Instructional Technology 2013

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ASSESSMENT 4 PPA

The Preservice Performance Assessment (PPA ) is required as the summative evaluation of a candidate’s proficiency in the Professional Standards of the Initial license. All elements of the PPA must be uploaded in this section.

Please use this assessment in conjunction with BSU’s Preservice Performance Assessment Rubric. Evaluation questions relating to the Professional Teaching Standards and license-specific questions per standard B2c can be found in the appendix of the practicum handbook.

Questions per standard B2c can be found in the appendix of the practicum handbook.

Standard A - Plans Curriculum and Instruction

Indicators

Evidence

1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge.

(Specify Curriculum Framework title, learning standards, and concept and skills used [attach list if necessary]).

2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.

4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons that strengthen student reading and writing skills.

5. Plans lessons with clear objectives and relevant measurable outcomes.

6. Draws on resources from colleagues, families, and the community to enhance learning.

7. Incorporates appropriate technology and media in lesson planning.

8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.

Rating:

Explanation of Rating for Standard A - Plans Curriculum and Instruction

Rating Scale: 1=Unsatisfactory/Does Not Meet the Standard; 2=Basic/Meets the Standard; 3=Proficient; 4-Distinguished; NA=Not Applicable

Candidate’s Name: ___________________________________________________

(name must appear on each page)

Preservice Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Standard B – Delivers Effective Instruction

Indicators

Evidence

1. Communicates high standards and expectations when beginning the lesson.

Makes learning objectives clear to students.
Communicates clearly in writing and speaking.
Uses engaging ways to begin a new unit of study or lesson.
Builds on students’ prior knowledge and experience.

2.Communicates high standards and expectations when

carrying out the lesson.

Uses a balanced approach to teaching skills and concepts of elementary reading and writing.
Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).
Demonstrates an adequate knowledge of and approach to the academic content of lessons. (See license-specific questions in the appendix of the practicum handbook)
Employs a variety of reading and writing strategies for addressing learning objectives.
Uses questioning to stimulate thinking and encourages all students to respond.
Uses instructional technology appropriately.
Employs appropriate sheltered English or subject matter strategies for English learners.

3. Communicates high standards and expectations when extending and completing the lesson.

Assigns homework or practice that furthers student learning and checks it.
Provides regular and frequent feedback to students on their progress.
Provides many and varied opportunities for students to achieve competence.

4. Communicates high standards and expectations when evaluating student learning.

Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.
Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

Rating:

Explanation of Rating for Standard B – Delivers Effective Instruction

Rating Scale: 1=Unsatisfactory/Does Not Meet the Standard; 2=Basic/Meets the Standard; 3=Proficient; 4-Distinguished; NA=Not Applicable

Candidate’s Name: ___________________________________________________

(name must appear on each page)

Preservice Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Standard C – Manages Classroom Climate and Operation

Indicators

Evidence

1. Creates an environment that is conducive to learning.

2. Creates a physical environment appropriate to a range of learning activities.

3. Maintains appropriate standards of behavior, mutual respect, and safety.

4. Manages classroom routines and procedures without loss of significant instructional time.

Rating:

Explanation of Rating for Standard C – Manages Classroom Climate and Operation

Rating Scale: 1=Unsatisfactory/Does Not Meet the Standard; 2=Basic/Meets the Standard; 3=Proficient; 4-Distinguished; NA=Not Applicable

Standard D – Promotes Equity

Indicators

Evidence

1. Encourages all students to believe that effort is a key to achievement.

2. Works to promote achievement by all students without exception.

3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.

4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.

Rating:

Explanation of Rating for Standard D – Promotes Equity

Rating Scale: 1=Unsatisfactory/Does Not Meet the Standard; 2=Basic/Meets the Standard; 3=Proficient; 4-Distinguished; NA=Not Applicable

Candidate’s Name: ___________________________________________________

(name must appear on each page)

Preservice Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08

Standard E – Meets Professional Responsibilities

Indicators

Evidence

1. Understands his or her legal and moral responsibilities.

2.Conveys knowledge of and enthusiasm for his/her academic discipline to students.

3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.

4. Collaborates with colleagues to improve instruction, assessment, and student achievement.

5. Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them.

6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.

7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

Rating:

Explanation of Rating for Standard E – Meets Professional Responsibilities

Rating Scale: 1=Unsatisfactory/Does Not Meet the Standard; 2=Basic/Meets the Standard; 3=Proficient; 4-Distinguished; NA=Not Applicable

Candidate’s Name: ___________________________________________________

(name must appear on each page)

Summary Decision for Preservice Performance Assessment

Teacher candidate’s Preservice Performance Assessment in the practicum or practicum equivalent meets the Professional Standards for Teachers: Yes ________ or No ________.

Candidate(sign): _______________________________________________________License: ________________

Program Supervisor (sign): _______________________________________________________Date: __________

Supervising Practitioner (sign): ____________________________________________________Date: __________

Standard	Rating (from prior pages)
(a) Plans Curriculum
(b) Delivers Effective Instruction
(c) Manages Classroom Climate
(d) Promotes Equity
(e) Meets Professional Responsibilities

Rating Scale: 1=Unsatisfactory/Does Not Meet the Standard; 2=Basic/Meets the Standard; 3=Proficient; 4-Distinguished; NA=Not Applicable

Summary Comments (integrated assessment of performance):

The sponsoring organization should maintain this assessment record as part of its candidate’s permanent file. Copies do not have to be sent to the Department of Elementary & Secondary Education.

License Specific Questions

Directions

Assessment 4

Preservice Performance Assessment for Practicum or Practicum Equivalent

INST 596 Clinical Experience

a. Description of the Assessment

The Commonwealth of Massachusetts’ Preservice Performance Assessment (PPA) is required for use by all MA education programs leading to an initial licensure. The PPA, applied in INST 596 Clinical Experience, is based on observation of teaching practice, formative and summative evaluation conferences, as well as supporting artifacts, used to assess each candidate’s progress toward and attainment of competency across the Commonwealth’s Professional Standards for Teachers A through E (Planning Curriculum; Delivery of Effective Instruction; Classroom Management; Promoting Equity; and Professional Responsibilities).

The MA license corresponding with the ISTE Coach role is that Instructional Technology Teacher; therefore, the PPA is required for IT candidates, even though their professional role encompasses much more than classroom teaching. Throughout the Clinical Experience semester, the PPA is applied to the candidate’s classroom teaching, as well as to other professional responsibilities, e.g. professional development for teachers; research-based recommendations for technology spending; contributions to policy and day-to-day practices that support equitable use of technology in student learning. Assessment of how well the candidate executes the IT responsibilities that extend beyond classroom teaching comes up most often in the feedback provided to candidates in Standard D – Promotes Equity and Standard E – Meets Professional Responsibilities sections of the PPA.

The PPA includes a set of license-specific questions, located under Standard B.2(c) – Demonstrates adequate knowledge of and approach to the academic content of lessons. BSU uses this section of the PPA as the primary means for ensuring candidates meet the SPA-specific standards for their field. The license-specific questions for the Instructional Technology Teacher license generally align to NETS-T standards. The rubric created for these questions also draws the connection to the NETS-S standards. The state’s guidelines for application of the PPA also allow programs to “add (but not substitute) additional Standards if they deem them relevant to the license.” (Guidelines, Spring 2005). In accordance with these guidelines, the Instructional Technology program has added licensure-specific questions that align with NETS Standards that are not addressed in the State questions; see questions 9 through -11 in the assessment instrument below.

The PPA and rubric that follow assess how effectively candidates apply knowledge, skills, and dispositions in their practice in school settings. In Massachusetts, Instructional Technology is a PreK-12 license; therefore, candidates are required to divide the clinical hours between two of the following levels: PreK-6, 5-8, 8-12.

Assessment 4 as presented below focuses on the Standard B.(2)(c) license-specific questions described above, plus additional questions 9-11 that have been added by our program. We have also created a rubric for evaluating the PPA criteria. To provide context for reviewers, the complete PPA instrument is provided as Assessment 4 Attachment.

Previously, we have holistically evaluated the licensure specific questions under Standard B as part of a holistic review of that standard, which is what is required by the DESE guidelines for the PPA instrument. However, beginning in the Fall 2013 semester, we will collect data for each of the 11 questions included below based on the rubric designed for this purpose.

b. Alignment to ISTE Standards (see attached)

Assessment 4 aligns to ISTE Standard 6.1 Content, Pedagogical and Technical Knowledge.

Rubric (see attached)

File Attachments: