Integrated Unit: Reading
3 4 Indicator Met
0
Indicator Not Met (Unacceptable)
1 2 Indicator Partially Met
(Acceptable)
3 4 Indicator Met
(Target)
Score
No evidence supports the collaborative
development and implementation of the unit.
Provides evidence of collaboration but offers no explanation of its effect on the development and implementation of the unit.
Uses evidence to support the collaboration of the team in development and
implementation of the unit and expounds on the effects of the collaborative efforts on the outcome of the unit implementation. Development and Implementation through Collaboration No evidence or reasons provided to support conclusions drawn in "Analysis of Student Learning" section.
Provides evidence but no (or simplistic, superficial) reasons or hypotheses to support conclusions drawn in "Analysis of Student Learning" section.
Uses evidence to support conclusions drawn in "Analysis of Student Learning" section. Explores multiple hypotheses for why some students did not meet learning goals.
Interpretation of Student Learning
Provides no rationale for why some activities or assessments were more successful than others.
Identifies successful and unsuccessful activities or assessments and
superficially explores reasons for their success or lack thereof (no use of theory or research).
Identifies successful and unsuccessful activities or assessments and provides plausible reasons (based on theory or research) for their success or lack thereof.
Insights on Effective Instruction and Assessment
Does not connect learning goals, instruction, and assessment results in the discussion of student learning and effective instruction and/or the connections are irrelevant or inaccurate.
Connects learning goals, instruction, and assessment results in the discussion of student learning and effective instruction but misunderstandings or conceptual gaps are present.
Logically connects learning goals, instruction, and assessment results in the discussion of student learning and effective instruction.
Alignment along Goals, Instruction and Assessment
Provides no ideas or inappropriate ideas for redesigning learning goals, instruction, and assessment.
Provides ideas for
redesigning learning goals, instruction, and assessment but offers no rationale for why these changes would improve student learning.
Provides ideas for redesigning learning goals, instruction, and assessment and explains why these changes would improve student learning.
Implications for Future Teaching
Provides no
professional learning goals or goals that are not related to the insights and
experiences described in this section.
Presents professional learning goals that are not strongly related to the insights and experiences described in this section and/or provides a vague plan for meeting the goals.
Presents a small number of professional learning goals that clearly emerge from the insights and experiences described in this section. Describes specific steps to meet these goals.
Implications for Professional Development
Attachment 3.C Integrated Unit Plan Data
Elementary Teacher Candidates for Spring 2006 N=13
Percentage scoring at acceptable level
[Note: SAFE Program candidates will complete this assessment for the first time in the fall of 2006.]
Rubric #1 - Contextual Factors and Class Description
Score Key
Unacceptable = 0 Acceptable = .5 Target = 1
Contextual Factors and Class Description CEL 317/318 Mean Score CEL 317/318 Median Score Percentage at Acceptable Level 1. Knowledge of Community, School, and
Classroom Factors
0.77 1.00 85.71%
2. Knowledge of Characteristics of Students
0.93 1.00 100.00%
3. Knowledge of Students’ Skills and Prior Learning
0.93 1.00 100.00%
4. Implications for Instructional Planning and Assessment
0.76 1.00 85.19%
Rubric #2 – Learning Goals: Objectives, Concepts, and Skills
Score Key
Unacceptable = 0 Acceptable = .5 Target = 1
Learning Goals: Objectives, Concepts, and Skills CEL 317/318 Mean Score CEL 317/318 Median Score Percentage at Acceptable Level 1. Clarity and Appropriateness for
Students
0.91 1.00 100.00%
2. Alignment with National, State, or Local Standards
0.82 1.00 82.14%
3. Facilitates Acquisition of Appropriate Concepts and Skills
Rubric #3 – Lesson Plan Rubric
Score Key
Unacceptable = 1 Marginal = 2 Acceptable = 3 Outstanding = 4
Lesson Plan CEL
317/318 Mean Score CEL 317/318 Median Score Percentage at Acceptable Level 1. Objectives 3.68 4.00 96.43%
2. Grade Level Appropriateness 3.89 4.00 96.43%
3. Instructional Activities 3.75 4.00 96.43%
4. Differentiated Instruction 3.46 4.00 82.14%
5. Teacher-Created Supporting Materials 3.82 4.00 96.43%
6. Assessment 3.89 4.00 100.00%
7. Mechanics 3.89 4.00 96.43%
Rubric #4 – Integrated Unit Lesson Plan Rubric
Score Key
Unacceptable = 1 Marginal = 2 Acceptable = 3 Outstanding = 4
Lesson Plan CEL
317/318 Mean Score CEL 317/318 Median Score Percentage at Acceptable Level 1. Language Arts/Reading 3.83 4.00 100.00% 2. Mathematics 4.00 4.00 100.00% 3. Social Studies 4.00 4.00 100.00% 4. Science 4.00 4.00 100.00% 5. The Arts 4.00 4.00 100.00% 6. Health/Physical Education 4.00 4.00 100.00%
Rubric #5 – Assessment Plan
Score Key
Unacceptable = 0 Acceptable = .5 Target = 1
Assessment Plan CEL
317/318 Mean Score CEL 317/318 Median Score Percentage at Acceptable Level 1. Alignment with Learning Goals and
Instruction with Clarity of Criteria and Standards for Performance
0.68 1.00 67.86%
2. Multiple Modes and Approaches and Technical
Soundness
0.82 1.00 82.14%
3. Adaptations Based on the Individual Needs of Students
0.68 1.00 67.86%
Rubric #6 – Home/School/Community Connection
Score Key
Unacceptable = 0 Acceptable = .5 Target = 1
Home/School/Community Connection CEL 317/318 Mean Score CEL 317/38 Median Score Percentage at Acceptable Level 1. Builds Family and Community
Relationships
0.75 1.00 82.14%
Rubric #7 – Reflection and Self-Evaluation Rubric
Score Key
Unacceptable = 0 Acceptable = .5 Target = 1
Reflection and Self-Evaluation Rubric CEL 317/318 Mean Score CEL 317/318 Median Score Percentage at Acceptable Level 1. Development and Implementation through
Collaboration
3.56 4.00 81.48%
2. Interpretation of Student Learning 3.74 4.00 92.59% 3. Insights on Effective Instruction and
Assessment
3.63 4.00 88.89%
4. Alignment with Goals, Instruction, and Assessment
3.59 4.00 88.89%
5. Implications for Future Teaching 3.33 4.00 81.48%
#4 (Required)–PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and dispositions in practice.
Assessment 4: Student Teaching Assessment Instrument (STAI)