Making Student Learning Assessment “Work”:

Aligning Course and Program Learning Outcomes

Mary Tygh, Assessment Specialist, Professional Education UnitJuliet Wunsch, Assessment Coordinator, Department of Theatre and Dance

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Linda Suskie, Assessing Student Learning, 2nd edition

Assessment is: Establishing clear measurable expected outcomes of student

learning.

Ensuring that students have sufficient opportunities to achieve those outcomes.

Systematically gathering, analyzing and interpreting evidence to determine how well student learning matches our expectations.

Using the resulting information to understand and improve student learning.

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Why Do Assessment?Assessment of student learning is required for all degree programs, certificates and interdisciplinary minors.

The Assessment process quantifies and substantiates that students are learning what we think they are learning.

Teaching, Learning and Assessment are integrally linked in the service of student success.

Improvement and Accountability

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Resource: Teaching, Learning, and Assessment ConnectionWebsite: http://www.wcupa.edu/TLAC/

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1. What do we want students to know/be able to do?2. At what points in their education are they being trained to gain the skills?3. How do we measure student learning?4. Once we have the results, how do we use them to improve student learning?

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Defining of Program Learning Outcomes:

Every Program will be different:

Top Down--Assessment Of Student Learning is regulated by an outside accrediting agency

Bottom Up--Evolves by reviewing existing classes and examining the goals to define your program learning outcomes.

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STEP 1: PLAN Establish Learning Goals

What should students know and be able to do when they graduate?

What does a successful student look like?

Clearly identify your Program Goals.

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Defining of Program Learning Outcomes/Resources:(from TLAC website)

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HOW? 1 Method: Curriculum Audit

Connect Course Level Assessment with Program Level Outcomes

Identifying where outcomes are already being taught in your classes

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Why Recreate the Wheel?

Identifying what’s already there.

Identifying which Student Learning Outcomes are taught within each course.

Identify what is being taught and how it can be or already is being measured.

Direct Measurements/Indirect Measurements◦ Direct Measures: Provable Facts (Test scores, ratings as

determined via rubrics,…)

◦ Indirect Measures: Proxy Signs that students are probably learning (Perceptions, Outcomes are assumed to be due to an event or specific learning,…)

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An Audit of Classroom Objectives and Measurements already in play…

Class: __________________

Submitted by: _________________________________

Course Objectives: (These should be imbedded in the syllabus, but clearly identify what specific knowledge or skills should students have after taking this class?)

Teaching Method(s) Used to Assess that these goals are being met:

Department Outcomes Resulting from Taking this Course:

(Courses would RARELY meet all 3, but should be providing foundations for at least 1!!)

____ OUTCOME 1: Knowledge of theatre as a Liberal Art.

____ OUTCOME 2: Research and scholarship.

____ OUTCOME 3: Career Preparation.

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An informal inquiry into Information Literacy…

Hi guys, information literacy is a STAND ALONE ASSESSMENT ITEM, which needs to be isolated/separate from our support of general education assessment goals.

Information literacy is the array of knowledge and skills necessary to identify the information needed for a task and then to locate, understand, evaluate, and use that information efficiently and effectively within appropriate ethical and legal limits.

These skills relate to a student’s competency in acquiring and processing information in the search for understanding, whether that information is sought in or through the facilities of a library, through practica, as a result of field experiments, by communications with experts in professional communities, or by other means.

• determine the nature and extent of needed information; • access information effectively and efficiently; • evaluate critically the sources and content of information;• incorporate selected information in the learner’s knowledge base and value system; • use information effectively to accomplish a specific purpose; • understand the economic, legal and social issues surrounding the use of information and information

technology; and • observe laws, regulations, and institutional policies related to the access and use of information.

I IMAGINE that the bulk of our history, design classes and even performance/character development areas of education would contain these components. Please complete this form for each class which contains an information literacy component. THANK YOU!!

Class: __________________

Submitted by: _________________________________

Teaching Method(s) Used to Assess that these goals are being met: 12

Different Ways to Measure Program Learning Outcomes

Course Embedded AssessmentCareer point assessment

Pre-testMid-point AssessmentCapstone AssessmentAlumni Assessment

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Coordinating a Matrix to Confirm All Program Outcomes are being Met.

1A 1B 1C 2 3A 3B 3C

THA 101 - Introduction to Theatre X X XTHA 102 - Voice X XTHA 103 - Acting I X X XTHA 104 - Stagecraft X XTHA 200 - Practicum XTHA 203 - Acting II X XTHA 209 - Creative Drama X X XTHA 210 - Stage Make-Up X X X XTHA 215 - Costume Construction XTHA 304 - Scene Design X X XTHA 306 - History of Theatre I XTHA 310 - Stage Make-Up II X XTHA 399 - Student Designers XTHA 499 - Stage Management

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What do we do with the assessment results?“Closing the Loop”

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Assessment Cycle

Program Learning Goals Defined

Assessment Points Identified (Indicators of Student Learning)

Results Collected

What now?

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Questions ToConsider:

Closing the Loop = Using your Results!

Are the students learning what you think they are?

Are they gaining the skills necessary to succeed?

Might new pedagogies or technologies lead to improved student learning?

Where and how should resources be distributed to have the greatest impact on student learning?

Should we continue the program as is or should we propose changes?

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EXAMPLE: Course Syllabus for Middle Grades Preparation (MGP) 220—Field Experiences and the Middle-Level Environment (page 1)

Course Objectives (Student Learning Outcomes)(Courtesy of Lynda Baloche, Martha Drobnak, and Sally Winterton)

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MGP 220 Field Experiences and the Middle-Level Environment

Instructor: Office Hours: Phone/Email: WCU emergency number: 610-436-3311 Catalog Course Description: Orientation to the curricula, processes, and structures of 4-8 classrooms. Field experiences, minimum 30 hours, related to course topics. Textbook: Custom Text. (2010). Middle Grades Program Course West Chester University. Boston: Pearson Learning Solutions.

Course Objectives

Course Objectives are aligned with the WCU Conceptual Framework which can be accessed at http://www.wcupa.edu/_academics/coed/CollegeofEd/mission.asp MGP 220 provides teacher candidates with opportunities to: observe the complex features of the middle-level classroom environment from the perspective of a

teacher, to examine classroom behavior and management, and to study why experienced teachers make particular decisions for both the regular education student and the inclusion student during the instructional day. (WCU Conceptual Framework [WCU CF]: Subject and Pedagogical Specialist/Diversity Advocate/ Classroom Community Builder; Pennsylvania Department of Education Standard (PDES) Professional Core Middle School Education; National Middle School Association (NMSA) Standards 1,2,5,6,7; Journals 1,2; Assignments 1,2,4,5; Blog);

observe young adolescent behavior of regular education and inclusion students as a basis for understanding interpretations and instructional applications of pedagogical, developmental, and management principles. (WCU CF: Assessment and Instructional Designer/School and Community Professional; PDES Professional Core Adolescent Behavior, Instructional Strategies; NMSA Standards 1,2,5,7; Journal 1; Assignments 2,4,5);

relate university classwork to the context of the field; gain experiences that will provide a context for methods courses and future teaching. (WCU CF: Subject and Pedagogical Specialist/Assessment and Instructional Designer/Diversity Advocate/Classroom Community Builder; PDES: Professional Core Middle School Education; Lesson Plan; Assignments 1,2,3,4,5; Journals 1,2);

explore the services and agencies in the larger community that support students’ learning and well being. (WCU CF: School and Community Professional; NMSA Standards 6,7; Assignments 3,5);

receive feedback in relation to professional and personal communication skills. (WCU CF: School and Community Professional; EFEE);

evaluate the teaching profession as a career choice. (WCU CF: School and Community Professional; Assignment 1; Journals 3,4; EFFE);

demonstrate and develop writing proficiency through a variety of writing assignments. MGP 220 is a Writing Emphasis Course. Careful writing, editing, rewriting, and spoken communication are critcal to success in this course and success as a teacher. (Journals 1,2,3,4; Assignments 1,2,3,4; Lesson Plan).

Course Syllabus for MGP 220 (page 2)PA Dept. of Education (PDE) 4-8 Professional Core Competencies

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PDE 4-8 Professional Core Competencies I. Middle Level Education I. A. Philosophy of Middle School Education (WCU CF: Assessment & Instructional Designer; Content and Pedagogical Specialist; Self-Directed Practitioner; School & Community Professional; Diversity Advocate & Classroom Community Builder) Candidates will demonstrate their ability to:

implement the middle level curriculum ( LP 1.1-1.9); hold high, realistic expectations for the learning and behavior of all young adolescents (EFEE 5); believe that all young adolescents can learn and accept responsibility to help them do so (EFEE 5); assist and support all young adolescents to develop to their full potential (EFEE 5; LP 1.5); implement the philosophical foundations of developmentally responsive middle level programs and schools (LP 1.1-1.9; Assignment 2); distinguish the rationale and characteristic components of developmentally responsive middle level schools (Assignment 2); participate fully in the team process as a structure for school improvement and student learning (EFEE 2,3).

I. B. Adolescent Development (WCU CF: Assessment & Instructional Designer; Content and Pedagogical Specialist; Diversity Advocate & Classroom Community Builder) Candidates will demonstrate their ability to:

apply principles of young adolescent development (EFEE 4; LP 1.3, 1.4, 1.6); identify the range of individual differences of all young adolescents and the implications of these

differences for teaching and learning (LP 1.5); respect and appreciate the range of individual developmental differences of all young adolescents (EFEE

4); utilize student assistance and student support programs that attend to the social and emotional needs of

young adolescents (Assignment 3).

I.C. Student Transition (WCU CF:Subject and Pedagogical Specialist; Diversity Advocate & Classroom Community Builder) Candidates will demonstrate their ability to:

design and implement strategies that provide students with appropriate skills in making the transition from an elementary school environment to the middle school environment and then to the high school environment (Assignment 4);

develop supports for students moving to an environment with multiple teachers (Assignment 4); recognize and plan for supporting student adjustment to the changing relationships with teachers and the

impact of peer pressure (Assignment 4); incorporate knowledge of adolescent development into educating students in goal setting and decision

making (Assignment 4)

I. E. Instructional Strategies (WCU CF: Assessment & Instructional Designer; Content and Pedagogical Specialist) Candidates will demonstrate their ability to:

use technology during instruction to teach subject matter (LP 1.9); design successful interventions responsive to the needs of individual middle level students (LP 1.5); employ teaching/learning strategies that take into consideration and capitalize upon the developmental characteristics of all young adolescents (LP 1.3-1.9); create positive, productive learning environments where developmental differences are respected and supported and individual potential is encouraged ( EFEE 4,5; LP 1.5; Assignments 2,4); create learning opportunities that reflect an understanding of the development of all adolescent learners

(LP 1.1.-1.9); motivate students within the context of each subject (LP 1.3, 1.4, 1.6).

Course Syllabus for MGP 220 (page 3)PDE 4-8 Professional Core Competencies (continued) and National Middle School Association (NMSA) Standards

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I. F. Technology and Materials (WCU CF: Assessment & Instructional Designer; Content and Pedagogical Specialist; Self-Directed Practitioner) Candidates will demonstrate their ability to:

use materials designed explicitly for middle level grades (LP 1.8); integrate technology in curriculum planning and lesson delivery (LP 1.9); use technology during instruction to teach subject matter (LP 1.9).

I. G. Classroom Management (WCU CF: Assessment & Instructional Designer; Diversity Advocate & Classroom Community Builder). Candidates will demonstrate their ability to:

create and maintain supportive learning environments that promote the healthy development of all young adolescents (EFEE 4, 5; J 1; Assignment 4);

demonstrate effective adolescent behavior strategies for the classroom (EFEE 4, 5; J 1; Assignment 4); use appropriate organizational techniques for the classroom (EFEE4, 5; J 1; Assignment 2,4).

I. H. Professionalism (WCU CF: Assessment & Instructional Designer; Content and Pedagogical Specialist; Self-Directed Practitioner; School & Community Professional; Diversity Advocate & Classroom Community Builder) Candidates will demonstrate their ability to:

act as positive role models, coaches, and mentors for all adolescents (EFEE 6, 7; Assignment 1); uphold high professional standards. Interact with various professionals that serve young adolescents (e. g. school counselors, social workers,

home-school coordinators) (EFEE 1, 2, 3, 6) III. Assessment Skills (WCU CF: Assessment & Instructional Designer; Content and Pedagogical Specialist) Candidates will demonstrate their ability to:

use assessment data to guide instruction (LP 1.7, 2.1, 2.1); monitor the results of interventions and alter instruction accordingly (LP 2.2); use multiple assessment strategies that effectively measure student mastery of the curriculum in more

than one way (LP 1.7); design assessments that target academic anchors and standards in subject areas (LP 1.7).

National Middle School Association Standards

Standard 1: Young Adolescent Development (WCU CF: Assessment & Instructional Designer; Content and Pedagogical Specialist; Diversity Advocate & Classroom Community Builder) Candidates will be able to:

understand the range of individual differences of all young adolescents and the implications of these differences for teaching and learning (Assignments 2,3,4; Journal 3)

know a variety of teaching/learning strategies that take into consideration and capitalize upon the developmental characteristics of all young adolescents (Journals 1,2; Assignment 2);

understand the implications of young adolescent development for school organization and components of successful middle level programs and schools (Assignment 2,4);

understand the interrelationships among the characteristics and needs of all young adolescents (Assignment 2,4).

Standard 2 Middle Level Philosophy and School Organization (WCU CF: Assessment & Instructional Designer; Content and Pedagogical Specialist; Self-Directed Practitioner; School & Community Professional; Diversity Advocate & Classroom Community Builder) Candidates will be able to:

understand the philosophical foundations of developmentally responsive middle level programs and schools (Assignment 2);

are knowledgeable about historical and contemporary models of schooling for young adolescents and the advantages and disadvantages of these models (Assignment 2);

Course Syllabus for MGP 220 (page 4)NMSA Standards (continued)

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understand the rationale and characteristic components of developmentally responsive middle level schools (Assignment 2);

know best practices for the education of young adolescents in a variety of school organizational settings (Assignment 2,4);

understand the team process as a structure for school improvement and student learning (Assignment 2); understand that flexible scheduling provides the context for teachers to meet the needs of all young

adolescents (Assignment 2). Standard 5: Middle Level Instruction and Assessment (WCU CF: Content and Pedagogical Specialist; Diversity Advocate; Classroom Community Builder) Candidates will be able to:

know effective developmentally responsive classroom management techniques. (Assignment 4). Standard 6: Family and Community Involvement (WCU CF: School & Community Professional; Diversity Advocate & Classroom Community Builder) Candidates will be able to:

demonstrate an understanding of the major concepts, principles, theories, and research related to working collaboratively with family and community members. They use this knowledge to ensure the maximum learning of all young adolescents. (Assignment 5);

understand and value how both diverse family structures and family cultural backgrounds influence and enrich learning. They work successfully with parents and community members to improve the education of all young adolescents. (Assignment 5);

Show knowledge about support services and other resources in schools and communities that support students and other resources in schools and communities that support students and teachers. They respect all young adolescents and their families and value the variety of resources available in communities. (Assignment 5).

Standard 7: Middle Level Professional Roles (WCU CF: Self-Directed Practitioner; School & Community Professional). Candidates will be able to:

display broad understanding of their evolving role as middle level education professionals, the importance of their influence on all young adolescents, and their responsibility for upholding high professional standards and modeling appropriate behaviorism (Assignment 1);

exhibit good understanding of teaming/collaborative theories and processes and the interrelationships and interdependencies among various professionals that serve young adolescents (e. g. school counselors, social service workers, home-scoop coordinators), and they frequently work as successful members of interdisciplinary teams (Assignments, 2,3,4);

possess knowledge of advisory/advocate theories, skills, and curriculum and employ this knowledge successfully as advisors, advocates and mentors of young adolescents (Assignment 3);

maintain an up-to-date understanding of the skills of research data-based decision making and their service to school reform and the greater community (Assignment 2);

view themselves as members of the larger learning community, believe that their professional responsibilities extend beyond the classroom and school (e. g. advisory committees, parent-teacher organizations), and are committed to helping all young adolescents become thoughtful, ethical, democratic citizens (Assignment 2,5);

maintain high standards of ethical behavior and professional competence and value collegiality as part of their professional practice (Assignment 1);

hold expectations for their own life-long learning and are committed to refining classroom and school practices that address the needs of all young adolescents based on research, successful practice, and experience. (Assignment 1).

Course Syllabus for MGP 220 (page 5)Professional Education Unit’s Conceptual Framework and MGP Program Outcomes Linked to MGP 220

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WCU’S CONCEPTUAL FRAMEWORK FOR TEACHER EDUCATION (Revised and Approved by the Council for Professional Education on April 28, 2006.)

MGP Program Outcomes Linked to MGP 220 MGP Program Outcome #2: The teacher candidate will demonstrate knowledge, understanding, and use of the major concepts, principles, theories and research related to development of children and young adolescents to construct learning opportunities that support the individual’s development, acquisition of knowledge, and motivation. (WCU Subject and Pedagogical Specialist, INTASC 2; NMSA 1, 2, 3; PDE I; NCATE 1) MGP Program Outcome #4: The teacher candidate will demonstrate the ability to plan and implement a variety of instructional strategies that promote a) critical and creative thinking and problem solving, b) independent and collaborative inquiry, c) active engagement in learning, and d) self and group motivation. (WCU Assessment and Instructional Designer; INTASC 4, 5; NMSA 5; PDE I; NCATE 1) MGP Program Outcome #5: The teacher candidate will demonstrate knowledge and use of a) effective verbal, nonverbal, and media communications for fostering active inquiry, collaboration, and supportive interactions in the classroom, and b) educational technologies in instruction, assessment, and other professional practices. (WCU Diversity Advocate, Classroom Community Builder, Assessment and Instructional Designer; INTASC 6; NMSA 2, 5, 7; PDE I; NCATE 1) MGP Program Outcome #7: The teacher candidate will demonstrate knowledge and implementation of formal and informal assessment strategies, including student self-assessment, for evaluating and ensuring the continuous intellectual, academic, social, and physical development of children and young adolescent learners in Grades 4-8. (WCU Assessment and Instructional Designer; INTASC 8; NMSA 3, 4, 5, 7; PDE III; NCATE 1)

Learning and Teaching in Context

Content and Pedagogical Specialist

*Knows learners, subject matter, pedagogy, and curriculum.

Self-Directed Practitioner *Directs personal growth, professional practice, and reflective practice.

School & Community Professional *Applies knowledge of the context of education and engages in collaborative activities, partnerships, service, and advocacy.

Diversity Advocate & Classroom Community Builder

*Values diversity and community in the classroom through practice.

Assessment & Instructional Designer *Constructs effective learning experiences/outcome assessments, closes the evaluation loop, and assesses continuously.

Course Syllabus for MGP 220 (page 6)MGP Program Outcomes Linked to MGP 220 (continued) and General Education Goals Linked to MGP 220

N.B.: Information Literacy is embedded in the General Education goals linked to MGP 220 (i.e., think critically and analytically, and make informed decisions and ethical choices).

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MGP Program Outcome #8: The teacher candidate will demonstrate the ability to a) identify, evaluate, and use information effectively and within ethical and legal guidelines, b) reflect on one’s own content knowledge, teaching skills and effects of each on the growth and learning of children and young adolescents, and c) seek opportunities to grow professionally. (WCU Self-Directed Practitioner, Assessment and Instructional Designer; INTASC 9; NMSA 7; PDE I; NCATE 1) MGP Program Outcome #9: The teacher candidate will demonstrate understanding of collaboration with school colleagues, families, and agencies in the larger community, to support and advocate for the learning and well being of children and young adolescents. (WCU School and Community Professional; INTASC 10; NMSA 1, 2, 6, 7; PDE I; NCATE 1)

WCU General Education Goals Linked to MGP 220

Communicate Effectively Field based: Teacher candidates write journals based on prompts and classroom observations. Teacher candidates receive feedback from field teacher— including professional skills and dispositions related to communication with both professional staff and student— through the utilization of the WCU Early Field Experiences Evaluation Form (EFEE). University based: Teacher candidates engage in a collaborative project with an oral presentation. Think Critically and Analytically Field based: Teacher candidates write journals based on prompts and classroom observations. Prompts are designed to focus teacher candidates’ observations, first by directing observations to “see” what is occurring in the classroom, and second, by posing questions which require the teacher candidate to state and substantiate opinions. Field and University based: Assignments #3 and #5 require teacher candidates to research a pupil support and advocacy issue and investigate school communication artifacts. Teacher candidates then analyze the literature or materials, draw conclusions and convey the findings through written summaries and collaborative oral presentations. The Lesson Plan assignment requires teacher candidates to apply theoretical, observational, pedagogical, and content knowledge to lesson planning, implementation, and reflection. Make Informed Decisions and Ethical Choices Field based: Teacher candidates receive feedback from field teacher – including interpretation of and adherence to school and University policies – through the utilization of the WCU Early Field Experiences Evaluation Form (EFEE). University based: Assignment #1 directs teacher candidates to the PA Department of Education webpage where they read the PA Teacher Code of Ethics. They submit a written summary of how the Code relates to classroom teachers’ daily issues and practices. Assignment #3 requires teacher candidates to make informed decisions, following their investigation of a theoretical pupil support and advocacy issue, through the selection of appropriate school and community services.

Course Syllabus for MGP 220 (page 7)Policies

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Policies Course Requirements The following are the MGP 220 course requirements: obtain and maintain required clearances—TB, FBI, PA Child Abuse, and PA Criminal Background; be punctual; be professional in appearance and decorum; attend university classes ; observe in assigned classrooms; maintain assigned journal on D2L or as directed by your professor; complete assigned readings and participate in class discussions; develop and implement at least one lesson plan appropriate to the field experience classroom; submit the lesson plan using the WCU Lesson Plan Format on LiveText; submit Assignments #1, #2, #3, #4, and # 5 as directed; obtain and keep a copy of the EFEE completed by the field teacher; ensure that cell phones are silenced and set on vibrate while in the university and field classrooms. Attendance Attendance in both the field and university classroom are required. In the field: There are no excused absences. If you must be absent, you must contact the field teacher and the university instructor. It is then your

responsibility to “make up” any field hours at a time that is agreeable to you and your field teacher(s). Your professor must be informed of these arrangements.

Any student who has not completed all required field hours by the end of the semester will receive a “NG” (no grade).

In the university classroom: One absence from class is excused with prior notice via e-mail or a phone call to the professor. Each additional absence from class will result in a loss of five points each from the total points earned

in the semester. Three late arrivals and/or early departures will equal one absence.

D2L/LiveText The course syllabus and documents are on D2L. You are responsible for downloading course documents for the appropriate class session and field placement. In addition, you are responsible for checking D2L for any announcements related to this course. It is your responsibility to check your WCU email account regularly. LiveText will be utilized for the required Lesson Plan. All students must have a LiveText account.

ADA Policy and Accommodations In keeping with West Chester University’s commitment to equality of opportunity and compliance with the Americans with Disabilities Act of 1990, the University has established procedures and desi gnated offices to

provide accommodations for all people with disabilities. A complete copy of the ADA Policy Statement, as well as appropriate offices, appears in the Undergraduate Catalog. Individuals needing accommodations should make

their needs known to the responsible office at least one week in advance.

Course Syllabus for MGP 220 (page 8)Assignments/Assessments—Journals and Discussion Board/Blog

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Assignments/Assessments Journals General Guidelines for Journal Entries You are required to keep a journal to facilitate a) reflection on the profession and b) your field experiences in MGP 220. You are expected to complete a journal entry each week. On four occasions, your journal topic will be assigned. Throughout the rest of the semester, you will write on a topic of your choice. Things to keep in mind: It is not appropriate to evaluate, judge, and/or analyze the teaching strategies and methods of the

field teacher(s). In accordance with principles of confidentiality and professional behavior, use pseudonyms in all

written assignments. A typical journal entry should not exceed two typed pages. Journal entries are not to be written in the field classroom. When a journal entry has a specific due date, full credit will not be given for any late submissions. Required Journal Topics Journal #1 Due _______________ Describe whether the teacher’s approach tends to be student centered or teacher centered. How does the teacher motivate the students to learn? How are the middle-level students encouraged to succeed? Describe the system your teacher uses to manage behavior. How is it implemented? What proactive strategies does your teacher use to help students become self-disciplined learners?

Journal #2 Due _______________ Review the teacher’s manuals for the subjects taught in your classroom. Which do you consider most helpful for instructional planning? Examine several lessons. What lessons, content, technologies, and strategies would tend to motivate students toward achievement? Why? What methods and materials does the teacher use to plan and implement lessons? Which instructional strategies appear to be the most effective? Why?

Journal #3 Due _______________ Using a pseudonym, describe the student who had the most influence on you this semester. Why do you think this is so? Describe your teaching and observations of this student. What lessons did this student help you learn about teaching and learning in today’s classroom?

Journal #4 Due _______________ Review your journal. Choose one entry that you have not previously submitted. Submit this entry plus a one-page reflection about journaling as a professional development activity. Discussion Board/Blog For each school setting during your field experience, post two blogs. First, describe the school building and your initial reaction/feelings when you entered the building. Include a description of the classroom and any reactions/comments about it. Second, describe the school’s community. Consider the physical location of the school building and what is adjacent to it. Also, describe the greater community of the school in terms of shopping, entertainment facilities, community services, etc.

Course Syllabus for MGP 220 (page 9)Assignments/Assessments—Assignments 1-4

N.B.: There is a rubric for each of the 5 assignments to evaluate students’/candidates’ work. The evaluation scale/level of performance includes: Target, Solid/Sound, Acceptable, and Unacceptable.

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Assignments #1-#5 Based on instructor feedback, candidates will have opportunities to revise and resubmit Assignments #1 and #2 within one week following the date they are returned. Feedback may include feedback on writing and feedback on assignment content. Assignment # 1 Print and read a copy of: Teaching in PA: Pennsylvania’s Code of Professional Practice and Conduct for Educators http://www.teaching.state.pa.us/teaching Describe how Teaching in PA: Pennsylvania’s Code of Professional Practice and Conduct for Educators relates to daily issues and practice for classroom teachers, both in and out of the classroom. Include implications the code may have for you as a prospective teacher. This paper should be 3-4 pages in length. Just as the PA Code is a formal document, consider this assignment as an opportunity for you to demonstrate your skills in formal writing. Assignment # 2 Each teacher candidate will: review the NMSA website www.nmsa.org identify and review a minimum of three scholarly journal articles that address middle-level

philosophy, organization, and best practices for educating young adolescents. Topics, all related to middle-level education, may include: the philosophical foundations of developmentally responsive programs; historical and contemporary models of schools; school organization; flexible scheduling; team processes related to student learning and school improvement; student transitions, goal setting, and decision making; and best practices for educating young adolescents.

explore the field site to learn about transition issues and the strategies and supports designed to prepare the middle-level students as they transition from the early grades to the middle grades and then to high school.

This paper should be four to seven pages, include a bibliography and utilize APA style. This assignment is an opportunity to demonstrate formal writing skills. Assignment # 3 Each teacher candidate will identify a student advocacy issue present in the field classroom. Assuming the role of a student advocate, the teacher candidate will explore the pupil support services available to a teacher through the school, the district, and the community. The teacher candidate will a) ask the field teacher for information concerning the support services available within the school, the district, and the community; and b) explore county pupil-support services as well as the county Intermediate Unit websites to gather additional information. The teacher candidate will submit a graphic organizer that presents information gathered from all constituencies. The rationale for these selections will be submitted in a written summary (4-6 pages). The rationale section of this assignment is an opportunity for you to demonstrate formal writing skills. Assignment #4 Describe how your field teacher addresses the nature, needs, and interests of early adolescent students. Note the physical environment, the “climate” for teaching and learning, and the formal and informal classroom management systems. Examine the district and school’s websites to gather information about the school’s community related to the cultural, ethnic, linguistic, social, and economic diversity. Reflecting on class discussions, assigned text readings, and a minimum of three scholarly journal articles— related to classroom management and organization— respond to the following questions:

Course Syllabus for MGP 220 (page 10)Assignments/Assessments—Assignment 4 (continued) and Assignment 5

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a. How do the personal attitudes you project concerning students, learning, and teaching affect the climate and activities in your classroom? b. What skills for working with middle-level students (e.g. comprehending students’ perspectives on reality, establishing a basis of respect for all, effective communication, strong curriculum, effective instruction, providing helpful feedback) are evident in your classroom? What skills would you like to develop further? c. How has the classroom been arranged (desks, floor space, storage and supplies) to best meet the needs and interests of your middle-level students? How is the space used by the students? How is the space used by the teacher? d. Identify the school-wide rules and procedures your students are expected to observe. How are they incorporated into the classroom? What additional rules, procedures, and routines are evident in your classroom? e. Describe a lesson or project that took place in your classroom focusing on planning, instruction, and assessment. How were behavior management and management of the classroom environment supported by the lesson? f. What instructional technologies are available to the teacher and the students in the classroom and the school? This paper should be four to seven pages, include a bibliography and utilize AP style. This assignment is an opportunity to demonstrate formal writing skills. Assignment # 5 Working with your school-based “team,” collect and examine school-to-family communication artifacts, such as: class and school-wide newsletters, back-to-school night materials, student progress reports, parent conference invitations, procedures, etc. parenting workshop information, class-created books, displays, performances, projects, home and school organization communication, teachers’ procedures for informal parent conferences, other evidence of school-to-family communication. Reflect on the following: How do these artifacts contribute to, and support, the life of the school and community? Which artifacts seem to significantly support school/family communication? How might the materials meet the needs of the many diverse cultures represented in the school

population— including families of exceptional children? What opportunities exist for parents, family members, and community members to become

involved in classroom and school activities? Work with your school-based team to: conduct a collaborative group session(s) to share your findings, prepare a visual display to summarize your findings, and present an oral summary of your findings and the visual display.

Course Syllabus for MGP 220 (page 11)Assignments/Assessments—Lesson Plan and Reflection plus Grading

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Lesson Plan and Reflection The lesson planning process will provide you with an authentic opportunity to demonstrate your abilities a) to translate observation and theory into practice and b) in written organization, logic, and clarity. Lesson planning is an essential competency for all teachers. The Lesson Plan and Reflection is considered a Writing Emphasis Assignment. You are required to plan and teach a lesson that is appropriate for the students in your 4th through 8th grade field classroom. Working in conjunction with your field teacher, you are to select a content area for the lesson you will teach and use the WCU Lesson Plan Format; this is found on LiveText. The lesson plan must include the following elements: Learning Outcomes, PA Standards, Anticipatory Set, Procedures, Differentiation, Closure, Formative/Summative Assessment of Students, Materials/Equipment, Technology, Reflection on Planning, Reflection on Instruction. Throughout the semester, you will receive instruction related to the essential elements of the lesson plan. In the Reflection on Planning section, discuss the aspects of your planning about which you felt confident and clear. Next discuss the area(s) where you felt uncertain, indicating what you think would be an appropriate goal for you to focus on in your efforts to improve your planning processes. Comment on all aspects of your planning. Following the teaching of the lesson, you will write a Reflection on Instruction. The reflection should include analyses of your teaching, student learning, and suggestions for further teaching and lesson improvement. Typically, each reflection should be two to three paragraphs in length.

Grading

Grades will be determined as follows: Written Assignments Field Journals (4) (W) 25 points Assignment #1: PA Code (W) 10 points Assignment # 2: Philosophy and Organization (W) 40 points Assignment # 3: Pupil Support and Advocacy (W) 40 points Assignment # 4: Classroom Management and Organization (W) 25 points Assignment # 5: School/Family Communication 20 points Blog/Discussion Board 10 points Lesson Plan (W) 30 points Total 200 points “W” indicates Writing Emphasis assignments. 85% of the course grade is derived from “W” assignments.

Grades MGP 220 Points WCU Grading Scale Points A 200-185 100-93 A- 184-180 92-90 B+ 179-174 89-87 B 173-166 86-83 B- 165-160 82-80 C+ 159-154 79-77 C 153-146 76-73 C- 145-140 72-70 D+ 139-134 69-67 D 133-126 66-63 D- 125-120 62-60 F 119 and below 59

Course Syllabus for MGP 220 (page 12)Bibliography

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Brief Bibliography Borich, G. (2007). Observation skills for effective teaching. (5th ed.). New York, NY: Prentice Hall. Brown, D. & Knowles, T. (2007). What every middle school teacher should know. (2nd ed.). Portsmouth, NH: Heinemann. Burden, P. (2010). Classroom management: Creating a successful K-12 learning community. (4th ed.). Hoboken, NJ: John Wiley & Sons, Inc. Burden, P. & Byrd, D. (2003). Methods for effective teaching. (3rd ed.). Boston, MA: Allen & Bacon. Charles, C. M. & Charles, M. G. (2004). Classroom management for middle-grades teachers. New York, NY: Pearson. Driscoll, A. & Frieberg, H. J. (2005). Universal teaching strategies. (4th ed.). Boston, MA: Pearson. Eby, J., Herrell, A., & Jordan, M. (2006). Teaching in K-12 schools: A reflective action approach. (5th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Emmer, E. T. & Evertson, C. M. (2009). 8th ed.). Classroom management for middle and high school teachers. Upper Saddle River, NJ: Pearson. Fielstein, L. & Phelps, P. (2001). Introduction to teaching. Belmont, CA: Wadsworth. Guillaume, A. (2004). K-12 Classroom teaching: A primer for new professionals. (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Henninger, M. (2004). The teaching experience: An introduction to reflective practice. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Kellough, R. (2007). A resource guide for teaching K-12. (5th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Kronowitz, E.L . (2008). The teacher’s guide to success. Boston, MA: Pearson. Parkay, F. W. & Stanford, B. H. (2007). Becoming a teacher. Boston, MA: Pearson. Posner, G. (2005). Field experience: A guide to reflective teaching. (6th ed.). Boston, MA: Pearson. Warner, C. (1997). Everybody’s house—the schoolhouse: Best techniques for connecting home, school, and community. Thousand Oaks, CA: Corwin Press. Wiles, J., & Bondi, J. (2001). The essential middle school. (3rd ed.). Wiliston, VT: Teachers College Press.

MGP Program Outcomes MatrixAligned with Courses including MGP 220 in the 4th Column (page 1)

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MGPProgram Outcomes

EDP 200 EDP 201 MGP 220 EDR 306 EDR 308 EDR 318 MGP 335 EDP 354 SCE 330 MAT 351 MAT 352 MGP 410-411

1: TCWD the ability to integrate content, pedagogical, and professional knowledge and skills to create learning experiences that make the central concepts, tools of inquiry, and structures of the content area meaningful for all children and young adolescents in 4-8.

XXLP, UP, Exams, JRP

XXInquiry Activity:

#1,2, 6 and 7

XXLP;Fin.Proj.Final ex

XXLP;Field;Journal;Final ex

XXLP:XTCS J#5TIPR 1, 3

2. TCWD knowledge, understanding, and use of the major concepts, principles, theories and research related to development of children and young adolescents to construct learning opportunities that support the individual’s development, acquisition of knowledge, and motivation.

XXExams; field observations

XXExams; field; reflective journals/activities

XJ#4

XXLesson Plan XUnit Plans

Inquiry Activity #2

XXLP;Fin.Proj.Final ex

XXLP;Field;Journal;Final ex

XXTCS J#5TIPR 2

3. TC, in order to meet the needs of all children and young adolescents Grades 4-8, including those with exceptionalities and from diverse backgrounds, will: a) demonstrate knowledge of different approaches to learning; b) demonstrate the ability to create instructional opportunities adapted to all learners, and c) implement instruction that builds on children’s prior experiences and diversities.

X (foundational) (a)Exams; report

XX (a)X(b)Exams; Field; Reflective Journals/activities

XXLP, UP, Exams

(b,c) (a,b,c)Objective-

Anchor ActivityField Experience

AnalysisLesson and Unit

Plans

XXa, bLP; journal

XXa, b, cLP;Field;Journal;

XXLPTIPR 12XTCS J# 3,5TIPR 4

4. TCWD the ability to plan and implement a variety of instructional strategies that promote a) critical and creative thinking and problem solving, b) independent and collaborative inquiry, c) active engagement in learning, and d) self and group motivation.

XXLP;Assign # 4X J #3

XXLP, UP, JRP

XXLesson Unit Plans Inquiry

Activity # 4 and 5

XXLP; Fin.Proj.

XXLP;Journal;Field

XXLP, TCS # 5TIPR 5, 6

MGP Program Outcomes MatrixAligned with Courses (page 2)

30

MGPProgram Outcomes

EDP 200 EDP 201 MGP 220 EDR 306 EDR 308 EDR 318 MGP 335 EDP 354 SCE 330 MAT 351 MAT 352 MGP 410-411

5. TCWD The teacher candidate will demonstrate knowledge and use of a) effective verbal, nonverbal, and media communications for fostering active inquiry, collaboration, and supportive interactions in the classroom, and b) educational technologies in instruction, assessment, and other professional practices.

XX LP; Assign # 4XJournal

X BTech

X (b) XXField Experience Analysis

Unit Plans

Mid-term and Final Examinations

XaIn-class assign.

XaIn-class assign.

XX LPTIPR 7XTIPR 6

6. TCWD The teacher candidate will demonstrate planning and management of instruction based on a) knowledge of young adolescent learners, b) content and curriculum standards, c) the school and local community, and d) the philosophical foundations and organization of middle level education including the essential role of the classroom teacher and children and young adolescents in curriculum development.

X(foundational)Lesson plan analysis; exams; reports

XExams; reflective journals/activities

XXA,b,dLP, UP, Exams, JRP

XX (b) XX(a,b)Inquiry Activity #1

and 2

Lesson and Unit Plans

Xa, bLP;In-class assign.

Xa, bLP;In-class assign.

XXLPTIPR 14XTCS # 1,4,5TIPR 1, 3

7. TCWD The teacher candidate will demonstrate knowledge and implementation of formal and informal assessment strategies, including student self-assessment, for evaluating and ensuring the continuous intellectual, academic, social, and physical development of children and young adolescent learners in 4-8.

XXLP

XXLP, UP, Exams, JRP

XX XConsumer Inquiry Activity

Lesson and Unit Plans

Final Examination

XJournalsLP

XJournalsLP

XXLP;TCS J#6

MGP Program Outcomes MatrixAligned with Courses (page 3)

31

MGPProgram Outcomes

EDP 200 EDP 201 MGP 220 EDR 306 EDR 308 EDR 318 MGP 335 EDP 354 SCE 330 MAT 351 MAT 352 MGP 410-411

8. TCWD the ability to a) identify, evaluate, and use information effectively and within ethical and legal guidelines, b) reflect on one’s own content knowledge, teaching skills and effects of each on the growth and learning of children and young adolescents, and c) seek opportunities to grow professionally.

XReflective journals/activities

XXLP; Assign; 1XJ # 5

XXA + bLP, UP, Exams, JRP

XX 9(a,b,c) XbJournals

XbJournals

XXTCS J#4XTCSJ#6TIPR

9. TCWD The teacher candidate will demonstrate understanding of collaboration with school colleagues, families, and agencies in the larger community, to support and advocate for the learning and well being of children and young adolescents.

XXAssign # 2

X XXTCS J#4XXTIPR 17X TIPR 16

Moving Towards a Culture of Assessment

•Keep on going—assessment is an ongoing process.•Be flexible.•Use assessment results.

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