Reading - iwu.edu · Web viewelementary student teaching midterm assessment (formative) by iwu supervisor. fall 2012 . english student teaching midterm assessment. by iwu supervisor

ENGLISH STUDENT TEACHING MIDTERM ASSESSMENTby IWU SUPERVISOR

Fall 2012

This form reflects the understandings of the student teacher’s strengths and areas of growth discussed by the student teacher, cooperating teacher, and IWU supervisor at the midterm conference. The cooperating teacher completes a separate form, shared with the IWU supervisor and student teacher in advance of the conference. The student teacher takes the lead in the midterm conference by presenting select evidence of his or her demonstrated teaching proficiencies; this may include oral or narrative evidence. The supervisor completes the form referencing the evidence provided by the student teacher, the midterm form completed by the cooperating teacher, and the IWU supervisor’s narrative site observations records, as well as additional observations shared at the midterm conference.

Please note that the midterm conference is a formative assessment. It is expected that the student teacher will not yet have evidence of proficiency across all standard indicators, and some teaching competencies have yet to be observed. In such cases, co-planning is expected to take place to ensure that the student teacher is provided opportunities to develop proficiency across the standards. At the same time, by midterm most student teachers will have demonstrated proficiency or developing proficiency across multiple standards and those accomplishments are recognized in this form.

Directions:1. For each indicator, note the quality of evidence provided by the student teacher according to the assessment rubric below. Please note that any one evidence

item may address more than one standard and indicator. In addition, not all performance indicators yield physical evidence. Student teachers may provide narrative oral evidence. Supporting observations from cooperating teacher and supervisor are critical in those instances. Ample evidence of developing proficiency presented by student teacher (indicator met). Sufficient evidence of developing proficiency presented by student teacher (indicator not yet met, but student teacher is progressing toward meeting

indicator). Some evidence of developing proficiency presented by student teacher (indicator not met; plans to meet standard need to be made). Little or no evidence yet of developing proficiency presented by student teacher (indicator not met, concerns discussed, and remediation plans to need to be

made).

2. Program specific forms will also note: Whether or not the cooperating teacher and IWU supervisor observations provide further evidence of the student teacher’s level of proficiency with respect

to the standard indicators. Whether or not needed opportunities for development were discussed at the midterm conference, as applicable. If the candidate’s progress toward or ability to meet the standard indicator is of concern and remediation by the student teacher is required . Additional notes as needed.

3. For each standard, provide a summary addressing strengths and areas for growth.

4. The final page will detail when the student teacher is expected to be ready for full-time teaching responsibilities, what those responsibilities will be, and the timeline for implementation. As applicable, notes are recorded regarding the implementation of the Teaching and Learning Plan required for the student teaching performance portfolio.

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Student Teacher: Date: Cooperating Teacher: School: IWU Supervisor:

Indicators

Column 2Check (x) one of the four options

Column 3Indicate Yes (Y) or No (N)

Brief notes may be added as needed.Evidence Presented By Student Teacher

Ample Sufficient Some Little or No

Supporting observations by

cooperating teacher / supervisor

Opportunities for development

discussed

Area of concern

TEACHER SCHOLARS FOR SOCIAL JUSTICESJ1: Demonstrates the belief that all students can learn.

SJ2: Responds to the educational needs of all students in a caring, non-discriminatory, and equitable manner.

SJ3: Demonstrates the knowledge, skills, and professional dispositions that facilitate all students’ learning, regardless of race, culture, ethnicity, language, class, gender, and/or ability.

D1: Engages in ongoing and thoughtful reflection, which includes self-assessment of knowledge and skills required to teach

students from diverse backgrounds and those with disabilities; one’s impact on students, parents, and other professionals in the

learning community; and being receptive to feedback from mentors.

D2: Demonstrates resourcefulness by taking initiative, being self directed; ‐ learning about individual children, their families and communities; being creative, going beyond use of commercial texts and

instructional resources; seeking ways to improve practice and grow professionally.

D3: Demonstrates responsiveness by developing caring, compassionate, and respectful relationships

with all students and their families; implementing multicultural perspectives when planning

curriculum and teaching; and trying alternative approaches to teaching and learning, such as inclusion and other alternatives to ability grouping, authentic assessments beyond testing, and alternatives to traditional classroom discipline.

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discussed

Area of concern

Summary: TEACHER SCHOLARS FOR SOCIAL JUSTICE. Student teacher is committed to social justice in the classroom and school and works toward equity and opportunity for all students. Primary strengths:

Areas for improvement:

TEACHING DIVERSE STUDENTS1H) Analyzes and uses student information to design instruction that

meets the diverse needs of students and leads to ongoing growth and achievement.

1I) Stimulates prior knowledge and links new ideas to already familiar ideas and experiences.

1J) Differentiates strategies, materials, pace, levels of complexity, and language to introduce concepts and principles so that they are meaningful to students at varying levels of development and to students with diverse learning needs; makes use of appropriate services or resources to assist students with exceptional learning needs.

1K) Facilitates a learning community in which individual differences are respected.

1L) Uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students.



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Summary: TEACHING DIVERSE STUDENTS. Applies understandings of the diverse characteristics and abilities of each student and the context of his or her social, economic, cultural, linguistic, and academic experiences to create instructional opportunities that maximize student learning.

Primary strengths:


CONTENT AREA and PEDAGOGICAL KNOWLEDGE 1

2I) Evaluates teaching resources and materials for appropriateness as related to curricular content and each student’s needs.

2K) Engages students in the processes of critical thinking and inquiry and addresses standards of evidence of the disciplines.

2L) Demonstrates fluency in technology systems, uses technology to support instruction and enhance student learning, and designs learning experiences to develop student skills in the application of technology appropriate to the disciplines.

2M) Uses a variety of explanations and multiple representations of concepts that capture key ideas to help each student develop conceptual understanding and address common misunderstandings.

2N) Facilitates learning experiences that promote students’ understanding of interdisciplinary relevancy and connections to life experiences (also E 1O; see also IPTS 3L).2

2O) Designs learning experiences and utilizes assistive technology and digital tools to provide access to general curricular content to individuals with disabilities.

1 References to the English Content Area Standards are coded “E.” All other indicators refer to the IPTS for all teachers. Both sets of standards can be viewed on the Educational Studies website: http://www.iwu.edu/edstudies/teachers/.2 Italic text in column 1 indicates the integration of applicable language from the English content standards (to reduce repetition).



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2P) Adjusts practice to meet the needs of each student in the content areas.

2Q) Applies and adapts an array of content area literacy strategies to make all subject matter accessible to each student.

NOTE: The student teacher’s placement influences the degree to which it is possible to provide evidence or observation of competence with respect to the following English content area standards. In such situations, please indicate NA (not applicable to placement) in each column. The student teacher then provides evidence of having met the standard in other ways (e.g., Ed 360) in the portfolio.Reading (see ITPS 9)Literary GenresE11) Literary Elements & Techniques: models and teaches strategies

for reading literature, including story elements, devices, techniques, and forms in classic and contemporary literature representing a variety of genres and media.

E12) Literary Works and Genres: teaches students to analyze, comprehend, interpret and respond to a variety of literary genres, and use literature as a means of understanding contemporary and historical economic, social, and political issues and perspectives (also E1P).



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Writing (see ITPS 9)E13) Rhetorical Sensibilities: teaches writing for various rhetorical

situations (e.g., narrative, expository, and persuasive). E14) Prewriting Strategies: teaches prewriting strategies as a means

of generating and organizing ideas within the writing process (e.g., mapping, listing, outlining, and drafting).

E15) Drafting: lessons reinforce the recursive nature of the writing process and elements of composition, using technology. Encourages students to develop their own distinct writing voice. Conferences with students to help them draft written documents.

E16) Revising: teaches effective revision strategies that address diction, syntax, transitions, organization, and point of view as well as paragraph coherence and organization for various rhetorical situations.

E17 & 18) Proofreading & Editing: teaches self editing and peer ‐editing for standard English conventions, clarity, and style in various rhetorical situations, and the preparation of documents for publication.



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Communication (see ITPS 9)E19&20) Effective classroom communication: Fosters active inquiry,

collaboration, and supportive interaction in the classroom through modeling and teaching written, oral, nonverbal, visual, and electronic communication (also E1K).

E21) Diversity & Communication: culturally inclusive responses to cultural and social differences within audiences to promote understanding.

E22 & 24) Oral Communication: Engages students in effective formal and informal oral communication, and assesses the quality of student presentations by applying authoritative criteria, including accuracy, timeliness, support, clarity, language appropriate and responsive to situation and audience.

E23) Communication & Ethics in a Democratic Society: Communicates in a manner that respects the rights of others, in

particular to have opposing viewpoints; Refrains from making stereotypical or prejudicial judgments; Adopts non stereotypical and non prejudicial language; and ‐ ‐ Uses quotes and cites sources accurately.

E25) Communication Anxiety: Helps students address, manage, or overcome communication anxieties and gain confidence.

E26 & 27) Listening skills: Models and teaches monitoring one’s own listening, checking for understanding, and validating others through listening (also E1L).



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InformationE28) Information Resources: How to identify, formulate, and answer

questions by finding and organizing data from a variety of sources for research topics ranging from personal, to local, to global in nature.

E29) Information Discrimination & Evaluation: How to select, analyze, and evaluate information and sources, distinguish between credible and non credible sources by evaluating the purpose, ‐credibility, reliability, validity, perspectives of author, and content quality of the source. Demonstrates and teaches source citation format and ethical standards when preparing a research product within any concept, genre, or situation while promoting a climate conducive to an honest and open critical analysis and evaluation via self and peer assessment.

E30) Communicating Information: Provides multiple information acquisition and dissemination opportunities (e.g., research, presentations, formal debates) for student designed oral, visual, ‐and/or electronic projects about contemporary issues and real life ‐topics.

Summary: CONTENT AREA and PEDAGOGICAL KNOWLEDGE. Creates meaningful learning experiences for each student, applying in-depth understanding of all English content area knowledge, pedagogical knowledge, and evidence-based practice. Primary strengths:


PLANNING for DIFFERENTIATED INSTRUCTION3H) Establishes high expectations for each student’s learning and

behavior.3I) Creates short-term and long-term plans to achieve the

expectations for student learning.3J) Uses data to plan for differentiated instruction to allow for

variations in individual learning needs.



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3K) Incorporates experiences into instructional practices that relate to a student’s current life experiences and to future life experiences.

3L) Creates interdisciplinary approaches to learning that integrate multiple content areas.

3M) Develops plans based on student responses and provides for different pathways based on student needs.

3N) Accesses and uses a wide range of information and instructional technologies to enhance a student’s ongoing growth and achievement (also E 3E).

3O) Addresses goals and objectives specified by law regarding students with disabilities.

3P) Works with others to adapt and modify instruction to meet individual student needs.

3Q) Develops or selects relevant instructional content, materials, resources, and strategies (e.g., project-based learning) for differentiating instruction (also E1N, E3C, E3D).

Summary: PLANNING for DIFFERENTIATED INSTRUCTION. Plans and designs instruction based on content area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. Plans for ongoing student growth and achievement. Primary strengths:


LEARNING ENVIRONMENT4I) Creates a safe and healthy environment that maximizes student

learning (also E1I).4J) Creates clear expectations and procedures for communication and

behavior and a physical setting conducive to achieving classroom goals.



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4K) Uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities.

4L) Analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement.

4M) Organizes, allocates, and manages time, materials, technology, and physical space to provide active and equitable engagement of students in productive learning activities.

4N) Engages students in and monitors individual and group-learning activities that help them develop the motivation to learn.

4O) Uses a variety of effective behavioral management techniques appropriate to the needs of all students that include positive behavior interventions and supports.

4P) Modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics.

4Q) Analyzes student behavior data to develop and support positive behavior.

Summary: LEARNING ENVIRONMENT. Structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.

Primary strengths:




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INSTRUCTIONAL DELIVERY5I) Uses multiple teaching strategies, including adjusted pacing and

flexible grouping, to engage students in active learning opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities.

5J) Monitors and adjusts strategies in response to feedback from the student.

5K) Varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students.

5L) Develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical and creative thinking.

5M) Uses strategies and techniques for facilitating meaningful inclusion of individuals with a range of abilities and experiences.

5N) Uses technology to accomplish differentiated instructional objectives that enhance learning for each student. (also E1R)

5O) Models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

5P) Uses student data to adapt the curriculum and implement instructional strategies and materials according to the characteristics of each student.

5Q) Uses effective co-planning and co-teaching techniques to deliver instruction to all students.

5R) Maximizes instructional time (e.g., minimizes transitional time).

5S) Implements appropriate evidence-based instructional strategies.



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discussed

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Summary: INSTRUCTIONAL DELIVERY. Differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. In doing so, demonstrates understanding that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.

Primary strengths:


READING, WRITING, and ORAL COMMUNICATION6J) Selects, modifies, and uses a wide range of printed, visual, or

auditory materials, and online resources appropriate to the content areas and the reading needs and levels of each student, including ELLs, and struggling and advanced readers (also E 10 E-J, E10M.)

6K) Uses assessment data, student work samples, and observations from continuous monitoring of student progress to plan and evaluate effective content area reading, writing, and oral communication instruction (also E9E-J).

6L) Facilitates the use of appropriate word identification and vocabulary strategies to develop each student’s understanding of content (also E5I-L, E7C-K).

6M) Teaches fluency strategies to facilitate comprehension of content (also E6D-H).

6N) Uses modeling, explanation, practice, and feedback to teach students to monitor and apply comprehension strategies independently, appropriate to the content learning (also E1J, E8D-M, E10N).

6O) Teaches students to analyze, evaluate, synthesize, and summarize information in single texts and across multiple texts, including electronic resources.

6P) Teaches students to develop written text appropriate to the content areas that utilizes organization (e.g., compare/contrast, problem/solution), focus, elaboration, word choice, and standard conventions (e.g., punctuation, grammar).



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6Q) Integrates reading, writing, and oral communication to engage students in content learning (also E4E-G).

6R) Works with other teachers and support personnel to design, adjust, and modify instruction to meet students’ reading, writing, and oral communication needs.

6S) Stimulates discussion in the content areas for varied instructional and conversational purposes.

Summary: READING, WRITING, and ORAL COMMUNICATION. Recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.

Primary strengths:


ASSESSMENT7J) Uses assessment results to determine student performance

levels, identify learning targets, select appropriate research-based instructional strategies, and implement instruction to enhance learning outcomes.

7K) Appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of an individual student and the class as a whole (also E1M).

7L) Involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning.

7M) Maintains useful and accurate records of student work and performance.

7N) Accurately interprets and clearly communicates aggregate student performance data to students, parents or guardians, colleagues, and the community in a manner that complies with the Illinois law with respect to student records and FERPA.



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7O) Effectively uses appropriate technologies to conduct assessments, monitor performance, and assess student progress.

7P) Collaborates with families and other professionals involved in the assessment of each student.

7Q) Uses various types of assessment procedures appropriately, including making accommodations for individual students in specific contexts.

7R) Uses assessment strategies and devices that are nondiscriminatory, and take into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students.

Summary: ASSESSMENT. Understands and uses appropriate formative and summative assessments for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. Makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

Primary strengths:


COLLABORATIVE RELATIONSHIPS8J) Works with all school personnel (e.g., support staff, teachers,

paraprofessionals) to develop learning climates for the school that encourage unity, support a sense of shared purpose, show trust in one another, and value individuals.

8K) Participates in collaborative decision-making and problem-solving with colleagues and other professionals to achieve success for all students.

8L) Initiates collaboration with others [parents/family and other professionals, including colleagues, specialists, and support personnel] to create opportunities that enhance student learning.

8M) Uses digital tools and resources to promote collaborative interactions.



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8N) Uses effective co-planning and co-teaching techniques to deliver instruction to each student.

8O) Collaborates with school personnel in the implementation of appropriate assessment and instruction for designated students.

8P) Develops professional relationships with parents and guardians that result in fair and equitable treatment of each student to support growth and learning (also E10 K-L).

8Q) Establishes respectful and productive relationships with parents or guardians and seeks to develop cooperative partnerships to promote student learning and well-being.

8R) Uses conflict resolution skills to enhance the effectiveness of collaboration and teamwork.

8S) Participates in the design and implementation of individualized instruction for students with special needs (i.e., IEPs, IFSP, transition plans, Section 504 plans), ELLs, and students who are gifted.

8T) Identifies and utilizes community resources to enhance student learning and to provide opportunities for students to explore career opportunities.

Summary: COLLABORATIVE RELATIONSHIPS. Builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. Works as a team member with professional colleagues, students, parents or guardians, and community members.

Primary strengths:


PROFESSIONALISM, LEADERSHIP, and ADVOCACY9I) Models professional behavior that reflects honesty, integrity,

personal responsibility, confidentiality, altruism and respect.9J) Maintains accurate records, manages data effectively, and

protects the confidentiality of information pertaining to each student and family.



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9K) Reflects on professional practice and resulting outcomes; engages in self-assessment; and adjusts practices to improve student performance, school goals, and professional growth.

9L) Communicates with families, responds to concerns, and contributes to enhanced family participation in student education.

9M) Communicates relevant information and ideas effectively to students, parents or guardians, and peers, using a variety of technology and digital-age media and formats.

9N) Collaborates with other teachers, students, parents or guardians, specialists, administrators, and community partners to enhance students’ learning and school improvement.

9O) Participates in professional development, professional organizations, and learning communities, and engages in peer coaching and mentoring activities to enhance personal growth and development.

9P) Uses leadership skills that contribute to individual and collegial growth and development, school improvement, and the advancement of knowledge in the teaching profession.

9Q) Proactively serves all students and their families with equity and honor and advocates on their behalf, ensuring the learning and well-being of each child in the classroom.

9R) Complies with the mandatory reporter provisions of the Abused and Neglected Child Reporting Act.

9S) Models digital etiquette and responsible social actions in the use of digital technology.

9T) Models and teaches safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.



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Summary: PROFESSIONALISM, LEADERSHIP, and ADVOCACY. Engages in ethical and reflective practice, exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

Primary strengths:




Fall 2012

Please indicate below when the student teacher is expected to be ready for three weeks of full-time teaching responsibilities, what classes and lessons or units will be involved, and the timeline for implementation. Indicate in what classes (no more than two) that the completion of a unit may require full time student teaching to go beyond three weeks (but no more than four). Ideally, full-time student teaching should conclude no later than the week prior to the Thanksgiving holiday.

Class level & title Instructional content Dates

Class 1

Class 2

Class 3

Class 4

Class 5

Confirm that the student teacher has discussed his or her TPA Lesson Plans for Learning Segment and arrangements for video recording, if not yet completed.

_________________________________________ __________________Student Teacher Signature Date

_________________________________________ __________________Cooperating teacher signature Date

_________________________________________ __________________IWU Supervisor signature Date

A signed copy of this form is to be provided to the student teacher within one week of the midterm conference. IWU supervisors reference the midterm assessment when completing the final observation. All records should be kept on file for three years. Adjunct supervisors should turn this form into the Educational Studies Office at the end of the term, with all other observation and evaluation forms.


Documents

Reading - iwu.edu · Web viewelementary student teaching midterm assessment (formative) by iwu supervisor. fall 2012 . english student teaching midterm assessment. by iwu supervisor