Oklahoma Commission for Teacher Preparationswcu.edu/.../Education/1.4a.1_English_Program_Report_… · Web viewC or higher in major core/PTE sequence coursework. State Tests

Oklahoma Commission for Teacher PreparationProgram Report for the Preparation of English

Education

C O V E R S H E E T

Institution: Southwestern Christian University State: OK

Date submitted: March 15, 2014

Name of Preparer: Professor Shelley Groves and Dr. Dana Owens-DeLong

Phone #: (405) 789-7661 and 830-2484 Email: [email protected] and [email protected]

Program documented in this report:Name of institution’s program(s): English Education Grade levels for which candidates are being prepared: 6 – 12, secondary Degree or award level1: Bachelor of Arts Is this program initial or advanced? Initial___________________________________________Is this program offered at more than one site? □ Yes x NoIf yes, list sites at which the program is offered: _________________________________________________________________

Title of the state license for which candidates are prepared

Program report status:x Initial review

x New ProgramoExisting Program

Response to One of the Following Decisions: Further Development Required or Recognition with Probation

Response to Recognition With Conditions

Is your unit seeking:x State accreditation for the first time (initial accreditation) Continuing State accreditation

GENERAL DIRECTIONS

The following directions are designed to assist institutions as they complete this web-based program report. To complete the report, institutions must provide data from 6-8 key assessments that, taken as a whole, will demonstrate candidate mastery of the state competencies. These data will also be used to answer the following questions:

Have candidates mastered the necessary knowledge for the subjects they will teach or the jobs they will perform? Do candidates meet state licensure requirements? Do candidates understand teaching and learning and can they plan their teaching or fulfill other professional

education responsibilities? Can candidates apply their knowledge in classrooms and schools?

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mailto:[email protected]



Are candidates effective in promoting student learning and creating environments to support learning?

To that end, the program report form includes the following sections:

I. Contextual Information – provides the opportunity for institutions to present general information to help reviewers understand the program.

II. Assessments and Related Data - provides the opportunity for institutions to submit 6-8 assessments, scoring guides or criteria, and assessment data as evidence that standards are being met.

III. Standards Assessment Chart - provides the opportunity for institutions to indicate which of the assessments are being used to determine if candidates meet program standards.

IV. Evidence for Meeting Standards – provides the opportunity for institutions to discuss the assessments and assessment data in terms of standards.

V. Use of Assessment Results to Improve Candidate and Program Performance – provides the opportunity for institutions to indicate how faculty is using the data from assessments to improve candidate performance and the program, as it relates to content knowledge; pedagogical and professional knowledge, skills, and dispositions; and effects on student learning.

Page limits are specified for each of the narrative responses required in Sections IV and V of the report, with each page approximately equivalent to one text page of single-spaced, 12-point type. Each attachment required in Sections I and II of the report should be kept to a maximum of five text pages.

When the report has been completed, please send an electronic copy to the Oklahoma Commission for Teacher Preparation (OCTP). Please also retain an electronic copy for your file until the OCTP has acknowledged receipt of your report.

Specific directions are included at the beginning of each section. What if the program is offered at different levels or in different tracks (e.g., at the baccalaureate, master’s, and alternate route)? If assessments are the same across the different levels/tracks, one report may be submitted. However, the assessment results must be disaggregated for each program level/track. If assessments are different across the different levels/tracks, a separate program report must be submitted for each program level/track. If you are unsure whether to submit one or multiple reports, contact the OCTP office.What if the program is offered at the main campus and one or more off-campus sites? If assessments are the same on the main campus and the off-campus sites, one report may be submitted. However, the assessment results must be disaggregated for each site. If assessments are different on campus than in the off-campus sites, a separate program report must be submitted for each site. If you are unsure whether to submit one or multiple reports, contact the OCTP office.

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SECTION I—CONTEXT

Provide the following contextual information: 1. Description of any state or institutional policies that may influence the application of competencies.

Who We AreSouthwestern Christian University is a Christ-centered liberal arts institution equipping students for a life of learning, leadership, and service; integrating faith, learning, and living; and empowering graduates to excel and to positively impact their world for Jesus Christ. SCU holds an educational philosophy in which biblical literacy and the Christian Worldview are at the heart of its educational programs.

Our GoalThe goal of Southwestern Christian University’s Teacher Education Program is to combine theory with practice through clinical practice in collaboration with multiple school settings in order to prepare teacher candidates for effective classroom instruction. Part of this preparation includes equipping teacher candidates with content knowledge, pedagogical knowledge, and the importance of ongoing reflection of their beliefs, goals, and practices as they relate to students’ needs. Therefore, the Teacher Education Program seeks to address all of these elements throughout the program so that teacher candidates are prepared to teach all types of learners, to equip learners with skills to function productively within society, and to serve the community as a whole.

Unit's Conceptual FrameworkThe essence of our Christian mission is represented in our conceptual framework. This mission is also supported by a strong commitment to preparing competent, caring, reflective, and qualified educators. SCU emphasizes the integration of subject matter, clinical experiences, and pedagogical knowledge as demonstrated by caring actions, service in the field, and teaching skills. We believe the teacher is the orchestrator of the learning environment and has the responsibility to create a positive atmosphere for all students. This is reached through specific themes designed to provide a unique educational experience at SCU. The SCU teacher education program seeks to prepare effective educators who are caring, reflective, service-guided, and scholarly throughout their professional careers as they facilitate learning and model Christ.

The goal of the SCU teacher education program is for graduates to be:

CARING for all students and the belief that all can learnREFLECTIVE On professional and personal practiceSERVICE-guided as a model of Christian character through leadership and involvementSCHOLARSHIP-minded in the pursuit of life-long learning

The Unit’s Conceptual Framework provides the context for developing and assessing teacher candidates’ proficiencies. The State of Oklahoma has established testing requirements as part of its teacher certification process. All candidates must pass the Oklahoma General Education Test (OGET), Oklahoma Subject Area Test (OSAT), and Oklahoma Professional Teaching Examination (OPTE) documenting that they possess the content knowledge and pedagogical skills to be effective teachers. The OGET must be successfully completed prior to admission into the School of Education. Teacher candidates must then successfully pass the OSAT and OPTE by the completion of their internship phase to earn a teaching certificate from the State of Oklahoma.

Application of StandardsAssessments and the degree program have been developed to meet program expectations, Oklahoma Proficiencies, InTASC Standards and NCTE standards. Alignment was also considered to courses and the OSAT Competencies in order to effectively prepare candidates for the state subject area test. Some assessment line items provide evidence for standards common to Oklahoma General Competencies, InTASC standards, and NCTE standards. Other line items address Oklahoma Proficiencies, InTASC or NCTE specific standards. Standards for both Oklahoma General Competencies (InTASC Standards), and NCTE standards have been organized within the four themes of the conceptual framework for the Department of Education; caring, reflection, service, and scholarship.

2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships.

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The Clinical Practice component of the teacher education program at Southwestern Christian University provides teacher candidates with extensive opportunities to move beyond being students of organized knowledge to become classroom teachers who put their acquired knowledge into practice in the classroom.

Our partners in this process of providing guided and gradual induction into classroom teaching are the teachers and administrators in public school systems. The Teacher Education Office works collaboratively with our partner schools to provide field-based programs for teacher education candidates seeking initial certification.

The Teacher Education Program at SCU places candidates in clinical placement sites that are aligned with the university’s mission and the Teacher Education Conceptual Framework. The Conceptual Framework is grounded in the notion that candidates become critical thinkers, problem solvers, and leaders through Caring, Reflection, Service, and Scholarship--all active qualities that require significant clinical experiences.

Clinical practice requirements include 160 clock hours of time spent in partner schools in the P-12 classroom with clinical faculty (P-12 classroom teachers) prior to the 16 week clinical internship (student teaching).

Clinical Practice Sequence & Quantity

Sophomore Year Second Semester

a. EDUC 2113 Foundations in Educationb. EDUC 2000 Foundations Clinical Practice – 40 hours

Junior YearFirst Semester

a. EDUC 3202 Educational Technologyb. EDUC 3000 Technology Clinical Practice – 40 hours

Second Semestera. EDUC 4232 Assessment and Evaluationb. EDUC 4000 Assessment Clinical Practice – 40 hours

Senior Year First Semester

a. ENGL 4xx3 Methods of Teaching Englishb. ENGL 4000 Methods of Teaching English Clinical Practice – 40 hours

Second Semester a. EDUC 4xx5 Clinical Internship I – 8 weeksb. EDUC 4xx5 Clinical Internship II – 8 weeks

Total Clinical Practice = 120 hoursTotal Clinical Internship = 16 weeks

EDUC 2000 Foundations in Education Clinical Practice – 40 hoursPurposeThe purpose of the first clinical practice is to provide teacher candidates, before admission to the Teacher Education Program, the opportunity to begin to identify the knowledge, skills, and dispositions involved in helping all students learn. Working with teachers and students in a school setting provides the opportunity, for those considering teaching as a career, to be involved in meaningful and relevant activities. The experiences should increase candidates’ understanding of teaching as a career and the responsibilities associated with being an educator. Occurring during the time candidates are enrolled in EDUC 2113 Foundations in Education, the initial clinical practice is designed to assist potential teacher candidates make earlier and wiser decisions relative to entrance into Teacher Education. Candidates will have the option of completing the application into SCU Teacher Education as part of this course.

EDUC 3000 Educational Technology Clinical Practice – 40 hoursPurposeThe intermediate clinical practice is the practical application of concepts being taught during the time candidates are enrolled in EDUC 3202 Educational Technology and supporting the concepts from major core courses. Candidates have been admitted to the Teacher Education Program and are developing the skills and competencies to prepare them for clinical practice (student teaching).

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EDUC 4000 Assessment and Evaluation Clinical Practice – 40 hoursPurpose The intermediate clinical practice is the practical application of concepts being taught during the time candidates are enrolled in EDUC 4232 Assessment and Evaluation. Candidates have been admitted to the Teacher Education Program and are developing the skills and competencies to prepare them for clinical practice (student teaching).

ENGL 4000 Methods of Teaching English Clinical Practice40 hours of clinical practice in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university professor. The pre-internship clinical practice is the practical application of concepts being taught during the time candidates are enrolled in ENGL 4813 Methods of Teaching English. Candidates have been admitted to the Teacher Education Program and are developing the skills and competencies to prepare them for clinical practice (student teaching). Candidates will also apply for the clinical internship (student teaching) during this course.

EDUC 4815 Teaching Clinical Internship IEight weeks of clinical internship in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university supervisor. This course is designed to give the teacher candidate first-hand experience in observation, critical analysis of lesson types, lesson planning and classroom teaching in an accredited school.

EDUC 4825 Teaching Clinical Internship IIEight weeks of clinical internship in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university supervisor. This course is designed to give the teacher candidate first-hand experience in observation, critical analysis of lesson types, lesson planning and classroom teaching in an accredited school.

As the final component of the teacher education sequence, clinical internship (student teaching) gives candidates an opportunity to test and evaluate in practice the theories learned in university classes and elsewhere. It is a full semester focused on the components of teaching in which clinical interns are immersed in the full responsibilities and duties of the classroom teacher. Candidates are required to enroll in Teaching Clinical Internship I and II during their final semester.

The clinical practice component of the teacher education program at SCU strives to accomplish the following goals: Teacher candidates recognize the importance of P-12 student learning and make it the focus. Clinical practice is a vital component and integrated throughout the program. Programs prepare teacher candidates who are experts in content and how to teach it and are also caring, service-

guided and reflective problem solvers Clinical faculty work together with university faculty to deliver curriculum in an integrated and effective manner. Programs work with partner schools to ensure a connected experience. Technology is integrated into curriculum and adds value to the learning environment.

Settings and ExperiencesCandidates are required to complete clinical practice in multiple partner schools to experience diversity. Diversity is defined as different school districts, levels, grades, ethnicity, socio-economic levels, size, and inclusionary classrooms.

Partner School CriteriaPartner schools are selected based on the level of involvement by the school principal and clinical faculty. Clinical faculty must be willing to be a part of the educational team with the university professor and support the course curriculum in a school setting. Clinical faculty receive initial training and communicate with the university faculty on a regular basis throughout the semester to coordinate theory and practice for each unit of study. Each partner school has one representative serving on the SCU Teacher Education Council and is a vital part of curriculum development and review.

Continuous Review Each semester clinical faculty are asked to provide feedback on all documents, assignments, and procedures associated with the clinical practice. This input is used to modify existing documents and address issues, concerns, and suggestions. Clinical faculty are active participants in the process.

3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program.

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Transition I: Admission to Teacher Education Requirements

Grade Requirements: Achieve a minimum grade point average of 2.75 in all courses completed at SCU or other colleges or universities at

the time of application. All coursework taken in degree certification major or general education courses required for majors must be

completed with no grade lower than “C”. All coursework taken in the professional teacher education sequence must be completed with no grade lower than “C. Demonstrate a proficiency in written and oral English as indicated by having a grade of “C” or better in six hours of

English Composition. State Tests Oklahoma General Education Test (OGET). Portfolio Establish SCU Teacher Education Portfolio – Check Point I

A satisfactory score on the candidate’s portfolio assessmentsLegal Submit an approved background check for clinical practice. Complete Felony Questionnaire & Accuracy Statement. Complete Teacher Education Code of Ethics. Clinical Practice Clinical Practice Requirements Agreement Documentation of work with children.Recommendations & Evaluations Recommendation letters from church officials and/or faculty members. Faculty InterviewRequirements Plan for meeting Foreign Language Competency. Written interest in teaching Complete the Emergency Contact Information Form. Approvals Receive formal approval by the SCU Teacher Education Council.

Transition II: Enrollment in Professional Coursework & Clinical Practice(s)

Grade Requirements: Maintain 2.75 cumulative grade point average on all coursework earned and verified via degree check prior to clinical

internship. C or higher in major core/PTE sequence courseworkState Tests Oklahoma Subject Area Test (OSAT)Portfolio A satisfactory score on Portfolio – Check Point IISPA Standards Satisfactory completion of assessmentsLegal Current approved background checkClinical Practice Complete Successful completions of Professional Teacher Education courses including 160 hours of clinical practice. Recommendations & Evaluations University Faculty Clinical FacultyRequirements Completion of Foreign Language CompetencyApprovals Receive formal approval by the SCU Teacher Education Council.

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Transition III: Admission to Clinical Internship


internship. C or higher in major core/PTE sequence courseworkState Tests Oklahoma Subject Area Test (OSAT)Portfolio A satisfactory score on Portfolio – Check Point III

Checkpoint occurs at the completion of all courseworkSPA Standards Satisfactory completion of assessmentsLegal Current approved background check Clinical Practice Successful completions of Professional Teacher Education courses including 160 hours of clinical practiceRecommendations & Evaluations University Faculty Clinical Faculty Supervisor Evaluation Requirements Completion of Foreign Language CompetencyApprovals Receive formal approval by the SCU Teacher Education Council.

Transition IV: Recommendation for Certification


internship. C or higher in major core/PTE sequence coursework and completionState Tests Oklahoma Professional Teaching Exam (OPTE)Portfolio A satisfactory score on Portfolio – Check Point IV

Checkpoint occurs at the completion of all courseworkSPA Standards Satisfactory completion of assessmentsLegal N/AClinical Practice Successful completion of Clinical internship including 16 weeks of clinical internship Recommendations & Evaluations University Faculty Clinical Faculty Clinical Intern Self-Assessment Clinical Intern Education Program Evaluation Clinical internship Evaluations Clinical Faculty Evaluation Supervisor Evaluation Requirements N/AApprovals Receive formal approval by the SCU Teacher Education Council.

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Attach the following contextual information:1. A program of study that outlines the courses and experiences required for candidates to complete the program. The

program of study must include course titles. (This information may be provided as an attachment from the college catalog or as a student advisement sheet.)

2. Chart with the number of candidates and completers.3. Chart on program faculty expertise and experience.

(response limited to 6 pages, not including attachments)

Institution: Southwestern Christian University Student: ____________________________Degree: Bachelor of Arts – B.A. Date: _______________________________Program: EnglishMajor: English Education

English Education Degree Plan

Course Prefix Course Title Credit Hrs.

Offered Complete Subst. Transfer

General Education PSYC 1001 Collegiate Success 1 * ENGL 1113 English Grammar and Composition I 3 * ENGL 1213 English Grammar and Composition II 3

HIST 1483/1493 U.S. History I or U.S. History II 3 HPSM 2212 Lifetime Wellness 2 MATH 1000-

2000Any lower division math course 3

POLI 1113 American Federal Government 3 Science 1000-

2000Any lower division science with lab 4

Science 1000-2000

Any lower division science without lab 3

SPCH 1113 Introduction to Public Communication 3 Elective Any 1000-2000 ENGL, LSCI course 3 Elective Any 1000-2000 PHIL, POLI, GEOG

course3

Elective Any 1000-2000 PSYC, SOCL, ECON, or Science course

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Elective Any 1000-2000 HUMA, HIST, or For. Lng.

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Elective Any 1000-2000 FINC, MUTH, HPSM, SPCH course

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Total General Education Credit Hours 43 Religious Literacy Core

BIBL 1403 Old Testament History and Literature 3 BIBL 1413 New Testament History and Literature 3 BIBL 2223 Biblical Hermeneutics 3 THEO 3913 Biblical Discipleship 3 HIST 3133 Pentecostal History 3 * ENGL 4993 Senior Thesis 3

Total Religious Literacy Core Credit Hours 18

Major Core

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* ENGL 2033 Creative Writing 3 * ENGL 2903 Seminar in English 3 * ENGL 3423 American Literature I 3 * ENGL 3523 American Literature II 3 * ENGL 3333 English Literature I 3 * ENGL 3353 English Literature II 3

* ENGL 3603 Grammar w/ lab 3 * ENGL 3663 World Literature 3 * ENGL 4313 Shakespeare 3 * ENGL 4663 Expository Writing 3 * Foreign

Language+6 credit hours of the same language 6

Total Major Core Credit Hours 36

Professional Teacher Education

* EDUC 2301 Introduction to Teaching 1 * EDUC 2113 Foundations in Education 3 * EDUC 2000 Foundations in Education Clinical

Practice0

* EDUC 3202 Educational Technology 2 * EDUC 3000 Educational Technology Clinical Practice 0 * EDUC 4232 Assessment and Evaluation 2 * EDUC 4000 Assessment and Evaluation Clinical

Practice0

* PSCY 3143 Psychology of the Exceptional Child 3 * PSYC 3213 Child and Adolescent Psychology 3 * PSYC 3123 Educational Psychology 3 * ENGL 4513 Methods of Teaching English 3 * ENGL 4000 Methods of Teaching English Clinical

Practice0

* EDUC 4812 Classroom Strategies 2 * EDUC 4815 Teaching Clinical Internship I 5 * EDCU 4825 Teaching Clinical Internship II 5

Total Major Core Credit Hours 32

Total English Program Credit Hours 129

* Grade of "C" or better.

Minimum Graduation Requirements

1. Overall GPA in all college course work a minimum of 2.752. In courses in English Composition, Professional Education, and area of specialization (major) a minimum of “C”3. Proficiency in foreign language a minimum of Novice 4 level

ObjectiveThe objective of this program is to enable the student to acquire an essential knowledge base, skills, and a philosophical foundation for how to make successful, professional decisions that are required for teachers/coaches in public and private schools. Courses required for this major are congruent with Oklahoma state competencies and the National Council of Teachers of English (NCTE) professional recommendations.

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http://www.aahperd.org/naspe/

MissionThe English Education program at SCU seeks that each candidate becomes a transformed thinker influencing their world for Christ. The program will provide a sound academic foundation in written communication, in-dept comprehension, and critical thinking skills from a Christian perspective to equip the candidate to be productive and successful in educating secondary students. Christian behaviors and perspective will be emphasized in all course offerings and activities. The curriculum is designed accordingly to equip candidates to be productive and successful in whatever schooling situation they encounter

Course Descriptions: English Education

SPCH 1113 Introduction to Public Communication – 3 hoursDesigned to enhance the public speaking abilities of all students. Attention is given both to speech communication theory and to practical application of those theories in actual speaking in such areas as preaching, skills as an emcee, and platform mannerisms.

ENGL 1113 English Grammar and Composition I – 3 hoursA study of the principles of effective communication, with emphasis upon the reading and writing of exposition. Required of all freshmen with exception of those whose scores in English proficiency warrant advance placement. Students must pass with a grade of “C” or better. Prerequisite: ACT scores of 19 or above or placement test required.

ENGL 1213 English Grammar and Composition II – 3 hoursA continuation of the study of effective communication. Practice in writing narration, description, literary criticism, and research papers. Reading of poetry and short stories. Students must pass with a grade of “C or better.Prerequisite: ENGL 1113 English Grammar and Composition I

ENGL 2113 Introduction to Literature – 3 hoursThis course is designed to provide students a foundation in the study and understanding of literature. The course establishes a foundation of literary terms and approaches and will give an overview of various genres. This course satisfies the literature elective in the General Education Curriculum.Prerequisite: ENGL 1213 English Grammar and Composition II

ENGL 2033 Creative Writing – 3 hoursAn introduction to imaginative writing with an emphasis upon the writing of essays and poetry. Some analysis of literary models will be involved. The major thrust will be student writing from personal experience.

ENGL 2903 English Seminar – 3 hoursThis course is designed to introduce English majors to the program of English offered at Southwestern. It provides an overview of the program and possible career choices in the area of English. It also provides students with an opportunity to develop a career portfolio that will follow them through the degree plan.

ENGL 3333 English Literature I – 3 hoursA survey of the significant works and authors from the Anglo-Saxon period to the early seventeenth century. Emphasis will be placed on the works and authors who have made the most significant contributions to the Western literary tradition.

ENGL 3353 English Literature II – 3 hoursA survey of the significant works of British literature since the seventeenth century. Post-enlightenment, Romantic, Victorian and Modern works will be examined. The study will include Byron. Dickens, Austen, Bronte, Golding, Huxley, and other prominent British writers.

ENGL 3423 American Literature I – 3 hoursA historical survey of works of American literature from colonial times to the American Civil War. The literature is examined against the backdrop of its contemporary political, social and religious climate.

ENGL 3523 American Literature II – 3 hoursA historical survey of works of American literature from 1865 to present. The literature is examined against the backdrop of its contemporary political, social and religious climate.

ENGL 3603 Advanced Grammar – 3 hoursThis course is designed to enable the student to better understand the concepts in English grammar. Teaching others is one of the greatest methods by which to thoroughly learn a subject matter. By allowing the English major opportunity to

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give instruction to other students, the window for greater learning is available.Prerequisite: ENGL 1113 English Grammar and Composition I

ENGL 3663 World Literature – 3 hoursThis course includes selected readings representing American, European, Asian, African, and Hispanic literature that have shaped and formed their respective cultures throughout history.

ENGL 4313 Studies in Shakespeare – 3 hoursThis course is an overview of Shakespeare and a sample of his major works. It includes a brief study of the historical background of his life and the theatre in which he was active. It involves study of his plays which represent the areas of histories, comedies, tragedies and his last works.Prerequisite: By permission only.

ENGL 4663 Expository Writing – 3 hoursThis course is an in depth study of effective communication. It includes practice in writing over a variety of topics in an expository manner.Prerequisite: ENGL 1213 English Grammar and Composition II

ENGL 4993 Senior Thesis – 3 hoursStudents will prepare an in-depth written thesis on an approved topic in literature. A faculty member from the School of English will be appointed as the primary advisor. With the advisor’s guidance, the student will research and write a 25-30 page paper. Students are encouraged to investigate a particular area of personal interest and build upon earlier coursework. The finished thesis will then be examined by a committee comprised of members from the School of English. This paper is normally completed the final semester of the senior year.Prerequisite: Senior, final semester

Professional Teacher Education

EDUC 2301 Introduction to Teaching – 1 hourThis course is designed to assist a student who is considering education as a profession. Emphasis will be placed on an overview of what it means to be a teacher education program. Current issues will be considered. Also, the student will become acquainted with the policies and procedures in becoming a teacher candidate. Finally, preparation for taking the OGET will be covered and discussed.

EDUC 2113 Foundations in Education – 3 hoursAn introduction to the historical, philosophical, and social foundations of education and their relationship to teaching as a profession. Current issues in education are also introduced and discussed. Laboratory experiences as an observer / aid in the public schools and procedures for admission to teacher education are included. Prerequisite: English Comp II. Corequisite: EDUC 2000 Foundations in Education Clinical Practice

EDUC 2000 Foundations in Education Clinical Practice – 0 hours40 hours of clinical practice in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university professor. Clinical practice will support the curriculum associated with EDUC 2113 Foundations in Education and requires concurrent enrollment. Prerequisite: English Comp II. Corequisite: EDUC 2113 Foundations in Education

EDUC 3202 Educational Technology – 2 hoursThis course provides proficiency at utilizing technology in the P-12 classroom arena. Focus is on curriculum integration. This course provides a variety of cloud-based, interactive learning technologies and other free educational technology tools. Prerequisite(s): computer literacy (knowledge of Office applications including Word, Excel, and Powerpoint; knowledge of Internet use)Prerequisite: English Comp II. Corequisite: EDUC 3000 Educational Technology Clinical Practice

EDUC 3000 Educational Technology Clinical Practice – 0 hours40 hours of clinical practice in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university professor. Clinical practice will support the curriculum associated with EDUC 3202 Educational Technology and requires concurrent enrollment. Prerequisite: English Comp II. Corequisite: EDUC 3202 Educational Technology

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EDUC 4232 Assessment and Evaluation – 2 hoursThis course will give the teacher candidate and overview of assessment tools used in educational settings. The use of both formal and informal assessment tools and the evaluation processes will be considered. Also, the course will consider such areas as teacher made tests; standardized testing, authentic assessment and evaluation, developing a record keeping system and parent-teacher conferences.Prerequisite: English Comp II, Admission to Teacher Education. Corequisite: EDUC 4000 Assessment and Evaluation Clinical Practice

EDUC 4000 Assessment and Evaluation Clinical Practice – 0 hours40 hours of clinical practice in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university professor. Clinical practice will support the curriculum associated with EDUC 4232 Assessment and Evaluation and requires concurrent enrollment. Prerequisite: English Comp II, Admission to Teacher Education. Corequisite: EDUC 4232 Assessment and Evaluation

ENGL 4813 Methods of Teaching English – 3 hoursThis course provides students the methods used for teaching in the secondary English classes. It will emphasize teaching of language, literature, and composition, with emphasis on current trends as shown in recent textbooks, journal articles, experimental studies, and curriculum guides. Focus will be on curriculum development aligned with state standards, lesson design and evaluation. Prerequisite: English Comp II and Admission to Teacher EducationPrerequisite: English Comp II, Admission to Teacher Education. Corequisite: ENGL 4000 Assessment and Evaluation Clinical Practice

ENGL 4000 Methods of Teaching English Clinical Practice – 0 hours40 hours of clinical practice in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university professor. The pre-internship clinical practice is the practical application of concepts being taught during the time candidates are enrolled in ENGL 4513 Methods of Teaching English. Candidates have been admitted to the Teacher Education Program and are developing the skills and competencies to prepare them for clinical practice (student teaching). Candidates will also apply for the clinical internship (student teaching) during this course. Prerequisite: English Comp II, Admission to Teacher Education. Corequisite: ENGL 4813 Assessment and Evaluation

EDUC 4812 Classroom Strategies – 2 hoursThis course addresses strategies for positive classroom management, learning environment, family communications, how to develop goals, objectives, rubrics and proper documentation techniques. Topics will also include reflections on instructional practices, understanding of the state teacher evaluation process (the Oklahoma Minimum Criteria for Teacher Performance, Teacher Leader Effectiveness) and instructional strategies for incorporating the criteria into the teaching and learning process. Prerequisites: Admission to the Teacher Education Program; Admission to Clinical Internship. Corequisite: EDUC 4815 Teaching Clinical Internship I, EDUC 4825 Teaching Clinical Internship II

EDUC 4815 Teaching Clinical Internship I – 5 hoursEight weeks of clinical internship in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university supervisor. This course is designed to give the teacher candidate first-hand experience in observation, critical analysis of lesson types, lesson planning and classroom teaching in an accredited school.Prerequisites: Admission to the Teacher Education Program; Admission to Clinical Internship. Corequisite: EDUC 4825 Teaching Clinical Internship II, EDUC 4812 Classroom Strategies

EDUC 4825 Teaching Clinical Internship II – 5 hoursEight weeks of clinical internship in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university supervisor. This course is designed to give the teacher candidate first-hand experience in observation, critical analysis of lesson types, lesson planning and classroom teaching in an accredited school.Prerequisites: Admission to the Teacher Education Program; Admission to Clinical Internship. Corequisite: EDUC 4815 Teaching Clinical Internship I, EDUC 4812 Classroom Strategies

ATTACHMENT ACandidate Information

Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the

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levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master’s, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary.

Program: English Education - BS

Academic Year # of Candidates Enrolled in the Program

# of Program Completers2

0 00 00 0

No students have been enrolled in the program, pending program approval.

ATTACHMENT BFaculty Information

Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program.

Faculty Member Name

HighestDegree, Field, & University3

Assignment: Indicate the role of the faculty member4

Faculty Rank5

Tenure Track (Yes/No)

Scholarship,6

Leadership in Professional Associations, and Service: 7

List up to 3 major contributions in the past 3 years 8

Teaching or other professional experience in P-12 schools9

Shelley Groves

Master in Administration and Educational Leadership - SNU - Spring 2003

Master of Arts in English - UCO - Fall 2009ABD, Instructional

Professor,Department Chair of Language Arts,Dean of Arts & Sciences

N/A N/A National Council of Teachers of English memberOklahoma Council of Teachers of English memberConference on Christianity in Literature member

Certification- English 6-12, Economics 6-12, Geography 6-12, Sociology/Anthropology 6-12, US Govt 6-12 US History; OK History/ Government/ Economics 6-12Certification-

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NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements. 3

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Leadership Academic Curriculum – English, University of Oklahoma

Evangel University Alumni Board Member

Presented at Oklahoma Council of Teachers of English - Spring 2012

Association of Christian Schools International, Educ. Adm.Teaching –3 yrs public teacher P-6,4 yrs private - 3 years private administration

Brittanie Wyatt

M.A. in History from Southwestern Assemblies of God University

Part-time professor

N/A N/A American Historical Association

Certification-Secondary English /Language ArtsAssociation of Christian Schools InternationalTeaching – 5 years Middle School Language Arts and Reading

Rhonda Crutcher

Ph. D. Early Christian Literary, University of Manchester

Full time professor, General Education Coordinator

N/A N/A Taught Conversational English in China, 1 year

Certification-Secondary English /Language ArtsTeaching – 3 years 7-12 Language Arts and Reading, 7 years higher ed

James Bowen

EdD, Supervision, Curriculum, & InstructionTexas A&M-Commerce, TX

Professor, Director of Institutional Research, Assessment, & Effectiveness

N/A N/A OACTE members 24 yrs. (Past President) Board of Examiners – State 20 yrs. Board of Examiners – NCATE 2 yrs.

Certification- Business Math, Algebra, Analysis, Calculus, Gen. Math, Geometry, Trigonometry, Physical Education/ Health/SafetyTeaching – 3yrs. 6-12Teacher Education – 24 yrs.

Dana Owens-DeLong

Ed. D. Curriculum & Instruction, Oklahoma State University

Professor, department chair, director of teacher education program

N/A N/A *Oklahoma Association of Colleges of Teacher Education member -16 years, *OTA- Oklahoma Technology

Certification- Biological Science 7-12, Earth Science 7-12, Journalism 7-12, Middle Level Science 6-8, Chemistry 7-12, Physical

14

Association member 19 years, board member 8 years; *SRCEA-Southern Regional Council on Educational Leadership member 9 years, board member 8 years

Science 7-12, English 7-12, Middle Level English 6-8, Technology Education 7-12, Educ. Admin. Teaching –16 years 6-12, Teacher Education – 19 years

Rebecca Webster

Ph.D., LPCCounselor Education and Supervision

Professor, department chair

N/A N/A American Counseling Association, Association of Counselor Education and Supervision, Oklahoma Counseling Association, American Psychological Association, Society of Research in Child Development

Certification- Elementary K-8, English endorsement, Counselor K-12Teaching – 15.5 years P-12Teacher Education – 2 years

1 e.g., PhD in Curriculum & Instruction, University of Nebraska2 e.g., faculty, clinical supervisor, department chair, administrator3 e.g., professor, associate professor, assistant professor, adjunct professor, instructor4 Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.5 Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission.6 e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program7 Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.

15

SECTION II— ASSESSMENTS AND RELATED DATAIn this section, list the 6-8 assessments that are being submitted as evidence for meeting the subject area competencies. All programs must provide a minimum of six assessments. State licensure test results in the content area must be submitted as proof of candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program.

Assessment Title - Type or Form of

Assessment

When the Assessment Is Administered

1 [Licensure assessment, or other content-based assessment] 10

Oklahoma Subject Area Test (OSAT)

State exam required for licensure

Completed and passed prior to admission to clinical internship (ST)

2 [Content-based assessment]Teacher Candidate Grades

Individual candidate grades

Major core courses:ENGL 1113 English Grammar and Composition IENGL 1213 English Grammar and Composition IIENGL 2033 Creative WritingENGL 2903 Seminar in EnglishENGL 3423 American Literature IENGL 3523 American Literature IIENGL 3333 English Literature IENGL 3353 English Literature IIENGL 3603 Grammar w/ labENGL 3663 World LiteratureENGL 4313 ShakespeareENGL 4663 Expository WritingENGL 4993 Senior Thesis

3 [Assessment of candidate ability to plan instruction]English Education Unit Plan

Unit Plan ENGL 4513 Methods of Teaching EnglishProgram specific assessment during methods course

4 [Assessment of student teaching or internship]Final Clinical Internship Assessment

Clinical Internship assessment

EDUC 4815 and EDUC 4825 Clinical Internship I & IICommon Assessment at end of ST

5 [Assessment of candidate effect on student learning]Teacher Work Sample

Teacher Work Sample

EDUC 4815 and EDUC 4825 Clinical Internship I & IIProgram specific assessment during Clinical Internship (ST)

6 [Additional assessment that addresses SPA standards (required) ]English Education Capstone Research

Research Paper

ENGL 4993 Senior Thesis

7 [Additional assessment that addresses SPA standards (optional)]Resource Collection

Project ENGL 4513 Methods of Teaching English

8 [Additional assessment that addresses SPA standards (optional)]

N/A Not included

10 If licensure test data is submitted as Assessment #1, the assessment and scoring guide attachments are not required. If the state does not require a licensure test, another content based assessment must be submitted (including the assessment and scoring guide).

16

SECTION III—STANDARDS ASSESSMENT CHART

For each Oklahoma competency on the chart below, identify the assessment(s) in Section II that address each standard. One assessment may apply to multiple competencies. In Section IV you will describe these assessments in greater detail and summarize and analyze candidate results to document that a majority of your candidates are meeting state standards. To save space, the details of the state standards are not identified here, but are available on the State Department of Educations website. The full set of competencies provides move specific information about what should be assessed.

Oklahoma StandardsAPPLICABLE ASSESSMENTS

FROM SECTION IIStandard 1. Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for preservice English language arts teachers.

□#1 □#3 □#5 □#7□ #2 □#4 □#6 □#8

Standard 2.1. Candidates create an inclusive and supportive learning environment in which all students can engage in learning.

□#1 □#3 X#5 □#7□#2 X#4 □#6 □#8

Standard 2.2. Candidates use ELA to help their students become familiar with their own and others’ cultures.

□#1 X#3 □#5 X#7□#2 X#4 □#6 □#8

Standard 2.3. Candidates demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other candidates.

□#1 X#3 □#5 X#7X#2 X#4 □#6 □#8

Standard 2.4. Candidate use practices designed to assist students in developing habits of critical thinking and judgment.

□#1 X#3 X#5 □#7□#2 X#4 □#6 □#8

Standard 2.5. Candidates make meaningful connections between the ELA curriculum and developments in culture, society, and education.

□#1 □#3 □#5 X#7X#2 X#4 □#6 □#8

Standard 2.6. Candidates engage their students in activities that demonstrate the role of arts and humanities in learning.

□#1 X#3 □#5 X#7X#2 X#4 □#6 □#8

Standard 3.1. Candidates demonstrate knowledge of, and skills in the use of, the English language.

X#1 X#3 □#5 □#7X#2 X#4 X#6 □#8

Standard 3.2. Candidates demonstrate knowledge of the practices of oral, visual, and written literacy.

X#1 X#3 □#5 □#7X#2 X#4 X#6 □#8

Standard 3.3. Candidates demonstrate their knowledge of reading processes.

X #1 X#3 □#5 □#7X#2 X#4 X#6 □#8

Standard 3.4. Candidates demonstrate knowledge of different composing processes.

X#1 X#3 □#5 □#7X#2 X#4 X#6 □#8

Standard 3.5. Candidates demonstrate knowledge of, and uses for, an extensive range of literature.

X #1 □#3 □#5 □#7X#2 X#4 X#6 □#8

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Oklahoma StandardsAPPLICABLE ASSESSMENTS

FROM SECTION IIStandard 3.6. Candidates demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture.

X#1 □#3 □#5 □#7X#2 X#4 X#6 □#8

Standard 3.7. Candidates demonstrate knowledge of research theory and findings in English language arts.

□ #1 □#3 □#5 □#7X#2 X#4 X#6 □#8

Standard 4.1. Candidates examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts.

□#1 X#3 X#5 X#7X#2 X#4 X#6 □#8

Standard 4.2. Candidates align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.

□#1 X#3 X#5 □#7X#2 X#4 □#6 □#8

Standard 4.3. Candidates integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students.

□#1 X#3 X#5 X#7X#2 X#4 □#6 □#8

Standard 4.4 Candidates create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability.

□#1 □#3 X#5 □#7X #2 X#4 □#6 □#8

Standard 4.5 Candidates engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms.

□#1 □#3 □#5 □#7X #2 X#4 □#6 □#8

Standard 4.6 Candidates engage students in critical analysis of different media and communications technologies.

□#1 □#3 □#5 X#7X #2 X#4 □#6 □#8

Standard 4.7 Candidates engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication.

□#1 □#3 X#5 □#7X #2 X#4 □#6 □#8

Standard 4.8 Candidates engage students in making meaning of texts through personal response.

□#1 □#3 X#5 □#7X #2 X#4 □#6 □#8

Standard 4.9 Candidates demonstrate that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and nonprint texts.

□#1 □#3 X#5 □#7X #2 X#4 □#6 □#8

Standard 4.10 Candidates integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.

□#1 X#3 □#5 □#7X #2 X#4 □#6 □#8

18

SECTION IV—EVIDENCE FOR MEETING STANDARDS

DIRECTIONS: Information on the 6-8 key assessments listed in Section II and their findings must be reported in this section. The assessments must be those that all candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as expected in the program standards. Competencies and assessments have been organized into the following three areas that are addressed in NCATE’s unit standard 1:

1. Content knowledge11

2. Pedagogical and professional knowledge, skills and dispositions3. Effects on student learning11

For each assessment, the compiler should prepare one document that includes the following items: (1) A two-page narrative that includes the following: a. A brief description of the assessment and its use in the program (one sentence may be sufficient); b. A description of how this assessment specifically aligns with the standards it is cited for in Section III. Cite SPA standards by number, title, and/or standard wording. c. A brief analysis of the data findings; d. An interpretation of how that data provides evidence for meeting standards, indicating the specific SPA standards by number, title, and/or standard wording; and(2) Assessment Documentation e. The assessment tool itself or a rich description of the assessment (often the directions given to candidates); f. The scoring guide for the assessment; and g. Charts that provide candidate data derived from the assessment.

The responses for e, f, and g (above) should be limited to the equivalent of five text pages each, however in some cases assessment instruments or scoring guides may go beyond five pages.

Note: As much as possible, combine all of the files for one assessment into a single file. That is, create one file for Assessment #4 that includes the two-page narrative (items a – d above), the assessment itself (item e above), the scoring guide (item f above, and the data chart (item g above). Do not include candidate work or syllabi. There is a limit of 20 attachments for the entire report so it is crucial that you combine files as much as possible.

11 In some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional knowledge may be considered “content knowledge” assessments for the purpose of this report.11 Effects on student learning include the creation of environments that support student learning.

19

#1 (Required) CONTENT KNOWLEDGE: Data from licensure tests or professional examinations of content knowledge. Submit the following information: 1. The names of all licensure tests or professional examinations required by the state of Oklahoma for content and pedagogical or professional knowledge.

Assessment #1: CONTENT KNOWLEDGE – OSAT - 07 Scores Assessment Information

Assessment Name: Oklahoma Subject Area Test (OSAT - 07)

Assessment Description: The Oklahoma Subject Area Test (OSAT - 07) for secondary English is required of all teacher candidates. The test evaluates candidates’ knowledge in four specific areas: (1) Listening, Viewing, and Speaking, (2) Writing Process and Applications, (3) Reading Process and Comprehension, and (4) Language and Literature. Part of the assessment includes teacher candidates composing an essay response. The exam contains multiple choice questions and a final essay question that tests the candidate’s ability to read and write critically. All candidates must score a cumulative 240 or above to be satisfactory. Candidates’ scores are provided for both the test as a whole and each subarea. The state has provided detailed information concerning the development of the English OSAT assessment on its website.

In 1995 the Oklahoma Legislature passed House Bill 1549, which required the Oklahoma Commission for Teacher Preparation (OCTP) to develop and implement a competency-based teacher assessment system. The assessment requirements for teacher certification include tests of general education, subject-matter knowledge, and knowledge of basic professional education. The Evaluation Systems group of Pearson was selected as contractor for the development and administration of the new assessments, which are called the Certification Examinations for Oklahoma Educators (CEOE).

The purpose of the CEOE is to help the state meets its goal of ensuring that all candidates seeking certification in Oklahoma have the general education knowledge, professional knowledge, and subject-matter knowledge necessary to perform the job of an entry-level educator in Oklahoma public schools.

Oklahoma Subject Area Tests (OSAT) – The OSATs are designed to assess subject-matter knowledge and skills in a test field. The explicit purpose of each examination is to help identify those examinees who have demonstrated the level of subject-matter knowledge and skills required by the state for entry-level educators in Oklahoma.

The content of each CEOE test is based on a set of test competencies. OSAT test competencies were derived from the Oklahoma Full Subject-Matter Competencies as well as national standards for subject-matter knowledge and skills of entry-level educators. All competencies were reviewed by committees of Oklahoma Educators. Content validation surveys involving randomly selected Oklahoma school personnel and college and university faculty members were conducted for each test. The test questions were matched to specific competencies and were verified as valid by panels of Oklahoma educators. Field testing was conducted to ensure that the test materials were accurate and reasonable.

Alignment to Standards: This exam specifically aligns with NCTE Standards 3.1 – 3.6

Certification Examinations for Oklahoma Educators (CEOE) Framework Development Correlation Table

The Framework Development Correlation Table provides information about possible alignment of some of the knowledge and skills contained within the CEOE framework for a test field with other conceptualizations of the knowledge and skills of a field. It was produced using Oklahoma and educator association standards documents that were publicly available at the time of framework development. In the preparation of the Correlation Table, the alignment of a CEOE test competency with standards documents was indicated if the content of a standard was covered, in whole or in part, by the CEOE test competency. For some CEOE test competencies, multiple standards from Oklahoma, or other documents were aligned with the content of a CEOE test competency. An indication of alignment in the Correlation Table does not necessarily imply complete congruence of the content of a CEOE test competency with the standard. . Matrix Showing Match between NCATE Curriculum Guidelines for English and CEOE Competencies

NCTE Standards

OK Full

CEOE Subarea Competency

20

3.0 Candidate Knowledge

Subject Matter Competencies

3.1 Demonstrate knowledge of, and skills in the use of, the English language

1,2, 3, 4, 10, 11

OSAT - 07: English

I – Listening, Viewing, & Speaking

0001 Understand listening, viewing, and speaking for information and understanding 0002 Understand listening, viewing, and speaking for critical analysis, evaluation, and persuasion 0003 Understand listening, viewing, and speaking for social interaction and personal expression 0004 Understand listening, viewing, and speaking for literary response an entertainment

II – Writing Process and Applications

0005 Understand the writing process 0006 Understand the elements of effective composition 0007 Understand the conventions of standard American English 0008 Understand the process of writing to describe, inform, or explain 0009 Understand the process of writing to persuade or instruct 0010 Understand the process of writing for personal expression and social interaction 0011 Understand the process of writing for literary response and critical analysis

III – Reading Process and Comprehension

0012 Understand strategies for developing vocabulary knowledge and reading comprehension 0013 Understand strategies for reading expository texts 0014 Understand strategies for reading persuasive texts 0015 Understand strategies for reading literary texts

IV – Language and Literature

0016 Understand the historical, social, cultural, and technological influences shaping the English language

3.2 Candidates demonstrate knowledge of the practices of oral, visual, and written literacy

1, 2, 3, 4, 11

OSAT - 07: English

I – Listening, Viewing, and Speaking



0005 Understand the writing process0006 Understand the elements of effective composition 0007 Understand the conventions of standard American English 0008 Understand the process of writing to describe, inform, or explain 0009 Understand the process of writing to persuade or instruct 0010 Understand the process of writing for personal expression and social interaction 0011 Understand the process of writing for literary response and critical analysis

3.3 Candidates demonstrate their knowledge of reading processes

1, 2, 3, 4, 10, 11

OSAT - 07: English

III – Reading Process and Comprehension

0012 Understand strategies for developing vocabulary knowledge and reading comprehension 0013 Understand strategies for reading expository texts 0014 Understand strategies for reading persuasive texts 0015 Understand strategies for reading literary texts

21

3.4 Candidate demonstrate knowledge of different composing processes

1, 3, 4, 11

OSAT - 07: English


0005 Understand the writing process 0006 Understand the elements of effective composition 0008 Understand the process of writing to describe, inform, or explain 0009 Understand the process of writing to persuade or instruct 0010 Understand the process of writing for personal expression and social interaction 0011 Understand the process of writing for literary response and critical analysis.

3.5 Candidates demonstrate knowledge of, and uses for, an extensive range of literature

1, 2, 3, 5, 10

OSAT - 07: English

IV – Language and Literature

0017 Understand the characteristics of various genres of fiction and drama 0018 Understand the characteristics of various genres of nonfiction 0019 Understand the characteristics of various forms of poetry 0020 Understand the historical, social, and cultural aspects of literature, including the ways in which literary works and movements both reflect and shape culture and history 0021 Understand major themes, characteristics, trends, writers, and works in American literature from the colonial period to the present 0022 Understand major themes, characteristics, trends, writers, and works in British literature 0023 Understand major themes, characteristics, trends, writers, an works in the literatures of Asia, Africa, continental Europe, Latin America, and the Caribbean

3.6 Candidates demonstrate knowledge of the range and influence of print and nonprint media and technology in contemporary culture

1, 2, 4 OSAT - 07: English

I – Listening Viewing and Speaking


Analysis of Data Findings:No students have been admitted into the SCU Teacher Education program and no English Education majors have taken the OSAT - 07 within the last three years; therefore, no data exists.

However, future teacher candidates must score a 240 or above to successfully pass the OSAT Tables 1.1 – 1.4 are designed to report OSAT - 07 scores (both for the test as a whole as well as each subarea) to identify areas of improvement. Tables 1.1 – 1.4 are designed to report OSAT - 07 scores (both for the test as a whole as well as each subarea) to identify areas of improvement.

Interpretation of how data provides evidence for meeting standards:No data exists at this time. When data becomes available the institution will: Sub-Test Summarization: results for each subtest will be summarized in graphical format

o Table 1.1 OSAT - 07 Pass Rate and Comparison with Statewide Pass Rateo Table 1.2 OSAT - 07 Mean Scores of Program Completers and Comparison to State Minimum Scoreso Table 1.3 OSAT - 07Pass Rate Subarea Mean & Range by NCTE Standardso Table 1.4 Oklahoma Subject Area Test Data Table ~ Percentage of Candidates Scores in Given Range

Overall Performance: Identify overall performance on subtests, including those with the strongest and weakest scores. This data will be used to identify areas of institutional strength and improvement, respectively. Strong

22

candidate performance in subarea(s) is an indicator that he or she has the knowledge to teach the corresponding subarea(s).

The unit will use data from this test to analyze candidate’s core content knowledge in the area of English education. Areas of strength and weaknesses are identified. Areas of weakness data is used to identify needed curriculum development in specific course content

o Table 1.3 OSAT Pass Rate and Subarea Scores by NCTE Standards

Assessment #1: CONTENT KNOWLEDGE – OSAT - 07 Scores Assessment Documentation

Assessment Tool:It is not possible to attach a copy of the OSAT exam; however, the test’s framework can be found on the study guide located at the following link: http://www.ceoe.nesinc.com/PDFs/OK_007_SG_R.pdf. Scoring Guide: A passing score for the OSAT is a minimum score of 240 out of a possible 300 points. The total score is weighted based upon the number of questions in each subarea. Each subarea score is based on the number of questions answered correctly. These scores are also based on a 300 point scale. Only the cumulative score of 240 counts towards passage; however, the subarea scores show individual strengths and weaknesses. English 007 contains 80 selected response questions (85% of total score) and one constructed response assignment (15%).

Candidate Data Chart:There is no data since SCU is seeking initial accreditation and no students have been admitted into teacher education. However, Tables 1.1 – 1.4 will be utilized when data is available.

Candidate Performance: Strong candidate performance in subarea(s) is an indicator that he or she has the knowledge to teach the corresponding subarea(s).

Table 1.1 OSAT- 07 Pass Rate and Comparison with Statewide Pass RateYear 201x-201x # of Passing

Scores/# of Test Takers

Percentage of Passing Scores

Statewide Pass Rate Comparison

Test 007: English: I – Listening, Viewing, & Speaking

Test 007: English: II – Writing Process and Applications

Test 007: English: III – Reading Process and Comprehension

Test 007: English: IV – Language and Literature

Table 1.2 OSAT- 07 Mean Scores of Program Completers and Comparison to State Minimum ScoresYear 201x-201x Mean Program

ScoresState Minimum Comparison % Meets %Does Not

MeetTest 007: English: I – Listening, Viewing, & Speaking

Test 007: English: II – Writing Process and Applications

23

http://www.ceoe.nesinc.com/PDFs/OK_007_SG_R.pdf

Test 007: English: III – Reading Process and Comprehension Test 007: English: IV – Language and Literature

Table 1.3 OSAT - 07 Pass Rate Subarea Mean & Range by NCTE StandardsYear Percent

PassingOverall Score

Subarea1Listening, Viewing, & Speaking

Subarea2Writing Process and Applications

Subarea3Reading Process and Comprehension

Subarea4Language and Literature

Subarea5Constructed Responses

201x – 201xN=__

___ % M = ___R = ___ -___

M = ___R = ___ - ___

M = ___R = ___ -

___

M = ___R = ___ -

___

M = ___R = ___ -

___

M = ___R = ___ -

___

* N = Number of Candidate Scores, M=Mean, & R=Range

Table 1.4 Oklahoma Subject Area Test - 07 Data Table ~ Percentage of Candidates Scores in Given Range201x – 201xN =

Not Proficient0-239

Developing Proficient240-259

Proficient260-300

Total OSAT Score ___ % ___ % ___ %Subarea 1: Listening, Viewing, & Speaking ___ % ___ % ___ %Subarea 2: Writing Process and Applications ___ % ___ % ___ %Subarea 3: Reading Process and Comprehension ___ % ___ % ___ %Subarea 4: Language and Literature ___ % ___ %Subarea 5: Constructed Response ___ % ___ %

Totals ___ % ___ % ___ %* N = Number of Candidate Scores

24

#2 (Required) CONTENT KNOWLEDGE: Assessment of content knowledge in (Name of Program). Examples of assessments include comprehensive exams, GPAs or grades, content major, course projects, and portfolio tasks. Provide assessment information as outlined in the directions for Section IV.

Assessment #2: CONTENT KNOWLEDGE – Course Grades Assessment Information

Assessment Name: Course Grades

Assessment Description: Part 1. Description of the assessment. Provide a brief description of the courses and a rationale for the selection of this particular set of courses. Provide a rationale for how these courses align with specific SPA standards as well as an analysis of grade data included in the submission.

All courses in the English Education major were designed to align to NCTE Standards. The advantage of starting a new program is the ability to be thoughtful and purposeful about the courses that are included. Syllabi, assignments, activities, and research papers are also aligned to the NCTE Standards. All standards are addressed multiple times in more than one course to ensure and adequate knowledge and experience base. The complete list of courses and descriptions are provided in Part 2.

Alignment to Standards: Part 2. Alignment with SPA standards. This part must include a matrix that shows alignment of courses with specific SPA standard. Faculty can choose one of the following two examples—one is organized by course, the other is organized by SPA standard. Brief course descriptions should be included if the course title does not identify the course content.

25

Table 2.1 Alignment of SCU English Education Courses and NCTE Standards

NCTE Standards2.1

2.2

2.3

2.4

2.5

2.6

3.1

3.2

3.3

3.4

3.5

3.6

3.7

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

4.10

COURSESENGL 1113

English Grammar and Composition I

X X X X X X X

ENGL 1213

English Grammar and Composition II

X X X X X X X

SPCH 1113

Introduction to Public Communication

X X X X X X X

ENGL 4993

Senior Thesis X X X X X X X

ENGL 2033

Creative Writing X X X X X X X

ENGL 2903

Seminar in English X X X X X X X

ENGL 3423

American Literature I

X X X X X

ENGL 3523

American Literature II

X X X X X

ENGL 3333

English Literature I X X X X X

ENGL 3353

English Literature II X X X X X

ENGL 3603

Grammar w/ lab X X X

ENGL 3663

World Literature X X X X X

ENGL 4313

Shakespeare X X X X X

ENGL 4663

Expository Writing X X X

EDUC 3202

Educational Technology

X

EDUC 3000

Educational Technology Clinical Practice

X

ENGL 4813

Methods of Teaching English

X X X X X X X X X X X

ENGL Methods of X X X X X X X X X X X X X X

26

4000 Teaching English Clinical Practice

EDUC 4812

Classroom Strategies

X X X X X X

EDUC 4815

Teaching Clinical Internship I

X X X X X X X X X X X X X X X X X X X X X X X

EDCU 4825

Teaching Clinical Internship II

X X X X X X X X X X X X X X X X X X X X X X X

27

Brief Course Descriptions:

ENGL 1113 English Grammar and Composition I – 3 hoursA study of the principles of effective communication, with emphasis upon the reading and writing of exposition. Required of all freshmen with exception of those whose scores in English proficiency warrant advance placement. Students must pass with a grade of “C” or better. Prerequisite: ACT scores of 19 or above or placement test required.

ENGL 1213 English Grammar and Composition II – 3 hoursA continuation of the study of effective communication. Practice in writing narration, description, literary criticism, and research papers. Reading of poetry and short stories. Students must pass with a grade of “C or better.

ENGL 2033 Creative Writing – 3 hoursAn introduction to imaginative writing with an emphasis upon the writing of essays and poetry. Some analysis of literary models will be involved. The major thrust will be student writing from personal experience.

ENGL 2903 English Seminar – 3 hoursThis course is designed to introduce English majors to the program of English offered at Southwestern. It provides an overview of the program and possible career choices in the area of English. It also provides students with an opportunity to develop a career portfolio that will follow them through the degree plan.

ENGL 3333 English Literature I – 3 hoursA survey of the significant works and authors from the Anglo-Saxon period to the early seventeenth century. Emphasis will be placed on the works and authors who have made the most significant contributions to the Western literary tradition.

ENGL 3353 English Literature II – 3 hoursA survey of the significant works of British literature since the seventeenth century. Post-enlightenment, Romantic, Victorian and Modern works will be examined. The study will include Byron. Dickens, Austen, Bronte, Golding, Huxley, and other prominent British writers.

ENGL 3423 American Literature I – 3 hoursA historical survey of works of American literature from colonial times to the American Civil War. The literature is examined against the backdrop of its contemporary political, social and religious climate.

ENGL 3523 American Literature II – 3 hoursA historical survey of works of American literature from 1865 to present. The literature is examined against the backdrop of its contemporary political, social and religious climate.

ENGL 3603 Advanced Grammar – 3 hoursThis course is designed to enable the student to better understand the concepts in English grammar. Teaching others is one of the greatest methods by which to thoroughly learn a subject matter. By allowing the English major opportunity to give instruction to other students, the window for greater learning is available.

ENGL 3663 World Literature – 3 hoursThis course includes selected readings representing American, European, Asian, African, and Hispanic literature that have shaped and formed their respective cultures throughout history.

ENGL 4313 Studies in Shakespeare – 3 hoursThis course is an overview of Shakespeare and a sample of his major works. It includes a brief study of the historical background of his life and the theatre in which he was active. It involves study of his plays which represent the areas of histories, comedies, tragedies and his last works.Prerequisite: By permission only.

ENGL 4663 Expository Writing – 3 hoursThis course is an in depth study of effective communication. It includes practice in writing over a variety of topics in an expository manner.

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ENGL 4993 Senior Thesis – 3 hoursStudents will prepare an in-depth written thesis on an approved topic in literature. A faculty member from the School of English will be appointed as the primary advisor. With the advisor’s guidance, the student will research and write a 25-30 page paper. Students are encouraged to investigate a particular area of personal interest and build upon earlier coursework. The finished thesis will then be examined by a committee comprised of members from the School of English. This paper is normally completed the final semester of the senior year.

EDUC 3202 Educational Technology – 2 hoursThis course provides proficiency at utilizing technology in the P-12 classroom arena. Focus is on curriculum integration. This course provides a variety of cloud-based, interactive learning technologies and other free educational technology tools. Prerequisite(s): computer literacy (knowledge of Office applications including Word, Excel, and Powerpoint; knowledge of Internet use)

EDUC 3000 Educational Technology Clinical Practice – 0 hours40 hours of clinical practice in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university professor. Clinical practice will support the curriculum associated with EDUC 3202 Educational Technology and requires concurrent enrollment.

ENGL 4813 Methods of Teaching English – 3 hoursThis course provides students the methods used for teaching in the secondary English classes. It will emphasize teaching of language, literature, and composition, with emphasis on current trends as shown in recent textbooks, journal articles, experimental studies, and curriculum guides. Focus will be on curriculum development aligned with state standards, lesson design and evaluation. Prerequisite: English Comp II and Admission to Teacher Education

ENGL 4000 Methods of Teaching English Clinical Practice – 0 hours40 hours of clinical practice in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university professor. The pre-internship clinical practice is the practical application of concepts being taught during the time candidates are enrolled in ENGL 4513 Methods of Teaching English. Candidates have been admitted to the Teacher Education Program and are developing the skills and competencies to prepare them for clinical practice (student teaching). Candidates will also apply for the clinical internship (student teaching) during this course.

EDUC 4812 Classroom Strategies – 2 hoursThis course addresses strategies for positive classroom management, learning environment, family communications, how to develop goals, objectives, rubrics and proper documentation techniques. Topics will also include reflections on instructional practices, understanding of the state teacher evaluation process (the Oklahoma Minimum Criteria for Teacher Performance, Teacher Leader Effectiveness) and instructional strategies for incorporating the criteria into the teaching and learning process.

EDUC 4815 Teaching Clinical Internship I – 5 hoursEight weeks of clinical internship in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university supervisor. This course is designed to give the teacher candidate first-hand experience in observation, critical analysis of lesson types, lesson planning and classroom teaching in an accredited school.

EDUC 4825 Teaching Clinical Internship II – 5 hoursEight weeks of clinical internship in an appropriate public school setting under the combined direction of clinical faculty (P-12 cooperating teacher) and a university supervisor. This course is designed to give the teacher candidate first-hand experience in observation, critical analysis of lesson types, lesson planning and classroom teaching in an accredited school.

Part 3. Grade Policy and Minimum Expectation. The program must submit grading policies that are used by the institution or program and the minimum expectation for candidate grades (e.g., all candidates must achieve a C or better in all selected coursework)

Grade Policy: Candidates are graded on a four point scale (A =4 B = 3, C = 2, D = 1, F = 0). According to the undergraduate catalog, (A=Excellent (90-100%), B=Superior (80-89%), C=Average (70-79%) D= below Average (60-69%), and F=Failure59% and below). (A=4, B=3, C=2, D=1, F=0).

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Minimum Expectation: All teacher education candidates must earn a “C” or better in order to earn credit for program required courses. Candidates in the English Education program must have a 2.75 overall grade point average in English education and English content courses. All candidates must achieve a C or better in all English coursework. No data exists at this time.

Analysis of Data Findings:No students have been admitted into the SCU Teacher Education program. No data is available at this time.

Interpretation of how data provides evidence for meeting standards:All data collected from the grades assessment will indicate candidates’ performance levels. The NCTE standards specific to candidates content knowledge are aligned with the assessment.

Assessment #2:CONTENT KNOWLEDGE – Course Grades Assessment Documentation

Assessment: Course GradesCourse grades will be maintained through the SCU Student Information System and transferred to the English Education program coordinator and the Teacher Education Office. Grade averages for each course will be analyzed utilizing the data Tables 2.2 – 2.3.

Candidate Data Chart:Part 4. Data table(s). Data tables must provide, at minimum, the grade distributions and mean course grades for candidates in the selected courses.

Table 2.2 Distribution of Course Grades Averages with Levels of Proficiency

English Education Program Completers Percentage of teacher candidate earning each grade/proficiency in content area coursework

Semester 201x (n=___ )

English Education CoursesD's C's B's A's

Not Proficient

“D”

Dev. Proficient

“C”

Proficient

“A/B”

ENGL 1113 English Grammar and Composition IENGL 1213 English Grammar and Composition IISPCH 1113 Introduction to Public CommunicationENGL 4993 Senior ThesisENGL 2033 Creative WritingENGL 2903 Seminar in EnglishENGL 3423 American Literature IENGL 3523 American Literature IIENGL 3333 English Literature IENGL 3353 English Literature IIENGL 3603 Grammar w/ labENGL 3663 World LiteratureENGL 4313 ShakespeareENGL 4663 Expository WritingEDUC 3202Educational TechnologyEDUC 3000Educational Technology Clinical PracticeENGL 4813 Methods of Teaching EnglishENGL 4000 Methods of Teaching English Clinical PracticeEDUC 4812Classroom Strategies

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EDUC 4815Teaching Clinical Internship IEDCU 4825Teaching Clinical Internship II

Total All Coursework

Table 2.3 Grade Percentages by NCTE StandardNCTE Standard (n=___ ) D's C's B's A's

Not Proficient

“D”

Dev. Proficient

“C”

Proficient

“A/B”

2.12.22.32.42.52.63.13.23.33.43.53.64.14.24.34.44.54.64.74.84.94.10

Total All Coursework

* Table 2.1 will be used to determine course grade averages for each standard

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#3 (Required) PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates can effectively plan classroom-based instruction (e.g., unit plan) or activities for other roles as a professional educator. Examples of assessments include the evaluation of candidates’ abilities to develop lesson or unit plans, teacher work samples, individualized education plans, needs assessments, or intervention plans. An example would be a differentiated unit of instruction. Provide assessment information as outlined in the directions for Section IV.

Assessment #3: EFFECTIVELY PLAN - Unit Plan Assessment Information

Assessment Name: Unit Plan

Assessment Description: The assessment is a Unit Plan required as part of ENGL 4813 Methods of Teaching English course. The Unit Plan rubric is the evaluation tool used to assess the candidates’ ability to effectively plan classroom-based instruction. The Unit Plan Rubric evaluates whether the candidates possess the content knowledge and skills associated with the central concepts, tools of inquiry, and structures of the themes and disciplines that make up the field of language arts.

Alignment to Standards: Unit plan topics, essential questions and daily lesson plans must meet the following NCTE learning standards.

This Unit Plan specifically aligns with NCTE Standards 2.6, 2.3, 4.3, 2.4, 3.1.2, 3.4.1, 2.2, 4.1, 3.3.2, 4.2, 3.2.1, 4.10Required Components:

Overall Plan - Candidates’ unit plan serves several functions. It shows that candidates can plan developmentally appropriate curriculum, incorporate NCTE standards, and devote considerable thought to sequential planning.

o Standard 2.6 – Candidates plan and carry out frequent and extended learning experiences that integrate arts and humanities into the daily learning of their students;

Clinical Practice - At least one lesson from the unit plan will be taught during the associated clinical practice. o Standard 2.3 – Candidates use the results of reflective practice not only to adapt instruction and

behavior to assist all students to learn, but also to design a well-conceived plan for professional development that features collaboration with the academic, professional organizations and others.

Collaboration - The unit plan is a way to externalize the process of developing teacher curriculum by gaining input from the mentor teacher prior to and after delivering a selected lesson. This is an effective way to utilize academic resources and the mentor teacher to develop professionally.

o Standard 4.3 – Candidates work with teachers in other content areas to help students connect important ideas, concepts, and skills within English language arts with similar ones in other disciplines.

Critical Thinking - The act of writing out the unit formally and elaborately is a way for candidates to develop metacognitive understandings about their creative and academic processes of planning. It also gives candidates a chance to critique and refine their thinking about curriculum.

o Standard 2.4. Candidate use practices designed to assist students in developing habits of critical thinking and judgment.

Reading/Writing - Candidates’ unit needs to emphasize the teaching of writing, literature and language. Units should provide students with opportunities to read, write, speak, listen, view, and visually represent as they meet specified objectives.

o Standard 3.1.2 – Candidates are able to design, implement, and assess instruction that engages all students in reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experiences in English language arts;

Integration - Candidates’ aim should be to create an integrated plan utilizing various composing strategies to help them make meaning and clarify understanding in which literature, writing and language instruction blend together and reinforce each other.

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o Standard 3.4.1 – Candidates develop in their students an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding

Specific Instructions can be viewed in the Instructions section below. Each requirement is aligned to an NCTE standards.

Setting - Description of the class setting and students o Standard 2.2 - Candidates use ELA to help their students become familiar with their own and others’

cultures. Rationale - Rationale for the unit

o Standard 4.1 – Candidates understand the purposes and characteristics of different kinds of curricula and related teaching resources and select or create instructional materials that are consistent with what is currently known about student learning in English language arts;

Goals/Objectives o Standard 3.3.2 – Candidates use a wide range of approaches for helping students to draw upon their

past experiences, socio-cultural backgrounds, interests, capabilities, and understandings to make meanings of texts;

Materials o Standard 4.2 – Candidates create literate classroom communities by presenting varied structures and

techniques for group interactions by employing effective classroom management strategies and by providing students with opportunities for feedback and reflection;

Daily lesson plans o Standard 3.2.1 – Candidates create opportunities and develop strategies that permit students to

demonstrate, through their own work, the influence of language and visual images on thinking and composing;

Assessment o Standard 4.10 – Candidates integrate assessment consistently into instruction by 1) establishing

criteria and developing strategies for assessment that allow all students to understand what they know and can do in light of their instructional experiences; 2) interpreting the individual and group results of any assessments and drawing upon a variety of information in these assessments to inform instruction; 3) assisting all students in becoming monitors of their own work and growth in speaking, listening, writing, reading, enacting, and viewing; 4) explaining to students, parents, and others concerned with education how students are assessed.


Interpretation of how data provides evidence for meeting standards:The Unit Plan assignment aligns with the NCTE standards for English language arts. Specifically, candidates are required to plan a unit that covers content that aligns with the following: 2.0 – Candidate Attitudes (Standards 2.2, 2.4, 2.6); 3.0 – Candidate Knowledge (Standards 3.1.2, 3.2.1, 3.3.2, 3.4.1); and 4.0 Candidate Pedagogy (Standards 4.1, 4.2, 4.3, 4.10). Candidates must demonstrate that they possess the knowledge, skills and dispositions to create lesson that address the content and skills appropriate to each of these standards.

Assessment #3: EFFECTIVELY PLANS – Unit Plan Assessment Documentation

Assessment: Unit Plan Instructions: The final project for the Methods of Teaching English course is for each teacher candidate to design an instructional unit (10 lessons). This unit should demonstrate your proficiency in preparing and executing a teaching plan that is appropriate for the language arts classroom. You should assume the following basic parameters: a 45-minute class period; a heterogeneous student population; internet and computer access is available. In addition to the ten specific lesson plans, your unit should have a unified theme or topic, and should include the following:

The following elements should be evident in your unit plan:

1. Description of the class setting and students – What type of class are candidates designing the unit for? What range of students exists in this particular class? Candidates should base this description on a class (or combination of classes) at their field experience school.

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2. Rationale for the unit – What is the overarching purpose, or purposes, for this unit? Why are candidates planning to teach this arrangement of material to this group of students?

3. Goals/Objectives – What do candidates want their students to be able to know and/or be able to do at the end of the unit? Candidates objectives must be detailed, and demonstrate alignment with state objectives, and/or the district standards for their particular field experience school district.

4. Materials – What “texts” (print or non-print), or other materials will candidates need to lead students through this unit? All handouts or graphic organizers that will be utilized in the unit including specific directions and intended outcomes of the assignments to be given. Include a short introduction that explains the rationale for the assignments given and the student learning outcomes that you intend for your students.

5. Daily lesson plans - Each lesson should be carefully planned to include a variety of teaching methods to meet the various learning needs of the students within your classroom. Include technology, integration of culture, and current research to guide you in the methods you choose to incorporate.

6. Assessment – How will candidates evaluate student learning? Candidates need to consider what types of assessment (formal, informal) they will employ within their unit. Will there be some sort of culminating assessment (such as a project, essay, or test) at the end of the unit? Candidates need to explain their purpose behind their assessment strategies. They should also include any assessment materials that they plan to use in their unit plan (assignment sheets, rubrics, tests, etc.).

7. Alignment - Label lessons plan with NCTE standards to show which standards are being met and align the NCTE standards.

8. Submission - The unit should be submitted in hard copy, and each class member should also submit their lessons via email.

Scoring Guide: Unit Plan Rubric

Unit Plan Rubric

Component

Standard

Unacceptable1

Acceptable2

Target3

Score

Overall Plan

2.6 Candidates demonstrate little evidence of promoting the arts and humanities in the learning of their students;

Candidates engage their students in activities that demonstrate the role of arts and humanities in

learning;

Candidates plan and carry out frequent and extended learning experiences that integrate arts and humanities into the daily learning of their students.

Clinical Practice

2.3 Shows little or no evidence of reflective practice to adapt instruction and behavior and/or shows little or no evidence of using reflective practice to plan for professional development that collaborates with others.

Demonstrates ability to engage in reflective practice, involvement in professional organizations, and collaboration with both faculty and other candidates.

Systematically engages in reflection and actively engages in adapting instruction and behavior to assist all students in learning and also enthusiastically collaborates with the academic community, professional organizations and

Collaboration

4.3 Candidates use few interdisciplinary teaching strategies and materials;

Candidates integrate interdisciplinary teaching strategies and materials into the teaching and learning process for

Candidates work with teachers in other content areas to help students connect important ideas, concepts, and skills within ELA with similar ones in other

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students; disciplines;

Critical Thinking

2.4 Candidates engage in few practices designed to assist students in developing habits of critical thinking and judgment;

Candidates use practices designed to assist students in developing habits of critical thinking and judgment;

Candidates use practices designed to assist students in developing habits of critical thinking and judgment;

Reading/Writing

3.1.2 Candidates demonstrate little under-standing of how reading, writing, speaking, listening, viewing, and thinking are interrelated areas of the ELA experience;

Candidates demonstrate how reading, writing, speaking, listening, viewing, and thinking are interrelated in their own learning and in their students’ learning of ELA;

Candidates design, implement, and assess instruction that engages all students in reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experience in ELA;

Integration

3.4.1 Candidates use a limited number of writing strategies to generate meaning and clarify understanding;

Candidates use a variety of writing strategies to generate meaning and clarify understanding and draw upon that knowledge and skill in their teaching;

Candidates develop in their students an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding;

Setting 2.2 Candidates show little evidence in using ELA for helping their students to become familiar with their own and others’ cultures;

Candidates use ELA to help their students become familiar with their own and others’ cultures;

Candidates use ELA extensively and creatively to help their students become more familiar with their own and others' cultures;

Rationale

4.1 Candidates show limited experience in examining, and selecting resources for instruction, such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts;

Candidates examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts;

Candidates understand the purposes and characteristics of different kinds of curricula and related teaching resources and select or create instructional materials that are consistent with what is currently known about student learning in ELA;

Goals/Objectiv

es

3.3.2 Candidates show a lack of knowledge of ways to discover and create meaning from texts;

Candidates discover and create meaning from texts and guide students in the same processes;

Candidates use a wide range of approaches for helping students to draw upon their past experiences, socio-cultural backgrounds, interests, capabilities, and under-standings to make meaning of texts;

Materials

4.2 Candidates demonstrate limited ability to design instruction to meet the needs of all students and provide for students’

Candidates align curriculum goals and teaching strategies with the organization of classroom environments

Candidates create literate classroom communities by presenting varied structures and techniques for group interactions by employing

35

progress and success; and learning experiences to promote whole-class, small-group, and individual work;

effective classroom management strategies and by providing students with opportunities for feedback and reflection;

Daily Lesson Plans

3.2.1 Candidates demonstrate a lack of understanding of the influence that language and visual images have on thinking and composing;

Candidates use their understanding of the influence of language and visual images on thinking and composing in their own work and in their teaching;

Candidates create opportunities and develop strategies that permit students to demonstrate, through their own work, the influence of language and visual images on thinking and composing;

Assessment

4.10 Candidates use assessment in instruction by: 1)Failing to use formal and informal assessment activities and instruments to evaluate student work; 2)Failing to employ a variety of means to interpret and report assessment methods and results to students, administrators, parents, and others;

Candidates integrate assessment consistently into instruction by: 1) Using a variety of formal and informal assessment activities and instruments to evaluate processes and products; 2) Creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences;

Candidates integrate assessment consistently into instruction by: 1) Establishing criteria and developing strategies for assessment that allow all students to understand what they know and can do in light of their instructional experiences; 2) Interpreting the individual and group results of any assessments and drawing upon a variety of information in these assessments to inform instruction; 3) Assisting all students in becoming monitors of their own work and growth in speaking, listening, writing, reading, enacting, and viewing; 4) Explaining to students, parents, and others concerned with education how students are assessed.

Candidate Data Chart: Unit Plan

Term201x-201x

N =

Candidates Scoring at

Level 1Unacceptable


Level 2Acceptable


Level 3Target

Mean Score

Range of Scores

% of Candidates Meeting

Competency Level

NCTE Standard

2.62.34.32.4

3.1.23.4.12.24.1

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3.3.24.2

3.2.14.10

37

#4 (Required) PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE, SKILLS, AND DISPOSITIONS: Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice. The assessment instrument used in student teaching and the internship or other clinical experiences should be submitted. Provide assessment information as outlined in the directions for Section IV.

Assessment 4: Clinical Internship Competency Assessment Assessment Information

Assessment Name: Clinical Internship Competency Assessment

Assessment Description: The teacher candidate will be evaluated by the university supervisor and the clinical faculty two times during the clinical internship semester. Clinical faculty should complete the Clinical Internship Competency Assessment as a mid-term progress report and share that information with both the clinical intern and university supervisor. The Clinical Internship Competency Assessment is completed again at the end of the clinical internship by both the clinical faculty and the university supervisor. Both assessments are also submitted to the Department of Education. The final assessment is used to provide data about candidate performance, program strengths, and weaknesses.

Alignment to Standards: Part One – Common Assessment for All Candidates is based on the SCU Conceptual Framework Themes

SCU Conceptual Framework – 1A, 1B, 1C, 2A, 2B, 2C, 3A, 3B, 4A, 4B, 4C OK Competencies – 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 InTASC - 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Part Two – Program Specific Assessment is based on the NCTE Standards NCTE - 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5, 3.1.6, 3.1.7, 3.2.1, 3.2.2, 3.2.3, 3.2.4,

3.2.5, 3.3.1, 3.3.2, 3.3.3, 3.4.1, 3.4.2, 3.5.1, 3.5.2, 3.5.3, 3.5.4, 3.6.1, 3.6.2, 3.6.3, 3.7.1, 3.7.2, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10


Interpretation of how data provides evidence for meeting standards:The Part One assessment instrument uses the SCU Conceptual Framework Themes which are directly aligned to the OK Competencies and the InTASC Standards 2011. The aligned of the InTASC Standards and the 15 General Competencies for Licensure and Certification was provided by the Oklahoma Commission for Teacher Preparation. The Part Two assessment instrument uses the NCTE standards to assess program specific measures of teacher candidate performance..

Assessment 4: Clinical Internship Competency Assessment Assessment Documentation

Assessment Part 1:SCU Clinical Internship Competency Assessment

Teacher Candidate _________________________________ Date _____________________Evaluator _________________________________ Role _____________________School _________________________________ Gr/Subject ________________

Assess the teacher candidate’s demonstrated abilities for each competency. Use the following definitions to determine the performance level and mark the performance level with an “X”.

1. Unacceptable – the teacher candidate has not presented clear, convincing, or sufficient evidence to demonstrate the competency in any aspect of the competency. Candidate has not met expectations.

2. Emerging – the teacher candidate has presented clear evidence to demonstrate the competency in some aspects of the competency. Candidate has met some expectations.

3. Developing – the teacher candidate has presented clear and convincing evidence to demonstrate the competency in most aspects of the competency. Candidate has met most expectations.

4. Attained - the teacher candidate has presented clear, convincing and sufficient evidence to demonstrate the competency in all aspects of the competency. Candidate has met all expectations.

5. Excelled – the teacher candidate has exceeded the expectations and gone beyond the stated requirements38

SCU

C

once

ptua

l O

K G

en. C

omp.

InTA

SC SCU Conceptual Framework Themes

Una

ccep

tabl

e

Emer

ging

Dev

elop

ing

Atta

ined

Exce

lled

1A 2,3 1 A caring 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 (InTASC Standard #1).

1B 3 2 A caring teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards (InTASC Standard #2).

1C 5, 6. 11

3 A caring 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 (InTASC Standard #3).

2A 8 6 A reflective 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 (InTASC Standard #6).

2B 4, 6 8 A reflective 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 (InTASC Standard #8).

2C 9, 13, 15

9 A reflective 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 (InTASC Standard #9).

3A 10, 12

10 A service-guided 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 (InTASC Standard #10).

3B 10, 12

10 A service-guided teacher seeks opportunities to be involved in the lives of others and regards the classroom as the ultimate opportunity to connect theory with practice as they serve students, teachers, administrators, and the community.

4A 1 4 A scholarly 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 (InTASC Standard #4).

4B 4, 6 5 A scholarly 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

39

(InTASC Standard #5).

4C 7, 14

7 A scholarly 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 (InTASC Standard #7).

ASSESSMENT PART 2:

Southwestern Christian UniversityNCTE English Teacher Education Standards

Student Intern Evaluation Form – Part 2A

Disciplinary Standard: English

Performance EvidenceThis form is to be completed by the university supervisor in the appropriate disciplinary standard depending on the clinical internship placement. Supervisors should have three disciplinary standard observations completed during the clinical intern’s sixteen-week placement. These observations do not need to be in the same discipline if the student intern has multiple discipline assignments during the placement. These forms may be used at the same time as the thematic standards forms or they may be used at another observation.

Dear Clinical Teachers and University Supervisors,

Southwestern Christian University English Education program requests that clinical teachers and university supervisors of English clinical interns complete the attached rubric based on National Council of Teachers of English (NCTE) standards. This instrument provides valuable insight for program review. We realize this takes great effort on your part. Please know that your observations and perceptions will be used to strengthen the English Education program at SCU and meet our accreditation requirements.

As you complete the instrument, please rank the candidate using U for unacceptable, A for acceptable, or T for target performance. This letter should be written on the blank next to the standard number. Each standard offers a brief explanation of the criteria for U, A, or T. Please return all assessment forms in the envelope provided. We appreciate your time and effort on behalf of SCU’s teacher preparation program. Should you have any questions about this rubric, please contact the SCU Teacher Education Office.

Student Intern ________________________________ Date ______________________Supervisor ________________________________ Subject ______________________School ________________________________ Grade ______________________

Mentor/Supervisor Assessment of Student Teacher Secondary English (Sample - assessment will be emailed to mentor/supervisor)

Please review the proficiency items below and indicate the performance level of the student teacher by writing U (Unacceptable), A (Acceptable), or T (Target) in the blank in the left standards column. Please return this assessment form in the envelope provided.

Standards

Unacceptable (U) Acceptable (A) Target (T)

2.0 Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts teachers. AS A RESULT, A CANDIDATE…. 2.1 Shows little or no evidence of

ability to create an inclusive and supportive learning environment in which all students can learn.

Demonstrates ability to create an inclusive and supportive learning environment in which all students can engage in learning.

Skillfully and strongly demonstrates ability to create and sustain an inclusive and supportive learning environment in which all students can engage in learning.

2.2 Shows little or no evidence of Uses ELA to help students Shows strong knowledge about the use of 40

using ELA to help students become more familiar with their own and others’ culture.

become more familiar with their own and others’ culture.

ELA and is highly proficient in using knowledge extensively and creatively to help students become more familiar with their own and others’ culture.




2.4 Shows little or no evidence of designing or using instruction that assists students in developing habits of critical thinking.

Demonstrates ability use practices designed to assist students in developing habits of critical thinking and judgment.

Consistently and skillfully designs and implements instruction and assessment that assist students in developing habits of critical thinking.

2.5 Show a lack of understanding of how the English language arts curriculum, teacher, students, and education in general are influences by culture, social events, and issues;

Make meaningful connections between the ELA curriculum and developments in culture, society, and education;

Make meaningful and creative connections between the ELA curriculum and developments in culture, society, and education;

2.6 Demonstrate little evidence of promoting the arts and humanities in the learning of their students;

Engage their students activities that demonstrate the role of arts and humanities in learning;

Plan and carry out frequent and extended learning experiences that integrate arts and humanities into the daily learning of their students.

3.1.1 Demonstrates a limited knowledge of students’ language acquisition and development processes.

Uses knowledge of students’ language acquisition and development as a basis for designing appropriate learning activities that promote student learning.

Skillfully and proficiently integrates his/her knowledge of students’ language acquisition and development into instruction and assessment designed to enhance their students’ learning.

3.1.2 Demonstrates little understanding of how reading, writing, speaking, listening, viewing, and thinking are interrelated areas of the ELA experience.

Demonstrates how writing, speaking, listening, viewing and thinking are interrelated in his/her own learning and in his/her students’ learning of ELA.

Design, implement, and assess instruction that engages all students in reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of the learning experience in ELA

3.1.3 Shows little or no evidence of knowledge of how to recognize the impact of cultural, economic, political, and social environments on language.

Demonstrates awareness in his/her teaching of the impact of cultural, economic, political, and social environments on language.

Skillfully and appropriately uses both theory and practice in helping students understand the impact of cultural/economic/ political/social environments on language.

3.1.4 Shows a lack of respect for and little knowledge of diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

Demonstrates knowledge of and respect for diversity in language use, patterns and dialects across cultures, ethnic groups, geographic regions and social roles and shows attention to accommodating such diversity in his/her teaching.

Shows extensive knowledge of how and why language varies and changes in different regions, across different cultural groups, and across different time periods and proficiently incorporates that knowledge into classroom instruction and assessment that acknowledges and shows consistent respect for language diversity.

3.1.5 Shows little or no evidence of knowledge of the evolution of the English language and the

Demonstrates knowledge of the evolution of the English language and the historical

Clearly and strongly demonstrates in-depth knowledge of the evolution of the English language and historical influences

41

historical influences on its various forms.

influences on its various forms and uses this knowledge in his/her teaching.

on its forms and how to integrate this knowledge into his/her students’ learning.

3.1.6 Demonstrates a lack of knowledge of English grammars and their application to teaching.

Shows his/her knowledge of English grammars in teaching students both oral and written forms of the language.

Skillfully incorporates an in-depth knowledge of English grammars into teaching skills that empower students to compose and to respond effectively to written, oral and other texts.

3.1.7 Shows little knowledge of semantics, syntax, morphology, and phonology or their applications to teaching.

Uses his/her knowledge of semantics, syntax, morphology, and to teach his/her students how to use oral and written language.

Shows an in-depth knowledge of semantic, syntax, morphology, and phonology, his/her own effective use of language and skillfully integrates that knowledge into teaching his/her students to use oral and written language effectively.

3.2 Candidates demonstrate knowledge of the practices of oral, visual, and written literacy. AS A RESULT, A CANDIDATE….. 3.2.1 Demonstrates a lack of

understanding of the influence that language and visual images have on thinking and composing.

Demonstrates his/her understanding of the influence of language and visual images on thinking and composing in his/her own work and in his/her own teaching.

Skillfully and appropriately creates opportunities and develops strategies that permit students to demonstrate, through their own work, the influence of language and visual images on thinking and composing.

3.2.2 Shows little or no evidence of using writing, speaking, and observing throughout the semester as major forms of inquiry, reflection, and expression.

Uses writing, speaking, and observing as major forms of inquiry, reflection, and expression in his/her teaching.

Creates opportunities and develops strategies for enabling students to demonstrate how they integrate writing, speaking, and observing in their own learning processes.

3.2.3 Shows little or no use of the processes of composing to create various forms of oral, visual, and written literacy.

Uses composing processes in creating various forms of oral, visual, and written literacy of his/her own and engages students in these processes.

Skillfully demonstrates a variety of ways to teach students composing processes that result in their creating various forms of oral, visual, and written literacy.

3.2.4 Shows little or no evidence of understanding the use of writing, visual images, and speaking for a variety of audiences and purposes.

Demonstrates, through their his/her own learning and teaching, how writing, visual images, and speaking can effectively perform a variety of functions for varied audiences and purposes.

Skillfully and frequently engages students in activities that provide opportunities for demonstrating their skills in writing, speaking, and creating visual images for a variety of audiences and purposes.

3.2.5 Shows little knowledge of language structure and conventions in creating and critiquing print and non-print texts.

Demonstrates his/her knowledge of language structure and conventions by creating and critiquing his/her own print and non-print texts and by assisting his/her students in such activities.

Skillfully and frequently uses a variety of ways to assist students in creating and critiquing a wide range of print and non-print texts for multiple purposes and helps students understand the relationship between symbols and meaning.

3.3.1 Shows little understanding of how to respond to and interpret what is read.

Demonstrates ability to respond to and interpret, in varied ways, what is read, is able to teach his/her students how to respond to and interpret texts.

Skillfully integrates into his/her teaching continuous use of carefully designed learning experiences that encourage students to demonstrate their ability to read and respond to a range of texts of varying complexity and difficulty.

3.3.2 Shows a lack of knowledge of ways to discover and create meaning from texts.

Demonstrates ability to discover and create meaning from texts and ability to guide students in the same processes.

Skillfully uses a wide range of approaches for helping students to draw upon their past experiences, sociocultural backgrounds, interests, capabilities, and

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understandings to make meaning of texts. 3.3.3 Uses few strategies to

comprehend, interpret, evaluate, and appreciate texts.

Uses a wide variety of strategies to comprehend, interpret, evaluate, and appreciate texts and teaches those strategies to his/her students.

Skillfully integrates into students’ learning experiences a wide variety of strategies to interpret, evaluate, and appreciate texts and appropriately assess the effectiveness of such strategies in promoting student learning.

3.4 Candidates demonstrate knowledge of different composing processes. AS A RESULT A CANDIDATE…. 3.4.1 Uses a limited number of

writing strategies to generate meaning and clarify understanding.

Uses a variety of writing strategies to generate meaning and clarify understanding and draw upon that knowledge and skill in his/her teaching.

Skillfully develops in his/her students an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding.

3.4.2 Produces a very limited number of forms of written discourse and shows little understanding of how written discourse can influence thought and action.

Produces different forms of written discourse and understands how written discourse can influence thought and action.

Skillfully teaches students to make appropriate selections from different forms of written discourse for a variety of audiences and purposes and to assess the effectiveness of their products in influencing thought and action.

3.5 Candidates demonstrate knowledge of, and uses for, an extensive range of literature. AS A RESULT, A CANDIDATE….. 3.5.1 Shows little knowledge of, or

use of, a variety of teaching applications for works representing a broad historical and contemporary spectrum of United States, British, and world, including on-Western literature.

Knows and uses a variety of teaching applications for works representing a broad historical and contemporary spectrum of United States, British, and world, including non-Western, literature.

Demonstrates an in-depth knowledge of, and ability to use, varied teaching applications for works representing a broad historical and contemporary spectrum of United States, British, and world, including non-Western, literature.

3.5.2 Shows little knowledge of, or use of, a variety of teaching applications for works from a wide variety of genres and cultures, works by female authors, and works by authors of color.

Knows and uses a variety of teaching applications for works from a wide variety of genres and cultures, works by female authors, and works by authors of color.

Demonstrates an in-depth knowledge of, and ability to use, varied teaching applications for works from a wide variety of genres and cultures, works by female authors, and works by authors of color.

3.5.3 Shows little knowledge of, or use of, a variety of teaching applications for numerous works specifically written for older children and younger adults.

Knows and uses a variety of teaching applications for numerous works specifically written for older children and younger adults.

Demonstrates an in-depth knowledge of, and ability to use, varied teaching applications for numerous works specifically written for older children and younger adults.

3.5.4 Shows little knowledge of, or use of, a variety of teaching applications for a range of works of literary theory and criticism.

Knows and uses a variety of teaching applications for a range of works of literary theory and criticism.

Demonstrates an in-depth knowledge of, and ability to use, varied teaching applications for a range of works of literary theory and criticism and an understanding of their effect on reading and interpretive approaches.

3.6 Candidates demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture. AS A RESULT a CANDIDATE….. 3.6.1 Exhibits a lack of

understanding of the influence of media on culture and on people’s actions and communication.

Understands how media can influence constructions of a text’s meaning, and how experiencing various media can enhance students’ composing processes, communication, and learning.

Understands media’s influence on culture and people’s actions and communication, reflecting that knowledge not only in his/her own work but also in his/her teaching.

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3.6.2 Shows little understanding of how to construct meaning from media and non-print texts.

from media and non-print texts, and to assist students in learning these processes.

Skillfully uses a variety of approaches for teaching students how to construct meaning from media and non-print texts and integrates learning opportunities into classroom experiences that promote composing and responding to such texts.

3.6.3 Shows little or no evidence of knowledge of how to incorporate technology and print/non-print media into instruction.

Demonstrates ability to incorporate technology and print/non-print media into their own work and instruction.

Skillfully helps students compose and respond to film, video, graphic, photographic, audio, and multimedia texts and uses current technology to enhance his/her own learning and reflection on his/her learning.

3.7 Candidates demonstrate knowledge of research theory and findings in English language arts. AS A RESULT, A CANDIDATE….. 3.7.1 Shows little or no evidence of

knowledge of the major sources.

Uses major sources of research and theory related to ELA to support his/her teaching decisions.

Consistently and appropriately reflects on his/her own teaching performances in light of research on, and theories of, how students compose and respond to text and make adjustments in his/her teaching as appropriate.

3.7.2 Shows little or no evidence of using and/or understanding teacher-researcher models of classroom inquiry.

Uses teacher-researcher models of classroom inquiry to inform his/her own study and teaching.

Uses teacher-researcher models of classroom inquiry to analyze his/her own teaching practices so he/she can better understand what enables students to speak, listen, write, read, enact, and view effectively in varying learning situations.

4.0 Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. AS A RESULT, A CANDIDATE….. 4.1 Shows little experience in

examining, and selecting resources for instruction appropriate for supporting the teaching of English language arts.

Demonstrates ability to examine and select resources for instruction such as textbooks, other print materials, videos, films, records, & software, appropriate for supporting the teaching of English arts.

Understands the purposes and characteristics of different kinds of curricula & related teaching resources and selects or creates instructional materials that are consistent with what is currently known about student learning in ELA.

4.2 Shows little ability to design instruction to meet the needs of all students and provide for students’ progress and success.

Demonstrates ability to align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.

Skillfully creates literate classroom communities by presenting varied structures and techniques for group interactions by employing effective classroom management strategies by providing students with opportunities for feedback and reflection.

4.3 Shows little or no evidence of using interdisciplinary teaching strategies and materials.

Demonstrates ability to integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students.

Appropriately works with teachers in other content areas to help students connect important ideas, concepts, and skills within ELA with similar ones in other disciplines.

4.4 Shows little or no evidence of ability to create learning environments that promote respect for, and support of, individual difference of ethnicity, race, language, culture, gender, and ability.

Demonstrates ability to create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender and ability.

Skillfully creates opportunities for students to analyze how social context affects language and to monitor their own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture, gender, and ability.

4.5 Shows little or no evidence of ability to engage students effectively in discussion for the purposes of interpreting

Shows ability to engage students often in meaningful discussion for the purposes of interpreting and evaluating ideas presented

Clearly demonstrates ability to help students participate in dialogue within a community of learners by making explicit for all students the speech and related

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and evaluating ideas presented through oral, written, and/or visual forms.

through oral, written, and/or visual forms.

behaviors appropriate for conversing about ideas presented through oral, written, and/or visual forms.

4.6 Shows little or no evidence of ability to enable students to respond critically to different media and communications technologies.

Demonstrates ability to engage students in critical analysis of different media and communications technologies.

Skillfully engages students in critical analysis of different media and communications technologies and their effect on students’ learning.

4.7 Uses little instruction that promotes understanding of varied uses and purposes for language in communication.

Demonstrates ability to engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication.

Skillfully integrates throughout the ELA curriculum learning opportunities in which students demonstrate their abilities to use language for a variety of purposes in communication.

4.8 Shows little or no evidence of the ability to engage students in making meaning of texts through personal responses.

Demonstrates ability to engage students in making meaning of texts through personal responses.

Skillfully engages students in discovering their personal responses to text and ways to connect such responses to other larger meanings and critical stances.

4.9 Shows little or no evidence of the ability to provide students with relevant reading strategies that permit access to, and understanding of, a wide range of print and non-print texts.

Demonstrates that his/her students can select appropriate reading strategies that permit access to, and understanding of, a wide range of pri nt and non-print texts.

Demonstrates how reading comprehension strategies are flexible for making and monitoring meaning in both print and non-print texts and teaches a wide variety of such strategies to all students.

4.10 Shows little or no evidence of understanding how to, and/or of using formal and informal assessment activities and instruments to evaluate student work and of using a variety of means to interpret and report assessment methods and results to students, administrators, parents, and others.

Integrates assessment consistently into instruction by (a) using a variety of formal and informal assessment activities and instruments to evaluate processes and products and (b) creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.

Skillfully integrates assessment consistently and appropriately into instruction by doing the following: (a) establishing criteria and developing strategies for assessment that allow all students to understand what they know and can do in light of their instructional experiences; (b) interpreting the individual and group results of any assessments and drawing upon a variety of information in these assessments to inform instruction; (c) assisting all students in becoming monitor of their own work and growth in speaking, listening, writing, reading, enacting, and viewing; and (d)explaining to students, parents, and others concerned witheducation and how students are assessed.

Scoring Guide: Rubric is part of the assessment instrument. Teacher candidate must score at the Level 2: Acceptable or higher to meet competency.

Candidate Data Chart: Clinical Internship Part One – SCU Conceptual Framework

Term201x-201xN =


Level 1Unacceptable


Level 2Emerging


Level 3Developing


Level 4Attained


Level 5Excelled

Mean Score

Range of

Scores

% of Candidates

Meeting Competency

LevelSCU CF 1A

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1B1C2A2B2C3A3B4A4B4C

Candidate Data Chart: Clinical Internship Part Two - NCTE Standards

Term201x-201x

N =

NCTE


Level 1Unacceptable


Level 2Acceptable


Level 3Target

Mean Score

Range of Scores


Competency Level

2.12.22.32.42.52.6

3.1.13.1.23.1.33.1.43.1.53.1.63.1.73.2.13.2.23.2.33.2.43.2.53.3.13.3.23.3.33.4.13.4.23.5.13.5.23.5.33.5.43.6.13.6.23.6.33.7.13.7.24.14.24.34.44.54.64.7

46

4.84.94.10

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#5 (Required)-EFFECTS ON STUDENT LEARNING: Assessment that demonstrates candidate effects on student learning. Examples of assessments include those based on student work samples, portfolio tasks, case studies, follow-up studies, and employer surveys.

Provide assessment information as outlined in the directions for Section IV.

(response limited to 2 pages)

Assessment 5: Teacher Work Sample Assessment Information

Assessment Name: Teacher Work Sample

Assessment Description: SCU Teacher Work Sample – English Education

During the clinical internship experience, teacher candidates will have the opportunity to demonstrate their content knowledge, teaching skills, and professional dispositions by developing a teaching unit that builds on the strengths, needs, and prior experiences of their students. Through this performance assessment, clinical interns will document their ability to demonstrate caring in the classroom contexts of instruction; will diagnose and interpret students’ learning needs; will exhibit scholarship and service as they plan, implement, and evaluate instruction; will assess student learning; and will reflect for professional growth.

The contents of this Teacher Work Sample are a modified version of the original work developed under a Title II Teacher Quality Enhancement grant from the Oklahoma Department of Education.

Teachers should be able to demonstrate that they can deliver an effective instructional unit, employ meaningful classroom assessments and analyze and reflect on their experiences. Successful teachers should have an impact on student learning. Their students should gain substantive knowledge and skills. The purpose of this assignment is to evaluate the degree of impact you have on student learning by examining:

Your ability to construct and deliver an instructional unit. Your ability to construct challenging, meaningful classroom assessments. Your students’ pre-test to post-test score learning gains. Your ability to analyze and reflect on your experience to promote your own professional growth.

This assignment not only provides teachers with feedback on their own professional development, but teachers who demonstrate evidence of their ability to impact student learning will be more professionally competitive in the job market.

Alignment to Standards:

Each section is specifically aligned to the NCTE Standards, SCU Conceptual Framework, Oklahoma General Competencies, and the InTASC Standards.


Interpretation of how data provides evidence for meeting standards:Each section of the Teacher Work Sample assessment is aligned to SCU Conceptual Framework, Oklahoma General Competencies, and the InTASC Standards. Data sets will be used to evaluate unit effectiveness and specific program standards will be utilized for program evaluation and improvement.

Assessment 5: Teacher Work Sample Assessment Documentation

Assessment: Each section has a set of instructions

Scoring Guide: Each section has a scoring guide/rubric

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ASSIGNMENTYou are required to teach a multiple-week instructional sequence. You will describe the learning context and any specific instructional adaptations you made to meet the learning needs of individual students. Your instructional goals should be based on your state and/or district content standards. Your learning objectives must include outcomes in content knowledge, skills/performance, and reasoning abilities. You will also need to create an assessment plan designed to measure student performance before (pre-assessment), during your instructional sequence (formative assessments), and after (post-assessment). Finally, you need to analyze and reflect on your instructional design, educational context and degree of learning gains demonstrated by your students. P-12 and secondary majors will select one of their classes for the TWS. Recognize that some classes will not meet every day. When addressing modifications, you should include students on IEP’s and students involved in Response to Intervention.

FormatThe following are format requirements for your work (Do not delete or add to this format):

Your completed work should be 20 – 25 pages, must not exceed 25 pages (12 point font, one-inch margins). Number pages sequentially. You must use the cover page provided as an attachment with this document. Do not include any student names anywhere in your completed assignment. Refer to students by number or alias. Your clinical teacher must provide documentation that you have prepared and taught your TWS on your own.

clinical teacher must sign and date this documentation. Place documentation immediately following the cover page.

This assignment must be submitted in narrative format with the following section headings indicated in bold print (suggested page length in parentheses):

SectionsThe TWS includes seven components, which you will use as an outline to plan and teach a unit during your final internship You must address several questions when constructing a response for each section. Each section is further described below:

COMPONENTS PAGES1. Contextual Information and Learning Environment Adaptations 22. Unit Learning Goals and Objectives 2 3. Assessment Plan 2 4. Instructional Design 55. Instructional Decision Making 26. Analysis of Learning Results 37. Reflection on Teaching and Learning 4

Attachments: Assessments: A copy of your assessments and scoring criteria (e.g., answer key, scoring rubric, etc.). Learning Gain Scores: Completed calculations of pre-post score gains (instructions on page 12). Lesson Plans: Provide a copy of all lesson plans designed for your TWS.

PurposeUse of these components will help you identify your students’ characteristics and needs, develop learning goals, decide how you will assess your students’ learning, plan instruction before teaching begins, make instructional decisions during teaching, monitor student progress as you go, and demonstrate how you have impacted your students’ learning outcomes.

DirectionsComplete the seven components of the Teacher Work Sample described below during your 16 week clinical internship as you plan, teach, and assess your instructional unit. Complete each component and give it to your university supervisor by the date that s/he indicates to you. Space has been provided below for you to record the date that each of your components is due to your coordinator. After all seven components have been completed and approved by your supervisor; compile the components into a single document. Then submit the assignment for final assessment by your university supervisor.

Teacher Work Sample The unit of study contains several components identified by research and best practice as fundamental to improving student learning. Each component includes a task, a prompt (directions) and a rubric that defines various levels of performance on the component. The components and rubrics will be used to evaluate your unit of study. The prompts

49

guide you in documenting the components and your performance as you construct and implement a teaching unit during your student teaching experience.

As part of the clinical internship experience, you are required to design and teach a comprehensive unit. (NOTE: Full block students should plan a two-week unit and then use a structured lesson plan to present instruction. Clinical interns in split block placements must design a unit in the first block; then plan structured lessons and present these as directed by the mentor teacher and supervisor in the second block.

Planning Phase: Before you teach the unit, you will describe the contextual factors, identify learning goals based on state and/or district standards, create an assessment plan to measure student performance before, during, and after instruction, and plan for the instruction. This section should be reviewed and approved by your clinical faculty and university supervisor prior to delivery of the unit.

Delivery and Reflection Phase: Throughout the delivery of the unit, review and reflect on each day’s events and make notes. Record personal insights, student interactions, teaching adjustments, and challenging moments as you experience them. After you teach the unit, you will analyze student learning and then reflect upon and evaluate your teaching as related to student learning using these notes as a source of information.

.Component 1: Contextual Information and Learning Environment Decisions Instructions

Week 2 Due Date: ___________________

Task: Discuss relevant factors and how they may affect the teaching-learning process. Include any support and challenges that affect instruction and student learning

Prompt In your discussion, address the following factors:

Cover Page. Contextual Factors, grade level, your name, banner ID, date submitted, supervisor name. Community, district and school factors. Address geographic location, community and school population, socio-

economic profile and race/ethnicity. You might also address such things as stability of community, political climate, community support for education, and other environmental factors.

Classroom factors. Address physical features, availability of technology equipment and resources and the extent of parental involvement. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling and classroom arrangement.

Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/ developmental levels, culture, language, interests, learning styles/modalities or students’ skill levels. In your narrative, make sure you address students’ skills and prior learning that may influence the development of your learning goals, instruction and assessment.

Component 1: Contextual Information and Learning Environment Decisions Alignment The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction, and assess learning.

NCTE Standards2.1, 2.2

SCU Conceptual Framework1A, 1B, 1C, 2A

Oklahoma General Competencies for Teachers #2, #3, #5, #13

InTASC Standards:#1, #2, #3, #9

Component 1: Contextual Information and Learning Environment Decisions Assessment The teacher uses information about the learning/teaching context and student individual differences to set learning goals, plan instruction, and assess learning.

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Task: Discuss relevant factors and how they may affect the teaching-learning process. Include any support and challenges that affect instruction and student learning.

First Submission_________________ Revised Submission__________________

Indicator NCTEStandard

Unacceptable Basic Developing Proficient Outstanding

Knowledge of Community, School, and Classroom

Factors

2,2 Response indicates minimal, irrelevant, or biased information. Prompt elements requested are omitted. Response is superficial lacking depth of thought in analysis.

Response indicates limited knowledge of prompt factors. Narrative merely describes factors without explaining how each impacts students and instruction.

Response indicates developing knowledge regarding geographic location, population, SES, and ethnic profiles and the impact of these factors on classroom instruction.

Response indicates understanding regarding geographic location, population, SES, and ethnic profiles and the impact of these factors on classroom instruction.

Response indicates thorough understanding of geographic location, population, SES, and ethnic profiles and the impact of these factors on classroom instruction. Response includes discussion of stability, political climate, support.

Knowledge of Student

Characteristics

2,2 Response indicates a stereotypical view, irrelevant or minimal knowledge of student differences. Prompt elements are not fully addressed.

Response indicates limited knowledge of student differences that may affect learning. Narrative merely describes factors.

Response indicates general knowledge of age, gender, race/ ethnicity, developmental levels, language, and culture

Response indicates general and specific knowledge of age, gender, race/ ethnicity, developmental levels, language, and culture.

Response indicates comprehensive knowledge of age, gender, race/ethnicity, developmental levels, language, and culture. Prompt elements discussed in-depth.

Knowledge of Students’

Varied Approaches to

Learning

2.1 Response indicates minimal, stereotypical, or irrelevant knowledge about the different ways students learn. Response fails to identify students’ learning styles or modalities.

Response indicates limited knowledge of special needs, learning styles, modalities and skill levels that may affect learning.

Response indicates general understanding of special needs, learning styles, modalities and skill levels that may affect learning.

Response indicates general and specific understanding of special needs, learning styles, modalities and skill levels that may affect learning. Response is appropriately detailed.

Response indicates in-depth understanding of special needs, learning styles, modalities and skill levels that may affect learning for the group and individuals. Attention to approaches to maximize student learning.

Knowledge of Students’ Skills

And Prior Learning

Response indicates little or irrelevant knowledge of prior skills and

Response indicates prior learning is minimally addressed.

Prior learning discussion lacks depth and detail with no connection to

Prior learning is addressed and relates to discussion of potential

Prior learning is thoroughly addressed and clearly relates to discussion of

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learning. potential learning goals.

learning goals. potential learning goals.

Implications for Instructional Planning and Assessment

Response fails to discuss implications for instruction and assessment or provides inappropriate implications

Response is simplistic in discussion for instruction and assessment.

Response indicates general implications for instruction and assessment based on contextual factors Decisions exhibit a monocular perspective (i.e. teaching one way to all).

Response indicates specific implications for instruction and assessment based on contextual factors. Response addresses compensatory activities for special needs.

Response indicates thorough understanding of how contextual factors impact instructional planning and assessment. Response addresses compensatory activities for special needs.

Component 2: Unit Learning Goals and Objectives Instructions

Week 4 Due Date: ___________________

Task: Identify and provide a rationale for the learning goals/objectives for the unit.

Prompt: In your discussion, address the following factors: Cover Page. Learning Goals, grade level, your name, banner ID, date submitted, and supervisor name. Clarity of learning goals. List the learning goals / outcomes (not the activities) that will guide the planning,

delivery and assessment of your unit. These goals should define what you expect students to know and be able to do at the end of the unit. The goals should be significant (reflect the big ideas or structure of the discipline) challenging, varied and appropriate. List specific objectives under each goal. Number or code each learning goal and objective so you can reference them later.

Significance, Challenge and Variety. Describe the types and levels of your learning goals. Your discussion should include correlation to Bloom’s taxonomy and can include other conceptual arrangements such as cognitive, affective, psychomotor OR visual, aural, kinesthetic OR another set of categories applicable to your field.

Appropriateness for students. Discuss why your learning goals are appropriate in terms of development; pre-requisite knowledge, skills; and other student needs.

Alignment. Show how the goals are aligned with state NCTE standards, PASS/Common Core/C3 skills, and/or national standards. (Identify the source of the standards – chart optional).

Example of Learning Goals/Objectives ChartEighth Grade English

Code Goal/Objective Bloom’s Taxonomy Alignment/Score

1 Demonstrate knowledge of and an appreciation for various forms of literature, such as narrative and lyric poetry

Knowledge

Comprehension

District Goal: Eng 8NCTE 3.5PASS/Common Core/C3 Grade 8 – Language Arts – Standard 4

1.1 Define a narrative poem, lyric poem, sonnet and ballad

Knowledge

Comprehension

See Above

1.2 Define the following basic elements of poetry: refrain, stanza, rhythm, rhyme, rhyme scheme & repetition

Knowledge

Comprehension

See Above

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1.3 Identify and distinguish between a narrative poem, lyric poem, sonnet and ballad

Knowledge

Comprehension

See Above

2 Comprehend and use figurative language and sound devices in speaking and writing

Comprehension

Application

District Goal 9

PASS/Common Core/C3 Grade 8 – Language Arts – Standard 4.3

2.1 Define several forms of figurative language including: alliteration, assonance, connotation, metaphor, simile, symbol

Knowledge

Comprehension

See Above

2.2 Identify and distinguish between various forms of figurative language in poetry

Knowledge

Comprehension

See Above

2.3 Create original figurative language and use it own poetry

Synthesis See Above

Example of Learning Goals/Objectives OutlineThird Grade Science

Goal 1: The students will gain a basic understanding of electrical elements including circuits, conductors, and insulators and why they are important for electricity.

Knowledge/Comprehension/Analysis

OK PASS/Common Core/C3 – Grade 3 – Process Standard 3 Objective 1.1 Students will be able to observe, measure, & identify properties.

Application

Objective 1.2 Students will be able to draw conclusions about circuits from the results of experiments. Analysis

Goal 2: The students will locate and describe the parts of a simple circuit and describe the function of each part.

Objective 2.1 Students will explore alternative ways to create a circuit.

Application

Objective 2.2 Students will be able to identify conductors and insulators.

Knowledge/Comprehension

Component 2: Unit Learning Goals and Objectives Alignment

NCTE Standards 4.1, 4.2, 4.3, 4.4, 4.7, 4.8, 4.9

SCU Conceptual Framework4B, 4C, 1C, 2C

Oklahoma General Competencies for Teachers #1, #7, #11, #14, #15

InTASC Standards:#4, #7, #3, #9

Component 2: Unit Learning Goals and Objectives Assessment

Learning Goals Rubric

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Task: Identify and provide a rationale for the learning goals for the unit.

First Submission__________________ Revised Submission ____________________

Indicator NCTEStandar

d


Clarity of Learning Goals / Objectives

4.2 Goals / objectives are not stated clearly and are activities rather than learning outcomes.

Learning goals/objective statements are merely restatements of goals / objectives from other sources.

Some (1-2) goals are clearly stated as learning outcomes. Objectives are not closely related to goals.

Most goals are clearly stated as learning outcomes, specifically identifying student knowledge and performances. Objectives relate closely to goals.

All goals are clearly stated as learning outcomes, specifically identifying student knowledge and performances. Objectives clearly build toward learning goals.

Significance, Challenge and Variety

2.4 Goals reflect only one type or level of learning. Learning levels are not keyed to Bloom’s taxonomy. Objectives missing.

Goals reflect one or two types of learning. Learning levels are at the knowledge level of Bloom’s taxonomy. Objectives are simple and lack variety.

Goals reflect several types of learning. Levels of learning move beyond knowledge and comprehension. At least 1/3 of objectives are above knowledge & comprehension levels.

Goals reflect several types of learning and are significant and appropriately challenging. At least ½ of objectives are above knowledge & comprehension levels.

Goals reflect several types of learning and are significant and challenging. Goals are balanced to include all levels of Bloom’s taxonomy. Objectives for each goal include upper level reasoning & skills.

Appropriateness for Students

2.1 Goals/objectives are not appropriate for the development; pre-requisite knowledge, skills experiences or other student needs.

Goals/objectives address development, but fail to consider pre-requisite knowledge, skills, and student needs.

Some goals/objectives are appropriate for the development, pre-requisite knowledge, skills and student needs.

Most goals/objectives are appropriate for the development, pre-requisite knowledge, skills and student needs

All goals/objectives are appropriate for the development, prerequisite knowledge, skills, and student needs.

Alignment with National, State or Local Standards

Goals are not aligned with national, state, or local standards

Goal alignment is attempted but is inaccurate and/or inappropriate.

Some goals are aligned with national, state PASS/Common Core/C3 skills and/ or local standards. Chart or outline attempts to illustrate goal alignment but is

Most goals are aligned with national, state PASS/Common Core/C3 skills, and/or local standards. Chart or outline clearly illustrates goal alignment.

All goals aligned with national, state PAS/Common Core/C3 S skills, AND local standards. Chart or outline clearly illustrates goal alignment.

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unclear References to standards sources are identified.

References to standards sources are identified.

NCTE 4.1 4.1 Shows little experience in examining, and selecting resources for instruction appropriate for supporting the teaching of English language arts.

Demonstrates ability to examine and select resources for instruction such as textbooks, other print materials, videos, films, records, & software, appropriate for supporting the teaching of English arts.

Understands the purposes and characteristics of different kinds of curricula & related teaching resources and selects or creates instructional materials that are consistent with what is currently known about student learning in ELA.

NCTE 4.2 4.2 Shows little ability to design instruction to meet the needs of all students and provide for students’ progress and success.

Demonstrates ability to align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small-group, and individual work.

Skillfully creates literate classroom communities by presenting varied structures and techniques for group interactions by employing effective classroom management strategies by providing students with opportunities for feedback and reflection.

NCTE 4.3 4.3 Shows little or no evidence of using interdisciplinary teaching strategies and materials



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NCTE 4.4 4.4 Shows little or no evidence of ability to create learning environments that promote respect for, and support of, individual difference of ethnicity, race, language, culture, gender, and ability.

Demonstrates ability to create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender and ability.

Skillfully creates opportunities for students to analyze how social context affects language and to monitor their own language use and behavior in terms of demonstrating respect for individual differences of ethnicity, race, language, culture, gender, and ability.

NCTE 4.7 4.7 Uses little instruction that promotes understanding of varied uses and purposes for language in communication.

Demonstrates ability to engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication.

Skillfully integrates throughout the ELA curriculum learning opportunities in which students demonstrate their abilities to use language for a variety of purposes in communication.

NCTE 4.8 4.8 Shows little or no evidence of the ability to engage students in making meaning of texts through personal responses.

Demonstrates ability to engage students in making meaning of texts through personal responses.

Skillfully engages students in discovering their personal responses to text and ways to connect such responses to other larger meanings and critical stances.

NCTE 4.9 4.9 Shows little or no evidence of the ability to provide students with relevant reading strategies that permit access to, and understanding of, a wide range of print and non-print texts.

Demonstrates that his/her students can select appropriate reading strategies that permit access to, and understanding of, a wide range of pri nt and non-print

Demonstrates how reading comprehension strategies are flexible for making and monitoring meaning in both print and non-print texts and teaches a wide variety of such strategies

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texts. to all students.

Component 3: Assessment Plan Instructions

Week 5 Due Date: ___________________

Task: Design an assessment plan to monitor student progress toward learning goal(s). Use multiple assessment modes and approaches aligned with learning goals to assess student learning throughout instruction. These assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks, or other means such as observations, personal interactions, etc. Describe why your assessments are appropriate for measuring learning.

Prompt: In your narrative, address the following factors:

Cover Page. Assessment Plan, grade level, your name, banner ID, date submitted, supervisor name. Alignment overview / Adaptation Plan. For each learning goal include: assessments used to judge student

performance, format of each assessment, and adaptations of the assessments for the individual needs of students based on pre-assessment and/or contextual factors. The purpose of this overview is to depict the alignment between learning goals and assessments and to show adaptations to meet the individual needs of students or contextual factors. You may use a visual organizer such as a table, outline or other means to make your plan clear.

Clarity of criteria / Modes of assessment / Technical soundness. Clearly explain how you will evaluate or score assessments, including criteria you will use to determine if the students’ performance meets the learning goals. In an appendix, attach copies of assessments, prompts, and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key).

Plan for formative assessment. Describe the assessments you plan to use to check on student progress and comment on the importance of collecting that particular evidence. Although formative assessment may change as you are teaching the unit, your task is to predict at what points in your teaching it will be important to assess students’ progress toward learning goals.

Example of Assessment Plan Table: KindergartenLearning Goal Assessment Format of Assessment Adaptations

1. Student will link wild animals with their habitats

Pre-Assessment Checklist: Game w/animal masks & centers representing habitats (tree, lake, burrow, cave)

Repeat and modify instructions as needed. Demonstrate and assist with cutting, gluing, etc. Provide model of mask and model how to move to habitat centers. Keep activities high-interest and brief.

Formative Assessment Animal puppets & habitat (e.g. bird & nest)

Anecdotal records of Q & A

Picture journals

Provide concrete models and assistance w/fine motor tasks as needed. Provide multiple explanations and model performances. Provide verbal cues and allow plenty of wait time for Q & A

Post-Assessment Checklist: Game w/animal masks & centers representing habitats

2. The student will explain the difference between a farm animal and wild animal.

Pre-Assessment Flannel board activity – sorting animals

Demonstrate and provide an example of the sort. Use parent helper to keep record of number correct.

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Example of Assessment Plan Table: High School HistoryLearning Goal Assessment Format of Assessment Adaptations1. The student will identify the three roles of Congress

Pre-Assessment Multiple choice pre-test Assist special needs students with directions, etc. Allow ESL students to use dictionaries, etc.

Formative Assessment Newspaper search to identify impact of Congress on everyday life.

Provide sample articles for special needs students. Allow ESL student to use native language newspaper if available. Provide multiple explanations as needed.

Formative Assessment Visit Senate and House of Representative websites for electronic scavenger hunt.

Assist students with low technology skills if needed.

Post-Assessment Multiple choice and short essay post-test.

2. Distinguish between and identify examples of implied and expressed powers

Pre-Assessment Multiple choice pre-test Assist special needs students with directions, etc. Allow ESL students to use dictionaries, etc.

Component 3: Assessment Plan Alignment

NCTE Standards1.1, 4.10,

SCU Conceptual Framework2C, 2B


InTASC Standards:#7, #6, #9

Component 3: Assessment Plan Assessment

Assessment Plan Rubric

Task: Design an assessment plan to monitor student progress toward learning goal(s). Use multiple assessment modes and approaches aligned with learning goals to assess student learning throughout instruction. These assessments should authentically measure student learning and may include performance-based tasks, paper-and-pencil tasks, or other means such as observations, personal interactions, etc. Describe why your assessments are appropriate for measuring learning.

First Submission________________________ Revised Submission

Indicator NCTEStand

ard

1.Unacceptable 2.Basic 3.Developing 4.Proficient 5.Outstanding

Alignment with Learning Goals and Instruction

1.1 Content and methods of assessment lack congruence with learning goals or lack cognitive complexity

Some of the learning goals are assessed through the assessment plan, but many are not congruent with

Most learning goals are assessed through the assessment plan; assessments are nearly

Each of the learning goals is assessed through the assessment plan; assessments are congruent

Each of the learning goals is assessed through the assessment plan that clearly details the content and

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learning goals in content or cognitive complexity

congruent with learning goals in content but may lack cognitive complexity.

with the learning goals in content and complexity.

cognitive complexity. Assessment matches the conditions in the goal/objectives.

Clarity of Criteria and Standards for Performance

4.10 Assessments contain no clear criteria for measuring student performance relative to learning goals.

Assessment criteria are not fully developed for each goal. Assessment is overly easy

Assessment criteria have been developed, but they are not clear and do not detail student performances. Assessment is not uniformly challenging.

Assessment criteria are clear and explicitly linked to learning goals. Assessment is appropriately challenging.

Assessment criteria illustrate strong knowledge of assessment principles and clearly delineate student performance levels.

Multiple Modes and Approaches

4.10 Assessment plan includes only one assessment mode and uses only post-instruction assessment.

Assessment plan includes only one assessment mode and does not assess students before, during and after instruction.

Assessment plan includes multiple modes but all are pencil/paper based and do not require the integration of knowledge, skills, and reasoning ability. Assessment is irregular throughout the instructional sequence.

Assessment plan includes multiple assessment modes requiring integration of knowledge, skills & reasoning. Plan assesses student performance throughout the instructional sequence.

Assessment plan includes appropriate and creative assessments that measure student performance in ways that emphasize assessment as learning throughout the instructional sequence.

Technical Soundness

Assessments are not valid; scoring procedures are absent or inaccurate; items or prompts are poorly written; directions and procedures are missing.

Assessments appear to have some validity. Scoring procedures are unclear; directions and procedures are confusing to students.

Assessments appear to have some validity. Some scoring procedures are explained; some items or prompts are clearly written; some directions and procedures are clear to students.

Assessments appear to be valid; scoring procedures are explained; most items or prompts are clearly written; directions and procedures are clear to students.

Assessments appear to be valid and unbiased; scoring procedures are explained. Items and prompts are well written; directions and procedures are clear.

Adaptations Based on the Individual Needs of Students

No adaptations for assessments are planned.

Adaptations are state, but are inappropriate to meet individual student needs.

Teacher makes adaptations to assessments that are appropriate to meet the individual needs of some students.

Teacher makes adaptations to assessments that are appropriate to meet the individual needs of most students.

Teacher makes adaptations to assessments that meet the needs of all students.

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Component 4: Instructional Design Instructions

Week 6 Due Date: ___________________

Task: Describe how you will design your unit instruction related to unit goals, students’ characteristics and needs, and learning contexts.

Prompt

Cover Page. Design for Instruction, grade level, your name, banner ID, date submitted, and supervisor name. Results of pre-assessment. After conducting the pre-assessment activity, analyze student performance relative

to the learning goals. Depict the results of the pre-assessment in a format that allows you to find patterns of student performance relative to each earning goal. You may use a table, graph, or chart. Describe the pattern you find that will guide your instruction or modification of the learning goals.

Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your unit plan clear. Include the topic or activity you are planning for each day/period. Also indicate the goal or goals (coded from your Learning Goals section) that you are addressing in each activity. Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal.

Lesson Plans. Complete all lesson plans. Select three (3) for more specific detail and activities. These should reflect a variety of instructional strategies/techniques using lesson plan formatting from your methods class or student teaching handbook. In each lesson plan, include the following:

how the content relates to your instructional goal(s), how the activity stems from your pre-assessment information and contextual factors, what materials/technology you will need to implement the activity, and how you plan to assess student learning during and/or following the activity (i.e., formative assessment).

Though not a part of the unit of study, every lesson taught must have a written plan including objectives and how assessment will be made.

Technology. Describe how you will use technology in your planning and/or instruction. If you do not plan to use any form of technology, provide your clear rationale for its omission.

B. Instructional Design Table

Provide an Instructional Design Table outlining your instructional design for the unit in the order you plan to present the instructional activities. (You may create the table using landscapepage formatting if wider columns are needed.)

Instructional Design Table

Time Learning Objectives

Instructional Activities Assessment(s) Modifications

Day 1Day 2Day 3Day 4

Instructional Design Plan

Why were the activities sequenced in this way? Discuss how the instruction addressed different learning strategies. Address use of Gardner’s multiple

intelligences and/or learning styles. How did you encourage students’ use of critical thinking, problem solving, and performance? Explain your use of best practices to promote positive social interaction, self-motivation, and active

engagement in learning. Provide evidence of group work (assigned and self-selected). What communication techniques are used to foster active inquiry, collaboration, and supportive classroom

interaction? How was technology (e.g., audio-video, overhead, computers, calculators, adaptive, etc.) integrated into

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your activities? Describe your instructional resources and why you included them. How did your actual implementation of the instruction differ from your original design for instruction?

Explain the reasons for modifications (if any) of your original design for instruction. Include changes in your use of instructional resources.

What feedback did you give to students based on your analysis of their work? Refer to your written comments on the students’ work and explain any other form of feedback you gave to students. Include evidence for checking for understanding.

Component 4: Instructional Design Alignment

NCTE Standards4.2, 4.3

SCU Conceptual Framework4A,1A, 1B, 4B

Oklahoma General Competencies for Teachers #1, #3, #4, #7, #14

InTASC Standards#4, #1, #2, #7, #5

Component 4: Instructional Design Assessment

Design for Instruction RubricTask: Describe how you will design your unit instruction related to unit goals, students’ characteristics and needs, and learning contexts.

First Submission________________________ Revised Submission______________________


1.Unacceptable 2.Basic 3.Developing 4.Proficient 5.Outstanding

Alignment with Learning Goals

Few learning goals are covered in the design. Lessons, activities and assignments not aligned with goals. Activities and assignments do not relate to goals.

Not all learning goals are covered in the design. Lessons not explicitly linked to goals. Some irrelevant activities and assignments designed.

Most learning goals covered in design. Most lessons explicitly linked goals. Most activities, assignments, and resources are aligned with goals.

All learning goals covered in design. All lessons explicitly linked to goals. All learning activities, assignments and resources aligned with goals.

All proficient elements met with clarity of presentation for easy tracking of goals, objectives, lessons, activities, assignments and resources.

Accurate Representation

of Content

4.3 Use of content appears to contain numerous inaccuracies.

Use of content appears to have minor errors. Content viewed as isolated skills and facts rather than part of larger structure.

Use of content appears to be mostly accurate. Design shows awareness of big ideas or discipline structure

Use of content appears to be accurate. Focus of content is congruent with big ideas or structure of the discipline.

Use of content involves research and consideration of individual & class needs. Design draws on interdisciplinary concepts as appropriate.

Lesson and Unit Structure

4.2 Evidence of organizational structure missing.

Lessons not logically sequenced.

With few exceptions, lessons have logical

All lessons logically sequenced and facilitate

All proficient elements met with clarity of presentation and

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sequence and move students toward learning goals.

students in achieving learning goals.

organization.

Use of a Variety of Instructional

Strategies, Activities,

Assignments, and Resources

Repetitious use of a single instructional strategy, activity, assignment or resource to the exclusion of more effective means.

Little variety of instruction, activities, assignments, and resources. Heavy reliance on textbook or single resource (i.e. work sheets).

Some variety in instruction, activities, assignments, or resources, but with limited contribution to learning.

Appropriate variety across instruction, activities, assignments, and/or resources. This variety makes a clear contribution to learning.

Variety across instruction, activities, assignments, and/or resources. This variety has been targeted to meet particular needs of the learners in the classroom.

Use of Contextual

Information & Data to Select Appropriate &

Relevant Activities,

Assignments & Resources

Instruction has not been designed with references to contextual factors and pre-assessment data

Instruction mentions minimal contextual factors without consideration of individual learners.

Some instruction has been designed with reference to contextual factors. Some activities and assignments appear productive & appropriate for each student.

Most instruction has been designed with reference to contextual factors. Most activities and assignments appear productive & appropriate for each student.

All instruction has been designed with reference to contextual factors. Activities and assignments are targeted to meet particular needs of the learners in the classroom.

Use of Technology

Technology is inappropriately used OR teacher does not use technology and no rationale is provided.

Technology is used but it does not contribute to learning OR limited rationale for not using technology is provided.

Technology somewhat integrated but contribution to learning is unclear OR limited rationale for not using technology provided.

Technology integrated appropriately and contributes to learning OR adequate rationale for not using technology is provided.

Technology integrated appropriately and contributes significantly to learning OR strong rationale for not using technology is provided.

Component 5: Instructional Decision-Making Instructions

Week 10 Due Date: ___________________

Task: Provide two examples of instructional decision-making based on students’ learning or responses.

Prompt

Cover Page. Instructional Decision Making, grade level, your name, banner ID, date submitted, and supervisor name.

Think of a time during your unit when a student’s learning or response caused you to modify your original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following:

Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a planned formative assessment or another source (not the pre-assessment).

Describe what you did next and explain why you thought this would improve student progress toward the learning goal.

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Now, think of one more time during your unit when another student’s learning or response caused you to modify a different portion of your original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following:

Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a planned formative assessment or another source (not the pre-assessment).

Describe what you did next and explain why you thought this would improve student progress toward the learning goal.

Component 5: Instructional Decision-Making Alignment

NCTE StandardsNo standards are measured directly.

SCU Conceptual Framework1A, 1B, 1C, 4C, 2C


InTASC Standards#1, #2, #3, #7, #9

Component 5: Instructional Decision-Making Assessment

Instructional Decision-Making RubricTask: Provide two examples of instructional decision-making based on students’ learning or responses.

First Submission____________________ Revised Submission____________________



Sound Professional

Practice

Many instructional decisions are inappropriate and not pedagogically sound. No evidence is used to support response.

Instructional decisions are somewhat appropriate, but many decisions are not pedagogically sound. Evidence cited does not support response.

Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound. Evidence cited supports response.

Most instructional decisions are pedagogically sound and lead to student learning.

Evidence cited supports response.

Instructional decisions reflect skills in decision-making characteristic of experienced teachers. Evidence cited clearly illustrates and strongly supports response.

Modification Based on

Analysis of Student Learning

Teacher treats class as “one plan fits all” with no modifications.

Limited modifications of the instruction plan are made, but not based on data or analysis.

Some modifications of the instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice or contextual

Appropriate modifications of the instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practices or contextual factors.

All proficient elements met and response includes an explanation of why the modifications would improve student progress.

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factors. Congruence

Between Modifications and Learning

Goals

No modifications in instruction were made.

Modifications in instruction lack congruence with learning goals.

Modifications in instruction are somewhat congruent with learning goals.

Modifications in instruction are congruent with learning goals.

Modifications in instruction are congruent with learning goals and reflect sensitivity to individual students’ needs. Modifications influence future planning and instruction.

Component 6: Analysis of Learning Results Instructions

Week 11 Due Date: ___________________

Task: Analyze your assessment data, including pre/post assessments and formative assessments to determine students’ progress related to the unit learning goals. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Conclusions drawn from this analysis should be provided in the “Reflections and Self-Evaluation” section.

Prompt

Cover Page. Analysis of Student Learning, grade level, your name, banner ID, date submitted, and supervisor name.

In this section, you will analyze data to explain progress and achievement toward learning goals demonstrated by your whole class, subgroups of students, and individual students.

Whole class. To analyze the progress of your whole class, create a table that shows pre- and post-assessment data on every student on every learning goal. Then, create a graphic summary that shows the extent to which your students made progress (from pre- to post-) toward the learning criterion that you identified for each learning goal (identified in your Assessment Plan section). Summarize what the graph tells you about your students' learning in this unit (i.e., the number of students met the criterion).

Subgroups. Select a group characteristic (e.g., gender, performance level, socio-economic status, language proficiency) to analyze in terms of one learning goal. Provide a rationale for your selection of this characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle- vs. low-performers). Create a graphic representation that compares pre- and post-assessment results for the subgroups on this learning goal. Summarize what these data show about student learning.

Individuals. Select two students that demonstrated different levels of performance. Explain why it is important to understand the learning of these particular students. Use pre-, formative, and post-assessment data with examples of the students’ work to draw conclusions about the extent to which these students attained the two learning goals. Graphic representations are not necessary for this subsection. Note: You will provide possible reasons for why your students learned (or did not learn) in the next section, “Reflection and Self-Evaluation.”

Component 6: Analysis of Learning Results Alignment


SCU Conceptual Framework1A, 1B 1C, 4C, 2C

Oklahoma General Competencies for Teachers

64

#3, #6, #7, #15InTASC Standards

#1 , #2, #3, #7, #9

Component 6: Analysis of Learning Results Assessment

Analysis of Student Learning RubricTask: Analyze your assessment data, including pre/post assessments and formative assessments to determine students’ progress related to the unit learning goals. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Conclusions drawn from this analysis should be provided in the “Reflections and Self-Evaluation” section.

First Submission _________________________ Revised Submission______________________



Clarity of Accuracy of Presentation

Presentation lacks required elements (table, graphic summary, narrative). Data are inaccurately reflected

Presentation includes all required elements. Presentation is unclear and inaccurate; it does not accurately reflect the data.

Presentation includes all required elements. Presentation is understandable and contains few errors. Table and graphic summary is readable, but weak.

Presentation includes all required elements.

Presentation is easy to understand and contains no errors of representation. Table and graphic summary are clear.

All proficient criteria are met; narrative is insightful and shows depth of thought.


Analysis of student learning not addressed. Response fails to include data on achievement of individual goals/objectives.

Analysis of student learning is not aligned with learning goals / objectives, but discussed generally with only whole group achievement data.

Analysis of is partially aligned with learning goals and/or fails to provide a comprehensive profile of student learning for the whole class, subgroups, and two individuals.

Analysis is fully aligned with learning goals and provides a comprehensive profile of student learning for the whole class, subgroups, and two individuals

All proficient criteria are met; narrative is insightful and shows depth of analysis characteristic of an experienced teacher.

Interpretation of Data

Interpretation is inaccurate, and conclusions are missing or unsupported by data.

Interpretation is inconsistently accurate and conclusions are missing.

Interpretation is technically accurate, but conclusions are not fully supported by data.

Interpretation is accurate and includes appropriate conclusions drawn from the data.

Interpretation is meaningful and highlights significant findings drawn from the data.

Evidence of Impact on Student Learning

Analysis fails to include evidence of impact in terms of numbers of students who

Analysis includes weak evidence of the impact in terms of numbers of students who

Analysis includes incomplete evidence of the impact in terms of numbers of

Analysis includes evidence of impact in terms of the numbers of students who

Analysis includes evidence of impact and clearly articulates

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achieved and made progress toward learning goals.

achieve and progressed toward learning goals.

students who achieved and progressed toward learning goals.

achieved and made progress toward learning goals.

explanations of progress and achievement to draw complete picture of student performance.

Component 7: Reflection on Teaching and Learning Instructions

Week 12 Due Date: ___________________Task: Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and identify future actions for improved practice and professional growth.

Prompt

Cover Page. Reflection & Self Evaluation, grade level, your name, banner ID, date submitted, supervisor name. Select the learning goal where your students were most successful. Provide two or more possible reasons

for this success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control.

Select the learning goal where your students were least successful. Provide two or more possible reasons for this lack of success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control. Discuss what you could do differently or better in the future to improve your students’ performance.

Reflection on possibilities for professional development. Describe at least two professional learning goals that emerged from your insights and experiences with the TWS. Identify two specific steps you will take to improve your performance in the critical area(s) you identified.

Component 7: Reflection on Teaching and Learning Alignment


SCU Conceptual Framework1A, 1B, 4C

Oklahoma General Competencies for Teachers #3, #7

InTASC Standards#1, #2, #7

Component 7: Reflection on Teaching and Learning Assessment

Reflection and Self-Evaluation RubricTask: Reflect on your performance as a teacher and link your performance to student learning results. Evaluate your performance and identify future actions for improved practice and professional growth.

First Submission________________________ Revised Submission_______________________



Interpretation of Student Learning

No evidence or reasons provided to

Provides evidence with some simplistic

Provides evidence with some simplistic or

Uses evidence to support conclusions

Uses evidence to support conclusions

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support conclusions drawn in “Analysis of Student Learning Section.”

or superficial support of conclusions drawn in “Analysis of Student Learning” section. No hypothesis regarding student achievement levels.

superficial support of conclusions drawn in “Analysis of Student Learning” section. Hypothesis regarding student achievement levels not related to evidence.

drawn in “Analysis of Student Learning” section. Offers single hypothesis for why some students did not meet learning goals.

drawn in “Analysis of Student Learning” section. Explores multiple hypotheses for why some students did not meet learning goals.

Insights on Effective

Instruction and

Assessment

Merely describes activities or fails to address effectiveness component.

Provides no rationale for why some activities or assessments were more successful than others

Identifies successful and unsuccessful activities or assessments and superficially explores reasons for success level without use of theory or research.

Identifies successful and unsuccessful activities and assessments and provides plausible reasons (based on theory or research) for their success or lack thereof.

Identifies successful and unsuccessful activities and assessments and synthesizes theory and research to highlight reasons for their success or lack thereof.

Alignment Among Goals,

Instruction, and

Assessment

Does not connect learning goals, instruction, and assessment results in the discussion.

Discussion of connections and alignment is irrelevant or inaccurate.

Connects learning goals, instruction and assessment results, but conceptual gaps or misunderstandings are present.

Logically connects learning goals, instruction, and assessment results.

Discussion of connections among goals, instruction and assessment results is insightful and reflects teaching maturity and experience

Implications for Future Teaching

Provides no ideas for redesigning learning goals, instruction, and assessment.

Provides inappropriate or illogical ideas for redesigning learning goals, instruction, and assessment.

Provides ideas for redesigning learning goals, instruction and assessment but offers no rationale for why these would improve student learning.

Provides ideas for redesigning learning goals, instruction, and assessment and explains why these modifications would improve learning.

Provides creative ideas for redesigning learning goals, instruction, and assessment with detailed explanation of why these modifications would be effective.

Implications for

Professional Development

Does not address professional learning goals OR presents only one goal.

Presents1-2 goals not related to the insights and experiences described in this section.

Presents 1-2 professional learning goals that are somewhat related to experiences described. Provides vague plan for meeting goals.

Presents two professional learning goals that clearly emerge from experiences described. Describes steps to meet these goals.

Presents more than two professional learning goals that clearly emerge from experiences and details challenging professional development

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goals.

Southwestern Christian University Teacher Work Sample:Analysis of Student Learning

Candidate Name:Date Submitted:Name of School where data was collected:TWS Content Area:Grade level:

This is verification that the candidate submitting this Teacher Work Sample has designed and taught this unit of study. To the best of my knowledge, this unit was an original work compiled by the student teacher.

Signature of Clinical Teacher:________________________________________________

Printed Name of Clinical Teacher:____________________________________________

My signature indicates that this is original work completed during my clinical internship at Site 1. I understand that obtaining, or attempting to obtain, a passing grade on my TWS by falsification or misrepresentation may result in a failing grade and/or expulsion from the teacher education program.

Signature of Teacher Candidate:_________________________________________________

Submit a copy of your completed TWS to SCU Department of Education office two weeks prior to the last day of the semester. A successfully completed TWS is a requirement to graduate.

Instructions for Learning Gain Scores

You must calculate a learning gain score for each individual student. When an individual student has score higher on their post-test than they did on the pre-test (which is the common case), you must use the first formula given below to determine their individual gain score. When a student scores lower on their post-test than they did on their pre-test, you must use the second formula given below to calculate their individual gain score. Once you have figured every students gain score, you must calculate the average gain score for the class. Formula for positive gain (i.e., when an individual student scores higher on their post-test than on their pre-test):

Post-assessment – Pre-assessment (100% - Pre-assessment)

Pre-assessment is the percent correct on pre-unit assessment; post-assessment is the percent correct on the post unit assessment.Ex. For student #1 below: 70 - 45 = 25

100 – 45 = 55 = .45Student #1 demonstrated a gain of 25 percentage points out of a potential 55 percentage points that they could have gained. Thus, they gained .45 (or 45%) of the possible percentage points they could have gained from pre to post assessment.Formula for negative gain (i.e., when an individual student scores higher on their pre-test than their post test):Ex. For student #2 below: 50 – 75 = -25

100 – 75 = 25 = -1.00Student #2 could have gained up to 25 percentage points, but instead lost 25 percentage points (or 100% of what they could have gained.Student scores below are in percentage correct.Student #

Pre-assessment score

Post-assessment score

Student gain score

1 45% 70% .452 75% 50% -1.003 60% 80% .504 40% 40% .00

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5 65% 70% .146 90% 95% .507 53% 59% .138 60% 90% .759 40% 95% .9210 42% 45% .0511 58% 88% .7112 24% 30% .0813 45% 89% .80

Total Average Gain Score .31 (or 31% learning gain for the entire class on average)

Teacher Work Sample Component Assessment TotalsCandidate Data Chart: Teacher Work Sample

Term201x-201x

N =

NCTE Standard

Standard Not Met

% Standard Partially

Met

% Standard Met

%

Component 1:Contextual Information and Learning Environment Decisions

Knowledge of Community, School, and Classroom Factors

2.2

Knowledge of Student Characteristics 2.2Knowledge of Students’ Varied Approaches to Learning

2.1

Knowledge of Students’ Skills And Prior LearningImplications for Instructional Planning and AssessmentComponent 2:Unit Learning Goals and Objectives

Clarity of Learning Goals / Objectives 4.2Significance, Challenge and Variety 2.4Appropriateness for Students 2.1Alignment with National, State or Local Standards NCTE 4.1 4.1NCTE 4.2 4.2NCTE 4.3 4.3NCTE 4.4 4.4NCTE 4.7 4.7NCTE 4.8 4.8NCTE 4.9 4.9Component 3:Assessment Plan

Alignment with Learning Goals and Instruction

1.1

Clarity of Criteria and Standards for Performance

4.10

Multiple Modes and Approaches 4.10Technical SoundnessAdaptations Based on the Individual Needs

69

of StandardsComponent 4:Instructional Design


Accurate Representation of Content 4.3Lesson and Unit Structure 4.2Use of a Variety of Instructional Strategies, Activities, Assignments, and ResourcesUse of Contextual Information & Data to Select Appropriate & Relevant Activities, Assignments & Resources Use of TechnologyComponent 5:Instructional Decision-Making

Sound Professional PracticeModifications Based on Analysis of Student LearningCongruence Between Modifications and Learning GoalsComponent 6:Analysis of Learning Results

Clarity of Accuracy of PresentationAlignment with Learning GoalsInterpretation of DataEvidence of Impact on Student LearningComponent 7:Reflection on Teaching and Learning

Interpretation of Student LearningInsights on Effective Instruction and Assessment

Alignment Among Goals, Instruction, and AssessmentImplications for Future TeachingImplications for Professional Development

NCTE Standards have been aligned to the TWS components where appropriate. Blanks mean there was not a direct alignment.

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#6 (Required): Additional assessment that addresses state competencies. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. Provide assessment information as outlined in the directions for Section IV.

Assessment #6: Assessment Information

Assessment Name: Senior Thesis Rubric

Assessment Description: The assessment is a Unit Plan required as part of ENGL 4993 Senior Thesis capstone course. The Senior Thesis rubric is the evaluation tool used to assess the students’ abilities regarding extensive, focused research, critical thinking, source evaluation, organization, and composition. The Senior Thesis Rubric evaluates whether the candidates possess the content knowledge and skills associated with the central concepts, tools of inquiry, and structures of the themes and disciplines that make up the field of language arts.

Alignment to Standards:The final project for the Senior Thesis course aligns with the NCTE standards for English language arts, specifically, Student Knowledge Standards 3.1, 3.7, 3.5, 3.4, 3.3, 3.2, and 3.6.

Critical Thinking - demonstrate your proficiency in extensive research, critical thinking, source evaluation, organization, and composition framed in the Christian world view perspective synthesizing your experiences at SCU.

Standard 3.1 – Students are able to demonstrate and assess reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of English language arts;

Research - Select a topic or theme and collect appropriate documents through extensive research based on an approach to literary criticism; explore, interpret, and

Standard 3.7 -- Students demonstrate knowledge of research theory and findings in English language arts

Evaluate Sources - evaluate sources related to your topic and use an extensive range of literature Standard 3.5 -- Students demonstrate knowledge of, and uses for, an extensive range of literature

Synthesize - synthesize your research, generate meaning and clarify understanding to present in final paper Standard 3.4 – Students develop an ability to use a wide variety of effective composing strategies to

generate meaning and to clarify understanding;

Integrate - integrate past experiences with current research into a comprehensive document or portfolio, include applications, interpretations, and meanings

Standard 3.3 – Students use a wide range of approaches for drawing upon their past experiences, socio-cultural backgrounds, interests, capabilities, and understandings to make meanings of texts;

Influence – explore components of the theme that demonstrate the influence of language and visual images Standard 3.2 – Students demonstrate, through their own work, the influence of language and visual

images on thinking and composing

Print & Non-Print, Technology – consider the influence of print, non-print media and technology within the topic of your research

Standard 3.6 -- Students demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture;

Analysis of Data Findings:Student documents over the past five years will be evaluated according to the Senior Thesis Rubric.

Interpretation of how data provides evidence for meeting standards:The final project for the Senior Thesis course aligns with the NCTE standards for English language arts, specifically, Student Knowledge Standards 3.1, 3.7, 3.5, 3.4, 3.3, 3.2, and 3.6. Students must demonstrate that they possess the knowledge, skills and dispositions to create a document/ portfolio that addresses the content and skills appropriate to each of these standards.

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The assessment instrument uses the NCTE Standards in order to provide program specific data to be used for program assessment and improvement

Assessment #6: Assessment Documentation

Assessment Instructions: For your final project in our Senior Thesis course, you may choose one of two document types: 1) a long research paper or 2) a portfolio of smaller, themed research papers. This document(s) should demonstrate your proficiency in extensive research, critical thinking, source evaluation, organization, and composition framed in the Christian world view perspective synthesizing your experiences at SCU. Select a topic or theme based on an approach to literary criticism; explore, interpret, and evaluate sources related to your topic; synthesize your research; and integrate this research into a comprehensive document or portfolio. Your final product will be 20-40 pages and follow all MLA guidelines. The following components must be included in your paper and will be assessed with a corresponding rubric.

Critical Thinking - demonstrate your proficiency in extensive research, critical thinking, source evaluation, organization, and composition framed in the Christian world view perspective synthesizing your experiences at SCU.

Standard 3.1 – Students are able to demonstrate and assess reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of English language arts;

Research - Select a topic or theme and collect appropriate documents through extensive research based on an approach to literary criticism; explore, interpret, and

Standard 3.7 -- Students demonstrate knowledge of research theory and findings in English language arts

Evaluate Sources - evaluate sources related to your topic and use an extensive range of literature Standard 3.5 -- Students demonstrate knowledge of, and uses for, an extensive range of literature

Synthesize - synthesize your research, generate meaning and clarify understanding to present in final paper

Standard 3.4 – Students develop an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding;

Integrate - integrate past experiences with current research into a comprehensive document or portfolio, include applications, interpretations, and meanings

Standard 3.3 – Students use a wide range of approaches for drawing upon their past experiences, socio-cultural backgrounds, interests, capabilities, and understandings to make meanings of texts;

Influence – explore components of the theme that demonstrate the influence of language and visual images Standard 3.2 – Students demonstrate, through their own work, the influence of language and visual

images on thinking and composing

Print & Non-Print, Technology – consider the influence of print, non-print media and technology within the topic of your research

Standard 3.6 -- Students demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture;

Scoring Guide: Senior Thesis Rubric

Assignment Component

Standard

Unacceptable1

Acceptable2

Target3

Score

Critical Thinking 3.1 Demonstrate little under-standing of how reading, writing, speaking, listening, viewing, and thinking are interrelated areas of the ELA experience;

Demonstrate how reading, writing, speaking, listening, viewing, and thinking are interrelated in their own learning of ELA;

Students are able to demonstrate and assess reading, writing, speaking, listening, viewing, and thinking as interrelated dimensions of English language arts;

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Research 3.7 Demonstrate inability to locate, synthesize, and integrate researched information into their work.

Students can find and place research into their writings.

Students demonstrate knowledge of research theory and findings in English language arts.

.Evaluate Sources

3.5 Demonstrate an inability to synthesize literature via genre, time period, or author;

Students demonstrate an ability to integrate some literature appropriately into their writing.

Students demonstrate knowledge of, and uses for, an extensive range of literature;

Synthesize 3.4 Demonstrate an inability to create documents that are appropriate to purpose audience;

Students are able to use some composing strategies to generate. meaning

Students develop an ability to use a wide variety of effective composing strategies to generate meaning and to clarify understanding;

Integrate 3.3 Show a lack of knowledge of ways to discover and create meaning from texts;

Discover and create meaning from texts;

Use a wide range of approaches draw upon past experiences, socio-cultural backgrounds, interests, capabilities, and under-standings to make meaning of texts;

Influence 3.2 Demonstrate a lack of understanding of the influence that language and visual images have on thinking and composing;

Use understanding of the influence of language and visual images on thinking and composing in their own work and in their teaching;

Students demonstrate, through their own work, the influence of language and visual images on thinking and composing;

Print & Non-Print, Technology

3.6 Demonstrate an inability to integrate technology, visual images, and non-print media into written work and verbal presentation;

Students can use some technology and non-print media when creating documents and presentations of ideas.

Students demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture;

Candidate Data Chart:

Term201x-201x

N =


Level 1Unacceptable


Level 2Acceptable


Level 3Target

Mean Score

Range of Scores


Competency Level

NCTE Standard

3.13.7

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3.53.43.33.23.6

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#7 (Optional): Additional assessment that addresses state competencies. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. Provide assessment information as outlined in the directions for Section IV.

Assessment #7: Resource Collection Assessment Information

Assessment Name: Resource Collection

Assessment Description: This assessment is a Resource Collection required as a part of ENGL 4813 Methods of Teaching English course. TheResource Collection Rubric is the evaluation tool used to assess the candidate’s ability to provide resources that can beused effectively in the English language arts classroom. This assignment is an extension of the Unit Plan already created for this course and will provide a tangible resource base for the candidate’s future use in the classroom.

Alignment to Standards: The Resource Collection items, rationale for items included, how these items reinforce the candidate’s teaching philosophy, and ways to incorporate these items in the daily lessons plans must meet the following NCTE learning standards.

Diverse Cultures (NCTE 2.2) Professional Organizations and Connections (NCTE 2.3) Critical Thinking Activities (NCTE 2.4) Application to Society (NCTE 2.5) Arts & Humanities Activities (NCTE 2.6) Books & Videos (NCTE 4.1) Interdisciplinary Units (NCTE 4.3) Technology (NCTE 4.6)


Interpretation of how data provides evidence for meeting standards:The assessment instrument uses the NCTE Standards in order to provide program specific data to be used for program assessment and improvement

Assessment #7: Resource Collection Assessment Documentation

Assessment: Resource Collection Instruction:One of the main projects for the ENGL 4813 Methods of Teaching English course is for each teacher candidate to provide a collection of resources that can be used with students in the English language arts classroom. The following sections will be included and five resources for each section. A template for research and recording of data will be provided.

Diverse Cultures – Candidate collection should include activities, worksheets, resources, etc. focused on helping students become more familiar with their own and others cultures.

o (NCTE 2.2) Professional Organizations and Connections – Candidates must research and identify professional organizations

to support their professional learning and create support systems.o (NCTE 2.3)

Critical Thinking Activities – Candidates collection should include resources designed to stimulate habits of critical thinking. These can include group activities, individual assignments, and can be integrated into assessments.

o (NCTE 2.4) Application to Society – Candidates collection should include resources that demonstrate connections between

the ELA curriculum and application to contemporary culture and the world events. o (NCTE 2.5)

Arts & Humanities Activities – Candidates collection should include activities that connect the ELA curriculum with art, music, drama, and contemporary entertainment.

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o (NCTE 2.6) Books & Videos – Candidates collection should include resources that provide an extensive listing of books and

videos that can be incorporated into creative instruction and provide added value to the learning experience.o (NCTE 4.1)

Interdisciplinary Units– Candidates collection should include collaborative and integrated topics designed to support interdisciplinary units.

o (NCTE 4.3) Technology – Candidates collection should include the appropriate integration of technology into activities and

lessons considering critical analysis of different forms of contemporary media.o (NCTE 4.6)

Scoring Guide: Resource Collection Rubric

Standards

Unacceptable (U) Acceptable (A) Target (T)

Diverse Cultures

2.2 Candidates show little evidence in using ELA for helping their students to become familiar with their own and others’ cultures;

Candidates use ELA to help their students become familiar with their own and others’ cultures;

Candidates use ELA extensively and creatively to help their students become more familiar with their own and others' cultures;

Professional Organizations and Connections




Critical Thinking Activities

2.4 Shows little or no evidence of designing or using instruction that assists students in developing habits of critical thinking.

Demonstrates ability use practices designed to assist students in developing habits of critical thinking and judgment.

Consistently and skillfully designs and implements instruction and assessment that assist students in developing habits of critical thinking.

Application to Society

2.5 Show a lack of understanding of how the English language arts curriculum, teacher, students, and education in general are influences by culture, social events, and issues;

Make meaningful connections between the ELA curriculum and developments in culture, society, and education;

Make meaningful and creative connections between the ELA curriculum and developments in culture, society, and education

Arts and Humanities Activities

2.6 Demonstrate little evidence of promoting the arts and humanities in the learning of their students;

Engage their students activities that demonstrate the role of arts and humanities in learning;

Plan and carry out frequent and extended learning experiences that integrate arts and humanities into the daily learning of their students.

Books and Videos

4.1 Shows little experience in examining, and selecting resources for instruction appropriate for supporting the teaching of English language arts.

Demonstrates ability to examine and select resources for instruction such as textbooks, other print materials, videos, films, records, & software, appropriate for supporting

Understands the purposes and characteristics of different kinds of curricula & related teaching resources and selects or creates instructional materials that are consistent with what is currently known about student learning in

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the teaching of English arts. ELA. Interdisciplinary Units

4.3 Shows little or no evidence of using interdisciplinary teaching strategies and materials.



Technology

4.6 Shows little or no evidence of ability to enable students to respond critically to different media and communications technologies.

Demonstrates ability to engage students in critical analysis of different media and communications technologies.

Skillfully engages students in critical analysis of different media and communications technologies and their effect on students’ learning.

Candidate Data Chart: NCTE Resource Collection Data ChartTerm

201x-201xN =


Level 1Unacceptable


Level 2Acceptable


Level 3Target

Mean Score

Range of Scores


Competency Level

NCTE

2.2

2.3

2.4

2.5

2.6

4.1

4.3

4.6

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Documents

Oklahoma Commission for Teacher Preparationswcu.edu/.../Education/1.4a.1_English_Program_Report_… · Web viewC or higher in major core/PTE sequence coursework. State Tests