DEPARTMENTAL PLAN FOR ASSESSMENT OF STUDENT LEARNING Updated February 2016

Department: Teaching & Learning

Program: Undergraduate Licensure Programs: Early Childhood, Elementary, Middle, Secondary

Mission Statement: The Department of Teaching and Learning is dedicated to the scholarly pursuit and dissemination of

knowledge to aid in the professional development of teachers, teacher educators, and scholars at the bachelor’s, master’s,

and doctoral levels. We engage in teaching, research, and service that inform exemplary policy and practice at all levels of

education, from early childhood through higher education. Through our practice, scholarly pursuits, and service, we

emphasize, embrace and reflect upon the intertwined processes of teaching and learning. We support and promote diverse

learning environments, thus enhancing students’ abilities to appreciate diversity and operate as productive citizens of a

global society.

Goal: Prepare teacher candidates to work effectively in P-12 schools.

Background Information: The Educator Preparation Program (EPP) at the University is housed in the College of

Education and Human Development and the dean of the college is the head of the unit. The university’s Teacher and

School Professionals Education Committee (TSPEC) serves as the policy advisory body for all programs facilitating

collaboration with faculty in teacher education programs that cross colleges or departments within the University and with

preK-12 schools. The college’s mission is to foster healthy human development and learning across the lifespan,

beginning in early childhood. Twenty initial teacher preparation programs and 17 advanced programs are offered in the

EPP. There are four departments within the college that have educator preparation and development programs. Also,

selected departments in the College of Arts and Sciences help to prepare our secondary and K-12 candidates for careers as

teachers and Speech Language Pathologists.

Educator Preparation Provider’s Conceptual Framework (Revised, Spring 2013) The structural complexity of the University of North Dakota’s (UND) Educator Preparation Provider (EPP) is pulled

together by a common conceptual framework of educator preparation and development. Our framework is continually

evolving and supported by the missions of the university, the colleges and departments and related professional program

standards. The following three themes, embedded on the graphic below, form the core of our conceptual framework and

provide direction for the EPP:

Educators as learners

Educators as practitioners

Educators as advocates

Foundations of the Conceptual Framework The EPP at UND includes two colleges (Arts and Sciences and Education and Human Development), 17 departments

(Teaching and Learning, Educational Leadership, Educational Foundations and Research, Counseling Psychology and

Community Resources, Communication Sciences and Disorders, Music, Kinesiology and Public Health Education, Visual

Arts, English, Languages, Biology, Chemistry, Physics, Geology, Geography, History, Math,) and our P-12 partner

schools. The College of Education and Human Development (CEHD) is the organizing body for UND’s EPP. CEHD’s

mission is to foster healthy human development and learning across the lifespan, beginning in early childhood. As noted

in the mission statement, “Both graduate and undergraduate candidates are expected to develop the skills and self-

awareness to become effective and ethical professionals and leaders in schools, higher education, human service and

wellness organizations. In these roles, graduates of EHD empower individuals, families, groups, organizations, and

communities to make healthy decisions and lead full and productive lives.” (Organization and By-Laws College of

Education and Human Development, p. 1).

Educator preparation and development at the University of North Dakota is grounded in a philosophy of progressivism

and experientialism espoused by John Dewey. We believe, with Dewey (1938) and others (Fosnot, 1996; Gardner, 1991;

Lambert, 1995; Mansilla & Gardner, 1998; Smilkstein, 2011) that learning is active and constructed from experience and

reflection on the experience. Consequently, progressivism rather than conservatism, transformation rather than

transmission, and reconstruction rather than replication guide and define the goals of our programs. Specifically, faculty

work to enable the development of educators who:

• are committed to the continuing process of learning;

• take an active role in promoting the learning and well-being of all students;

• engage in reflective practice;

• envision alternative solutions and courses of action in response to the challenges posed in schools;

• embrace diversity and support pluralistic views;

• examine thoughtfully the role of technology and apply it effectively so as to enhance and advance the

learning process.

Constructivist learning theory provides a useful match with a progressive philosophy and informs the work that faculty

undertake. As noted by Yilmaz (2008), this theoretical perspective posits that “knowledge is not passively received from

the world or from authoritative sources but constructed by individuals or groups making sense of their experiential

worlds” (p. 162). Pedagogical approaches that faculty employ are intentionally designed to promote a constructivist

perspective; although, faculty also understand that instructionist approaches (teacher-centered, highly structured, and non-

interactive instructional practices) may on occasion be an effective way of delivering information or helping candidates

build a skill base required of the profession (Johnson, 2009). Regardless, faculty are mindful and strive to meet the

learning and experiential needs of our candidates.

Constructivist beliefs also inform the evaluation processes. Participation in continuous assessment with candidates offers

faculty members numerous opportunities for formative and summative evaluation of our candidates and programs.

Guiding Standards The revised Interstate Teacher Assessment and Support Consortium (InTASC) Principles were adopted by the North

Dakota Education Standards and Practices Board (ESPB) in 2011 and guide our curricular decisions and the assessment of

candidates in our initial programs. These are aligned with CAEP standards, state approval standards and the Department

of Teaching and Learning program standards. Advanced programs for teachers adhere to the National Board for

Professional Teaching Standards’ (NBPTS) core propositions, and are aligned with CAEP Standards, as well as state

approval standards. Other professional programs adhere to state approval standards and/or the standards of their

professional bodies (AHSA, ELCC/ISLLC, NASAD and NASM).

Explanation of the Conceptual Framework A Venn diagram provides a graphic representation of our conceptual framework. Three themes emerge: educators as

learners, educator as practitioners and educators as advocates. Central to these three themes is the learner – who is defined

as the candidate, the students they teach, or educators who support the development of teachers. The following narrative

describes the three themes of our model and how they are integrated into our program.

Educators as Learners: Initial Programs. The initial theme, educator as learner, addresses our goal of developing

candidates who are committed to the continuing process of learning about many things, especially about their content and

learning to teach. This theme is first addressed in the general education and specialty areas of our programs and continues

as an emphasis throughout the professional coursework by studying how one can learn to teach. The theme supports our

work of preparing educators who see learning as a lifelong process and understand that knowledge is constructed when

meaningful connections are made through and among their experiences (Brooks & Brooks, 1993; Lambert, 1995). The

habit of searching for connections to personal experience in education is cultivated in the introductory courses of each of

our programs. Candidates are asked to reflect on their own experiences as learners as well as the implications of those

experiences for their growth as educators.

As noted by Fischer (2000), “Lifelong learning is a continuous engagement in acquiring and applying knowledge and

skills in the context of self-directed problems.” Self-directed learning de-emphasizes the type of instruction where a

teacher tells something to a passive learner, but instead focuses on dialog and the joint construction of knowledge. Faculty

in our programs provide support for the construction of knowledge within a collaborative environment across the domains

of content knowledge, pedagogical knowledge and knowledge related to how students learn.

Content Knowledge. “Teachers must possess a deep knowledge of the subject matter they teach. Only then can they

“anticipate and respond to typical student patterns of understanding and misunderstanding in a content area” and create

multiple examples that makes the content accessible to all learners (Grossman, Schoenfeld & Lee, 2005, p. 210).

Candidates in our initial programs begin their university education by completing the Essential Studies Program which is

designed to address learning across four strands (thinking and reasoning, communication, information literacy and

diversity) as well as breadth of knowledge in the social sciences, sciences, communication and arts and humanities. They

deepen their knowledge base through further study in a specialized field. For example, all secondary and P-12 (art, music

and physical education) candidates complete a content major in their licensure area while early childhood and elementary

candidates select from a variety of concentrations or minors to broaden their subject matter knowledge. Middle school

majors complete two areas of concentration (24 credits each) that prepares candidates in the content areas they will teach

in the middle school setting. They gain a depth and breadth of subject matter that prepares them to create inquiry-oriented,

constructivist classrooms for their own students (Grossman, Schoenfield & Lee 2005).

Pedagogical Knowledge. Subject matter knowledge is not enough, however, as indicated through the work of Darling-

Hammond & Sykes (1999), Darling-Hammond (2006); and Berliner (2000). Candidates need a thorough understanding of

the effective and appropriate pedagogical strategies that make subject matter knowledge accessible to learners. Our

methods courses, specific to the declared area of study, are accompanied by field experiences that support the candidates

in making practical decisions focused on the theories presented. Opportunities to apply a range of strategies are presented

through a variety of field experiences that require progressively deeper understanding of pedagogy.

Knowledge Related to How Students Learn. A third critical domain for candidates is the study of how students learn and

the effect of learning environments on students’ emotional, psychological, and academic success. This knowledge is

addressed through coursework in child and adolescent development, multicultural education, the education of exceptional

students and classroom management. Complimentary field experiences require candidates to expand and apply that

knowledge through practical application (Darling-Hammond, 2006; Gardner, 2000; Levine, 2006; Zeichner, 2006).

We try to provide experiences that will help future educators overcome "the apprenticeship of observation" which refers

to candidates imitating the practices of their educators leading to a pedagogy of "continuity rather than change" (Lortie,

1975, p.61-67). We foster learning environments that invite collaboration and cooperation among learners and provide

many opportunities for a rich exchange in which learners are asked to be reflective about moral, social, political, and

technical issues (Fine, 1995; Roland-Martin, 1994).

Educators as Practitioners: Initial Programs. The second theme, Educator as Practitioner, focuses on developing

educators who are able to take an active role in promoting the learning of all students (Zeichner, 2000; Berliner, 2000;

Darling-Hammond, 2006). As described in the first theme, in order to support the learning of others, candidates must

master content knowledge, have full knowledge of the learner and a robust understanding of pedagogy (Ball & Cohen,

1999; Darling-Hammond, 1999, 2006; Berliner, 2000). In addressing the second theme, candidates expand their

knowledge about the learning context and the diverse learner while engaging in multiple, authentic experiences that

challenge them to apply their growing knowledge and skill.

Understanding the value and purpose of education within a democratic society is central to candidates’ understanding of

the learning context and the learner. Drawing on the work of Dewey, as described by Hansen (2008), we see the purpose

of education as the development of the individual who views life itself as ongoing education, values multiple points of

view, and engages with a variety of others in a dynamic process that transforms one’s life and that of others. To prepare

candidates to enact the overarching purpose of education, we engage them in experiences that require them to consider

psychological, social, cultural, moral and intellectual aspects of interactions across classrooms, schools and communities

(Hansen, 2008, p. 12).Our introductory course as well as courses related to multicultural education, classroom

management and home, school and community relations address such issues directly. In addition, field experiences that

occur during Introduction to Education and Multicultural Education place candidates in a variety of school and

community settings which provide an opportunity for them to reflect upon and respond to the concept of schooling in a

democratic society.

In keeping with our constructivist perspective, we believe that learning is most able to occur in an environment that is rich

in resources and organized to promote thoughtful interaction. Teaching that addresses both collaborative and individual

learning requires an understanding of and sensitivity to students' individual needs and their differences. “… [A] teacher

proactively plans varied approaches to what students need to learn, how they will learn it, and/or how they can express

what they have learned in order to increase the likelihood that each student will learn as much as he or she can as

efficiently as possible” (Tomlinson, 2010, p. 151).

Such planning and its implementation is complex and requires candidates to consider classroom management, instruction

and on-going assessment (Danielson, 2007) that incorporates knowledge of child and adolescent development and the

significance of ethnicity, gender, sexual orientation, culture, class, and disability for each student's education (Lantieri,

2001; Gardner, 2000). We strive to prepare candidates who can create flexible learning environments that can meet the

needs of all students. We are aware as Englehart (2012) notes that educators tend to build theories of management based

upon their own experiences. Our course in classroom management is designed to help candidates challenge their own

beliefs as they reflect and respond to various models whether teacher-oriented, student-oriented or group-oriented (Raoche

& Lewis, 2011). Other methods and content courses also guide candidates’ understandings about managing student

behaviors to support learning.

We strive as well to provide candidates with opportunities that develop teacher knowledge and skills to promote student

learning for the 21st century. In addition to the development of subject matter knowledge, today’s students must also learn

innovation skills such as creativity and critical thinking, as well as life and career skills such as flexibility and

adaptability. Additionally, they must understand ways to engage effectively in today’s media and technology driven

environment (see http://www.p21.org/overview/skills-framework for a full description of the Framework for 21st Century

Learning). Faculty design and model a variety of instructional approaches (differentiated instruction, cooperative learning,

workshop, and problem-based learning) and technology integration that encourages the development of 21st century

skills. They guide candidates in the development of units of study that will build their P-12 students’ expertise. Candidates

also have multiple opportunities to implement their instructional plans in P-12 classroom settings with teachers who

provide feedback to help them refine and improve their instruction.

Teaching demands that student learning be continuously assessed at multiple levels using a variety of methods (Darling-

Hammond, 1999; Wiggins, 1998, Stiggins, Arter, Chappuis & Chappius, 2011). Formal and informal processes must be

used to gather as much information as possible about the student and the learning context (Gardner, 2000). Teacher

education candidates are exposed to a range of assessment techniques both in theory and practice throughout their

programs. During the student teaching semester candidates demonstrate their abilities to assess students, analyze data and

reflect upon or alter their teaching to improve their students’ learning.

Educators as Advocates: Initial Programs. While themes one and two address our goals to develop candidates who are

life-long learners and have the knowledge and skills to teach well, the third theme is directed at the development of

candidates who will advocate with and for students, parents, colleagues, school and community (Cochran-Smith,

Shakman, Jong, Terrell, Barnatt & McQuillan, 2009). Drawing upon the work of Sandra Nieto (2005), we strive to

prepare caring and committed educators who share “a sense of mission, solidarity with and empathy for students, and the

courage to challenge mainstream knowledge” (p. 204). We want our candidates to be committed to meeting the

educational needs of all of their students in a caring, non-discriminatory and equitable manner. Additionally, we want

them to recognize the existing inequities in schools and society and adopt a proactive stance that will challenge such

inequities and improve the life chances of all their students (Cochran-Smith et. al., 2009; Darling-Hammond, 2006).

Development of schools that are healthy environments for learning and teaching requires educators to think critically

about educational and societal issues. We believe that those preparing to be educators must be given the opportunity to

explore the complexity of the context in which educators work. Like Garcia, Arias, Harris-Murri and Serna (2010), we

believe our teacher education programs must prepare candidates who “respect and integrate students’ values, beliefs, and

histories; patterns of thoughts and behaviors; and experiences and recognize the active role that students must play in the

learning process; and recognize that what each student brings to the classroom is continually influenced by family norms

and the larger society” (138). Toward that end, faculty engage candidates in reflecting upon, and discussing aspects of

education in ways that call upon them to challenge curriculum, policies and practices that may undermine an individual or

group’s life chances (Cochran-Smith, et.al, 2009). Through reflection in and on action (Schon, 1983), candidates can see

more clearly the path that might be taken to continuously improve instruction and relationships that will facilitate

learning. Reflective journals, papers and projects are assigned throughout the programs to encourage candidates to be

actively involved in the reflective process.

Dispositions. An additional critical element in the development of educators is recognizing and supporting the

development of dispositions. As David Berliner (2000) writes, “Professionals have developed standards of behavior that

are important for them to uphold, seeking to honor the wisdom they have acquired and to protect the public from

incompetence” (p. 362). NCATE (2008) defines professional dispositions as the “attitudes, values, and beliefs

demonstrated through verbal and non-verbal behaviors….that support student learning and development” (p. 90). Our

programs are dedicated to supporting the development of professional dispositions in our candidates in the following key

areas: professionalism, teaching qualities, relationship with others, commitment to learning, and professional

development. We recognize like Carroll (2012) that dispositions develop over time and are built upon what candidates

bring to the teaching and learning environment. We are aware of the power of our modeling and try to be a community of

educators and scholars who exemplify the dispositions we wish to develop in our candidates.

From the moment of application for admission through student teaching, candidates in our initial programs are informed

and guided in the development of professional dispositions. Faculty in the professional development courses and faculty

and supervisors in school environments assess those dispositions over time and provide feedback. Candidates in advanced

and other professional programs are informed of and expected to maintain professional dispositions throughout their

coursework and in advanced practica.

Learning is a lifelong journey and our focus is on teaching, learning, and human development in school settings. This

occurs best, when educators recognize that knowledge is holistic, interconnected, and never fully defined. Each of our

programs affirm this premise and each reflects views that have potential for contributing to a more just and humane

society. Our programs foster evaluation practices that: (1) raise meaningful questions; (2) are integrated as much as

possible with the ongoing experiences of candidates; and (3) advance learning rather than becoming an end in themselves

(Haney, 1985; Hanhan, 1988; King & Franklin, 1989; Wiggins, 1998; Zidon, 1996).

Unit Assessment System The EPP maintains an assessment system that routinely collects and analyzes data on candidates and operations for the

purpose of improving the performance of those candidates and our programs. The current assessment system was

originally designed during the 2002-2003 academic year by an assessment committee based on faculty collaboration and

guided by the Unit’s Conceptual Framework as well as professional, program, and state standards. The graphic inserted

directly below provides information related to the design of our assessment system.

Responsibility for oversight of the unit assessment system rests with the Associate Dean for Teacher Education who is

also the CAEP and Assessment Coordinator. While each department is responsible for the collection, analysis and

evaluation, and use of data for improvement of its candidates and individual programs, the Office of the Associate Dean

monitors progress to ensure ongoing implementation. The system is designed to collect and analyze data on candidate and

program performance and unit operations at four distinct levels: Initial Teacher Preparation Programs, Advanced

Programs for Teachers, Other School Professionals, and Unit Operations. The diagram below provides a flow chart of the

assessment activities in the EPP assessment system.

Initial Teacher Preparation Programs All initial teacher preparation (ITP) programs at the University of North Dakota are offered at the undergraduate level. In

the College of Arts and Sciences, the following degree programs offer a major that when coupled with the required

pedagogy courses housed primarily in the Department of Teaching and Learning leads to licensure: art, English, French,

German, Spanish, mathematics, music, biology, earth science, chemistry, physics, history, and geography. Assessment of

initial teacher candidates who are seeking degrees in the College of Arts and Sciences is overseen by the Office of the

Associate Dean for Teacher Education in collaboration with the Department of Teaching Learning and appropriate

departments within the College of Arts and Sciences. The program transition points and assessments for these candidates

are the same as those of the Department of Teaching and Learning.

In the College of Education and Human Development, two departments offer programs leading to initial certification, the

Department of Teaching and Learning and the Department of Kinesiology and Public Health Education. In the

Department of Teaching and Learning candidates may select from the following degree programs: early childhood

education, elementary education, middle level education, composite science education and composite social studies

education. Data related to candidate performance and program quality is assessed at five transition points in our initial

programs: program entry, the professional sequence, professional performance, program completion and post completion.

The assessments and rubrics are aligned with our program standards which are in turn aligned with our conceptual

framework and InTASC standards. During the 2013-14 academic year, the Undergraduate Assessment Committee,

revised the program standards and the master rubric to align with the most recent generation of InTASC Standards. The

assessment of critical tasks using the new rubric began in the fall of 2014.

Each of the assessments is described in detail below.

GPA. Candidates’ GPA is monitored at four transition points. To be admitted to Teacher Education, candidates must have

an overall GPA of 2.75 based upon at least 30 credits of coursework that applies towards graduation. In addition,

candidates must have a GPA of 3.0 in the communications requirement (includes coursework in composition: ENG 110,

ENG 120/125 and public speaking: COMM 110). Candidates must maintain a 2.75 GPA overall in order to progress to the

professional performance (student teaching) semester. They must also maintain a 2.75 GPA in all coursework in the major

and a 3.0 in education coursework. The standard for GPA has been set above the state standard of 2.5 for licensure to help

ensure that all candidates develop solid content knowledge and pedagogical knowledge before entering the profession.

Praxis Tests. To be licensed in the state of North Dakota candidates must pass the Praxis II series of tests. The Praxis

Core tests in reading, writing, and math must meet the program cut scores before candidates are admitted to teacher

education. The program cut scores are as follows reading: 156, writing: 160 and math 150. Licensure in the state also

requires passing the Praxis II test series. The first is a test of content knowledge and the second a test of pedagogical

knowledge (PLT). At this point, candidates must provide evidence of having taken the test prior to student teaching, but

they do not need to have passed it unless they wish to be assigned to an Out of Area (OOA) placement. They are informed

however that passing is a requirement for licensure. The tests and passing scores required by the state licensing board may

be found at http://www.ets.org/praxis/nd/requirements.

Critical Tasks Candidates in our initial programs complete a number of critical tasks as they progress through the

program. Five are class-embedded assessments and one is an 18 field-based assessment. Each is described briefly below.

Tasks one through five are completed during the Professional Sequence and tasks five and six are finished during the

Professional Performance Semester. Below the Critical Task chart provides additional information noting when each

critical task is assessed within the varied EPP programs.

Child Study: The Child Study critical task requires the teacher candidate to demonstrate an understanding of how

learners grow and develop recognizing that patterns of learning and development vary individually within and across the

cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and

challenging learning experiences. The teacher candidate observes and assesses one or more children or adolescents and

prepares a paper detailing what was learned.

Multiculturalism: The Multiculturalism critical task requires the teacher candidate to meet one-on-one with a

conversation partner, whose first language is not English, over the course of a semester and complete a detailed

Conversation Partner Reflection Log. This final Conversation Log speaks to cumulative learning based upon question

prompts addressed while working with their partner, someone of a different background. The conversation partner must

be a non-native speaker but may be a K-12 student or an adult.

Lesson Plan: The Lesson Plan critical task requires the teacher candidate to create a detailed lesson plan using

the program’s Understanding by Design template that embodies the standards of content knowledge and effective

pedagogy. This plan may be taught either in an authentic classroom setting or through peer teaching depending upon the

program area.

Technology Case Analysis: The teacher candidate analyzes a project-based learning curriculum project from

among a list of projects available through the Buck Institute website:

(http://bie.org/project_search/results/search&channel=project_search/P30)

The analysis includes a description of the project that addresses adult and student roles, the project structure, the learning

experience and the integration of technology (if the selected project did not include technology tools candidates are

required to indicate how and where they would use the tools they have studied in the course. Finally candidates must write

about how they intend to make use of technology in their future classrooms.

Teacher Work Sample: During student teaching, the teacher candidate creates a work sample related to a unit of

study that has been implemented in the classroom that includes an instructional sequence, assessment and analysis of student learning, detailed lesson plans, and a reflective analysis of the impact of teaching upon student learning.

Final Student Teaching Evaluation: The candidate is assessed three times during the student teaching semester.

An early observation of teaching is formative in nature and is completed during the first three to four weeks of the

experience. A mid-term observation is completed by the eighth week of the semester and this too is formative in nature. If

any significant weaknesses are noted during this observation, an Action Plan for Professional Growth is developed. The

final observation form is the same as the mid-term but is used to provide summative feedback and is completed by the last

week of student teaching. Mentor teachers and supervisors may elect to complete the forms together or separately.

All critical tasks within the Department of Teaching and Learning that are described above are submitted and assessed

within LiveText, a commercial data collection and management and reporting system. Results may be obtained at the

individual student, specific program or unit level. Data reports are created and shared with faculty and program

administrators on demand and at the annual retreat. Some of data in the PETE program is collected through LiveText, and

the rest is collected and kept digitally through document scanning. This data is stored in program coordinator’s office.

Eventually, all data, except instructional observations, will be collected and stored in LiveText.

Spring 2016 T&L Undergraduate Assessment Chart

Critical Tasks – Courses

(LiveText Critical Task Assessments) Critical Tasks Program Area Course Instructor

Child Study ECE

Elementary

Middle/Secondary

T&L 311

T&L 335

T&L 350

Grace Onchwari

Allison Izzo

Cecil Holland

Multiculturalism All Programs T&L 433 Arinola Wuriola

Cecil Holland

Technology Integration All Programs T&L 339 Kathy Smart

Janet O’Hara

Jared Sagini Keengwe

Lesson Plan All Programs Methods

Courses &

Field

Experiences

Donna Pearson

Naomi McGaughey

Secondary Extended Faculty

All TEAM Faculty

Final Student Teaching Observation All Programs T&L 487

Student

Teaching

University Supervisors

Cooperating Teachers

Capstone & Non-Capstone Teacher Work Sample: All Programs T&L 489 Course Instructors

Kathy Smart

Mark Guy

Candidate Professional Dispositions: In the ITP

programs, dispositions are assessed at four levels:

Level 1: Program entry: field experience (30 hours)

Level 2: Professional sequence semester: university

course

Level 3: Professional sequence semester field experience

(60 hours)

Level 4: Professional performance semester: student

teaching experience

All Programs Pre-admit

through

Student

Teaching

UND Faculty (as assigned),

University Supervisors,

Cooperating Teachers

Surveys. Currently, there are three surveys that are used at the initial program level to assess our candidates, programs,

and unit operations. The Survey of Teacher Education Graduates is conducted annually. A randomly selected sample of

candidates who graduated one year and four years before are sent the survey through the mail. Names and address are

provided by the University’s alumni office. Two mailings are sent several weeks apart in an attempt to increase the return

rate. The Principal and Curriculum Leader Survey is conducted every two years. Surveys are mailed to educational

leaders in North Dakota. Names and addresses are provided through a search on the Department of Public Instruction

website. Just as with the graduates survey, two mailings are sent to increase the rate of return. The implementation and

reporting process for the two surveys described above is conducted by the Bureau of Educational Services and Applied

Research (BESAR) office. The Bureau is a separate entity but is affiliated with the College of Education and Human

Development and housed in the Education Building.

The Senior Exit Survey is the most recent of the three and was developed and piloted in 2010. The survey, in its current

form is completed by candidates taking T&L 488: Senior Seminar during the final class of the semester. The survey has

been created as a form in LiveText and is submitted into this data management system. This survey is different from the

other two in that it allows our graduating candidates to assess the program, their cooperating teachers and supervisors.

Dispositions. Professional dispositions are defined as “attitudes, values, and beliefs demonstrated through both verbal and

non- verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors

support student learning and development” (NCATE, 2008, p 91.). In the ITP programs, dispositions are assessed at four

levels:

The assessment instrument tied to field experiences and student teaching (Levels 1, 3, and 4) is the same. Candidates must

receive a positive dispositions report in order to proceed through the program. The instrument for Level 2 was redesigned

in 2011 to better align with expectations of candidates in the university classroom setting. In addition to the four required

levels, candidates’ dispositions may be assessed at any time by faculty or field experience partners. This is true whether

the purpose is to target positive or negative behaviors. Negative disposition reports will most often result in one of three

actions:

1. The candidate’s advisor will hold a one on one conference to discuss the issues identified in the dispositions report and

then complete the report.

2. Upon faculty or advisor request, the Student Review Committee will conduct a review and develop an action plan.

3. Candidates receiving unacceptable dispositions within a field experience must complete an additional field experience

before continuing on in the program.

The Undergraduate Assessment Committee (UAC) in the Department of Teaching and Learning is the body primarily

responsible for reviewing and revising assessments at the initial teaching level as well as monitoring the full

implementation of the assessment cycle (collection, analysis and decision making) for candidate and program

improvement. Faculty in the College of Arts and Sciences and the Department of Kinesiology and Public Health

Education collaborate in the review and revision of the assessment process through the work of the Extended Faculty

Committee, chaired by the coordinator of the secondary program (currently, Dr. Donna Pearson). As noted earlier, the

PETE program located in the Department of Kinesiology and Public Education conducts its own additional assessment of

those candidates preparing to be physical education teachers. Annual assessment reports from both the Department of

Teaching and Learning (beginning in 2008) and the PETE program (beginning in 2012) are provided to the office of the

Associate Dean for Teacher Education. Additionally, the art and music programs are accredited by the National

Association of Schools of Art and Design (NASAD) and the National Association of Schools of Music (NASM)

respectively and although there are a number of common assessments that we share, these programs respond primarily to

the assessment requirements of their accrediting bodies.

With a few exceptions within the PETE program as described earlier, from the point of admission to program completion

data for critical tasks, dispositions and the Senior Exit Survey are housed in LiveText an online data and course

management system. GPA and Praxis results are stored in an Excel data base managed by personnel in the office of the

Associate Dean for Teacher Education. The results of the graduate and employer surveys are prepared by the Bureau of

Educational Services and Applied Research (BESAR) and reports are provided in PDF format to the Associate Dean.

InTASC Standards Associated with the Department of Teaching & Learning

Standards for Undergraduate Licensure Programs

EL (Educators as Learners) EA (Educators as Advocates EP (Educators as Practitioners)

Standard #1: Learner Development

The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary

individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and

implements developmentally appropriate and challenging learning experiences.

Does Not Meet Standard Progressing Toward

Standard

Fulfills Standard Exceeds Standard

1.1 EL Demonstrates

an understanding of

how

children/adolescents

learn and develop

Demonstrates minimal

knowledge of student

patterns of learning and

development.

No clear understanding of

developmental milestones

for age group is evident;

learning opportunities are

inappropriate for the age

group; assessment

techniques are not aligned

with developmental

characteristics of learners;

learners’ background

knowledge is overlooked.

Demonstrates basic

knowledge of student

patterns of learning and

development.

Initial understanding of

developmental

milestones is evident;

learning and assessment

opportunities

demonstrate basic

consideration of

developmental traits of

learners;

attempts to access

learners’ background

knowledge.

Demonstrates thorough

knowledge of student

patterns of learning and

development.

Knowledge of

developmental

milestones support

practical applications;

learning and

assessment

opportunities are

designed with

consideration of

developmental traits of

learners; learners’

background knowledge

is routinely accessed

and built upon in

learning situations.

Is a resource for

colleagues in

understanding and

interpreting student

patterns of learning

and development.

1.2 EP Designs and

implements

developmentally

appropriate

instruction.

Implements activities and

assignments that are not

developmentally

appropriate for learners.

Implements some

activities and

assignments that are

developmentally

appropriate for learners.

Implements activities

and assignments that

are developmentally

appropriate for

learners.

Implements activities

and assignments that

challenge each

student at his/her

developmental level.

Standard #2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive

learning environments that enable each learner to meet high standards.

Does Not Meet

Standard

Progressing Toward

Standard

Fulfills Standard Exceeds Standard

2.1 EL The teacher

candidate

demonstrates an

understanding that

learners are

individuals with

differences in their

approaches to

learning and

performance

(including those

with exceptional

needs, cultural

differences,

community

background

differences and

Demonstrates minimal

understanding that

learners are individuals

with differences in

their approaches to

learning and

performance.

Demonstrates a basic

understanding that learners

are individuals with

differences in their

approaches to learning and

performance.

Demonstrates

thorough knowledge

of an understanding

that learners are

individuals with

differences in their

approaches to

learning and

performance.

Is a resource for

colleagues in guiding

their understanding that

learners are individuals

with differences in their

approaches to learning

and performance.

second language

learners).

2.2 EP The teacher

candidate makes

appropriate and

timely provisions

for individual

learners with

particular learning

differences or

needs.

Does not differentiate

instruction according to

individual learning

differences or needs.

While not always effective,

attempts to differentiate

instruction according to

individual learning

differences or needs.

Differentiates

instruction according

to individual learning

differences or needs.

Anticipates individual

learning needs by

proactively designing

differentiated

instruction, and makes

effective differentiation

decisions while

teaching.

2.3 EP The teacher

candidate

incorporates tools

of language

development into

planning and

instruction to

support

development of

academic language

proficiency.

Does not use strategies

and tools to support

student development of

academic language

proficiency.

While not always effective,

attempts to use strategies and

tools to support student

development of academic

language proficiency.

Uses strategies and

tools to support

student development

of academic language

proficiency.

Cultivates student

independence in the

development of

academic language.

Standard #3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning, and that

encourage positive social interaction, active engagement in learning, and self-motivation.

Does Not Meet

Standard

Progressing Toward

Standard

Fulfills Standard Exceeds Standard

3.1 EP Organizes,

allocates, and

manages the resources

of time, space, and

attention to actively

and equitably engage

learners.

Ineffectively designs

and manages the

learning environment

and/or instructional

time, resulting in

learners failing to

engage in learning

While not always

effective, designs and

manages the learning

environment and/

or instructional time to

accommodate learners’

needs and involvement

in learning

Designs and manages

the learning

environment

and instructional time to

accommodate all

learners’ needs and

involvement in learning

Proactively establishes

systems in which both

teacher and learners

manage the learning

environment, transitions

and instructional time to

maximize active

involvement in learning

for all learners.

3.2 EP Communicates

with learners in ways

that respect unique

backgrounds and

supports a positive

classroom climate

Does not build a

positive classroom

community based

upon shared values

and expectations. At

times fails to

communicate with

learners in a fair and

respectful manner.

While not always

effective, attempts to

build a positive

classroom community

based on shared values

and expectations for

respectful interactions

with regard to race,

culture, gender,

sexual orientation,

religion, socioeconomic

status, and

exceptionalities.

Communicates with

learners in a fair and

respectful manner.

Creates a positive

classroom community

based on shared values

and expectations for

respectful interactions

with regard to race,

culture, gender,

sexual orientation,

religion, socioeconomic

status, and

exceptionalities.

Communicates with

learners in a fair and

respectful manner.

Collaborates with learners

to facilitate their self-

reflection and ownership

for ongoing

improvement of the

classroom community

based upon respect,

fairness, and the

inherent value of all

members. Communicates

with learners in a fair and

respectful manner.

3.3 EP The teacher

candidate establishes

and monitors elements

of a safe and

productive learning

environment,

including norms,

expectations, routines

and organizational

structures (individual

and collaborative).

Minimal standards of

conduct or systems

for performing non-

instructional tasks are

in place. Teacher

either does not

monitor student

behavior or responds

inconsistently.

Standards of conduct

and systems for

performing non-

instructional tasks are

in place; however, they

are at times inconsistent

or unclear. Teacher

monitors student

behavior and responds

with moderate

effectiveness.

Standards of conduct

are clear; efficient

systems for performing

non-instructional tasks

are in place. Teacher

monitors student

behavior and responds

effectively.

Standards of conduct and

efficient systems

encourage learners to

independently monitor

their behavior and

performance. Monitoring

by teacher is subtle and

preventive.

3.4 EP The teacher

candidate knows how

to use interactive

technologies and how

to guide learners to

apply them in

appropriate, safe, and

effective ways to

extend the possibilities

for learning locally,

globally, and in

virtual environments.

Does not use

technology as a

resource to support

learning in

appropriate, safe, and

effective ways.

Attempts to use

technology as a

resource but activities

do not reflect a strategic

use of the resources in

appropriate, safe, and

effective ways.

Uses strategies and

technology tools to

support student learning

in appropriate, safe, and

effective ways.

Technology tools are

transparently utilized in

the teacher candidate’s

classroom environment in

appropriate, safe, and

effective ways.

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and

creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure

mastery of the content.

Does Not Meet

Standard

Progressing Toward

Standard

Fulfills Standard Exceeds Standard

4.1 EL; EP The teacher

candidate possesses

deep knowledge of

content and learning

progressions in the

discipline(s) s/he

teaches.

Displays minimal

content knowledge.

Instructional practices

indicate little

awareness of learning

progressions and such

knowledge is

incomplete or

inaccurate.

Displays basic content

knowledge. Instructional

practices indicate some

awareness of learning

progressions, although such

knowledge may be

incomplete or inaccurate.

Displays thorough

content knowledge.

Instructional

practices reflect

understanding of

learning

progressions within

the discipline.

Mastery of content

knowledge and

learning progressions

allow flexible

adjustments to address

learners at their

current level of

understanding to either

remediate or deepen

their understanding.

4.2 EP The teacher

candidate engages

students in learning

experiences in the

discipline(s) s/he

teaches that encourage

learners to understand,

question, and analyze

ideas from diverse

perspectives so that

they master the

content.

Does not apply

strategies designed to

engage learners in

understanding,

questioning, and

analyzing ideas from

diverse perspectives

within the discipline.

While not always effective,

attempts to apply strategies

designed to engage learners

in understanding,

questioning, and analyzing

ideas from diverse

perspectives within the

discipline.

Applies strategies

designed to engage

learners in

understanding,

questioning, and

analyzing ideas from

diverse perspectives

within the discipline.

Creates an interactive

environment where

learners take the

initiative to

understand, question

and analyze ideas from

diverse perspectives

within the discipline.

4. 3. EP The teacher

candidate integrates

culturally relevant

content to build on

learner’s background

knowledge.

Demonstrates minimal

knowledge of learners’

cultural backgrounds

and experiences and

lacks ability to design

learning experiences as

a result.

Demonstrates basic

knowledge and/or ability to

design learning experiences

that integrate culturally

relevant content to build on

learners’ cultural

backgrounds and

experiences.

Designs learning

experiences that

integrate culturally

relevant content to

build on learners’

cultural backgrounds

and experiences.

Designs learning

experiences that

integrate culturally

relevant content for

each student within the

context of the

curriculum.

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical

thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Does Not Meet

Standard

Progressing Toward

Standard

Fulfills Standard Exceeds Standard

5.1 EL The teacher

candidate

demonstrates an

understanding of

where and how to

access resources

including digital

and interactive

technologies to build

student awareness

of local and global

issues

Demonstrates minimal

knowledge of where

and how to access

resources including

digital and interactive

technologies to build

student awareness of

local and global issues.

Demonstrates basic

knowledge of where and

how to access resources

including digital and

interactive technologies to

build student awareness of

local and global issues.

Demonstrates

thorough knowledge

of where and how to

access resources

including digital and

interactive

technologies to build

student awareness of

local and global

issues.

Seeks out new and

innovative ways to

access resources

including digital and

interactive technologies

to build student

awareness of local and

global issues.

5.2 EP The teacher

candidate engages

learners in applying

content knowledge

to encourage

interdisciplinary

connections to real

world issues.

Does not design

learning experiences

where learners apply

content knowledge to

real world issues in

order to develop

interdisciplinary

connections.

While not always effective,

attempts to design learning

experiences where learners

apply content knowledge to

real world issues in order to

develop interdisciplinary

connections.

Designs learning

experiences where

learners apply content

knowledge to real

world issues in order

to develop

interdisciplinary

connections.

Embeds

interdisciplinary

connections within

curriculum, allowing

learners to

independently relate

these connections to

key concepts and

underlying themes.

5.3 EP The teacher

candidate engages

learners in critical

and creative

thinking,

encouraging new

ideas and

approaches.

Does not encourage

learners’ formation of

innovative ideas and

approaches connected

to relevant content.

Applies strategies that may

allow learners’ formation of

innovative ideas and

approaches that are

sometimes connected to

relevant content.

Applies strategies that

facilitate learners’

formation of

innovative ideas and

approaches that are

connected to relevant

content.

Creates an environment

that regularly

encourages learners’

formation of innovative

ideas and approaches

connected to relevant

content.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor

learner progress, and to guide the teacher’s and learner’s decision making.

Does Not Meet

Standard

Progressing Toward

Standard

Fulfills Standard Exceeds Standard

6.1 EL The teacher

candidate understands

the range, types,

purposes, and impact

of assessments that are

linked to learning

objectives and knows

how and when they

are appropriate to use.

Demonstrates a minimal

understanding of the

types of assessments

and their use.

Demonstrates a basic

understanding and use

of formative and

summative assessments

that may or may not be

linked to learning

objectives.

Demonstrates a

thorough understanding

and appropriate use of

formative and

summative assessments

that are linked to

learning objectives.

Demonstrates mastery

of formative and

summative assessments

and uses assessments

that vary in range, type,

purpose, and are linked

to learning objectives.

6.2 EP The teacher

candidate works

independently and

collaboratively to use

both formative and

summative

assessments to identify

student learning needs

and strengths to

inform instruction

Uses assessment solely

as a means of

determining a grade

and/or neither examines

assessment data

independently with

colleagues to inform

decisions.

Documents, analyzes,

and interprets limited

student assessment data

independently and with

colleagues and/or

assessment data is

sometimes used to

identify student

learning needs.

Documents, analyzes,

and interprets a variety

of student assessment

data, independently and

with colleagues, to

identify individual

student learning needs,

trends, and patterns

among groups of

Documents, analyzes

and interprets a variety

of student assessment

data, independently and

with colleagues,

resulting in a

continuous feedback

loop of effective

assessment informing

effective instruction.

learners to inform

instruction.

6.3 EL The teacher

candidate understands

how to analyze and

report assessment data

to guide planning and

instruction and

provide students with

effective descriptive

feedback to guide their

progress

Assessment data is not

used to guide planning

and instruction or

inform learners of their

progress.

Beginning to use test

and performance data

to guide planning and

provide learners with

feedback for improving

the quality of their

work.

Uses test and

performance data to

guide planning and

provide effective

feedback to learners

that aids in the

improvement of the

quality of their work.

Models and

demonstrates the

process for providing

descriptive and specific

feedback to individual

learners and involves

them in examining and

assessing their work.

6.4 EP The teacher

candidate engages

learners in

understanding and

identifying quality

work and provides

opportunities for

learners to be self-

reflective and monitor

their own learning

goals.

Does not assist learners

in understanding and

identifying quality

work. Rarely provides

opportunities for

learners to be self-

reflective.

Sometimes engages

learners in

understanding and

identifying quality

work (models,

examples, guidance,

etc.). Sometimes

provides opportunities

for self-reflection and

monitoring learning

goals.

Engages learners in

understanding and

identifying quality

work (models,

examples, guidance,

etc.). Provides

opportunities for self-

reflection and

monitoring learning

goals.

Creates a collaborative

environment that

engages learners in

understanding and

identifying quality

work. Seamlessly

infuses opportunities

for student self-

reflection and their role

in determining new

attainable learning

goals.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon

knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and

the community context.

Does Not Meet

Standard

Progressing Toward

Standard

Fulfills Standard Exceeds Standard

7.1 EL The teacher

candidate plans

learning experiences

that meet students’

needs and are aligned

to learning goals and

standards (content

and/or curriculum).

Planning is not

adequately aligned with

learning goals and does

not demonstrate an

understanding of

student needs.

Planning for learning

experiences

demonstrate an attempt

to align with goals,

standards, and student

needs.

Planning for learning

experiences are aligned

with learning goals and

standards and are

designed to meet

student needs.

Planning reflects

understanding of

prerequisite relationship

between goals and

standards. Proactive in

anticipating

misconceptions and

prepares to address

them.

7.2 EP The teacher

candidate evaluates

and adjust plans based

on student learning

needs.

Does not evaluate or

customize instructional

plans according to

learners’ learning

differences or needs.

Occasionally

customizes

instructional plans

based on assessment

findings, modifying as

needed based on

student needs.

Uses information

gained from

assessment findings to

customize instructional

plans and tailors

instruction based on

student needs.

Is able to predict and

plan ahead to customize

instructional plans

based on student needs.

7.3 EP The teacher

candidate plans and

works collaboratively

with colleagues and/or

specialists to design

instruction that

supports individual

student learning.

Connection with

colleagues and other

specialists is not

evident.

Makes some attempt to

collaborate with

colleagues and/or

specialists to design

instruction that

addresses and supports

individual student

learning.

Collaborates

consistently with

colleagues and/or

specialists to design

instruction that

addresses and supports

individual student

learning.

Proactively addresses

student learning needs

through ongoing

collaboration with

colleagues and/or

specialists.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep

understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Does Not Meet Standard Progressing Toward

Standard

Fulfills Standard Exceeds Standard

8.1 EP The teacher

varies role in the

instructional process

(e.g., instructor,

facilitator, guide,

audience)

Utilizes only one

instructional approach.

Beginning to integrate

role variation, but still

relies primarily on one

instructional approach.

Varies role between

instructor, facilitator, guide

and audience. Considers

learners’ needs and

instructional goals in

determining appropriate

instructional approach.

Integrates a variety of

instructional

approaches for all

members of the

classroom

community, so

learners become both

teachers and learners.

8.2 EP The teacher

understands how

content and skill

development can be

supported by media

and technology.

Does not incorporate or

ineffectively incorporates

available media and

technology resources in

support of content and

skill development.

Inconsistently

incorporates available

media and technology

resources in support of

content and skill

development.

Incorporates available

media and technology that

supports content and skill

development.

Seeks out new and/or

innovative ways to

integrate available

media and technology

to support content and

skill development.

8.3 EP The teacher

understands how to

evaluate media and

technology resources

for quality,

accuracy, and

effectiveness.

Does not understand how

to evaluate media and

technology resources for

quality accuracy, and

effectiveness.

Inconsistently evaluates

media and technology

resources for quality,

accuracy, and

effectiveness.

Consistently evaluates

media and technology

resources for quality,

accuracy, and effectiveness.

Engages learners in

evaluation and

selection of media

and technology

resources.

8.4 EP Uses a

variety of

instructional

strategies to support

and expand

learners’

communication with

various audiences

through speaking,

listening, reading,

writing, and other

modes.

Rarely uses instructional

strategies that provide

opportunities for learners

to communicate.

Sometimes uses

instructional strategies

that provide opportunities

for learners to

communicate. May not

allow for a variety of

methods for

communicating to

various audiences.

Uses instructional strategies

that provide regular

opportunities for learners to

develop and use a variety of

methods for communicating

to various audiences.

Uses instructional

strategies to create an

interactive

environment where

learners

independently select

and use a variety of

communication

modes.

8.5 EP Poses

questions to

stimulate discussion

that serve different

purposes, such as

probing for learner

understanding,

helping learners

articulate their ideas

and thinking

processes,

stimulating

curiosity, and

helping learners to

question.

Does not use questioning

strategies to stimulate

discussion that enhances

student learning.

While not always

effective, attempts to use

questioning strategies to

stimulate discussion that

enhances student

learning.

Effectively uses questioning

strategies to stimulate

discussion that enhances

student learning.

Flexibly uses

questioning strategies,

based on in-the-

moment analysis of

student

understanding, to

stimulate discussion

and move learners

forward in their

learning.

8.6 EP Engages all

learners in

developing higher

order thinking skills

and metacognitive

processes.

Does not use teaching

strategies to develop

higher order thinking skills

or metacognitive

processes.

Uses a limited number of

strategies that are

sometimes effective at

developing higher order

thinking skills and

metacognitive processes

for learners.

Uses various strategies to

engage all learners in

developing higher order

thinking skills and

metacognitive processes.

Creates a classroom

culture where learners

use higher order

thinking skills and

metacognitive

processes, both

independently and

with others, as a

natural part of the

learning process.

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice,

particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the

community), and adapts practice to meet the needs of each learner.

Does Not Meet

Standard

Progressing Toward

Standard

Fulfills Standard Exceeds Standard

9.1 EL Participates in

ongoing learning

opportunities to

develop and apply

knowledge and skills.

Rarely participates in

professional learning

opportunities.

Participates in

professional learning

opportunities, but does

not implement new

knowledge and skills.

Participates in

professional learning

opportunities and

attempts to implements

new knowledge and

skills.

Initiates and pursues

professional learning

opportunities and

implement new

knowledge and skills.

9.2 EP Uses multiple

sources of evidence

(e.g., student growth

data, self-reflection

tools, classroom

observations) to self-

assess professional

practice and the effects

those actions have

upon others.

Does not use evidence

to self-assess

professional practice.

Uses few sources of

evidence to self-assess

professional practice.

Utilizes multiple

sources of evidence to

self-assess professional

practice and its effects

upon others (e.g.,

reflections, disposition

reports, anecdotal

notes, etc.).

Integrates

experimentation, data

analysis, and reflection

into daily professional

practice. Readily

engages in collaborative

efforts to reflect on

professional practice

and its effect upon

others.

9.3 EL/EP

Demonstrates

knowledge of legal

and ethical rights and

responsibilities.

Demonstrates

inadequate knowledge

of federal, state, and

district regulations and

policies.

Demonstrates limited

understanding of

federal, state, and

district regulations and

policies.

Demonstrates thorough

understanding and fully

complies with federal,

state, and district

regulations and

policies.

Demonstrates an

understanding of the

larger context of public

education policy by

staying abreast of

changing laws and

ethical standards,

through literature,

professional

development or

activities.

Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to

collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner

growth, and to advance the profession.

Does Not Meet

Standard

Progressing Toward

Standard

Fulfills Standard Exceeds Standard

10.1 EA The teacher

candidate actively

participates on the

instructional team by

sharing responsibility

for decision making

and accountability for

student learning.

Rarely participates in

meetings and activities

designed to plan

curriculum, coordinate

resources, and solve

problems.

Sometimes participates

in meetings and

activities designed to

plan curriculum,

coordinate resources

and solve problems.

Participates in meetings

and activities designed

to plan curriculum,

coordinate resources,

and solve problems.

Initiates opportunities

for staff collaboration to

plan curriculum,

coordinate resources,

and solve problems.

10.2 EA/EP The

teacher candidate

works collaboratively

with students and

families to support

learner development

and achievement.

Rarely invites

interactive

communication with

learners and families to

support learner

development and

achievement.

Sometimes invites

interactive

communication with

learners and families.

Shares information to

support learner

development and

achievement.

Invites interactive

communication with

learners and families to

support learner

development and

achievement

Uses interactive

communication with

learners and families to

foster a culture in which

learners know how to

advocate for and

articulate their learning

needs in order to

improve their

achievement.

10.3 EA The teacher

candidate models

effective practice and

demonstrates shared

leadership (either

formally or

informally) in support

of school and

program goals.

Does not cooperate with

colleagues and/or does

not implement effective

practices in support of

school and program

goals.

Cooperates with

colleagues in

implementing effective

practices in support of

school and program

goals.

Actively collaborates

with colleagues in

modeling and

discussing effective

practices in support of

school and program

goals.

Initiates collaboration,

modeling, and reflective

discussion of effective

practices in support of

school and program

goals and advancement

of the profession.

References

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Berliner, D. (2000). A personal response to those who bash teacher education. Journal of teacher education,

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300-314.

Darling-Hammond, L., & Sykes, G. (1999). Teaching as the learning profession. San Francisco: Jossey-Bass.

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Fine, M. (1995). Building Successful Multicultural Organizations: Challenges and opportunities. Westport, CT:

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Fischer, G. (2000). Lifelong learning--More than training. Journal of Interactive Learning Research, 11(3/4),

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DEPARTMENTAL PLAN FOR ASSESSMENT OF STUDENT LEARNING Department: Teaching & Learning Program: Undergraduate Licensure Programs: Early Childhood, Elementary, Middle, Secondary, and various double and combined majors

Mission Statement: The Department of Teaching & Learning at the University of North Dakota is committed to lighting the path to life long learning in a global society. Goal: Prepare teacher candidates to work effectively in P-12 schools.

Background Information: The undergraduate licensure programs in the Department of Teaching & Learning include Early Childhood Education, Elementary Education, Middle Level Education, and Secondary Education (especially Social Studies and Science Education), and various combined majors (e.g., Middle/Elementary combined major). Additionally, our department is linked with departments at UND that offer undergraduate secondary education degrees (e.g., English Education). We are also linked to the EHD Office of Teacher Education and Office of Field Placement—the office that manages field and student teaching experiences. Teacher Candidates Defined: A TL teacher candidate is a developing professional who is on a journey using inquiry, experience and reflection to continually grow as a learner, an active agent of learning, and an articulate visionary. A teacher candidate possesses knowledge, skills, and dispositions to work effectively in schools. Knowledge, Skills and Dispositions Defined:

• Candidates possess a stance towards on-going learning which continually advances their professional knowledge, skills, and dispositions

• Candidates are knowledgeable about human learning, development, and individualized needs

• Candidates possess the background knowledge and commitment to create effective learning environments for all learners

• Candidates apply their professional knowledge, skills and dispositions to plan and prepare, and to some extent, implement effective lessons and assess student learning

• Candidates are effective communicators • Candidates are reflective thinkers • Candidates envision serving as advocates for students and the profession

Teacher Candidates Change Over Time: The applicant who is admitted to teacher education demonstrates the potential to learn to use inquiry, experience in the field, and reflection to acquire the knowledge, skills and dispositions to be an active agent of learning, life-long learner, and articulate visionary. The teacher candidate is learning to use inquiry, experience in the field, and reflection to acquire the knowledge, skills and dispositions to impact students in the classroom (active agent of learning), be life-long learner, and an articulate visionary. The student teacher can independently use inquiry, experience, and reflection to continue acquiring the requisite knowledge, skills and dispositions to be an active agent of learning, a life-long learner, and an articulate visionary. Role of the Conceptual Framework in the TL Undergraduate Assessment Plan: The assessment plan for the undergraduate programs in the Department of Teaching & Learning stems from the Conceptual Framework of Teacher Education at the University of North Dakota. It is the organizing element for our data collection, interpretation, and program changes. The Department of Teaching & Learning ascribes to the principles expressed in the Conceptual Framework. In essence the Conceptual Framework views teachers as learners, agents of learning, and visionaries.

• Teacher as Learner: Teachers are committed to the continuing process of learning within an emphasis on learning to teach.

• Teacher as Active Agent of Learning: Teachers take an active role in promoting the learning of all students. They embrace diversity and support pluralistic view. Additionally, they examine the role of technology and apply it effectively in their classrooms to enhance learning and advance the teaching process.

• Teacher as Articulate Visionary: Teachers can envision alternative solutions to the challenges posed in schools.

Role of the INTASC Standards in the TL Undergraduate Assessment Plan: Our Master Rubric articulates the program standards of the Department of Teaching & Learning. The INTASC Standards served as the content base for our program standards. The INTASC Standards are widely used in education programs (and NCATE accredited programs) as the basis for articulating what teachers need to know and be able to do to be effective in P-12 settings. They articulate the knowledge, skills, and dispositions that teachers need to develop and embrace.

Overview of the Undergraduate Assessment Plan: Assessing UND Teacher Candidates & Undergraduate Licensure Programs

Student Learning Goals & Objectives

What are our program’s goals and objectives? What will students be able to think, know, do or feel because of a given educational experience?

Teacher candidates: possess the knowledge, skills and dispositions to work effectively in P-12 schools; use inquiry, experience and reflection to continually grow as a learner, an active agent of learning, and an articulate visionary

Educational Experiences

How will the goals and objectives be met? What program experiences (courses, seminars, research, etc.) help students achieve the desired outcomes?

Program application, course work, field experiences in diverse settings, portfolio development and review, and student teaching combine to prepare teacher candidates to become effective professionals. Critical Tasks: Embedded in program experiences are Critical Tasks. These tasks have been identified by faculty, across program areas. These tasks embody the knowledge, skills and dispositions that teacher candidates must develop in order to perform as effective teachers in P-12 schools. Further, the tasks engage teacher candidates in using the tools of learning: inquiry, experience, and reflection. Examples of Critical Tasks include: lesson planning, teaching and assessing, case and child studies, statements of personal histories, and teaching-related statements of “beliefs” and practices (i.e., philosophy of teaching statements).

Assessment Methods

What assessment methods will we use to collect data about what our students have learned? What are our criteria for success? How will we know the objectives have been met? What level of performance meets each objective? How will we interpret and evaluate the data?

Standards-Based Rubrics: Assessment data are collected from Critical Tasks embedded in course work and identified by department faculty in all program areas. For each Critical Task, achievement is measured using standards-based rubrics. A rubric for each Critical Task is developed from the TL Master Rubric (which originates and is adapted from the INTASC standards). The TL Master Rubric is comprised of 23 standards and organized into three categories: Teacher as Learner (TaL—standards 1-7); Teacher as Active Agent of Learning (TAAL—standards 8-19); and Teacher as Articulate Visionary (TAV—standards 20-23). These standards embody the knowledge, skills, and dispositions identified in the professional literature that are required of teacher candidates to perform effectively in P-12 schools. Achievement: On the rubric, three levels of achievement are specified for each of the 23 standards: Does not meet Expectations (1 point); Fulfills Expectations (2 points); Exceeds Expectations (3 points). Fulfills Expectations is the target level of achievement. Exceeds Expectations is a reserved for achievement that is highly exceptional—a “walk on water” level of achievement. On the TL Master Rubric, the

descriptors for each level of achievement are derived from a central bank of descriptors. These achievement descriptors on the Master Rubric are also used for each rubric for the various Critical Tasks. Collectively and individually, teacher candidates are expected to achieve “Fulfills Expectations” on 90% of the standards on each Critical Task.

Timeline When will we collect data? How often?

At this time, data on select critical tasks are being collected. In time, data will be collected on each Critical Task every semester. Thus, data on every program standard and on every teacher candidate will be collected every semester.

Respons- ibilities

Who will be responsible for collecting, interpreting and reporting the results?

Course instructors are responsible for using the Critical Task rubrics to score the various tasks associated with their courses. The Critical Tasks are submitted by teacher candidates to instructors via Livetext—an Internet-based course tool with server space. The rubrics for the Critical Tasks are posted on Livetext and instructors access that tool to enter data on each teacher candidate’s program level achievement. Livetext has the capability of aggregating and disaggregating achievement information. The data on achievement are monitored by the Director of Teacher Education and is then submitted to the Undergraduate Assessment Committee in the Department of Teaching & Learning. That committee interprets the results, develops recommendations, and reports to the departmental faculty.

Use of Results and Process for Documentation & Decision- Making

How will the results of assessment be used? Who needs to know the results? How can we convince them that the goals and objectives have been met? How can we improve our program and assessment process?

Based on the data and committee recommendations, the faculty determines what program changes are to occur. Changes can occur at any time, but every spring, a formal assessment meeting which is attended by all undergraduate faculty, is a forum to determine program changes.

Teaching & Learning Undergraduate Assessment Plan: Assessing Undergraduate Licensure Programs and

UND Teacher Candidates (Updated 08/07)

Reflection Inquiry Experience

Teacher as Learner (TaL)

Program Standards (INTASC 1,2,3,6,8)

Teacher as

Active Agent of Learning (TAAL)

Program Standards (INTASC 3,4,5,6,7,8)

Teacher as

Articulate Visionary(TAV)

Program Standards (INTASC 6,9,10)

Student Teaching

Teacher Candidate

Admission

Critical Tasks Critical Tasks

PRAXIS GPA

Critical Tasks

Critical Tasks

Critical Tasks

Critical Tasks

Dispositions from field

Letter of Application

Graduate

Critical Tasks

Critical Tasks

Critical Tasks

Master Rubric for Assessing Undergraduate Licensure Programs and

UND Teacher Candidates

INTASC STANDARDS ASSOCIATED WITH DEPARTMENT OF TEACHING & LEARNING STANDARDS FOR

UNDERGRADUATE LICENSURE PROGRAMS TaL (Teacher as Learner)

TAAL (Teacher as Active Agent of Learning) TAV (Teacher as Articulate Visionary)

INTASC PRINCIPLES

PROGRAM STANDARDS

INTASC-1

TaL 1.1, 1.2, 1.3

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 1.1 TaL: Teacher candidate possesses content knowledge. 1.2 TaL: Teacher candidate uses tools of inquiry to develop content knowledge. 1.3 TaL: Teacher candidate selects content to encourage diverse perspectives.

INTASC-2

Tal 2.1

The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. 2.1 TaL: Teacher candidate possesses knowledge of developmental characteristics of learners.

INTASC-3

TaL 3.1 TAAL 3.2

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 3.1 TaL: Teacher candidate possesses expectations for learning and achievement. 3.2 TAAL: Teacher candidate plans and adapts instruction for individual needs.

INTASC-4

TAAL 4.1

The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills. 4.1 TAAL: Teacher candidate incorporates multiple instructional strategies to include consideration for engagement, effectiveness, intellectual stimulation, and responsiveness to the needs of the learner.

INTASC-5

TAAL 5.1, 5.2, 5.3

The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 5.1 TAAL: Teacher candidate maintains a positive learning environment that promotes a culture of learning. 5.2 TAAL: Teacher candidate establishes behavior standards that are fair and respectful. 5.3 TAAL: Teacher candidate monitors climate for learning (e.g., responsive to student behavior).

INTASC-6

TaL 6.1 TAAL

6.2, 6.3, 6.4, 6.5

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 6.1 TaL: Teacher candidate’s oral and written language is effective. 6.2 TAAL: Teacher candidate uses language to promote learning (e.g., use questioning skills, discussion techniques, delivery style, nonverbal cues). 6.3 TAAL: Teacher candidate uses media and technology as effective learning

TAV 6.6

and communication tools. 6.4 TAAL: Teacher candidate communicates expectations. 6.5 TAAL: Teacher candidate’s communication fosters active inquiry and participation among learners. 6.6 TAV: Teacher Candidates communication skills facilitate partnerships with students, families and colleagues.

INTASC-7

TAAL 7.1, 7.2

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 7.1 TAAL: Teacher candidate plans for a range of materials and resources to enhance all student learning experiences. 7.2 TAAL: Teacher candidate plans content rich learning opportunities aligned with curriculum standards.

INTASC-8

TaL 8.1

TAAL 8.2, 8.3, 8.4

The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. 8.1 TaL: Teacher candidate possesses knowledge of tools for assessment. 8.2 TAAL: Teacher candidate uses assessment to affect planning for instruction. 8.3 TAAL: Teacher candidate provides feedback to learners. 8.4 TAAL: Teacher candidate documents and monitors assessment results.

INTASC-9

TAV 9.1, 9.2

The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. 9.1 TAV: Teacher candidate evidences a reflective stance towards teaching and learning. 9.2 TAV: Teacher candidate accepts opinions and support to improve instruction and also for on-going learning opportunities.

INTASC-10 TAV 10.1

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being. 10.1 TAV: Teacher candidate fosters relationships with school colleagues parents and agencies in the larger community to support students’ learning and well being.

Department of Teaching & Learning

Master Rubric for Departmental Assessment Plan for Undergraduate Licensure Programs

(Updated 08/07)

INTASC 1: Knowledge of Subject Matter: The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. Program Standard Does not meet

expectations (1 pt)

Fulfills expectations (2 pts)

Exceeds expectations (3 pts)

1.1 TaL: Teacher candidate possesses content knowledge

Content is erroneous or incomplete; content errors by learners are not addressed; learning situation is content-poor; lack of confidence evident in presentation of content material.

Content knowledge is accurate; content needs of students are addressed; ample content is evident in learning situation; content material presented with confidence.

Content knowledge is fluid—even playful; instruction supports learners in making connections between content and experience; learning situation is content rich; content presented with mastery.

1.2 TaL: Teacher candidate uses tools of inquiry to develop content knowledge (i.e., uses books, articles, data bases, teacher editions, professional resources such as curriculum standards to research content)

Weak use of content resources; lacks initiative to research content.

Uses expected range of resources to gather/present content.

Resources are well chosen and content standards inform planning.

1.3 TaL: Teacher candidate selects content to encourage diverse perspectives

Demonstrates little attention to multiple perspectives; stereotypes may be reinforced; content is unrelated to real experience or cultural norms; individual differences are ignored.

Discusses multiple perspectives in subject matter; strives to include content that dispels stereotypes; includes attention to learners’ family and community experiences; individual differences are respected.

Strategically introduces resources and experiences that challenge the learner’s beliefs and assumptions about common understandings, thus creating an environment where critical thinking is a habit.

INTASC 2: Knowledge of Human Development and Learning: The teacher candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Program Standard Does not meet expectations

(1 pt)

Fulfills expectations (2 pts)

Exceeds expectations(3 pts)

2.1 TaL: Teacher candidate possesses knowledge of developmental characteristics of learners

No clear understanding of developmental milestones for age group is evident; learning opportunities are inappropriate for the age group; assessment techniques are not aligned with developmental characteristics of learners; learners’ background knowledge is overlooked.

Knowledge of developmental milestones support practical applications; learning and assessment opportunities are designed with consideration of developmental traits of learners; learners’ background knowledge is routinely accessed and built upon in learning situations.

Developmental milestones are used as framework to support learners’ cognitive, social, emotional and physical needs; connections between developmental theory, practice and learners’ background knowledge are developed routinely to make adjustments for learners’ needs during planning, instructing and assessing.

INTASC 3: Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. Program Standard Does not meet

expectations (1 pt)

Fulfills expectations (2 pts)

Exceeds expectations (3 pts)

3.1 TaL: Teacher candidate possesses expectations for learning and achievement.

Conveys low or limited expectations for learning and achievement through interactions, learning goals and activities.

Expectations for learning and achievement are conveyed to all learners through interactions, learning goals and appropriately adapted activities.

All students are challenged and supported to learn and achieve through choices and learner responsibility.

3.2 TAAL: Teacher candidate plans and adapts instruction for individual needs.

Limited or no accommodations are provided in planning and planning is unresponsive to learners—focus is upon “content” not on “learners.”

Accommodations are provided and attend to apparent differences (developmental, cultural, social, physical, special needs) that may be present in a classroom of learners: planning is responsive and appropriate to a variety of learners needs- focus is upon the learner as well as the content.

Accommodations are multiple and varied attending to the needs present in a classroom (developmental, cultural, social, physical, special needs); planning is highly responsive and consistently appropriate to the individual needs of a classroom of learners.

INTASC 4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills

Program Standard Does not meet expectations

(1 pt)

Fulfills expectations (2 pts)

Exceeds expectations(3 pts)

4.1 TAAL: Teacher candidate incorporates multiple instructional strategies to include consideration for engagement, effectiveness, intellectual stimulation, and responsiveness to the needs of the learner.

Limited or no evidence of engagement of learners or multiple instructional strategies as evidenced by teacher-centered instruction; instructional strategies are unresponsive to needs of the learners.

Multiple instructional strategies are appropriately selected, effective, and responsive to needs of learners; learners are self-directed; multiple instructional strategies are adapted to learners as evidenced by engagement in problem solving, critical thinking, questioning, discussion, cooperative learning, etc.

Multiple instructional strategies are purposefully selected to best instruct content and learners are highly engaged in instruction. Incorporates resources from professional organizations; instructional strategies are effective and highly responsive to needs of learners: facilitates inquiry, questioning, discussion, cooperative learning, etc.

INTASC 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

Program Standard Does not meet expectations

(1 pt)

Fulfills expectations (2 pts)

Exceeds expectations (3 pts)

5.1 TAAL: Teacher candidate maintains a positive learning environment that promotes a culture of learning.

Little sense of a community is evident; heavy reliance on extrinsic rewards and/or punishment; attention is directed more toward classroom control that learning.

Students feel safe and enjoy being in the classroom; engaged in productive learning behaviors; students take learning risks; positive language is used to support social and academic achievements.

Climate of mutual respect results in willingness to take learning risks; students are achievement-oriented, intrinsically rewarded by the learning environment; demonstrate caring and value for each other

5.2 TAAL: Teacher candidate establishes behavior standards that are fair and respectful.

Classroom motivation and management practices tend to be authoritarian; classroom standards of conduct may not be clear to students.

Classroom motivation and management practices are well-established and clear to students, address a variety of situations and strategies support meeting behavior standards; students have input regarding behavior standards.

Democratic process is evident in management of classroom; students understand behavior standards.

5.3TAAL: Teacher candidate monitors climate for learning (e.g., responsive to student behavior)

Off task behaviors are unchecked; responses are inconsistent, too permissive or severe; not instructive; student dignity not honored.

Students are on-task; checks disruptive behaviors in respectful manner; generally applies strategies that results in appropriate student behaviors.

Students are actively engaged in meaningful learning opportunities; demonstrates high level of “with-it-ness” that results in skillful application of strategies that support students to self-monitor classroom behavior.

INTASC 6: Communication Skills: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Program Standard Does not meet expectations

(1 pt)

Fulfills expectations (2 pts)

Exceeds expectations(3 pts)

6.1 TaL: Teacher candidate’s oral and written language is effective

Speech is inaudible; written language is illegible; language may contain grammatical, syntax, spelling, errors.

Speech and written language are clear and correct; vocabulary is appropriate to the learning environment and needs of learners.

Communication skills of teacher strategically supports and enriches the learning of all students

6.2 TAAL:Teacher candidate uses language to promote learning (e.g., use questioning skills, discussion techniques, delivery style, nonverbal cues).

Vocabulary maybe inappropriate, vague, or used incorrectly; teacher talk routinely dominates the instruction; routinely, learners have limited opportunity for input; language use may create rather than solve problems, narrows thinking.

Language and wait time are used to engage and motivate learners to participate; typically, moderates learning environment so that all voices contribute; questioning and listening leads to some genuine opportunities for discussion.

Communication environment promotes free and respectful exchange of ideas, risk taking, turn-taking, questioning, and divergent thinking.

6.3 TAAL: Teacher candidate uses media and technology as effective learning and communication tools.

Makes little or no use of media and technology to promote effective learning and/or communication.

Makes some use of media and technology to promote effective learning and/or communication.

Makes consistent use of media and technology to promote effective learning and/or communication.

6.4 TAAL: Teacher candidate communicates expectations.

Limited or no evidence that expectations are clearly articulated; vocabulary is inappropriate, vague, or used incorrectly.

Expectations are evident through clear articulation to include appropriate and correct vocabulary.

Expectations are highly evident through clear articulation to include expressive and enriched vocabulary.

6.5 TAAL: Teacher candidate’s communication

Minimal response to students in a timely manner; teacher talk

Effective response to student questions; communication

Questions are encouraged and responded to

fosters active inquiry and participation among learners

dominates the instructional periods; minimal learner participation.

allows for student inquiry to enrich and expand the learning; Learner participation encouraged.

accurately; communication effectively promotes inquiry and guides the learning of all students; learners engaged with rich interactions with each other.

6.6 TAV: Teacher Candidates communication skills facilitate partnerships with students, families and colleagues.

Communication when it happens is unclear, inarticulate and confusing and/or tone is unprofessional and inappropriate.

Communication is clear and coherent; tone is professional and appropriate.

Communication is clear, detailed and articulate. There is self-assured use of the language of the profession or curricular content in; tone is professional, thoughtful and caring.

INTASC 7: The teacher plans instruction based upon knowledge of subject matter, students, the community and curriculum goals.

Program Standard Does not meet expectations

(1 pt)

Fulfills expectations (2 pts)

Exceeds expectations(3 pts)

7.1 TAAL: Teacher candidate plans for a range of materials and resources to enhance all student learning experiences

Range of materials and resources is limited; Technology, if used, tends not to be appropriately applied to purpose of the lesson.

Range of materials and resources is appropriate; Technology, if used, is appropriately applied.

Range of materials and resources is extensive; Technology, if used, is appropriately applied and enhances the purpose of the lesson.

7.2 TAAL: Teacher candidate plans content rich learning opportunities aligned with curriculum standards

Planning is thin, limited connection to standards; content poor.

Planning meets needs and goals of lesson, effort to connect to standards; content rich.

Planning is thorough, thoughtful and clearly aligned to standards at several levels; content rich.

INTASC 8: Assessment of Student Learning: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Program Standard Does not meet

expectations (1 pt)

Fulfills expectations (2 pts)

Exceeds expectations

(3 pts) 8.1 TaL: Teacher candidate possesses knowledge of tools for assessment

Assessment practices are few and unvaried; do not reflect best practices; tend not to support individual students or are not well suited to the task.

Assessment practices are multidimensional, formal and informal, reflecting sound practices; meet needs of the class, groups and individual learners.

Assessment practices are varied and differentiated when appropriate; well suited to the learning tasks; integrated throughout teaching; skillful use of assessment information to meet needs of the class, groups and individuals.

8.2 TAAL: Teacher candidate uses assessment to affect planning for instruction.

Lacks congruence with instructional goals, information from assessment tends not to affect planning for instruction.

Assessment practices are congruent with the instructional goals; assessment information affects planning for instruction.

Assessment is part of a cycle of teaching and assessing learning with learners involved in the process; instruction is based on assessment information, adjusting for the class, groups and individual needs.

8.3 TAAL: Teacher candidate provides feedback to learners

Feedback provided to learners is unclear or inaccurate, not timely, or poor quality.

Assessment results are communicated to students in respectful, meaningful manner.

Feedback to learners is clear and empowering. Learners self-assess and set new goals.

8.4 TAAL: Teacher candidate documents and monitors assessment results.

Assessment results are not readily accessible or in a format that supports effective use of information; information inaccurate, not well processed or incomplete.

Assessment results are organized for efficient use; information is accurate and informative.

Assessment results reveal insights about learners, fostering students’ engagement in learning.

INTASC 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Program Standard Does not meet expectations

(1 pt)

Fulfills expectations (2 pts)

Exceeds expectations

(3 pts) 9.1 TAV: Teacher candidate evidences a reflective stance towards teaching and learning.

Reflection on teaching occurs minimally and/or perceptions of knowledge and effectiveness are inaccurate; little or no seeking out or taking advantage of opportunities for professional development.

Reflection on teaching occurs regularly but perceptions of knowledge and effectiveness may be vague or general in nature; some participation in professional development activities designed to improve perceived weaknesses.

Frequent reflection on teaching with an ability to critically analyze; active participation in professional development opportunities that demonstrates an on-going commitment to improving and expanding upon ones own knowledge, skills & dispositions.

9.2 TAV: Teacher candidate accepts opinions and support to improve instruction and also for on-going learning opportunities.

Input and feedback from supervisors, mentors, and/or peers to improve teaching is seldom or never sought; constructive criticism is received in a negative manner.

Input from supervisors, mentors, and/or peers to improve teaching is sought; improvements are planned for future teaching situations based on feedback.

Input from supervisors, mentors, or peers to improve teaching in multiple situations is frequently sought; constructive criticism is welcomed and acted upon .

INTASC-10 The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being. Program Standard Does not meet

expectations (1 pt)

Fulfills expectations (2 pts)

Exceeds expectations(3 pts)

10.1 TAV : Teacher candidate fosters relationships with school colleagues parents and agencies in the larger community to support students’ learning and well being

Little or no participation in school/ district events; little or no awareness or use of school and community sources to support students’ learning and well-being; little or no communication with parents or failure to address parents’ concerns.

Voluntary participation in more than one school/ district event; awareness and use of appropriate school and community resources to support students’ learning and well-being ; some regular communication with parents and prompt response to parents’ concerns.

Active, voluntary participation with substantial contributions in initiating, planning, and/or follow through phases of one or more school/ district events; awareness of broad spectrum of school and community resources available to support students’ learning and well-being as well as actions taken to obtain appropriate support services; communicating with parents on a regular basis including welcoming parents to classroom; being sensitive and prompt in responding to concerns.

Adapted from the work of Garvin, P. (Ed) (2003). Developing Knowledgeable Teachers: A Framework for Standards-based Teacher Education. Washington, AACTE Standard 1.3 quoted from p. 257 of Garvin’s document.