropriate reading strategies that permit |□#1 □#3 X#5 □#7 |
|access to, and understanding of, a wide range of print and nonprint texts. |X #2 X#4 □#6 □#8 |
|Standard 4.10 Candidates integrate assessment consistently into instruction by using a variety of formal and |□#1 X#3 □#5 □#7 |
|informal assessment activities and instruments to evaluate processes and products, and creating regular |X #2 X#4 □#6 □#8 |
|opportunities to use a variety of ways to interpret and report assessment methods and results to students, | |
|parents, administrators, and other audiences. | |
SECTION IV—EVIDENCE FOR MEETING STANDARDS
DIRECTIONS: Information on the 6-8 key assessments listed in Section II and their findings must be reported in this section. The assessments must be those that all candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as expected in the program standards. Competencies and assessments have been organized into the following three areas that are addressed in NCATE’s unit standard 1:
1. Content knowledge[11]
2. Pedagogical and professional knowledge, skills and dispositions
3. Effects on student learning11
For each assessment, the compiler should prepare one document that includes the following items:
(1) A two-page narrative that includes the following:
a. A brief description of the assessment and its use in the program (one sentence may
be sufficient);
b. A description of how this assessment specifically aligns with the standards it is cited
for in Section III. Cite SPA standards by number, title, and/or standard wording.
c. A brief analysis of the data findings;
d. An interpretation of how that data provides evidence for meeting standards,
indicating the specific SPA standards by number, title, and/or standard wording;
and
(2) Assessment Documentation
e. The assessment tool itself or a rich description of the assessment (often the directions
given to candidates);
f. The scoring guide for the assessment; and
g. Charts that provide candidate data derived from the assessment.
The responses for e, f, and g (above) should be limited to the equivalent of five text pages each, however in some cases assessment instruments or scoring guides may go beyond five pages.
Note: As much as possible, combine all of the files for one assessment into a single file. That is, create one file for Assessment #4 that includes the two-page narrative (items a – d above), the assessment itself (item e above), the scoring guide (item f above, and the data chart (item g above). Do not include candidate work or syllabi. There is a limit of 20 attachments for the entire report so it is crucial that you combine files as much as possible.
#1 (Required) CONTENT KNOWLEDGE: Data from licensure tests or professional examinations of content knowledge.
Submit the following information:
1. The names of all licensure tests or professional examinations required by the state of Oklahoma for content and pedagogical or professional knowledge.
Assessment #1: CONTENT KNOWLEDGE – OSAT - 07 Scores Assessment Information
Assessment Name: Oklahoma Subject Area Test (OSAT - 07)
Assessment Description:
The Oklahoma Subject Area Test (OSAT - 07) for secondary English is required of all teacher candidates. The test evaluates candidates’ knowledge in four specific areas: (1) Listening, Viewing, and Speaking, (2) Writing Process and Applications, (3) Reading Process and Comprehension, and (4) Language and Literature. Part of the assessment includes teacher candidates composing an essay response. The exam contains multiple choice questions and a final essay question that tests the candidate’s ability to read and write critically. All candidates must score a cumulative 240 or above to be satisfactory. Candidates’ scores are provided for both the test as a whole and each subarea. The state has provided detailed information concerning the development of the English OSAT assessment on its website.
In 1995 the Oklahoma Legislature passed House Bill 1549, which required the Oklahoma Commission for Teacher Preparation (OCTP) to develop and implement a competency-based teacher assessment system. The assessment requirements for teacher certification include tests of general education, subject-matter knowledge, and knowledge of basic professional education. The Evaluation Systems group of Pearson was selected as contractor for the development and administration of the new assessments, which are called the Certification Examinations for Oklahoma Educators (CEOE).
The purpose of the CEOE is to help the state meets its goal of ensuring that all candidates seeking certification in Oklahoma have the general education knowledge, professional knowledge, and subject-matter knowledge necessary to perform the job of an entry-level educator in Oklahoma public schools.
Oklahoma Subject Area Tests (OSAT) – The OSATs are designed to assess subject-matter knowledge and skills in a test field. The explicit purpose of each examination is to help identify those examinees who have demonstrated the level of subject-matter knowledge and skills required by the state for entry-level educators in Oklahoma.
The content of each CEOE test is based on a set of test competencies. OSAT test competencies were derived from the Oklahoma Full Subject-Matter Competencies as well as national standards for subject-matter knowledge and skills of entry-level educators. All competencies were reviewed by committees of Oklahoma Educators. Content validation surveys involving randomly selected Oklahoma school personnel and college and university faculty members were conducted for each test. The test questions were matched to specific competencies and were verified as valid by panels of Oklahoma educators. Field testing was conducted to ensure that the test materials were accurate and reasonable.
Alignment to Standards:
This exam specifically aligns with NCTE Standards 3.1 – 3.6
Certification Examinations for Oklahoma Educators (CEOE)
Framework Development Correlation Table
The Framework Development Correlation Table provides information about possible alignment of some of the knowledge and skills contained within the CEOE framework for a test field with other conceptualizations of the knowledge and skills of a field. It was produced using Oklahoma and educator association standards documents that were publicly available at the time of framework development. In the preparation of the Correlation Table, the alignment of a CEOE test competency with standards documents was indicated if the content of a standard was covered, in whole or in part, by the CEOE test competency. For some CEOE test competencies, multiple standards from Oklahoma, or other documents were aligned with the content of a CEOE test competency. An indication of alignment in the Correlation Table does not necessarily imply complete congruence of the content of a CEOE test competency with the standard.
.
Matrix Showing Match between NCATE Curriculum Guidelines for English and CEOE Competencies
| NCTE Standards |OK Full |CEOE |Subarea |Competency |
|3.0 Candidate Knowledge|Subject | | | |
| |Matter | | | |
| |Competencies| | | |
|3.1 Demonstrate |1,2, 3, 4, |OSAT - 07: |I – Listening, Viewing, & |0001 Understand listening, viewing, and speaking for information and |
|knowledge of, and |10, 11 |English |Speaking |understanding |
|skills in the use of, | | | |0002 Understand listening, viewing, and speaking for critical analysis, |
|the English language | | | |evaluation, and persuasion |
| | | | |0003 Understand listening, viewing, and speaking for social interaction and |
| | | | |personal expression |
| | | | |0004 Understand listening, viewing, and speaking for literary response an |
| | | | |entertainment |
| | | |II – Writing Process and |0005 Understand the writing process |
| | | |Applications |0006 Understand the elements of effective composition |
| | | | |0007 Understand the conventions of standard American English |
| | | | |0008 Understand the process of writing to describe, inform, or explain |
| | | | |0009 Understand the process of writing to persuade or instruct |
| | | | |0010 Understand the process of writing for personal expression and social |
| | | | |interaction |
| | | | |0011 Understand the process of writing for literary response and critical |
| | | | |analysis |
| | | |III – Reading Process and |0012 Understand strategies for developing vocabulary knowledge and reading |
| | | |Comprehension |comprehension |
| | | | |0013 Understand strategies for reading expository texts |
| | | | |0014 Understand strategies for reading persuasive texts |
| | | | |0015 Understand strategies for reading literary texts |
| | | |IV – Language and Literature |0016 Understand the historical, social, cultural, and technological influences|
| | | | |shaping the English language |
|3.2 Candidates |1, 2, 3, 4, |OSAT - 07: |I – Listening, Viewing, and |0001 Understand listening, viewing, and speaking for information and |
|demonstrate knowledge |11 |English |Speaking |understanding |
|of the practices of | | | |0002 Understand listening, viewing, and speaking for critical analysis, |
|oral, visual, and | | | |evaluation, and persuasion |
|written literacy | | | |0003 Understand listening, viewing, and speaking for social interaction and |
| | | | |personal expression |
| | | | |0004 Understand listening, viewing, and speaking for literary response an |
| | | | |entertainment |
| | | |II – Writing Process and |0005 Understand the writing process |
| | | |Applications |0006 Understand the elements of effective composition |
| | | | |0007 Understand the conventions of standard American English |
| | | | |0008 Understand the process of writing to describe, inform, or explain |
| | | | |0009 Understand the process of writing to persuade or instruct |
| | | | |0010 Understand the process of writing for personal expression and social |
| | | | |interaction |
| | | | |0011 Understand the process of writing for literary response and critical |
| | | | |analysis |
|3.3 Candidates |1, 2, 3, 4, |OSAT - 07: |III – Reading Process and |0012 Understand strategies for developing vocabulary knowledge and reading |
|demonstrate their |10, 11 |English |Comprehension |comprehension |
|knowledge of reading | | | |0013 Understand strategies for reading expository texts |
|processes | | | |0014 Understand strategies for reading persuasive texts |
| | | | |0015 Understand strategies for reading literary texts |
|3.4 Candidate |1, 3, 4, 11 |OSAT - 07: |II – Writing Process and |0005 Understand the writing process |
|demonstrate knowledge | |English |Applications |0006 Understand the elements of effective composition |
|of different composing | | | |0008 Understand the process of writing to describe, inform, or explain |
|processes | | | |0009 Understand the process of writing to persuade or instruct |
| | | | |0010 Understand the process of writing for personal expression and social |
| | | | |interaction |
| | | | |0011 Understand the process of writing for literary response and critical |
| | | | |analysis. |
|3.5 Candidates |1, 2, 3, 5, |OSAT - 07: |IV – Language and Literature |0017 Understand the characteristics of various genres of fiction and drama |
|demonstrate knowledge |10 |English | |0018 Understand the characteristics of various genres of nonfiction |
|of, and uses for, an | | | |0019 Understand the characteristics of various forms of poetry |
|extensive range of | | | |0020 Understand the historical, social, and cultural aspects of literature, |
|literature | | | |including the ways in which literary works and movements both reflect and |
| | | | |shape culture and history |
| | | | |0021 Understand major themes, characteristics, trends, writers, and works in |
| | | | |American literature from the colonial period to the present |
| | | | |0022 Understand major themes, characteristics, trends, writers, and works in |
| | | | |British literature |
| | | | |0023 Understand major themes, characteristics, trends, writers, an works in |
| | | | |the literatures of Asia, Africa, continental Europe, Latin America, and the |
| | | | |Caribbean |
|3.6 Candidates |1, 2, 4 |OSAT - 07: |I – Listening Viewing and |0001 Understand listening, viewing, and speaking for information and |
|demonstrate knowledge | |English |Speaking |understanding |
|of the range and | | | |0002 Understand listening, viewing, and speaking for critical analysis, |
|influence of print and | | | |evaluation, and persuasion |
|nonprint media and | | | |0003 Understand listening, viewing, and speaking for social interaction and |
|technology in | | | |personal expression |
|contemporary culture | | | |0004 Understand listening, viewing, and speaking for literary response an |
| | | | |entertainment |
Analysis of Data Findings:
No students have been admitted into the SCU Teacher Education program and no English Education majors have taken the OSAT - 07 within the last three years; therefore, no data exists.
However, future teacher candidates must score a 240 or above to successfully pass the OSAT Tables 1.1 – 1.4 are designed to report OSAT - 07 scores (both for the test as a whole as well as each subarea) to identify areas of improvement. Tables 1.1 – 1.4 are designed to report OSAT - 07 scores (both for the test as a whole as well as each subarea) to identify areas of improvement.
Interpretation of how data provides evidence for meeting standards:
No data exists at this time. When data becomes available the institution will:
▪ Sub-Test Summarization: results for each subtest will be summarized in graphical format
o Table 1.1 OSAT - 07 Pass Rate and Comparison with Statewide Pass Rate
o Table 1.2 OSAT - 07 Mean Scores of Program Completers and Comparison to State Minimum Scores
o Table 1.3 OSAT - 07Pass Rate Subarea Mean & Range by NCTE Standards
o Table 1.4 Oklahoma Subject Area Test Data Table ~ Percentage of Candidates Scores in Given Range
▪ Overall Performance: Identify overall performance on subtests, including those with the strongest and weakest scores. This data will be used to identify areas of institutional strength and improvement, respectively. Strong candidate performance in subarea(s) is an indicator that he or she has the knowledge to teach the corresponding subarea(s).
▪ The unit will use data from this test to analyze candidate’s core content knowledge in the area of English education. Areas of strength and weaknesses are identified. Areas of weakness data is used to identify needed curriculum development in specific course content
o Table 1.3 OSAT Pass Rate and Subarea Scores by NCTE Standards
Assessment #1: CONTENT KNOWLEDGE – OSAT - 07 Scores Assessment Documentation
Assessment Tool:
It is not possible to attach a copy of the OSAT exam; however, the test’s framework can be found on the study guide located at the following link: .
Scoring Guide:
A passing score for the OSAT is a minimum score of 240 out of a possible 300 points. The total score is weighted based upon the number of questions in each subarea. Each subarea score is based on the number of questions answered correctly. These scores are also based on a 300 point scale. Only the cumulative score of 240 counts towards passage; however, the subarea scores show individual strengths and weaknesses. English 007 contains 80 selected response questions (85% of total score) and one constructed response assignment (15%).
Candidate Data Chart:
There is no data since SCU is seeking initial accreditation and no students have been admitted into teacher education. However, Tables 1.1 – 1.4 will be utilized when data is available.
Candidate Performance: Strong candidate performance in subarea(s) is an indicator that he or she has the knowledge to teach the corresponding subarea(s).
Table 1.1 OSAT- 07 Pass Rate and Comparison with Statewide Pass Rate
|Year 201x-201x |# of Passing Scores/# of Test |Percentage of Passing Scores |Statewide Pass Rate |Comparison |
| |Takers | | | |
|Test 007: English: I – | | | | |
|Listening, Viewing, & Speaking | | | | |
|Test 007: English: II – Writing| | | | |
|Process and Applications | | | | |
|Test 007: English: III – | | | | |
|Reading Process and | | | | |
|Comprehension | | | | |
|Test 007: English: IV – | | | | |
|Language and Literature | | | | |
Table 1.2 OSAT- 07 Mean Scores of Program Completers and Comparison to State Minimum Scores
|Year 201x-201x |Mean Program Scores |State Minimum |Comparison |% Meets |%Does Not Meet |
|Test 007: English: I – | | | | | |
|Listening, Viewing, & | | | | | |
|Speaking | | | | | |
|Test 007: English: II – | | | | | |
|Writing Process and | | | | | |
|Applications | | | | | |
|Test 007: English: III – | | | | | |
|Reading Process and | | | | | |
|Comprehension | | | | | |
|Test 007: English: IV – | | | | | |
|Language and Literature | | | | | |
Table 1.3 OSAT - 07 Pass Rate Subarea Mean & Range by NCTE Standards
|Year |Percent Passing |Overall Score|Subarea1 |Subarea2 |Subarea3 |Subarea4 |Subarea5 |
| | | |Listening, Viewing, |Writing Process and |Reading Process and |Language and |Constructed Responses|
| | | |& Speaking |Applications |Comprehension |Literature | |
|201x – 201x |___ % |M = ___ |M = ___ |M = ___ |M = ___ |M = ___ |M = ___ |
|N=__ | |R = ___ -___ |R = ___ - ___|R = ___ - ___|R = ___ - ___ |R = ___ - ___ |R = ___ - ___ |
* N = Number of Candidate Scores, M=Mean, & R=Range
Table 1.4 Oklahoma Subject Area Test - 07 Data Table ~ Percentage of Candidates Scores in Given Range
|201x – 201x |Not Proficient |Developing Proficient |Proficient |
|N = |0-239 |240-259 |260-300 |
|Total OSAT Score |___ % |___ % |___ % |
|Subarea 1: Listening, Viewing, & Speaking |___ % |___ % |___ % |
|Subarea 2: Writing Process and Applications |___ % |___ % |___ % |
|Subarea 3: Reading Process and Comprehension |___ % |___ % |___ % |
|Subarea 4: Language and Literature | |___ % |___ % |
|Subarea 5: Constructed Response |___ % | |___ % |
|Totals |___ % |___ % |___ % |
* N = Number of Candidate Scores
#2 (Required) CONTENT KNOWLEDGE: Assessment of content knowledge in (Name of Program). Examples of assessments include comprehensive exams, GPAs or grades, content major, course projects, and portfolio tasks. Provide assessment information as outlined in the directions for Section IV.
Assessment #2: CONTENT KNOWLEDGE – Course Grades Assessment Information
Assessment Name: Course Grades
Assessment Description:
Part 1. Description of the assessment. Provide a brief description of the courses and a rationale for the selection of this particular set of courses. Provide a rationale for how these courses align with specific SPA standards as well as an analysis of grade data included in the submission.
All courses in the English Education major were designed to align to NCTE Standards. The advantage of starting a new program is the ability to be thoughtful and purposeful about the courses that are included. Syllabi, assignments, activities, and research papers are also aligned to the NCTE Standards. All standards are addressed multiple times in more than one course to ensure and adequate knowledge and experience base. The complete list of courses and descriptions are provided in Part 2.
Alignment to Standards:
Part 2. Alignment with SPA standards. This part must include a matrix that shows alignment of courses with specific SPA standard. Faculty can choose one of the following two examples—one is organized by course, the other is organized by SPA standard. Brief course descriptions should be included if the course title does not identify the course content.
Table 2.1 Alignment of SCU English Education Courses and NCTE Standards
| | | |
| | |NCTE Standards |
| | |2.1 |2.2 |2.3 |2.4 |2.5 |2.6 |
|ENGL 1213 English Grammar and Composition II | | | | | | | |
|SPCH 1113 Introduction to Public Communication | | | | | | | |
|ENGL 4993 Senior Thesis | | | | | | | |
|ENGL 2033 Creative Writing | | | | | | | |
|ENGL 2903 Seminar in English | | | | | | | |
|ENGL 3423 American Literature I | | | | | | | |
|ENGL 3523 American Literature II | | | | | | | |
|ENGL 3333 English Literature I | | | | | | | |
|ENGL 3353 English Literature II | | | | | | | |
|ENGL 3603 Grammar w/ lab | | | | | | | |
|ENGL 3663 World Literature | | | | | | | |
|ENGL 4313 Shakespeare | | | | | | | |
|ENGL 4663 Expository Writing | | | | | | | |
|EDUC 3202 Educational Technology | | | | | | | |
|EDUC 3000 Educational Technology Clinical Practice | | | | | | | |
|ENGL 4813 Methods of Teaching English | | | | | | | |
|ENGL 4000 Methods of Teaching English Clinical Practice | | | | | | | |
|EDUC 4812 Classroom Strategies | | | | | | | |
|EDUC 4815 Teaching Clinical Internship I | | | | | | | |
|EDCU 4825 Teaching Clinical Internship II | | | | | | | |
|Total All Coursework | | | | | | | |
Table 2.3 Grade Percentages by NCTE Standard
|NCTE Standard |D's |C's |B's |A's |Not Proficient |Dev. Proficient |Proficient |
|(n=___ ) | | | | |“D” |“C” | |
| | | | | | | |“A/B” |
|2.2 | | | | | | | |
|2.3 | | | | | | | |
|2.4 | | | | | | | |
|2.5 | | | | | | | |
|2.6 | | | | | | | |
|3.1 | | | | | | | |
|3.2 | | | | | | | |
|3.3 | | | | | | | |
|3.4 | | | | | | | |
|3.5 | | | | | | | |
|3.6 | | | | | | | |
|4.1 | | | | | | | |
|4.2 | | | | | | | |
|4.3 | | | | | | | |
|4.4 | | | | | | | |
|4.5 | | | | | | | |
|4.6 | | | | | | | |
|4.7 | | | | | | | |
|4.8 | | | | | | | |
|4.9 | | | | | | | |
|4.10 | | | | | | | |
| | | | | | | | |
| | | | | | | | |
|Total All Coursework | | | | | | | |
* Table 2.1 will be used to determine course grade averages for each standard
#3 (Required) PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates can effectively plan classroom-based instruction (e.g., unit plan) or activities for other roles as a professional educator. Examples of assessments include the evaluation of candidates’ abilities to develop lesson or unit plans, teacher work samples, individualized education plans, needs assessments, or intervention plans. An example would be a differentiated unit of instruction. Provide assessment information as outlined in the directions for Section IV.
Assessment #3: EFFECTIVELY PLAN - Unit Plan Assessment Information
Assessment Name: Unit Plan
Assessment Description:
The assessment is a Unit Plan required as part of ENGL 4813 Methods of Teaching English course. The Unit Plan rubric is the evaluation tool used to assess the candidates’ ability to effectively plan classroom-based instruction. The Unit Plan Rubric evaluates whether the candidates possess the content knowledge and skills associated with the central concepts, tools of inquiry, and structures of the themes and disciplines that make up the field of language arts.
Alignment to Standards:
Unit plan topics, essential questions and daily lesson plans must meet the following NCTE learning standards.
This Unit Plan specifically aligns with NCTE Standards 2.6, 2.3, 4.3, 2.4, 3.1.2, 3.4.1, 2.2, 4.1, 3.3.2, 4.2, 3.2.1, 4.10
Required Components:
▪ Overall Plan - Candidates’ unit plan serves several functions. It shows that candidates can plan developmentally appropriate curriculum, incorporate NCTE standards, and devote considerable thought to sequential planning.
o Standard 2.6 – Candidates plan and carry out frequent and extended learning experiences that integrate arts and humanities into the daily learning of their students;
▪ Clinical Practice - At least one lesson from the unit plan will be taught during the associated clinical practice.
o Standard 2.3 – Candidates use the results of reflective practice not only to adapt instruction and behavior to assist all students to learn, but also to design a well-conceived plan for professional development that features collaboration with the academic, professional organizations and others.
▪ Collaboration - The unit plan is a way to externalize the process of developing teacher curriculum by gaining input from the mentor teacher prior to and after delivering a selected lesson. This is an effective way to utilize academic resources and the mentor teacher to develop professionally.
o Standard 4.3 – Candidates work with teachers in other content areas to help students connect important ideas, concepts, and skills within English language arts with similar ones in other disciplines.
▪ Critical Thinking - The act of writing out the unit formally and elaborately is a way for candidates to develop metacognitive understandings about their creative and academic processes of planning. It also gives candidates a chance to critique and refine their thinking about curriculum.
o Standard 2.4. Candidate use practices designed to assist students in developing habits of critical thinking and judgment.
▪ Reading/Writing - Candidates’ unit needs to emphasize the teaching of writing, literature and language. Units should provide students with opportunities to read, write, speak, listen, view, and visually represent as they meet specified objectives.
o Standard 3.1.2 – Candidates are able to design, implement, and assess instruction that engages all students in reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experiences in English language arts;
▪ Integration - Candidates’ aim should be to create an integrated plan utilizing various composing strategies to help them make meaning and clarify understanding in which literature, writing and language instruction blend together and reinforce each other.
o Standard 3.4.1 – Candidates develop in their students an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding
Specific Instructions can be viewed in the Instructions section below. Each requirement is aligned to an NCTE standards.
▪ Setting - Description of the class setting and students
o Standard 2.2 - Candidates use ELA to help their students become familiar with their own and others’ cultures.
▪ Rationale - Rationale for the unit
o Standard 4.1 – Candidates understand the purposes and characteristics of different kinds of curricula and related teaching resources and select or create instructional materials that are consistent with what is currently known about student learning in English language arts;
▪ Goals/Objectives
o Standard 3.3.2 – Candidates use a wide range of approaches for helping students to draw upon their past experiences, socio-cultural backgrounds, interests, capabilities, and understandings to make meanings of texts;
▪ Materials
o Standard 4.2 – Candidates create literate classroom communities by presenting varied structures and techniques for group interactions by employing effective classroom management strategies and by providing students with opportunities for feedback and reflection;
▪ Daily lesson plans
o Standard 3.2.1 – Candidates create opportunities and develop strategies that permit students to demonstrate, through their own work, the influence of language and visual images on thinking and composing;
▪ Assessment
o Standard 4.10 – Candidates integrate assessment consistently into instruction by 1) establishing criteria and developing strategies for assessment that allow all students to understand what they know and can do in light of their instructional experiences; 2) interpreting the individual and group results of any assessments and drawing upon a variety of information in these assessments to inform instruction; 3) assisting all students in becoming monitors of their own work and growth in speaking, listening, writing, reading, enacting, and viewing; 4) explaining to students, parents, and others concerned with education how students are assessed.
Analysis of Data Findings:
No students have been admitted into the SCU Teacher Education program. No data is available at this time.
Interpretation of how data provides evidence for meeting standards:
The Unit Plan assignment aligns with the NCTE standards for English language arts. Specifically, candidates are required to plan a unit that covers content that aligns with the following: 2.0 – Candidate Attitudes (Standards 2.2, 2.4, 2.6); 3.0 – Candidate Knowledge (Standards 3.1.2, 3.2.1, 3.3.2, 3.4.1); and 4.0 Candidate Pedagogy (Standards 4.1, 4.2, 4.3, 4.10). Candidates must demonstrate that they possess the knowledge, skills and dispositions to create lesson that address the content and skills appropriate to each of these standards.
Assessment #3: EFFECTIVELY PLANS – Unit Plan Assessment Documentation
Assessment: Unit Plan Instructions:
The final project for the Methods of Teaching English course is for each teacher candidate to design an instructional unit (10 lessons). This unit should demonstrate your proficiency in preparing and executing a teaching plan that is appropriate for the language arts classroom. You should assume the following basic parameters: a 45-minute class period; a heterogeneous student population; internet and computer access is available. In addition to the ten specific lesson plans, your unit should have a unified theme or topic, and should include the following:
The following elements should be evident in your unit plan:
1. Description of the class setting and students – What type of class are candidates designing the unit for? What range of students exists in this particular class? Candidates should base this description on a class (or combination of classes) at their field experience school.
2. Rationale for the unit – What is the overarching purpose, or purposes, for this unit? Why are candidates planning to teach this arrangement of material to this group of students?
3. Goals/Objectives – What do candidates want their students to be able to know and/or be able to do at the end of the unit? Candidates objectives must be detailed, and demonstrate alignment with state objectives, and/or the district standards for their particular field experience school district.
4. Materials – What “texts” (print or non-print), or other materials will candidates need to lead students through this unit? All handouts or graphic organizers that will be utilized in the unit including specific directions and intended outcomes of the assignments to be given. Include a short introduction that explains the rationale for the assignments given and the student learning outcomes that you intend for your students.
5. Daily lesson plans - Each lesson should be carefully planned to include a variety of teaching methods to meet the various learning needs of the students within your classroom. Include technology, integration of culture, and current research to guide you in the methods you choose to incorporate.
6. Assessment – How will candidates evaluate student learning? Candidates need to consider what types of assessment (formal, informal) they will employ within their unit. Will there be some sort of culminating assessment (such as a project, essay, or test) at the end of the unit? Candidates need to explain their purpose behind their assessment strategies. They should also include any assessment materials that they plan to use in their unit plan (assignment sheets, rubrics, tests, etc.).
7. Alignment - Label lessons plan with NCTE standards to show which standards are being met and align the NCTE standards.
8. Submission - The unit should be submitted in hard copy, and each class member should also submit their lessons via email.
Scoring Guide: Unit Plan Rubric
Unit Plan Rubric
|Component |Standard |Unacceptable |Acceptable |Target |Score |
| | |1 |2 |3 | |
|Overall Plan |2.6 |Candidates demonstrate little |Candidates engage their students in |Candidates plan and carry out frequent and| |
| | |evidence of promoting the arts and |activities that demonstrate the role |extended learning experiences that | |
| | |humanities in the learning of their |of arts and humanities in learning; |integrate arts and humanities into the | |
| | |students; | |daily learning of their students. | |
|Clinical |2.3 |Shows little or no evidence of |Demonstrates ability to engage in |Systematically engages in reflection and | |
|Practice | |reflective practice to adapt |reflective practice, involvement in |actively engages in adapting instruction | |
| | |instruction and behavior and/or |professional organizations, and |and behavior to assist all students in | |
| | |shows little or no evidence of using|collaboration with both faculty and |learning and also enthusiastically | |
| | |reflective practice to plan for |other candidates. |collaborates with the academic community, | |
| | |professional development that | |professional organizations and | |
| | |collaborates with others. | | | |
|Collaboration |4.3 |Candidates use few interdisciplinary|Candidates integrate interdisciplinary|Candidates work with teachers in other | |
| | |teaching strategies and materials; |teaching strategies and materials into|content areas to help students connect | |
| | | |the teaching and learning process for |important ideas, concepts, and skills | |
| | | |students; |within ELA with similar ones in other | |
| | | | |disciplines; | |
|Critical |2.4 |Candidates engage in few practices |Candidates use practices designed to |Candidates use practices designed to | |
|Thinking | |designed to assist students in |assist students in developing habits |assist students in developing habits of | |
| | |developing habits of critical |of critical thinking and judgment; |critical thinking and judgment; | |
| | |thinking and judgment; | | | |
|Reading/Writin|3.1.2 |Candidates demonstrate little |Candidates demonstrate how reading, |Candidates design, implement, and assess | |
|g | |under-standing of how reading, |writing, speaking, listening, viewing,|instruction that engages all students in | |
| | |writing, speaking, listening, |and thinking are interrelated in their|reading, writing, speaking, listening, | |
| | |viewing, and thinking are |own learning and in their students’ |viewing, and thinking as interrelated | |
| | |interrelated areas of the ELA |learning of ELA; |dimensions of the learning experience in | |
| | |experience; | |ELA; | |
|Integration |3.4.1 |Candidates use a limited number of |Candidates use a variety of writing |Candidates develop in their students an | |
| | |writing strategies to generate |strategies to generate meaning and |ability to use a wide variety of effective| |
| | |meaning and clarify understanding; |clarify understanding and draw upon |composing strategies to generate meaning | |
| | | |that knowledge and skill in their |and to clarify understanding; | |
| | | |teaching; | | |
|Setting |2.2 |Candidates show little evidence in |Candidates use ELA to help their |Candidates use ELA extensively and | |
| | |using ELA for helping their students|students become familiar with their |creatively to help their students become | |
| | |to become familiar with their own |own and others’ cultures; |more familiar with their own and others' | |
| | |and others’ cultures; | |cultures; | |
|Rationale |4.1 |Candidates show limited experience |Candidates examine and select |Candidates understand the purposes and | |
| | |in examining, and selecting |resources for instruction such as |characteristics of different kinds of | |
| | |resources for instruction, such as |textbooks, other print materials, |curricula and related teaching resources | |
| | |textbooks, other print materials, |videos, films, records, and software, |and select or create instructional | |
| | |videos, films, records, and |appropriate for supporting the |materials that are consistent with what is| |
| | |software, appropriate for |teaching of English language arts; |currently known about student learning in | |
| | |supporting the teaching of English | |ELA; | |
| | |language arts; | | | |
|Goals/ |3.3.2 |Candidates show a lack of knowledge |Candidates discover and create meaning|Candidates use a wide range of approaches | |
|Objectives | |of ways to discover and create |from texts and guide students in the |for helping students to draw upon their | |
| | |meaning from texts; |same processes; |past experiences, socio-cultural | |
| | | | |backgrounds, interests, capabilities, and | |
| | | | |under-standings to make meaning of texts; | |
|Materials |4.2 |Candidates demonstrate limited |Candidates align curriculum goals and |Candidates create literate classroom | |
| | |ability to design instruction to |teaching strategies with the |communities by presenting varied | |
| | |meet the needs of all students and |organization of classroom environments|structures and techniques for group | |
| | |provide for students’ progress and |and learning experiences to promote |interactions by employing effective | |
| | |success; |whole-class, small-group, and |classroom management strategies and by | |
| | | |individual work; |providing students with opportunities for | |
| | | | |feedback and reflection; | |
|Daily Lesson |3.2.1 |Candidates demonstrate a lack of |Candidates use their understanding of |Candidates create opportunities and | |
|Plans | |understanding of the influence that |the influence of language and visual |develop strategies that permit students to| |
| | |language and visual images have on |images on thinking and composing in |demonstrate, through their own work, the | |
| | |thinking and composing; |their own work and in their teaching; |influence of language and visual images on| |
| | | | |thinking and composing; | |
|Assessment |4.10 |Candidates use assessment in |Candidates integrate assessment |Candidates integrate assessment | |
| | |instruction by: 1)Failing to use |consistently into instruction by: 1) |consistently into instruction by: 1) | |
| | |formal and informal assessment |Using a variety of formal and informal|Establishing criteria and developing | |
| | |activities and instruments to |assessment activities and instruments |strategies for assessment that allow all | |
| | |evaluate student work; 2)Failing to |to evaluate processes and products; 2)|students to understand what they know and | |
| | |employ a variety of means to |Creating regular opportunities to use |can do in light of their instructional | |
| | |interpret and report assessment |a variety of ways to interpret and |experiences; 2) Interpreting the | |
| | |methods and results to students, |report assessment methods and results |individual and group results of any | |
| | |administrators, parents, and others;|to students, parents, administrators, |assessments and drawing upon a variety of | |
| | | |and other audiences; |information in these assessments to inform| |
| | | | |instruction; 3) Assisting all students in | |
| | | | |becoming monitors of their own work and | |
| | | | |growth in speaking, listening, writing, | |
| | | | |reading, enacting, and viewing; 4) | |
| | | | |Explaining to students, parents, and | |
| | | | |others concerned with education how | |
| | | | |students are assessed. | |
Candidate Data Chart: Unit Plan
|Term |Candidates Scoring at |Candidates Scoring at |Candidates Scoring at |Mean Score |Range of Scores |% of Candidates Meeting |
|201x-201x |Level 1 |Level 2 |Level 3 | | |Competency Level |
|N = |Unacceptable |Acceptable |Target | | | |
|NCTE Standard | | | | | | |
|2.6 | | | | | | |
|2.3 | | | | | | |
|4.3 | | | | | | |
|2.4 | | | | | | |
|3.1.2 | | | | | | |
|3.4.1 | | | | | | |
|2.2 | | | | | | |
|4.1 | | | | | | |
|3.3.2 | | | | | | |
|4.2 | | | | | | |
|3.2.1 | | | | | | |
|4.10 | | | | | | |
#4 (Required) PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice. The assessment instrument used in student teaching and the internship or other clinical experiences should be submitted. Provide assessment information as outlined in the directions for Section IV.
Assessment 4: Clinical Internship Competency Assessment Assessment Information
Assessment Name: Clinical Internship Competency Assessment
Assessment Description:
The teacher candidate will be evaluated by the university supervisor and the clinical faculty two times during the clinical internship semester. Clinical faculty should complete the Clinical Internship Competency Assessment as a mid-term progress report and share that information with both the clinical intern and university supervisor. The Clinical Internship Competency Assessment is completed again at the end of the clinical internship by both the clinical faculty and the university supervisor. Both assessments are also submitted to the Department of Education. The final assessment is used to provide data about candidate performance, program strengths, and weaknesses.
Alignment to Standards:
Part One – Common Assessment for All Candidates is based on the SCU Conceptual Framework Themes
▪ SCU Conceptual Framework – 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B, 4A, 4B, 4C
▪ OK Competencies – 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15
▪ InTASC - 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Part Two – Program Specific Assessment is based on the NCTE Standards
▪ NCTE - 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5, 3.1.6, 3.1.7, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 3.3.1, 3.3.2, 3.3.3, 3.4.1, 3.4.2, 3.5.1, 3.5.2, 3.5.3, 3.5.4, 3.6.1, 3.6.2, 3.6.3, 3.7.1, 3.7.2, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10
Analysis of Data Findings:
No students have been admitted into the SCU Teacher Education program. No data is available at this time.
Interpretation of how data provides evidence for meeting standards:
The Part One assessment instrument uses the SCU Conceptual Framework Themes which are directly aligned to the OK Competencies and the InTASC Standards 2011. The aligned of the InTASC Standards and the 15 General Competencies for Licensure and Certification was provided by the Oklahoma Commission for Teacher Preparation. The Part Two assessment instrument uses the NCTE standards to assess program specific measures of teacher candidate performance.
.
Assessment 4: Clinical Internship Competency Assessment Assessment Documentation
Assessment Part 1:
SCU Clinical Internship Competency Assessment
Teacher Candidate _________________________________ Date _____________________
Evaluator _________________________________ Role _____________________
School _________________________________ Gr/Subject ________________
Assess the teacher candidate’s demonstrated abilities for each competency. Use the following definitions to determine the performance level and mark the performance level with an “X”.
1. Unacceptable – the teacher candidate has not presented clear, convincing, or sufficient evidence to demonstrate the competency in any aspect of the competency. Candidate has not met expectations.
2. Emerging – the teacher candidate has presented clear evidence to demonstrate the competency in some aspects of the competency. Candidate has met some expectations.
3. Developing – the teacher candidate has presented clear and convincing evidence to demonstrate the competency in most aspects of the competency. Candidate has met most expectations.
4. Attained - the teacher candidate has presented clear, convincing and sufficient evidence to demonstrate the competency in all aspects of the competency. Candidate has met all expectations.
5. Excelled – the teacher candidate has exceeded the expectations and gone beyond the stated requirements
|SCU Conceptual |OK Gen. Comp. |InTASC | |
|Framework | | | |
| | | | |
| | | | |
| | | |SCU Conceptual Framework Themes |
|2.0 Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and |
|strengthen professional attitudes needed by English language arts teachers. AS A RESULT, A CANDIDATE…. |
|2.1 |Shows little or no evidence of ability to |Demonstrates ability to create an inclusive |Skillfully and strongly demonstrates ability to create and |
| |create an inclusive and supportive |and supportive learning environment in which |sustain an inclusive and supportive learning environment in|
| |learning environment in which all students|all students can engage in learning. |which all students can engage in learning. |
| |can learn. | | |
|2.2 |Shows little or no evidence of using ELA |Uses ELA to help students become more familiar|Shows strong knowledge about the use of ELA and is highly |
| |to help students become more familiar with|with their own and others’ culture. |proficient in using knowledge extensively and creatively to|
| |their own and others’ culture. | |help students become more familiar with their own and |
| | | |others’ culture. |
|2.3 |Shows little or no evidence of reflective |Demonstrates ability to engage in reflective |Systematically engages in reflection and actively engages |
| |practice to adapt instruction and behavior|practice, involvement in professional |in adapting instruction and behavior to assist all students|
| |and/or shows little or no evidence of |organizations, and collaboration with both |in learning and also enthusiastically collaborates with the|
| |using reflective practice to plan for |faculty and other candidates. |academic community, professional organizations and |
| |professional development that collaborates| | |
| |with others. | | |
|2.4 |Shows little or no evidence of designing |Demonstrates ability use practices designed to|Consistently and skillfully designs and implements |
| |or using instruction that assists students|assist students in developing habits of |instruction and assessment that assist students in |
| |in developing habits of critical thinking.|critical thinking and judgment. |developing habits of critical thinking. |
|2.5 |Show a lack of understanding of how the |Make meaningful connections between the ELA |Make meaningful and creative connections between the ELA |
| |English language arts curriculum, teacher,|curriculum and developments in culture, |curriculum and developments in culture, society, and |
| |students, and education in general are |society, and education; |education; |
| |influences by culture, social events, and | | |
| |issues; | | |
|2.6 |Demonstrate little evidence of promoting |Engage their students activities that |Plan and carry out frequent and extended learning |
| |the arts and humanities in the learning of|demonstrate the role of arts and humanities in|experiences that integrate arts and humanities into the |
| |their students; |learning; |daily learning of their students. |
|3.1.1 |Demonstrates a limited knowledge of |Uses knowledge of students’ language |Skillfully and proficiently integrates his/her knowledge of|
| |students’ language acquisition and |acquisition and development as a basis for |students’ language acquisition and development into |
| |development processes. |designing appropriate learning activities that|instruction and assessment designed to enhance their |
| | |promote student learning. |students’ learning. |
|3.1.2 |Demonstrates little understanding of how |Demonstrates how writing, speaking, listening,|Design, implement, and assess instruction that engages all |
| |reading, writing, speaking, listening, |viewing and thinking are interrelated in |students in reading, writing, speaking, listening, viewing,|
| |viewing, and thinking are interrelated |his/her own learning and in his/her students’ |and thinking as interrelated dimensions of the learning |
| |areas of the ELA experience. |learning of ELA. |experience in ELA |
|3.1.3 |Shows little or no evidence of knowledge |Demonstrates awareness in his/her teaching of |Skillfully and appropriately uses both theory and practice |
| |of how to recognize the impact of |the impact of cultural, economic, political, |in helping students understand the impact of |
| |cultural, economic, political, and social |and social environments on language. |cultural/economic/ political/social environments on |
| |environments on language. | |language. |
|3.1.4 |Shows a lack of respect for and little |Demonstrates knowledge of and respect for |Shows extensive knowledge of how and why language varies |
| |knowledge of diversity in language use, |diversity in language use, patterns and |and changes in different regions, across different cultural|
| |patterns, and dialects across cultures, |dialects across cultures, ethnic groups, |groups, and across different time periods and proficiently |
| |ethnic groups, geographic regions, and |geographic regions and social roles and shows |incorporates that knowledge into classroom instruction and |
| |social roles. |attention to accommodating such diversity in |assessment that acknowledges and shows consistent respect |
| | |his/her teaching. |for language diversity. |
|3.1.5 |Shows little or no evidence of knowledge |Demonstrates knowledge of the evolution of the|Clearly and strongly demonstrates in-depth knowledge of the|
| |of the evolution of the English language |English language and the historical influences|evolution of the English language and historical influences|
| |and the historical influences on its |on its various forms and uses this knowledge |on its forms and how to integrate this knowledge into |
| |various forms. |in his/her teaching. |his/her students’ learning. |
|3.1.6 |Demonstrates a lack of knowledge of |Shows his/her knowledge of English grammars in|Skillfully incorporates an in-depth knowledge of English |
| |English grammars and their application to |teaching students both oral and written forms |grammars into teaching skills that empower students to |
| |teaching. |of the language. |compose and to respond effectively to written, oral and |
| | | |other texts. |
|3.1.7 |Shows little knowledge of semantics, |Uses his/her knowledge of semantics, syntax, |Shows an in-depth knowledge of semantic, syntax, |
| |syntax, morphology, and phonology or their|morphology, and to teach his/her students how |morphology, and phonology, his/her own effective use of |
| |applications to teaching. |to use oral and written language. |language and skillfully integrates that knowledge into |
| | | |teaching his/her students to use oral and written language |
| | | |effectively. |
|3.2 Candidates demonstrate knowledge of the practices of oral, visual, and written literacy. AS A RESULT, A CANDIDATE….. |
|3.2.1 |Demonstrates a lack of understanding of |Demonstrates his/her understanding of the |Skillfully and appropriately creates opportunities and |
| |the influence that language and visual |influence of language and visual images on |develops strategies that permit students to demonstrate, |
| |images have on thinking and composing. |thinking and composing in his/her own work and|through their own work, the influence of language and |
| | |in his/her own teaching. |visual images on thinking and composing. |
|3.2.2 |Shows little or no evidence of using |Uses writing, speaking, and observing as major|Creates opportunities and develops strategies for enabling |
| |writing, speaking, and observing |forms of inquiry, reflection, and expression |students to demonstrate how they integrate writing, |
| |throughout the semester as major forms of |in his/her teaching. |speaking, and observing in their own learning processes. |
| |inquiry, reflection, and expression. | | |
|3.2.3 |Shows little or no use of the processes of|Uses composing processes in creating various |Skillfully demonstrates a variety of ways to teach students|
| |composing to create various forms of oral,|forms of oral, visual, and written literacy of|composing processes that result in their creating various |
| |visual, and written literacy. |his/her own and engages students in these |forms of oral, visual, and written literacy. |
| | |processes. | |
|3.2.4 |Shows little or no evidence of |Demonstrates, through their his/her own |Skillfully and frequently engages students in activities |
| |understanding the use of writing, visual |learning and teaching, how writing, visual |that provide opportunities for demonstrating their skills |
| |images, and speaking for a variety of |images, and speaking can effectively perform a|in writing, speaking, and creating visual images for a |
| |audiences and purposes. |variety of functions for varied audiences and |variety of audiences and purposes. |
| | |purposes. | |
|3.2.5 |Shows little knowledge of language |Demonstrates his/her knowledge of language |Skillfully and frequently uses a variety of ways to assist |
| |structure and conventions in creating and |structure and conventions by creating and |students in creating and critiquing a wide range of print |
| |critiquing print and non-print texts. |critiquing his/her own print and non-print |and non-print texts for multiple purposes and helps |
| | |texts and by assisting his/her students in |students understand the relationship between symbols and |
| | |such activities. |meaning. |
|3.3.1 |Shows little understanding of how to |Demonstrates ability to respond to and |Skillfully integrates into his/her teaching continuous use |
| |respond to and interpret what is read. |interpret, in varied ways, what is read, is |of carefully designed learning experiences that encourage |
| | |able to teach his/her students how to respond |students to demonstrate their ability to read and respond |
| | |to and interpret texts. |to a range of texts of varying complexity and difficulty. |
|3.3.2 |Shows a lack of knowledge of ways to |Demonstrates ability to discover and create |Skillfully uses a wide range of approaches for helping |
| |discover and create meaning from texts. |meaning from texts and ability to guide |students to draw upon their past experiences, sociocultural|
| | |students in the same processes. |backgrounds, interests, capabilities, and understandings to|
| | | |make meaning of texts. |
|3.3.3 |Uses few strategies to comprehend, |Uses a wide variety of strategies to |Skillfully integrates into students’ learning experiences a|
| |interpret, evaluate, and appreciate texts.|comprehend, interpret, evaluate, and |wide variety of strategies to interpret, evaluate, and |
| | |appreciate texts and teaches those strategies |appreciate texts and appropriately assess the effectiveness|
| | |to his/her students. |of such strategies in promoting student learning. |
|3.4 Candidates demonstrate knowledge of different composing processes. AS A RESULT A CANDIDATE…. |
|3.4.1 |Uses a limited number of writing |Uses a variety of writing strategies to |Skillfully develops in his/her students an ability to use a|
| |strategies to generate meaning and clarify|generate meaning and clarify understanding and|wide variety of effective composing strategies to generate |
| |understanding. |draw upon that knowledge and skill in his/her |meaning and to clarify understanding. |
| | |teaching. | |
|3.4.2 |Produces a very limited number of forms of|Produces different forms of written discourse |Skillfully teaches students to make appropriate selections |
| |written discourse and shows little |and understands how written discourse can |from different forms of written discourse for a variety of |
| |understanding of how written discourse can|influence thought and action. |audiences and purposes and to assess |
| |influence thought and action. | |the effectiveness of their products in influencing thought |
| | | |and action. |
|3.5 Candidates demonstrate knowledge of, and uses for, an extensive range of literature. AS A RESULT, A CANDIDATE….. |
|3.5.1 |Shows little knowledge of, or use of, a |Knows and uses a variety of teaching |Demonstrates an in-depth knowledge of, and ability to use, |
| |variety of teaching applications for works|applications for works representing a broad |varied teaching applications for works representing a broad|
| |representing a broad historical and |historical and contemporary spectrum of United|historical and contemporary spectrum of United States, |
| |contemporary spectrum of United States, |States, British, and world, including |British, and world, including non-Western, literature. |
| |British, and world, including on-Western |non-Western, literature. | |
| |literature. | | |
|3.5.2 |Shows little knowledge of, or use of, a |Knows and uses a variety of teaching |Demonstrates an in-depth knowledge of, and ability to use, |
| |variety of teaching applications for works|applications for works from a wide variety of |varied teaching applications for works from a wide variety |
| |from a wide variety of genres and |genres and cultures, works by female authors, |of genres and cultures, works by female authors, and works |
| |cultures, works by female authors, and |and works by authors of color. |by authors of color. |
| |works by authors of color. | | |
|3.5.3 |Shows little knowledge of, or use of, a |Knows and uses a variety of teaching |Demonstrates an in-depth knowledge of, and ability to use, |
| |variety of teaching applications for |applications for numerous works specifically |varied teaching applications for numerous works |
| |numerous works specifically written for |written for older children and younger adults.|specifically written for older children and younger adults.|
| |older children and younger adults. | | |
|3.5.4 |Shows little knowledge of, or use of, a |Knows and uses a variety of teaching |Demonstrates an in-depth knowledge of, and ability to use, |
| |variety of teaching applications for a |applications for a range of works of literary |varied teaching applications for a range of works of |
| |range of works of literary theory and |theory and criticism. |literary theory and criticism and an understanding of their|
| |criticism. | |effect on reading and interpretive approaches. |
|3.6 Candidates demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture. AS A RESULT a CANDIDATE….. |
|3.6.1 |Exhibits a lack of understanding of the |Understands how media can influence |Understands media’s influence on culture and people’s |
| |influence of media on culture and on |constructions of a text’s meaning, and how |actions and communication, reflecting that knowledge not |
| |people’s actions and communication. |experiencing various media can enhance |only in his/her own work but also in his/her teaching. |
| | |students’ composing processes, communication, | |
| | |and learning. | |
|3.6.2 |Shows little understanding of how to |from media and non-print texts, and to assist |Skillfully uses a variety of approaches for teaching |
| |construct meaning from media and non-print|students in learning these processes. |students how to construct meaning from media and non-print |
| |texts. | |texts and integrates learning opportunities into classroom |
| | | |experiences that promote composing and responding to such |
| | | |texts. |
|3.6.3 |Shows little or no evidence of knowledge |Demonstrates ability to incorporate technology|Skillfully helps students compose and respond to film, |
| |of how to incorporate technology and |and print/non-print media into their own work |video, graphic, photographic, audio, and multimedia texts |
| |print/non-print media into instruction. |and instruction. |and uses current technology to enhance his/her own learning|
| | | |and reflection on his/her learning. |
|3.7 Candidates demonstrate knowledge of research theory and findings in English language arts. AS A RESULT, A CANDIDATE….. |
|3.7.1 |Shows little or no evidence of knowledge |Uses major sources of research and theory |Consistently and appropriately reflects on his/her own |
| |of the major sources. |related to ELA to support his/her teaching |teaching performances in light of research on, and theories|
| | |decisions. |of, how students compose and respond to text and make |
| | | |adjustments in his/her teaching as appropriate. |
|3.7.2 |Shows little or no evidence of using |Uses teacher-researcher models of classroom |Uses teacher-researcher models of classroom inquiry to |
| |and/or understanding teacher-researcher |inquiry to inform his/her own study and |analyze his/her own teaching practices so he/she can better|
| |models of classroom inquiry. |teaching. |understand what enables students to speak, listen, write, |
| | | |read, enact, and view effectively in varying learning |
| | | |situations. |
|4.0 Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, A |
|CANDIDATE….. |
|4.1 |Shows little experience in examining, and |Demonstrates ability to examine and select |Understands the purposes and characteristics of different |
| |selecting resources for instruction |resources for instruction such as textbooks, |kinds of curricula & related teaching resources and selects|
| |appropriate for supporting the teaching of|other print materials, videos, films, records,|or creates instructional materials that are consistent with|
| |English language arts. |& software, appropriate for supporting the |what is currently known about student learning in ELA. |
| | |teaching of English arts. | |
|4.2 |Shows little ability to design instruction|Demonstrates ability to align curriculum goals|Skillfully creates literate classroom communities by |
| |to meet the needs of all students and |and teaching strategies with the organization |presenting varied structures and techniques for group |
| |provide for students’ progress and |of classroom environments and learning |interactions by employing effective classroom management |
| |success. |experiences to promote whole-class, |strategies by providing students with opportunities for |
| | |small-group, and individual work. |feedback and reflection. |
|4.3 |Shows little or no evidence of using |Demonstrates ability to integrate |Appropriately works with teachers in other content areas to|
| |interdisciplinary teaching strategies and |interdisciplinary teaching strategies and |help students connect important ideas, concepts, and skills|
| |materials. |materials into the teaching and learning |within ELA with similar ones in other disciplines. |
| | |process for students. | |
|4.4 |Shows little or no evidence of ability to |Demonstrates ability to create and sustain |Skillfully creates opportunities for students to analyze |
| |create learning environments that promote |learning environments that promote respect |how social context affects language and to monitor their |
| |respect for, and support of, individual |for, and support of, individual differences of|own language use and behavior in terms of demonstrating |
| |difference of ethnicity, race, language, |ethnicity, race, language, culture, gender and|respect for individual differences of ethnicity, race, |
| |culture, gender, and ability. |ability. |language, culture, gender, and ability. |
|4.5 |Shows little or no evidence of ability to |Shows ability to engage students often in |Clearly demonstrates ability to help students participate |
| |engage students effectively in discussion |meaningful discussion for the purposes of |in dialogue within a community of learners by making |
| |for the purposes of interpreting and |interpreting and evaluating ideas presented |explicit for all students the speech and related behaviors |
| |evaluating ideas presented through oral, |through oral, written, and/or visual forms. |appropriate for conversing about ideas presented through |
| |written, and/or visual forms. | |oral, written, and/or visual forms. |
|4.6 |Shows little or no evidence of ability to |Demonstrates ability to engage students in |Skillfully engages students in critical analysis of |
| |enable students to respond critically to |critical analysis of different media and |different media and communications technologies and their |
| |different media and communications |communications technologies. |effect on students’ learning. |
| |technologies. | | |
|4.7 |Uses little instruction that promotes |Demonstrates ability to engage students in |Skillfully integrates throughout the ELA curriculum |
| |understanding of varied uses and purposes |learning experiences that consistently |learning opportunities in which students demonstrate their |
| |for language in communication. |emphasize varied uses and purposes for |abilities to use language for a variety of purposes in |
| | |language in communication. |communication. |
|4.8 |Shows little or no evidence of the ability|Demonstrates ability to engage students in |Skillfully engages students in discovering their personal |
| |to engage students in making meaning of |making meaning of texts through personal |responses to text and ways to connect such responses to |
| |texts through personal responses. |responses. |other larger meanings and critical stances. |
|4.9 |Shows little or no evidence of the ability|Demonstrates that his/her students can select |Demonstrates how reading comprehension strategies are |
| |to provide students with relevant reading |appropriate reading strategies that permit |flexible for making and monitoring meaning in both print |
| |strategies that permit access to, and |access to, and understanding of, a wide range |and non-print texts and teaches a wide variety of such |
| |understanding of, a wide range of print |of pri nt and non-print texts. |strategies to all students. |
| |and non-print texts. | | |
|4.10 |Shows little or no evidence of |Integrates assessment consistently into |Skillfully integrates assessment consistently and |
| |understanding how to, and/or of using |instruction by (a) using a variety of formal |appropriately into instruction by doing the following: (a) |
| |formal and informal assessment activities |and informal assessment activities and |establishing criteria and developing strategies for |
| |and instruments to evaluate student work |instruments to evaluate processes and products|assessment that allow all students to understand what they |
| |and of using a variety of means to |and (b) creating regular opportunities to use |know and can do in light of their instructional |
| |interpret and report assessment methods |a variety of ways to interpret and report |experiences; (b) interpreting the individual and group |
| |and results to students, administrators, |assessment methods and results to students, |results of any assessments and drawing upon a variety of |
| |parents, and others. |parents, administrators, and other audiences. |information in these assessments to inform instruction; (c)|
| | | |assisting all students in becoming monitor of their own |
| | | |work and growth in speaking, listening, writing, reading, |
| | | |enacting, and viewing; and (d)explaining to students, |
| | | |parents, and others concerned with |
| | | |education and how students are assessed. |
Scoring Guide: Rubric is part of the assessment instrument. Teacher candidate must score at the Level 2: Acceptable or higher to meet competency.
Candidate Data Chart: Clinical Internship Part One – SCU Conceptual Framework
|Term |Candidates Scoring at |Candidates Scoring at |Candidates Scoring at |Candidates |Candidates |Mean Score |
|201x-201x |Level 1 |Level 2 |Level 3 |Scoring at |Scoring at Level| |
|N = |Unacceptable |Emerging |Developing |Level 4 |5 | |
| | | | |Attained |Excelled | |
|2.1 | | | | | | |
|2.2 | | | | | | |
|2.3 | | | | | | |
|2.4 | | | | | | |
|2.5 | | | | | | |
|2.6 | | | | | | |
|3.1.1 | | | | | | |
|3.1.2 | | | | | | |
|3.1.3 | | | | | | |
|3.1.4 | | | | | | |
|3.1.5 | | | | | | |
|3.1.6 | | | | | | |
|3.1.7 | | | | | | |
|3.2.1 | | | | | | |
|3.2.2 | | | | | | |
|3.2.3 | | | | | | |
|3.2.4 | | | | | | |
|3.2.5 | | | | | | |
|3.3.1 | | | | | | |
|3.3.2 | | | | | | |
|3.3.3 | | | | | | |
|3.4.1 | | | | | | |
|3.4.2 | | | | | | |
|3.5.1 | | | | | | |
|3.5.2 | | | | | | |
|3.5.3 | | | | | | |
|3.5.4 | | | | | | |
|3.6.1 | | | | | | |
|3.6.2 | | | | | | |
|3.6.3 | | | | | | |
|3.7.1 | | | | | | |
|3.7.2 | | | | | | |
|4.1 | | | | | | |
|4.2 | | | | | | |
|4.3 | | | | | | |
|4.4 | | | | | | |
|4.5 | | | | | | |
|4.6 | | | | | | |
|4.7 | | | | | | |
|4.8 | | | | | | |
|4.9 | | | | | | |
|4.10 | | | | | | |
#5 (Required)-EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate effects on student learning. Examples of assessments include those based on student work samples, portfolio tasks, case studies, follow-up studies, and employer surveys.
Provide assessment information as outlined in the directions for Section IV.
(response limited to 2 pages)
Assessment 5: Teacher Work Sample Assessment Information
Assessment Name: Teacher Work Sample
Assessment Description:
SCU Teacher Work Sample – English Education
During the clinical internship experience, teacher candidates will have the opportunity to demonstrate their content knowledge, teaching skills, and professional dispositions by developing a teaching unit that builds on the strengths, needs, and prior experiences of their students. Through this performance assessment, clinical interns will document their ability to demonstrate caring in the classroom contexts of instruction; will diagnose and interpret students’ learning needs; will exhibit scholarship and service as they plan, implement, and evaluate instruction; will assess student learning; and will reflect for professional growth.
The contents of this Teacher Work Sample are a modified version of the original work developed under a Title II Teacher Quality Enhancement grant from the Oklahoma Department of Education.
Teachers should be able to demonstrate that they can deliver an effective instructional unit, employ meaningful classroom assessments and analyze and reflect on their experiences. Successful teachers should have an impact on student learning. Their students should gain substantive knowledge and skills. The purpose of this assignment is to evaluate the degree of impact you have on student learning by examining:
▪ Your ability to construct and deliver an instructional unit.
▪ Your ability to construct challenging, meaningful classroom assessments.
▪ Your students’ pre-test to post-test score learning gains.
▪ Your ability to analyze and reflect on your experience to promote your own professional growth.
This assignment not only provides teachers with feedback on their own professional development, but teachers who demonstrate evidence of their ability to impact student learning will be more professionally competitive in the job market.
Alignment to Standards:
Each section is specifically aligned to the NCTE Standards, SCU Conceptual Framework, Oklahoma General Competencies, and the InTASC Standards.
Analysis of Data Findings:
No students have been admitted into the SCU Teacher Education program. No data is available at this time.
Interpretation of how data provides evidence for meeting standards:
Each section of the Teacher Work Sample assessment is aligned to SCU Conceptual Framework, Oklahoma General Competencies, and the InTASC Standards. Data sets will be used to evaluate unit effectiveness and specific program standards will be utilized for program evaluation and improvement.
Assessment 5: Teacher Work Sample Assessment Documentation
Assessment: Each section has a set of instructions
Scoring Guide: Each section has a scoring guide/rubric
Assignment
You are required to teach a multiple-week instructional sequence. You will describe the learning context and any specific instructional adaptations you made to meet the learning needs of individual students. Your instructional goals should be based on your state and/or district content standards. Your learning objectives must include outcomes in content knowledge, skills/performance, and reasoning abilities. You will also need to create an assessment plan designed to measure student performance before (pre-assessment), during your instructional sequence (formative assessments), and after (post-assessment). Finally, you need to analyze and reflect on your instructional design, educational context and degree of learning gains demonstrated by your students. P-12 and secondary majors will select one of their classes for the TWS. Recognize that some classes will not meet every day. When addressing modifications, you should include students on IEP’s and students involved in Response to Intervention.
Format
The following are format requirements for your work (Do not delete or add to this format):
• Your completed work should be 20 – 25 pages, must not exceed 25 pages (12 point font, one-inch margins).
• Number pages sequentially.
• You must use the cover page provided as an attachment with this document.
• Do not include any student names anywhere in your completed assignment. Refer to students by number or alias.
• Your clinical teacher must provide documentation that you have prepared and taught your TWS on your own. clinical teacher must sign and date this documentation. Place documentation immediately following the cover page.
• This assignment must be submitted in narrative format with the following section headings indicated in bold print (suggested page length in parentheses):
Sections
The TWS includes seven components, which you will use as an outline to plan and teach a unit during your final internship You must address several questions when constructing a response for each section. Each section is further described below:
COMPONENTS PAGES
1. Contextual Information and Learning Environment Adaptations 2
2. Unit Learning Goals and Objectives 2
3. Assessment Plan 2
4. Instructional Design 5
5. Instructional Decision Making 2
6. Analysis of Learning Results 3
7. Reflection on Teaching and Learning 4
Attachments:
▪ Assessments: A copy of your assessments and scoring criteria (e.g., answer key, scoring rubric, etc.).
▪ Learning Gain Scores: Completed calculations of pre-post score gains (instructions on page 12).
▪ Lesson Plans: Provide a copy of all lesson plans designed for your TWS.
Purpose
Use of these components will help you identify your students’ characteristics and needs, develop learning goals, decide how you will assess your students’ learning, plan instruction before teaching begins, make instructional decisions during teaching, monitor student progress as you go, and demonstrate how you have impacted your students’ learning outcomes.
Directions
Complete the seven components of the Teacher Work Sample described below during your 16 week clinical internship as you plan, teach, and assess your instructional unit. Complete each component and give it to your university supervisor by the date that s/he indicates to you. Space has been provided below for you to record the date that each of your components is due to your coordinator. After all seven components have been completed and approved by your supervisor; compile the components into a single document. Then submit the assignment for final assessment by your university supervisor.
Teacher Work Sample
The unit of study contains several components identified by research and best practice as fundamental to improving student learning. Each component includes a task, a prompt (directions) and a rubric that defines various levels of performance on the component. The components and rubrics will be used to evaluate your unit of study. The prompts guide you in documenting the components and your performance as you construct and implement a teaching unit during your student teaching experience.
As part of the clinical internship experience, you are required to design and teach a comprehensive unit. (NOTE: Full block students should plan a two-week unit and then use a structured lesson plan to present instruction. Clinical interns in split block placements must design a unit in the first block; then plan structured lessons and present these as directed by the mentor teacher and supervisor in the second block.
Planning Phase: Before you teach the unit, you will describe the contextual factors, identify learning goals based on state and/or district standards, create an assessment plan to measure student performance before, during, and after instruction, and plan for the instruction. This section should be reviewed and approved by your clinical faculty and university supervisor prior to delivery of the unit.
Delivery and Reflection Phase: Throughout the delivery of the unit, review and reflect on each day’s events and make notes. Record personal insights, student interactions, teaching adjustments, and challenging moments as you experience them. After you teach the unit, you will analyze student learning and then reflect upon and evaluate your teaching as related to student learning using these notes as a source of information.
.
Component 1: Contextual Information and Learning Environment Decisions Instructions
Week 2 Due Date: ___________________
Task: Discuss relevant factors and how they may affect the teaching-learning process. Include any support and challenges that affect instruction and student learning
Prompt
In your discussion, address the following factors:
• Cover Page. Contextual Factors, grade level, your name, banner ID, date submitted, supervisor name.
• Community, district and school factors. Address geographic location, community and school population, socio-economic profile and race/ethnicity. You might also address such things as stability of community, political climate, community support for education, and other environmental factors.
• Classroom factors. Address physical features, availability of technology equipment and resources and the extent of parental involvement. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling and classroom arrangement.
• Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/ developmental levels, culture, language, interests, learning styles/modalities or students’ skill levels. In your narrative, make sure you address students’ skills and prior learning that may influence the development of your learning goals, instruction and assessment.
Component 1: Contextual Information and Learning Environment Decisions Alignment
The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction, and assess learning.
NCTE Standards
2.1, 2.2
SCU Conceptual Framework
1A, 1B, 1C, 2A
Oklahoma General Competencies for Teachers
#2, #3, #5, #13
InTASC Standards:
#1, #2, #3, #9
Component 1: Contextual Information and Learning Environment Decisions Assessment
The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction, and assess learning.
Task: Discuss relevant factors and how they may affect the teaching-learning process. Include any support and challenges that affect instruction and student learning.
First Submission_________________ Revised Submission__________________
|Indicator |NCTE |Unacceptable |Basic |Developing |Proficient |Outstanding |
| |Standard | | | | | |
|Knowledge of Community, |2,2 |Response indicates |Response indicates |Response indicates |Response indicates |Response indicates |
|School, and Classroom | |minimal, irrelevant, or|limited knowledge of |developing knowledge |understanding regarding |thorough understanding of|
|Factors | |biased information. |prompt factors. |regarding geographic |geographic location, |geographic location, |
| | |Prompt elements |Narrative merely |location, population, |population, SES, and |population, SES, and |
| | |requested are omitted. |describes factors |SES, and ethnic profiles|ethnic profiles and the |ethnic profiles and the |
| | |Response is superficial|without explaining how|and the impact of these |impact of these factors |impact of these factors |
| | |lacking depth of |each impacts students |factors on classroom |on classroom |on classroom instruction.|
| | |thought in analysis. |and instruction. |instruction. |instruction. |Response includes |
| | | | | | |discussion of stability, |
| | | | | | |political climate, |
| | | | | | |support. |
|Knowledge of Student |2,2 |Response indicates a |Response indicates |Response indicates |Response indicates |Response indicates |
|Characteristics | |stereotypical view, |limited knowledge of |general knowledge of |general and specific |comprehensive knowledge |
| | |irrelevant or minimal |student differences |age, gender, race/ |knowledge of age, |of age, gender, |
| | |knowledge of student |that may affect |ethnicity, developmental|gender, race/ ethnicity,|race/ethnicity, |
| | |differences. Prompt |learning. Narrative |levels, language, and |developmental levels, |developmental levels, |
| | |elements are not fully |merely describes |culture |language, and culture. |language, and culture. |
| | |addressed. |factors. | | |Prompt elements discussed|
| | | | | | |in-depth. |
|Knowledge of Students’ |2.1 |Response indicates |Response indicates |Response indicates |Response indicates |Response indicates |
|Varied Approaches to | |minimal, stereotypical,|limited knowledge of |general understanding of|general and specific |in-depth understanding of|
|Learning | |or irrelevant knowledge|special needs, |special needs, learning |understanding of special|special needs, learning |
| | |about the different |learning styles, |styles, modalities and |needs, learning styles, |styles, modalities and |
| | |ways students learn. |modalities and skill |skill levels that may |modalities and skill |skill levels that may |
| | |Response fails to |levels that may affect|affect learning. |levels that may affect |affect learning for the |
| | |identify students’ |learning. | |learning. Response is |group and individuals. |
| | |learning styles or | | |appropriately detailed. |Attention to approaches |
| | |modalities. | | | |to maximize student |
| | | | | | |learning. |
|Knowledge of Students’ | |Response indicates |Response indicates |Prior learning |Prior learning is |Prior learning is |
|Skills And Prior Learning | |little or irrelevant |prior learning is |discussion lacks depth |addressed and relates to|thoroughly addressed and |
| | |knowledge of prior |minimally addressed. |and detail with no |discussion of potential |clearly relates to |
| | |skills and learning. | |connection to potential |learning goals. |discussion of potential |
| | | | |learning goals. | |learning goals. |
|Implications for | |Response fails to |Response is simplistic|Response indicates |Response indicates |Response indicates |
|Instructional Planning and| |discuss implications |in discussion for |general implications for|specific implications |thorough understanding of|
|Assessment | |for instruction and |instruction and |instruction and |for instruction and |how contextual factors |
| | |assessment or provides |assessment. |assessment based on |assessment based on |impact instructional |
| | |inappropriate | |contextual factors |contextual factors. |planning and assessment. |
| | |implications | |Decisions exhibit a |Response addresses |Response addresses |
| | | | |monocular perspective |compensatory activities |compensatory activities |
| | | | |(i.e. teaching one way |for special needs. |for special needs. |
| | | | |to all). | | |
Component 2: Unit Learning Goals and Objectives Instructions
Week 4 Due Date: ___________________
Task: Identify and provide a rationale for the learning goals/objectives for the unit.
Prompt: In your discussion, address the following factors:
• Cover Page. Learning Goals, grade level, your name, banner ID, date submitted, and supervisor name.
• Clarity of learning goals. List the learning goals / outcomes (not the activities) that will guide the planning, delivery and assessment of your unit. These goals should define what you expect students to know and be able to do at the end of the unit. The goals should be significant (reflect the big ideas or structure of the discipline) challenging, varied and appropriate. List specific objectives under each goal. Number or code each learning goal and objective so you can reference them later.
• Significance, Challenge and Variety. Describe the types and levels of your learning goals. Your discussion should include correlation to Bloom’s taxonomy and can include other conceptual arrangements such as cognitive, affective, psychomotor OR visual, aural, kinesthetic OR another set of categories applicable to your field.
• Appropriateness for students. Discuss why your learning goals are appropriate in terms of development; pre-requisite knowledge, skills; and other student needs.
• Alignment. Show how the goals are aligned with state NCTE standards, PASS/Common Core/C3 skills, and/or national standards. (Identify the source of the standards – chart optional).
Example of Learning Goals/Objectives Chart
Eighth Grade English
|Code |Goal/Objective |Bloom’s Taxonomy |Alignment/Score |
| | | | |
|1 |Demonstrate knowledge of and an appreciation for various forms of |Knowledge |District Goal: Eng 8 |
| |literature, such as narrative and lyric poetry | |NCTE 3.5 |
| | |Comprehension |PASS/Common Core/C3 Grade 8 – Language |
| | | |Arts – Standard 4 |
|1.1 |Define a narrative poem, lyric poem, sonnet and ballad |Knowledge |See Above |
| | | | |
| | |Comprehension | |
|1.2 |Define the following basic elements of poetry: refrain, stanza, |Knowledge |See Above |
| |rhythm, rhyme, rhyme scheme & repetition | | |
| | |Comprehension | |
|1.3 |Identify and distinguish between a narrative poem, lyric poem, sonnet|Knowledge |See Above |
| |and ballad | | |
| | |Comprehension | |
|2 |Comprehend and use figurative language and sound devices in speaking |Comprehension |District Goal 9 |
| |and writing | | |
| | |Application |PASS/Common Core/C3 Grade 8 – Language |
| | | |Arts – Standard 4.3 |
|2.1 |Define several forms of figurative language including: alliteration, |Knowledge |See Above |
| |assonance, connotation, metaphor, simile, symbol | | |
| | |Comprehension | |
|2.2 |Identify and distinguish between various forms of figurative language|Knowledge |See Above |
| |in poetry | | |
| | |Comprehension | |
|2.3 |Create original figurative language and use it own poetry |Synthesis |See Above |
Example of Learning Goals/Objectives Outline
Third Grade Science
Goal 1: The students will gain a basic understanding of electrical elements including circuits, conductors, and insulators and why they are important for electricity.
Knowledge/Comprehension/Analysis
OK PASS/Common Core/C3 – Grade 3 – Process Standard 3
Objective 1.1 Students will be able to observe, measure, & identify properties.
Application
Objective 1.2 Students will be able to draw conclusions about circuits from the results of experiments. Analysis
Goal 2: The students will locate and describe the parts of a simple circuit and describe the function of each part.
Objective 2.1 Students will explore alternative ways to create a circuit.
Application
Objective 2.2 Students will be able to identify conductors and insulators.
Knowledge/Comprehension
Component 2: Unit Learning Goals and Objectives Alignment
NCTE Standards
4.1, 4.2, 4.3, 4.4, 4.7, 4.8, 4.9
SCU Conceptual Framework
4B, 4C, 1C, 2C
Oklahoma General Competencies for Teachers
#1, #7, #11, #14, #15
InTASC Standards:
#4, #7, #3, #9
Component 2: Unit Learning Goals and Objectives Assessment
Learning Goals Rubric
Task: Identify and provide a rationale for the learning goals for the unit.
First Submission__________________ Revised Submission ____________________
|Indicator |NCTE |Unacceptable |Basic |Developing |Proficient |Outstanding |
| |Standard | | | | | |
|Clarity of Learning Goals |4.2 |Goals / objectives are |Learning goals/objective|Some (1-2) goals are |Most goals are clearly |All goals are clearly |
|/ Objectives | |not stated clearly and |statements are merely |clearly stated as |stated as learning |stated as learning |
| | |are activities rather |restatements of goals / |learning outcomes. |outcomes, specifically |outcomes, specifically |
| | |than learning outcomes. |objectives from other |Objectives are not |identifying student |identifying student |
| | | |sources. |closely related to |knowledge and |knowledge and |
| | | | |goals. |performances. |performances. |
| | | | | |Objectives relate |Objectives clearly |
| | | | | |closely to goals. |build toward learning |
| | | | | | |goals. |
|Significance, Challenge |2.4 |Goals reflect only one |Goals reflect one or two|Goals reflect several |Goals reflect several |Goals reflect several |
|and Variety | |type or level of |types of learning. |types of learning. |types of learning and |types of learning and |
| | |learning. Learning |Learning levels are at |Levels of learning move|are significant and |are significant and |
| | |levels are not keyed to |the knowledge level of |beyond knowledge and |appropriately |challenging. Goals are |
| | |Bloom’s taxonomy. |Bloom’s taxonomy. |comprehension. At least|challenging. At least ½|balanced to include all|
| | |Objectives missing. |Objectives are simple |1/3 of objectives are |of objectives are above|levels of Bloom’s |
| | | |and lack variety. |above knowledge & |knowledge & |taxonomy. Objectives |
| | | | |comprehension levels. |comprehension levels. |for each goal include |
| | | | | | |upper level reasoning &|
| | | | | | |skills. |
|Appropriateness for |2.1 |Goals/objectives are not|Goals/objectives address|Some goals/objectives |Most goals/objectives |All goals/objectives |
|Students | |appropriate for the |development, but fail to|are appropriate for the|are appropriate for the|are appropriate for the|
| | |development; |consider pre-requisite |development, |development, |development, |
| | |pre-requisite knowledge,|knowledge, skills, and |pre-requisite |pre-requisite |prerequisite knowledge,|
| | |skills experiences or |student needs. |knowledge, skills and |knowledge, skills and |skills, and student |
| | |other student needs. | |student needs. |student needs |needs. |
|Alignment with National, | |Goals are not aligned |Goal alignment is |Some goals are aligned |Most goals are aligned |All goals aligned with |
|State or Local Standards | |with national, state, or|attempted but is |with national, state |with national, state |national, state |
| | |local standards |inaccurate and/or |PASS/Common Core/C3 |PASS/Common Core/C3 |PAS/Common Core/C3 S |
| | | |inappropriate. |skills and/ or local |skills, and/or local |skills, AND local |
| | | | |standards. Chart or |standards. Chart or |standards. Chart or |
| | | | |outline attempts to |outline clearly |outline clearly |
| | | | |illustrate goal |illustrates goal |illustrates goal |
| | | | |alignment but is |alignment. References |alignment. References |
| | | | |unclear |to standards sources |to standards sources |
| | | | | |are identified. |are identified. |
|NCTE 4.1 |4.1 |Shows little experience | |Demonstrates ability to| |Understands the |
| | |in examining, and | |examine and select | |purposes and |
| | |selecting resources for | |resources for | |characteristics of |
| | |instruction appropriate | |instruction such as | |different kinds of |
| | |for supporting the | |textbooks, other print | |curricula & related |
| | |teaching of English | |materials, videos, | |teaching resources and |
| | |language arts. | |films, records, & | |selects or creates |
| | | | |software, appropriate | |instructional materials|
| | | | |for supporting the | |that are consistent |
| | | | |teaching of English | |with what is currently |
| | | | |arts. | |known about student |
| | | | | | |learning in ELA. |
|NCTE 4.2 |4.2 |Shows little ability to | |Demonstrates ability to| |Skillfully creates |
| | |design instruction to | |align curriculum goals | |literate classroom |
| | |meet the needs of all | |and teaching strategies| |communities by |
| | |students and provide for| |with the organization | |presenting varied |
| | |students’ progress and | |of classroom | |structures and |
| | |success. | |environments and | |techniques for group |
| | | | |learning experiences to| |interactions by |
| | | | |promote whole-class, | |employing effective |
| | | | |small-group, and | |classroom management |
| | | | |individual work. | |strategies by providing|
| | | | | | |students with |
| | | | | | |opportunities for |
| | | | | | |feedback and |
| | | | | | |reflection. |
|NCTE 4.3 |4.3 |Shows little or no | |Demonstrates ability to| |Appropriately works |
| | |evidence of using | |integrate | |with teachers in other |
| | |interdisciplinary | |interdisciplinary | |content areas to help |
| | |teaching strategies and | |teaching strategies and| |students connect |
| | |materials | |materials into the | |important ideas, |
| | | | |teaching and learning | |concepts, and skills |
| | | | |process for students. | |within ELA with similar|
| | | | | | |ones in other |
| | | | | | |disciplines. |
|NCTE 4.4 |4.4 |Shows little or no | |Demonstrates ability to| |Skillfully creates |
| | |evidence of ability to | |create and sustain | |opportunities for |
| | |create learning | |learning environments | |students to analyze how|
| | |environments that | |that promote respect | |social context affects |
| | |promote respect for, and| |for, and support of, | |language and to monitor|
| | |support of, individual | |individual differences | |their own language use |
| | |difference of ethnicity,| |of ethnicity, race, | |and behavior in terms |
| | |race, language, culture,| |language, culture, | |of demonstrating |
| | |gender, and ability. | |gender and ability. | |respect for individual |
| | | | | | |differences of |
| | | | | | |ethnicity, race, |
| | | | | | |language, culture, |
| | | | | | |gender, and ability. |
|NCTE 4.7 |4.7 |Uses little instruction | |Demonstrates ability to| |Skillfully integrates |
| | |that promotes | |engage students in | |throughout the ELA |
| | |understanding of varied | |learning experiences | |curriculum learning |
| | |uses and purposes for | |that consistently | |opportunities in which |
| | |language in | |emphasize varied uses | |students demonstrate |
| | |communication. | |and purposes for | |their abilities to use |
| | | | |language in | |language for a variety |
| | | | |communication. | |of purposes in |
| | | | | | |communication. |
|NCTE 4.8 |4.8 |Shows little or no | |Demonstrates ability to| |Skillfully engages |
| | |evidence of the ability | |engage students in | |students in discovering|
| | |to engage students in | |making meaning of texts| |their personal |
| | |making meaning of texts | |through personal | |responses to text and |
| | |through personal | |responses. | |ways to connect such |
| | |responses. | | | |responses to other |
| | | | | | |larger meanings and |
| | | | | | |critical stances. |
|NCTE 4.9 |4.9 |Shows little or no | |Demonstrates that | |Demonstrates how |
| | |evidence of the ability | |his/her students can | |reading comprehension |
| | |to provide students with| |select appropriate | |strategies are flexible|
| | |relevant reading | |reading strategies that| |for making and |
| | |strategies that permit | |permit access to, and | |monitoring meaning in |
| | |access to, and | |understanding of, a | |both print and |
| | |understanding of, a wide| |wide range of pri nt | |non-print texts and |
| | |range of print and | |and non-print texts. | |teaches a wide variety |
| | |non-print texts. | | | |of such strategies to |
| | | | | | |all students. |
Component 3: Assessment Plan Instructions
Week 5 Due Date: ___________________
Task: Design an assessment plan to monitor student progress toward learning goal(s). Use multiple assessment modes and approaches aligned with learning goals to assess student learning throughout instruction. These assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks, or other means such as observations, personal interactions, etc. Describe why your assessments are appropriate for measuring learning.
Prompt: In your narrative, address the following factors:
• Cover Page. Assessment Plan, grade level, your name, banner ID, date submitted, supervisor name.
• Alignment overview / Adaptation Plan. For each learning goal include: assessments used to judge student performance, format of each assessment, and adaptations of the assessments for the individual needs of students based on pre-assessment and/or contextual factors. The purpose of this overview is to depict the alignment between learning goals and assessments and to show adaptations to meet the individual needs of students or contextual factors. You may use a visual organizer such as a table, outline or other means to make your plan clear.
• Clarity of criteria / Modes of assessment / Technical soundness. Clearly explain how you will evaluate or score assessments, including criteria you will use to determine if the students’ performance meets the learning goals. In an appendix, attach copies of assessments, prompts, and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key).
• Plan for formative assessment. Describe the assessments you plan to use to check on student progress and comment on the importance of collecting that particular evidence. Although formative assessment may change as you are teaching the unit, your task is to predict at what points in your teaching it will be important to assess students’ progress toward learning goals.
Example of Assessment Plan Table: Kindergarten
|Learning Goal |Assessment |Format of Assessment |Adaptations |
|Student will link wild animals with |Pre-Assessment |Checklist: Game w/animal masks & centers|Repeat and modify instructions as |
|their habitats | |representing habitats (tree, lake, |needed. Demonstrate and assist with |
| | |burrow, cave) |cutting, gluing, etc. Provide model of |
| | | |mask and model how to move to habitat |
| | | |centers. Keep activities high-interest |
| | | |and brief. |
| |Formative Assessment |Animal puppets & habitat (e.g. bird & |Provide concrete models and assistance |
| | |nest) |w/fine motor tasks as needed. Provide |
| | | |multiple explanations and model |
| | |Anecdotal records of Q & A |performances. Provide verbal cues and |
| | | |allow plenty of wait time for Q & A |
| | |Picture journals | |
| |Post-Assessment |Checklist: Game w/animal masks & centers| |
| | |representing habitats | |
|2. The student will explain the |Pre-Assessment |Flannel board activity – sorting animals|Demonstrate and provide an example of |
|difference between a farm animal and | | |the sort. Use parent helper to keep |
|wild animal. | | |record of number correct. |
Example of Assessment Plan Table: High School History
|Learning Goal |Assessment |Format of Assessment |Adaptations |
|1. The student will identify the three |Pre-Assessment |Multiple choice pre-test |Assist special needs students with |
|roles of Congress | | |directions, etc. Allow ESL students to |
| | | |use dictionaries, etc. |
| |Formative Assessment |Newspaper search to identify impact of |Provide sample articles for special |
| | |Congress on everyday life. |needs students. Allow ESL student to use|
| | | |native language newspaper if available. |
| | | |Provide multiple explanations as needed.|
| |Formative Assessment |Visit Senate and House of Representative|Assist students with low technology |
| | |websites for electronic scavenger hunt. |skills if needed. |
| |Post-Assessment |Multiple choice and short essay | |
| | |post-test. | |
|2. Distinguish between and identify |Pre-Assessment |Multiple choice pre-test |Assist special needs students with |
|examples of implied and expressed powers| | |directions, etc. Allow ESL students to |
| | | |use dictionaries, etc. |
Component 3: Assessment Plan Alignment
NCTE Standards
1.1, 4.10,
SCU Conceptual Framework
2C, 2B
Oklahoma General Competencies for Teachers
#7, #8, #14, #15
InTASC Standards:
#7, #6, #9
Component 3: Assessment Plan Assessment
Assessment Plan Rubric
Task: Design an assessment plan to monitor student progress toward learning goal(s). Use multiple assessment modes and approaches aligned with learning goals to assess student learning throughout instruction. These assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks, or other means such as observations, personal interactions, etc. Describe why your assessments are appropriate for measuring learning.
First Submission________________________ Revised Submission
|Indicator |NCTE |1.Unacceptable |2.Basic |3.Developing |4.Proficient |5.Outstanding |
| |Standard | | | | | |
|Alignment with |1.1 |Content and methods of |Some of the learning |Most learning goals are |Each of the learning |Each of the learning |
|Learning Goals and | |assessment lack |goals are assessed |assessed through the |goals is assessed through|goals is assessed through|
|Instruction | |congruence with learning |through the assessment |assessment plan; |the assessment plan; |the assessment plan that |
| | |goals or lack cognitive |plan, but many are not |assessments are nearly |assessments are congruent|clearly details the |
| | |complexity |congruent with learning |congruent with learning |with the learning goals |content and cognitive |
| | | |goals in content or |goals in content but may |in content and |complexity. Assessment |
| | | |cognitive complexity |lack cognitive |complexity. |matches the conditions in|
| | | | |complexity. | |the goal/objectives. |
|Clarity of Criteria |4.10 |Assessments contain no |Assessment criteria are |Assessment criteria have |Assessment criteria are |Assessment criteria |
|and Standards for | |clear criteria for |not fully developed for |been developed, but they |clear and explicitly |illustrate strong |
|Performance | |measuring student |each goal. Assessment is |are not clear and do not |linked to learning goals.|knowledge of assessment |
| | |performance relative to |overly easy |detail student |Assessment is |principles and clearly |
| | |learning goals. | |performances. Assessment |appropriately |delineate student |
| | | | |is not uniformly |challenging. |performance levels. |
| | | | |challenging. | | |
|Multiple Modes and |4.10 |Assessment plan includes |Assessment plan includes |Assessment plan includes |Assessment plan includes |Assessment plan includes |
|Approaches | |only one assessment mode |only one assessment mode |multiple modes but all |multiple assessment modes|appropriate and creative |
| | |and uses only |and does not assess |are pencil/paper based |requiring integration of |assessments that measure |
| | |post-instruction |students before, during |and do not require the |knowledge, skills & |student performance in |
| | |assessment. |and after instruction. |integration of knowledge,|reasoning. Plan assesses |ways that emphasize |
| | | | |skills, and reasoning |student performance |assessment as learning |
| | | | |ability. Assessment is |throughout the |throughout the |
| | | | |irregular throughout the |instructional sequence. |instructional sequence. |
| | | | |instructional sequence. | | |
|Technical Soundness | |Assessments are not |Assessments appear to |Assessments appear to |Assessments appear to be |Assessments appear to be |
| | |valid; scoring procedures|have some validity. |have some validity. Some |valid; scoring procedures|valid and unbiased; |
| | |are absent or inaccurate;|Scoring procedures are |scoring procedures are |are explained; most items|scoring procedures are |
| | |items or prompts are |unclear; directions and |explained; some items or |or prompts are clearly |explained. Items and |
| | |poorly written; |procedures are confusing |prompts are clearly |written; directions and |prompts are well written;|
| | |directions and procedures|to students. |written; some directions |procedures are clear to |directions and procedures|
| | |are missing. | |and procedures are clear |students. |are clear. |
| | | | |to students. | | |
|Adaptations Based on | |No adaptations for |Adaptations are state, |Teacher makes adaptations|Teacher makes adaptations|Teacher makes adaptations|
|the Individual Needs | |assessments are planned. |but are inappropriate to |to assessments that are |to assessments that are |to assessments that meet |
|of Students | | |meet individual student |appropriate to meet the |appropriate to meet the |the needs of all |
| | | |needs. |individual needs of some |individual needs of most |students. |
| | | | |students. |students. | |
Component 4: Instructional Design Instructions
Week 6 Due Date: ___________________
Task: Describe how you will design your unit instruction related to unit goals, students’ characteristics and needs, and learning contexts.
Prompt
• Cover Page. Design for Instruction, grade level, your name, banner ID, date submitted, and supervisor name.
• Results of pre-assessment. After conducting the pre-assessment activity, analyze student performance relative to the learning goals. Depict the results of the pre-assessment in a format that allows you to find patterns of student performance relative to each earning goal. You may use a table, graph, or chart. Describe the pattern you find that will guide your instruction or modification of the learning goals.
• Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your unit plan clear. Include the topic or activity you are planning for each day/period. Also indicate the goal or goals (coded from your Learning Goals section) that you are addressing in each activity. Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal.
• Lesson Plans. Complete all lesson plans. Select three (3) for more specific detail and activities. These should reflect a variety of instructional strategies/techniques using lesson plan formatting from your methods class or student teaching handbook. In each lesson plan, include the following:
• how the content relates to your instructional goal(s),
• how the activity stems from your pre-assessment information and contextual factors,
• what materials/technology you will need to implement the activity, and
• how you plan to assess student learning during and/or following the activity (i.e., formative assessment). Though not a part of the unit of study, every lesson taught must have a written plan including objectives and how assessment will be made.
• Technology. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology, provide your clear rationale for its omission.
B. Instructional Design Table
Provide an Instructional Design Table outlining your instructional design for the unit in the
order you plan to present the instructional activities. (You may create the table using landscape
page formatting if wider columns are needed.)
Instructional Design Table
|Time |Learning Objectives |Instructional Activities |Assessment(s) |Modifications |
|Day 1 | | | | |
|Day 2 | | | | |
|Day 3 | | | | |
|Day 4 | | | | |
Instructional Design Plan
▪ Why were the activities sequenced in this way?
▪ Discuss how the instruction addressed different learning strategies. Address use of Gardner’s multiple intelligences and/or learning styles.
▪ How did you encourage students’ use of critical thinking, problem solving, and performance?
▪ Explain your use of best practices to promote positive social interaction, self-motivation, and active engagement in learning. Provide evidence of group work (assigned and self-selected).
▪ What communication techniques are used to foster active inquiry, collaboration, and supportive classroom interaction?
▪ How was technology (e.g., audio-video, overhead, computers, calculators, adaptive, etc.) integrated into your activities?
▪ Describe your instructional resources and why you included them.
▪ How did your actual implementation of the instruction differ from your original design for instruction? Explain the reasons for modifications (if any) of your original design for instruction. Include changes in your use of instructional resources.
▪ What feedback did you give to students based on your analysis of their work? Refer to your written comments on the students’ work and explain any other form of feedback you gave to students. Include evidence for checking for understanding.
Component 4: Instructional Design Alignment
NCTE Standards
4.2, 4.3
SCU Conceptual Framework
4A,1A, 1B, 4B
Oklahoma General Competencies for Teachers
#1, #3, #4, #7, #14
InTASC Standards
#4, #1, #2, #7, #5
Component 4: Instructional Design Assessment
Design for Instruction Rubric
Task: Describe how you will design your unit instruction related to unit goals, students’ characteristics and needs, and learning contexts.
First Submission________________________ Revised Submission______________________
|Indicator |NCTE |1.Unacceptable |2.Basic |3.Developing |4.Proficient |5.Outstanding |
| |Standard | | | | | |
|Alignment with Learning | |Few learning goals are |Not all learning goals |Most learning goals |All learning goals |All proficient elements |
|Goals | |covered in the design. |are covered in the |covered in design. Most|covered in design. All |met with clarity of |
| | |Lessons, activities and|design. Lessons not |lessons explicitly |lessons explicitly |presentation for easy |
| | |assignments not aligned|explicitly linked to |linked goals. Most |linked to goals. All |tracking of goals, |
| | |with goals. Activities |goals. Some irrelevant |activities, |learning activities, |objectives, lessons, |
| | |and assignments do not |activities and |assignments, and |assignments and |activities, assignments |
| | |relate to goals. |assignments designed. |resources are aligned |resources aligned with |and resources. |
| | | | |with goals. |goals. | |
|Accurate Representation |4.3 |Use of content appears |Use of content appears to|Use of content appears |Use of content appears |Use of content involves |
|of Content | |to contain numerous |have minor errors. |to be mostly accurate. |to be accurate. Focus |research and |
| | |inaccuracies. |Content viewed as |Design shows awareness |of content is congruent|consideration of |
| | | |isolated skills and facts|of big ideas or |with big ideas or |individual & class needs.|
| | | |rather than part of |discipline structure |structure of the |Design draws on |
| | | |larger structure. | |discipline. |interdisciplinary |
| | | | | | |concepts as appropriate. |
|Lesson and Unit |4.2 |Evidence of |Lessons not logically |With few exceptions, |All lessons logically |All proficient elements |
|Structure | |organizational |sequenced. |lessons have logical |sequenced and |met with clarity of |
| | |structure missing. | |sequence and move |facilitate students in |presentation and |
| | | | |students toward |achieving learning |organization. |
| | | | |learning goals. |goals. | |
|Use of a Variety of | |Repetitious use of a |Little variety of |Some variety in |Appropriate variety |Variety across |
|Instructional | |single instructional |instruction, activities, |instruction, |across instruction, |instruction, activities, |
|Strategies, Activities, | |strategy, activity, |assignments, and |activities, |activities, |assignments, and/or |
|Assignments, and | |assignment or resource |resources. Heavy reliance|assignments, or |assignments, and/or |resources. This variety |
|Resources | |to the exclusion of |on textbook or single |resources, but with |resources. This variety|has been targeted to meet|
| | |more effective means. |resource (i.e. work |limited contribution to|makes a clear |particular needs of the |
| | | |sheets). |learning. |contribution to |learners in the |
| | | | | |learning. |classroom. |
|Use of Contextual | |Instruction has not |Instruction mentions |Some instruction has |Most instruction has |All instruction has been |
|Information & Data to | |been designed with |minimal contextual |been designed with |been designed with |designed with reference |
|Select Appropriate & | |references to |factors without |reference to contextual|reference to contextual|to contextual factors. |
|Relevant Activities, | |contextual factors and |consideration of |factors. Some |factors. Most |Activities and |
|Assignments & Resources | |pre-assessment data |individual learners. |activities and |activities and |assignments are targeted |
| | | | |assignments appear |assignments appear |to meet particular needs |
| | | | |productive & |productive & |of the learners in the |
| | | | |appropriate for each |appropriate for each |classroom. |
| | | | |student. |student. | |
|Use of Technology | |Technology is |Technology is used but it|Technology somewhat |Technology integrated |Technology integrated |
| | |inappropriately used OR|does not contribute to |integrated but |appropriately and |appropriately and |
| | |teacher does not use |learning OR limited |contribution to |contributes to learning|contributes significantly|
| | |technology and no |rationale for not using |learning is unclear OR |OR adequate rationale |to learning OR strong |
| | |rationale is provided. |technology is provided. |limited rationale for |for not using |rationale for not using |
| | | | |not using technology |technology is provided.|technology is provided. |
| | | | |provided. | | |
Component 5: Instructional Decision-Making Instructions
Week 10 Due Date: ___________________
Task: Provide two examples of instructional decision-making based on students’ learning or responses.
Prompt
• Cover Page. Instructional Decision Making, grade level, your name, banner ID, date submitted, and supervisor name.
• Think of a time during your unit when a student’s learning or response caused you to modify your original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following:
• Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a planned formative assessment or another source (not the pre-assessment).
• Describe what you did next and explain why you thought this would improve student progress toward the learning goal.
• Now, think of one more time during your unit when another student’s learning or response caused you to modify a different portion of your original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following:
• Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a planned formative assessment or another source (not the pre-assessment).
• Describe what you did next and explain why you thought this would improve student progress toward the learning goal.
Component 5: Instructional Decision-Making Alignment
NCTE Standards
No standards are measured directly.
SCU Conceptual Framework
1A, 1B, 1C, 4C, 2C
Oklahoma General Competencies for Teachers
#3, #6, #7, #15
InTASC Standards
#1, #2, #3, #7, #9
Component 5: Instructional Decision-Making Assessment
Instructional Decision-Making Rubric
Task: Provide two examples of instructional decision-making based on students’ learning or responses.
First Submission____________________ Revised Submission____________________
|Indicator |NCTE |Unacceptable |Basic |Developing |Proficient |Outstanding |
| |Standard | | | | | |
|Sound Professional | |Many instructional |Instructional decisions|Instructional decisions|Most instructional decisions |Instructional |
|Practice | |decisions are |are somewhat |are mostly appropriate,|are pedagogically sound and |decisions reflect |
| | |inappropriate and not |appropriate, but many |but some decisions are |lead to student learning. |skills in |
| | |pedagogically sound. No|decisions are not |not pedagogically | |decision-making |
| | |evidence is used to |pedagogically sound. |sound. Evidence cited |Evidence cited supports |characteristic of |
| | |support response. |Evidence cited does not|supports response. |response. |experienced teachers. |
| | | |support response. | | |Evidence cited clearly|
| | | | | | |illustrates and |
| | | | | | |strongly supports |
| | | | | | |response. |
|Modification Based on | |Teacher treats class as|Limited modifications |Some modifications of |Appropriate modifications of |All proficient |
|Analysis of Student | |“one plan fits all” |of the instruction plan|the instructional plan |the instructional plan are made|elements met and |
|Learning | |with no modifications. |are made, but not based|are made to address |to address individual student |response includes an |
| | | |on data or analysis. |individual student |needs. These modifications are |explanation of why the|
| | | | |needs, but these are |informed by the analysis of |modifications would |
| | | | |not based on the |student learning/performance, |improve student |
| | | | |analysis of student |best practices or contextual |progress. |
| | | | |learning, best practice|factors. | |
| | | | |or contextual factors. | | |
|Congruence Between | |No modifications in |Modifications in |Modifications in |Modifications in instruction |Modifications in |
|Modifications and | |instruction were made. |instruction lack |instruction are |are congruent with learning |instruction are |
|Learning Goals | | |congruence with |somewhat congruent with|goals. |congruent with |
| | | |learning goals. |learning goals. | |learning goals and |
| | | | | | |reflect sensitivity to|
| | | | | | |individual students’ |
| | | | | | |needs. Modifications |
| | | | | | |influence future |
| | | | | | |planning and |
| | | | | | |instruction. |
Component 6: Analysis of Learning Results Instructions
Week 11 Due Date: ___________________
Task: Analyze your assessment data, including pre/post assessments and formative assessments to determine students’ progress related to the unit learning goals. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Conclusions drawn from this analysis should be provided in the “Reflections and Self-Evaluation” section.
Prompt
• Cover Page. Analysis of Student Learning, grade level, your name, banner ID, date submitted, and supervisor name.
In this section, you will analyze data to explain progress and achievement toward learning goals demonstrated by your whole class, subgroups of students, and individual students.
• Whole class. To analyze the progress of your whole class, create a table that shows pre- and post-assessment data on every student on every learning goal. Then, create a graphic summary that shows the extent to which your students made progress (from pre- to post-) toward the learning criterion that you identified for each learning goal (identified in your Assessment Plan section). Summarize what the graph tells you about your students' learning in this unit (i.e., the number of students met the criterion).
• Subgroups. Select a group characteristic (e.g., gender, performance level, socio-economic status, language proficiency) to analyze in terms of one learning goal. Provide a rationale for your selection of this characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle- vs. low-performers). Create a graphic representation that compares pre- and post-assessment results for the subgroups on this learning goal. Summarize what these data show about student learning.
• Individuals. Select two students that demonstrated different levels of performance. Explain why it is important to understand the learning of these particular students. Use pre-, formative, and post-assessment data with examples of the students’ work to draw conclusions about the extent to which these students attained the two learning goals. Graphic representations are not necessary for this subsection. Note: You will provide possible reasons for why your students learned (or did not learn) in the next section, “Reflection and Self-Evaluation.”
Component 6: Analysis of Learning Results Alignment
NCTE Standards
No standards are measured directly.
SCU Conceptual Framework
1A, 1B 1C, 4C, 2C
Oklahoma General Competencies for Teachers
#3, #6, #7, #15
InTASC Standards
#1 , #2, #3, #7, #9
Component 6: Analysis of Learning Results Assessment
Analysis of Student Learning Rubric
Task: Analyze your assessment data, including pre/post assessments and formative assessments to determine students’ progress related to the unit learning goals. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Conclusions drawn from this analysis should be provided in the “Reflections and Self-Evaluation” section.
First Submission _________________________ Revised Submission______________________
|Indicator |NCTE |Unacceptable |Basic |Developing |Proficient |Outstanding |
| |Standard | | | | | |
|Clarity of Accuracy | |Presentation lacks |Presentation includes |Presentation includes |Presentation includes |All proficient criteria|
|of Presentation | |required elements |all required elements. |all required elements. |all required elements. |are met; narrative is |
| | |(table, graphic |Presentation is unclear|Presentation is | |insightful and shows |
| | |summary, narrative). |and inaccurate; it does|understandable and |Presentation is easy to|depth of thought. |
| | |Data are inaccurately |not accurately reflect |contains few errors. |understand and contains| |
| | |reflected |the data. |Table and graphic |no errors of | |
| | | | |summary is readable, |representation. Table | |
| | | | |but weak. |and graphic summary are| |
| | | | | |clear. | |
|Alignment with | |Analysis of student |Analysis of student |Analysis of is |Analysis is fully |All proficient criteria|
|Learning Goals | |learning not addressed.|learning is not aligned|partially aligned with |aligned with learning |are met; narrative is |
| | |Response fails to |with learning goals / |learning goals and/or |goals and provides a |insightful and shows |
| | |include data on |objectives, but |fails to provide a |comprehensive profile |depth of analysis |
| | |achievement of |discussed generally |comprehensive profile |of student learning for|characteristic of an |
| | |individual |with only whole group |of student learning for|the whole class, |experienced teacher. |
| | |goals/objectives. |achievement data. |the whole class, |subgroups, and two | |
| | | | |subgroups, and two |individuals | |
| | | | |individuals. | | |
|Interpretation of | |Interpretation is |Interpretation is |Interpretation is |Interpretation is |Interpretation is |
|Data | |inaccurate, and |inconsistently accurate|technically accurate, |accurate and includes |meaningful and |
| | |conclusions are missing|and conclusions are |but conclusions are not|appropriate conclusions|highlights significant |
| | |or unsupported by data.|missing. |fully supported by |drawn from the data. |findings drawn from the|
| | | | |data. | |data. |
|Evidence of Impact on| |Analysis fails to |Analysis includes weak |Analysis includes |Analysis includes |Analysis includes |
|Student Learning | |include evidence of |evidence of the impact |incomplete evidence of |evidence of impact in |evidence of impact and |
| | |impact in terms of |in terms of numbers of |the impact in terms of |terms of the numbers of|clearly articulates |
| | |numbers of students who|students who achieve |numbers of students who|students who achieved |explanations of |
| | |achieved and made |and progressed toward |achieved and progressed|and made progress |progress and |
| | |progress toward |learning goals. |toward learning goals. |toward learning goals. |achievement to draw |
| | |learning goals. | | | |complete picture of |
| | | | | | |student performance. |
Component 7: Reflection on Teaching and Learning Instructions
Week 12 Due Date: ___________________
Task: Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and identify future actions for improved practice and professional growth.
Prompt
• Cover Page. Reflection & Self Evaluation, grade level, your name, banner ID, date submitted, supervisor name.
• Select the learning goal where your students were most successful. Provide two or more possible reasons for this success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control.
• Select the learning goal where your students were least successful. Provide two or more possible reasons for this lack of success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control. Discuss what you could do differently or better in the future to improve your students’ performance.
• Reflection on possibilities for professional development. Describe at least two professional learning goals that emerged from your insights and experiences with the TWS. Identify two specific steps you will take to improve your performance in the critical area(s) you identified.
Component 7: Reflection on Teaching and Learning Alignment
NCTE Standards
No standards are measured directly.
SCU Conceptual Framework
1A, 1B, 4C
Oklahoma General Competencies for Teachers
#3, #7
InTASC Standards
#1, #2, #7
Component 7: Reflection on Teaching and Learning Assessment
Reflection and Self-Evaluation Rubric
Task: Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and identify future actions for improved practice and professional growth.
First Submission________________________ Revised Submission_______________________
|Indicator |NCTE |Unacceptable |Basic |Developing |Proficient |Outstanding |
| |Standard | | | | | |
|Interpretation of | |No evidence or reasons |Provides evidence with |Provides evidence with some|Uses evidence to support|Uses evidence to support|
|Student Learning | |provided to support |some simplistic or |simplistic or superficial |conclusions drawn in |conclusions drawn in |
| | |conclusions drawn in |superficial support of |support of conclusions |“Analysis of Student |“Analysis of Student |
| | |“Analysis of Student |conclusions drawn in |drawn in “Analysis of |Learning” section. |Learning” section. |
| | |Learning Section.” |“Analysis of Student |Student Learning” section. |Offers single hypothesis|Explores multiple |
| | | |Learning” section. No |Hypothesis regarding |for why some students |hypotheses for why some |
| | | |hypothesis regarding |student achievement levels |did not meet learning |students did not meet |
| | | |student achievement |not related to evidence. |goals. |learning goals. |
| | | |levels. | | | |
|Insights on Effective| |Merely describes |Provides no rationale |Identifies successful and |Identifies successful |Identifies successful |
|Instruction and | |activities or fails to |for why some activities|unsuccessful activities or |and unsuccessful |and unsuccessful |
|Assessment | |address effectiveness |or assessments were |assessments and |activities and |activities and |
| | |component. |more successful than |superficially explores |assessments and provides|assessments and |
| | | |others |reasons for success level |plausible reasons (based|synthesizes theory and |
| | | | |without use of theory or |on theory or research) |research to highlight |
| | | | |research. |for their success or |reasons for their |
| | | | | |lack thereof. |success or lack thereof.|
| | | | | | | |
|Alignment Among | |Does not connect |Discussion of |Connects learning goals, |Logically connects |Discussion of |
|Goals, Instruction, | |learning goals, |connections and |instruction and assessment |learning goals, |connections among goals,|
|and Assessment | |instruction, and |alignment is irrelevant|results, but conceptual |instruction, and |instruction and |
| | |assessment results in |or inaccurate. |gaps or misunderstandings |assessment results. |assessment results is |
| | |the discussion. | |are present. | |insightful and reflects |
| | | | | | |teaching maturity and |
| | | | | | |experience |
|Implications for | |Provides no ideas for |Provides inappropriate |Provides ideas for |Provides ideas for |Provides creative ideas |
|Future Teaching | |redesigning learning |or illogical ideas for |redesigning learning goals,|redesigning learning |for redesigning learning|
| | |goals, instruction, and|redesigning learning |instruction and assessment |goals, instruction, and |goals, instruction, and |
| | |assessment. |goals, instruction, and|but offers no rationale for|assessment and explains |assessment with detailed|
| | | |assessment. |why these would improve |why these modifications |explanation of why these|
| | | | |student learning. |would improve learning. |modifications would be |
| | | | | | |effective. |
|Implications for | |Does not address |Presents1-2 goals not |Presents 1-2 professional |Presents two |Presents more than two |
|Professional | |professional learning |related to the insights|learning goals that are |professional learning |professional learning |
|Development | |goals OR presents only |and experiences |somewhat related to |goals that clearly |goals that clearly |
| | |one goal. |described in this |experiences described. |emerge from experiences |emerge from experiences |
| | | |section. |Provides vague plan for |described. Describes |and details challenging |
| | | | |meeting goals. |steps to meet these |professional development|
| | | | | |goals. |goals. |
Southwestern Christian University Teacher Work Sample:
Analysis of Student Learning
|Candidate Name: | |
|Date Submitted: | |
|Name of School where data was | |
|collected: | |
|TWS Content Area: | |
|Grade level: | |
This is verification that the candidate submitting this Teacher Work Sample has designed and taught this unit of study. To the best of my knowledge, this unit was an original work compiled by the student teacher.
Signature of Clinical Teacher:________________________________________________
Printed Name of Clinical Teacher:____________________________________________
My signature indicates that this is original work completed during my clinical internship at Site 1. I understand that obtaining, or attempting to obtain, a passing grade on my TWS by falsification or misrepresentation may result in a failing grade and/or expulsion from the teacher education program.
Signature of Teacher Candidate:_________________________________________________
Submit a copy of your completed TWS to SCU Department of Education office two weeks prior to the last day of the semester. A successfully completed TWS is a requirement to graduate.
Instructions for Learning Gain Scores
You must calculate a learning gain score for each individual student. When an individual student has score higher on their post-test than they did on the pre-test (which is the common case), you must use the first formula given below to determine their individual gain score. When a student scores lower on their post-test than they did on their pre-test, you must use the second formula given below to calculate their individual gain score. Once you have figured every students gain score, you must calculate the average gain score for the class.
Formula for positive gain (i.e., when an individual student scores higher on their post-test than on their pre-test): Post-assessment – Pre-assessment
(100% - Pre-assessment)
Pre-assessment is the percent correct on pre-unit assessment; post-assessment is the percent correct on the post unit assessment.
Ex. For student #1 below: 70 - 45 = 25
100 – 45 = 55 = .45
Student #1 demonstrated a gain of 25 percentage points out of a potential 55 percentage points that they could have gained. Thus, they gained .45 (or 45%) of the possible percentage points they could have gained from pre to post assessment.
Formula for negative gain (i.e., when an individual student scores higher on their pre-test than their post test):
Ex. For student #2 below: 50 – 75 = -25
100 – 75 = 25 = -1.00
Student #2 could have gained up to 25 percentage points, but instead lost 25 percentage points (or 100% of what they could have gained.
Student scores below are in percentage correct.
|Student # |Pre-assessment |Post-assessment |Student gain |
| |score |score |score |
|1 |45% |70% |.45 |
|2 |75% |50% |-1.00 |
|3 |60% |80% |.50 |
|4 |40% |40% |.00 |
|5 |65% |70% |.14 |
|6 |90% |95% |.50 |
|7 |53% |59% |.13 |
|8 |60% |90% |.75 |
|9 |40% |95% |.92 |
|10 |42% |45% |.05 |
|11 |58% |88% |.71 |
|12 |24% |30% |.08 |
|13 |45% |89% |.80 |
Total Average Gain Score .31 (or 31% learning gain for the entire class on average)
Teacher Work Sample Component Assessment Totals
Candidate Data Chart: Teacher Work Sample
|Term |NCTE Standard |Standard Not Met|% |Standard Partially|% |Standard Met |% |
|201x-201x | | | |Met | | | |
|N = | | | | | | | |
|Component 1:Contextual Information and Learning Environment | | | | | | | |
|Decisions | | | | | | | |
|Knowledge of Community, School, and Classroom Factors |2.2 | | | | | | |
|Knowledge of Student Characteristics |2.2 | | | | | | |
|Knowledge of Students’ Varied Approaches to Learning |2.1 | | | | | | |
|Knowledge of Students’ Skills And Prior Learning | | | | | | | |
|Implications for Instructional Planning and Assessment | | | | | | | |
|Component 2:Unit Learning Goals and Objectives | | | | | | | |
|Clarity of Learning Goals / Objectives |4.2 | | | | | | |
|Significance, Challenge and Variety |2.4 | | | | | | |
|Appropriateness for Students |2.1 | | | | | | |
|Alignment with National, State or Local Standards | | | | | | | |
|NCTE 4.1 |4.1 | | | | | | |
|NCTE 4.2 |4.2 | | | | | | |
|NCTE 4.3 |4.3 | | | | | | |
|NCTE 4.4 |4.4 | | | | | | |
|NCTE 4.7 |4.7 | | | | | | |
|NCTE 4.8 |4.8 | | | | | | |
|NCTE 4.9 |4.9 | | | | | | |
|Component 3:Assessment Plan | | | | | | | |
|Alignment with Learning Goals and Instruction |1.1 | | | | | | |
|Clarity of Criteria and Standards for Performance |4.10 | | | | | | |
|Multiple Modes and Approaches |4.10 | | | | | | |
|Technical Soundness | | | | | | | |
|Adaptations Based on the Individual Needs of Standards | | | | | | | |
|Component 4:Instructional Design | | | | | | | |
|Alignment with Learning Goals | | | | | | | |
|Accurate Representation of Content |4.3 | | | | | | |
|Lesson and Unit Structure |4.2 | | | | | | |
|Use of a Variety of Instructional Strategies, Activities, | | | | | | | |
|Assignments, and Resources | | | | | | | |
|Use of Contextual Information & Data to Select Appropriate & | | | | | | | |
|Relevant Activities, Assignments & Resources | | | | | | | |
|Use of Technology | | | | | | | |
|Component 5:Instructional Decision-Making | | | | | | | |
|Sound Professional Practice | | | | | | | |
|Modifications Based on Analysis of Student Learning | | | | | | | |
|Congruence Between Modifications and Learning Goals | | | | | | | |
|Component 6:Analysis of Learning Results | | | | | | | |
|Clarity of Accuracy of Presentation | | | | | | | |
|Alignment with Learning Goals | | | | | | | |
|Interpretation of Data | | | | | | | |
|Evidence of Impact on Student Learning | | | | | | | |
|Component 7:Reflection on Teaching and Learning | | | | | | | |
|Interpretation of Student Learning | | | | | | | |
|Insights on Effective Instruction and Assessment | | | | | | | |
|Alignment Among Goals, Instruction, and Assessment | | | | | | | |
|Implications for Future Teaching | | | | | | | |
|Implications for Professional Development | | | | | | | |
NCTE Standards have been aligned to the TWS components where appropriate. Blanks mean there was not a direct alignment.
#6 (Required): Additional assessment that addresses state competencies. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. Provide assessment information as outlined in the directions for Section IV.
Assessment #6: Assessment Information
Assessment Name: Senior Thesis Rubric
Assessment Description:
The assessment is a Unit Plan required as part of ENGL 4993 Senior Thesis capstone course. The Senior Thesis rubric is the evaluation tool used to assess the students’ abilities regarding extensive, focused research, critical thinking, source evaluation, organization, and composition. The Senior Thesis Rubric evaluates whether the candidates possess the content knowledge and skills associated with the central concepts, tools of inquiry, and structures of the themes and disciplines that make up the field of language arts.
Alignment to Standards:
The final project for the Senior Thesis course aligns with the NCTE standards for English language arts, specifically, Student Knowledge Standards 3.1, 3.7, 3.5, 3.4, 3.3, 3.2, and 3.6.
Critical Thinking - demonstrate your proficiency in extensive research, critical thinking, source evaluation, organization, and composition framed in the Christian world view perspective synthesizing your experiences at SCU.
▪ Standard 3.1 – Students are able to demonstrate and assess reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of English language arts;
Research - Select a topic or theme and collect appropriate documents through extensive research based on an approach to literary criticism; explore, interpret, and
▪ Standard 3.7 -- Students demonstrate knowledge of research theory and findings in English language arts
Evaluate Sources - evaluate sources related to your topic and use an extensive range of literature
▪ Standard 3.5 -- Students demonstrate knowledge of, and uses for, an extensive range of literature
Synthesize - synthesize your research, generate meaning and clarify understanding to present in final paper
▪ Standard 3.4 – Students develop an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding;
Integrate - integrate past experiences with current research into a comprehensive document or portfolio, include applications, interpretations, and meanings
▪ Standard 3.3 – Students use a wide range of approaches for drawing upon their past experiences, socio-cultural backgrounds, interests, capabilities, and understandings to make meanings of texts;
Influence – explore components of the theme that demonstrate the influence of language and visual images
▪ Standard 3.2 – Students demonstrate, through their own work, the influence of language and visual images on thinking and composing
Print & Non-Print, Technology – consider the influence of print, non-print media and technology within the topic of your research
▪ Standard 3.6 -- Students demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture;
Analysis of Data Findings:
Student documents over the past five years will be evaluated according to the Senior Thesis Rubric.
Interpretation of how data provides evidence for meeting standards:
The final project for the Senior Thesis course aligns with the NCTE standards for English language arts, specifically, Student Knowledge Standards 3.1, 3.7, 3.5, 3.4, 3.3, 3.2, and 3.6. Students must demonstrate that they possess the knowledge, skills and dispositions to create a document/ portfolio that addresses the content and skills appropriate to each of these standards.
The assessment instrument uses the NCTE Standards in order to provide program specific data to be used for program assessment and improvement
Assessment #6: Assessment Documentation
Assessment Instructions: For your final project in our Senior Thesis course, you may choose one of two document types: 1) a long research paper or 2) a portfolio of smaller, themed research papers. This document(s) should demonstrate your proficiency in extensive research, critical thinking, source evaluation, organization, and composition framed in the Christian world view perspective synthesizing your experiences at SCU. Select a topic or theme based on an approach to literary criticism; explore, interpret, and evaluate sources related to your topic; synthesize your research; and integrate this research into a comprehensive document or portfolio. Your final product will be 20-40 pages and follow all MLA guidelines. The following components must be included in your paper and will be assessed with a corresponding rubric.
Critical Thinking - demonstrate your proficiency in extensive research, critical thinking, source evaluation, organization, and composition framed in the Christian world view perspective synthesizing your experiences at SCU.
▪ Standard 3.1 – Students are able to demonstrate and assess reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of English language arts;
Research - Select a topic or theme and collect appropriate documents through extensive research based on an approach to literary criticism; explore, interpret, and
▪ Standard 3.7 -- Students demonstrate knowledge of research theory and findings in English language arts
Evaluate Sources - evaluate sources related to your topic and use an extensive range of literature
▪ Standard 3.5 -- Students demonstrate knowledge of, and uses for, an extensive range of literature
Synthesize - synthesize your research, generate meaning and clarify understanding to present in final paper
▪ Standard 3.4 – Students develop an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding;
Integrate - integrate past experiences with current research into a comprehensive document or portfolio, include applications, interpretations, and meanings
▪ Standard 3.3 – Students use a wide range of approaches for drawing upon their past experiences, socio-cultural backgrounds, interests, capabilities, and understandings to make meanings of texts;
Influence – explore components of the theme that demonstrate the influence of language and visual images
▪ Standard 3.2 – Students demonstrate, through their own work, the influence of language and visual images on thinking and composing
Print & Non-Print, Technology – consider the influence of print, non-print media and technology within the topic of your research
▪ Standard 3.6 -- Students demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture;
Scoring Guide:
Senior Thesis Rubric
|Assignment Component |Standard |Unacceptable |Acceptable |Target |Score |
| | |1 |2 |3 | |
|Critical Thinking |3.1 |Demonstrate little under-standing of |Demonstrate how reading, writing, |Students are able to demonstrate and | |
| | |how reading, writing, speaking, |speaking, listening, viewing, and |assess reading, writing, speaking, | |
| | |listening, viewing, and thinking are |thinking are interrelated in their own |listening, viewing, and thinking as | |
| | |interrelated areas of the ELA |learning of ELA; |interrelated dimensions of English | |
| | |experience; | |language arts; | |
|Research |3.7 |Demonstrate inability to locate, |Students can find and place research |Students demonstrate knowledge of research| |
| | |synthesize, and integrate researched |into their writings. |theory and findings in English language | |
| | |information into their work. | |arts. | |
|.Evaluate Sources |3.5 |Demonstrate an inability to synthesize |Students demonstrate an ability to |Students demonstrate knowledge of, and | |
| | |literature via genre, time period, or |integrate some literature appropriately|uses for, an extensive range of | |
| | |author; |into their writing. |literature; | |
| | | | | | |
|Synthesize |3.4 |Demonstrate an inability to create |Students are able to use some composing|Students develop an ability to use a wide | |
| | |documents that are appropriate to |strategies to generate. meaning |variety of effective composing strategies | |
| | |purpose audience; | |to generate meaning and to clarify | |
| | | | |understanding; | |
|Integrate |3.3 |Show a lack of knowledge of ways to |Discover and create meaning from texts;|Use a wide range of approaches draw upon | |
| | |discover and create meaning from texts;| |past experiences, socio-cultural | |
| | | | |backgrounds, interests, capabilities, and | |
| | | | |under-standings to make meaning of texts; | |
|Influence |3.2 |Demonstrate a lack of understanding of |Use understanding of the influence of |Students demonstrate, through their own | |
| | |the influence that language and visual |language and visual images on thinking |work, the influence of language and visual| |
| | |images have on thinking and composing; |and composing in their own work and in |images on thinking and composing; | |
| | | |their teaching; | | |
|Print & Non-Print, |3.6 |Demonstrate an inability to integrate |Students can use some technology and |Students demonstrate knowledge of the | |
|Technology | |technology, visual images, and |non-print media when creating documents|range and influence of print and non-print| |
| | |non-print media into written work and |and presentations of ideas. |media and technology in contemporary | |
| | |verbal presentation; | |culture; | |
Candidate Data Chart:
|Term |Candidates Scoring at |Candidates Scoring at |Candidates Scoring at |Mean Score |Range of Scores |% of Candidates Meeting |
|201x-201x |Level 1 |Level 2 |Level 3 | | |Competency Level |
|N = |Unacceptable |Acceptable |Target | | | |
|NCTE Standard | | | | | | |
|3.1 | | | | | | |
|3.7 | | | | | | |
|3.5 | | | | | | |
|3.4 | | | | | | |
|3.3 | | | | | | |
|3.2 | | | | | | |
|3.6 | | | | | | |
#7 (Optional): Additional assessment that addresses state competencies. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. Provide assessment information as outlined in the directions for Section IV.
Assessment #7: Resource Collection Assessment Information
Assessment Name: Resource Collection
Assessment Description:
This assessment is a Resource Collection required as a part of ENGL 4813 Methods of Teaching English course. The
Resource Collection Rubric is the evaluation tool used to assess the candidate’s ability to provide resources that can be
used effectively in the English language arts classroom. This assignment is an extension of the Unit Plan already created for this course and will provide a tangible resource base for the candidate’s future use in the classroom.
Alignment to Standards: The Resource Collection items, rationale for items included, how these items reinforce the candidate’s teaching philosophy, and ways to incorporate these items in the daily lessons plans must meet the following NCTE learning standards.
• Diverse Cultures (NCTE 2.2)
• Professional Organizations and Connections (NCTE 2.3)
• Critical Thinking Activities (NCTE 2.4)
• Application to Society (NCTE 2.5)
• Arts & Humanities Activities (NCTE 2.6)
• Books & Videos (NCTE 4.1)
• Interdisciplinary Units (NCTE 4.3)
• Technology (NCTE 4.6)
Analysis of Data Findings:
No students have been admitted into the SCU Teacher Education program. No data is available at this time.
Interpretation of how data provides evidence for meeting standards:
The assessment instrument uses the NCTE Standards in order to provide program specific data to be used for program assessment and improvement
Assessment #7: Resource Collection Assessment Documentation
Assessment: Resource Collection Instruction:
One of the main projects for the ENGL 4813 Methods of Teaching English course is for each teacher candidate to provide a collection of resources that can be used with students in the English language arts classroom. The following sections will be included and five resources for each section. A template for research and recording of data will be provided.
• Diverse Cultures – Candidate collection should include activities, worksheets, resources, etc. focused on helping students become more familiar with their own and others cultures.
o (NCTE 2.2)
• Professional Organizations and Connections – Candidates must research and identify professional organizations to support their professional learning and create support systems.
o (NCTE 2.3)
• Critical Thinking Activities – Candidates collection should include resources designed to stimulate habits of critical thinking. These can include group activities, individual assignments, and can be integrated into assessments.
o (NCTE 2.4)
• Application to Society – Candidates collection should include resources that demonstrate connections between the ELA curriculum and application to contemporary culture and the world events.
o (NCTE 2.5)
• Arts & Humanities Activities – Candidates collection should include activities that connect the ELA curriculum with art, music, drama, and contemporary entertainment.
o (NCTE 2.6)
• Books & Videos – Candidates collection should include resources that provide an extensive listing of books and videos that can be incorporated into creative instruction and provide added value to the learning experience.
o (NCTE 4.1)
• Interdisciplinary Units– Candidates collection should include collaborative and integrated topics designed to support interdisciplinary units.
o (NCTE 4.3)
• Technology – Candidates collection should include the appropriate integration of technology into activities and lessons considering critical analysis of different forms of contemporary media.
o (NCTE 4.6)
Scoring Guide: Resource Collection Rubric
| |Standards |Unacceptable (U) |Acceptable (A) |Target (T) |
|Diverse |2.2 |Candidates show little evidence in |Candidates use ELA to help their students|Candidates use ELA extensively and creatively |
|Cultures | |using ELA for helping their students to|become familiar with their own and |to help their students become more familiar |
| | |become familiar with their own and |others’ cultures; |with their own and others' cultures; |
| | |others’ cultures; | | |
|Professional |2.3 |Shows little or no evidence of |Demonstrates ability to engage in |Systematically engages in reflection and |
|Organizations | |reflective practice to adapt |reflective practice, involvement in |actively engages in adapting instruction and |
|and Connections| |instruction and behavior and/or shows |professional organizations, and |behavior to assist all students in learning and|
| | |little or no evidence of using |collaboration with both faculty and other|also enthusiastically collaborates with the |
| | |reflective practice to plan for |candidates. |academic community, professional organizations |
| | |professional development that | |and |
| | |collaborates with others. | | |
|Critical |2.4 |Shows little or no evidence of |Demonstrates ability use practices |Consistently and skillfully designs and |
|Thinking | |designing or using instruction that |designed to assist students in developing|implements instruction and assessment that |
|Activities | |assists students in developing habits |habits of critical thinking and judgment.|assist students in developing habits of |
| | |of critical thinking. | |critical thinking. |
|Application to |2.5 |Show a lack of understanding of how the|Make meaningful connections between the |Make meaningful and creative connections |
|Society | |English language arts curriculum, |ELA curriculum and developments in |between the ELA curriculum and developments in |
| | |teacher, students, and education in |culture, society, and education; |culture, society, and education |
| | |general are influences by culture, | | |
| | |social events, and issues; | | |
|Arts and |2.6 |Demonstrate little evidence of |Engage their students activities that |Plan and carry out frequent and extended |
|Humanities | |promoting the arts and humanities in |demonstrate the role of arts and |learning experiences that integrate arts and |
|Activities | |the learning of their students; |humanities in learning; |humanities into the daily learning of their |
| | | | |students. |
|Books and |4.1 |Shows little experience in examining, |Demonstrates ability to examine and |Understands the purposes and characteristics of|
|Videos | |and selecting resources for instruction|select resources for instruction such as |different kinds of curricula & related teaching|
| | |appropriate for supporting the teaching|textbooks, other print materials, videos,|resources and selects or creates instructional |
| | |of English language arts. |films, records, & software, appropriate |materials that are consistent with what is |
| | | |for supporting the teaching of English |currently known about student learning in ELA. |
| | | |arts. | |
|Interdisciplina|4.3 |Shows little or no evidence of using |Demonstrates ability to integrate |Appropriately works with teachers in other |
|ry Units | |interdisciplinary teaching strategies |interdisciplinary teaching strategies and|content areas to help students connect |
| | |and materials. |materials into the teaching and learning |important ideas, concepts, and skills within |
| | | |process for students. |ELA with similar ones in other disciplines. |
|Technology |4.6 |Shows little or no evidence of ability |Demonstrates ability to engage students |Skillfully engages students in critical |
| | |to enable students to respond |in critical analysis of different media |analysis of different media and communications |
| | |critically to different media and |and communications technologies. |technologies and their effect on students’ |
| | |communications technologies. | |learning. |
Candidate Data Chart: NCTE Resource Collection Data Chart
|Term |Candidates Scoring at |Candidates Scoring at |Candidates Scoring at |Mean Score |Range of Scores |% of Candidates Meeting |
|201x-201x |Level 1 |Level 2 |Level 3 | | |Competency Level |
|N = |Unacceptable |Acceptable |Target | | | |
|NCTE | | | | | | |
|2.2 | | | | | | |
|2.3 | | | | | | |
|2.4 | | | | | | |
|2.5 | | | | | | |
|2.6 | | | | | | |
|4.1 | | | | | | |
|4.3 | | | | | | |
|4.6 | | | | | | |
-----------------------
[1]
NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements.
[2] If licensure test data is submitted as Assessment #1, the assessment and scoring guide attachments are not required. If the state does not require a licensure test, another content based assessment must be submitted (including the assessment and scoring guide).
[3] In some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional knowledge may be considered “content knowledge” assessments for the purpose of this report.
11 Effects on student learning include the creation of environments that support student learning.
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