Secondary: MASTER v. 2012

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  5. STUDENT TEACHING
  6. INACTIVE COURSE SUBMISSIONS
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STUDENT TEACHING

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Evaluation #1

Collaborative Observation from GCU Supervisor
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I was advised to send a message to you through this site so that you are able to upload the site evaluation #1 when you are ready.

Have a great day,

Leteia Schwander

Evaluation #2

Collaborative Observation from GCU Supervisor
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Evaluation #2: Clinical Practice Time Verification Form

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Session A: Module 6: TWS Standard 6

Submission of course required assignment
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This assignment meets the following requirements because it effectively evaluates the many sides of being an effective teacher.  When starting a new year in the classroom a teacher needs to know and understand all contextual factors of his/her classroom.  Knowing the students and the community is the best way to understand what ideas will work best for that set of students as a group and individually.  Being able to develop and implement learning goals into every lesson is a must.  The best way to do so is to set overarching goals that are able to support the student in meeting all course performance expectations.  To set goals it works well to do pre-testing to see where the students stand on the information to be taught.  After analyzing the pre-test scores the teacher can then set goals that are achieveable and also going beyond what the studnets already know.  As a teacher it is important to know and understand that lesson plans will change and making sure that changes are made in order to keep with what the students need in order to succeed is important.

 
File Attachments:
  1. TWS Module 6 TWS Module 6
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Evaluation #3

Collaborative Observation from GCU Supervisor
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Evaluation #4

Collaborative Observation from GCU Supervisor
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Evaluation #4: Clinical Practice Time Verification Form

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Session B: Module 6: TWS Standard 6

Submission of course required assignment
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This Teacher work standard will give an example of why pre and post tests are an important part of a teacher's job. Making sure that you are doing what you can to make the necessary improvements for student success and learning is most important.  Using the pre-test data is necessary to make sure that you can see what needs to be focused on more and also what students who may need extra attention when it comes to each and every lesson.  When moving to the post-test, if the scores are not where they should be this should be and indicating factor that more work and attention needs to be given to the lesson and one may need to do so in a totally different manner to ensure total understanding.
USA- InTASC Model Core Teaching Standards (2011)
Standard: Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Performance:
6(a) The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning.
Performance:
6(b) The teacher designs assessments that match learning objectives with assessment methods and minimizes sources of bias that can distort assessment results.
Performance:
6(c) The teacher works independently and collaboratively to examine test and other performance data to understand each learner’s progress and to guide planning.
Performance:
6(d) The teacher engages learners in understanding and identifying quality work and provides them with effective descriptive feedback to guide their progress toward that work.
Performance:
6(e) The teacher engages learners in multiple ways of demonstrating knowledge and skill as part of the assessment process.
Performance:
6(f) The teacher models and structures processes that guide learners in examining their own thinking and learning as well as the performance of others.
Performance:
6(g) The teacher effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.
Essential Knowledge:
6(j) The teacher understands the differences between formative and summative applications of assessment and knows how and when to use each.
Essential Knowledge:
6(k) The teacher understands the range of types and multiple purposes of assessment and how to design, adapt, or select appropriate assessments to address specific learning goals and individual differences, and to minimize sources of bias.
Essential Knowledge:
6(l) The teacher knows how to analyze assessment data to understand patterns and gaps in learning, to guide planning and instruction, and to provide meaningful feedback to all learners.
Essential Knowledge:
6(m) The teacher knows when and how to engage learners in analyzing their own assessment results and in helping to set goals for their own learning.
Essential Knowledge:
6(n) The teacher understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback.
Critical Disposition:
6(q) The teacher is committed to engaging learners actively in assessment processes and to developing each learner’s capacity to review and communicate about their own progress and learning.
Critical Disposition:
6(r) The teacher takes responsibility for aligning instruction and assessment with learning goals.
Critical Disposition:
6(s) The teacher is committed to providing timely and effective descriptive feedback to learners on their progress.
Critical Disposition:
6(t) The teacher is committed to using multiple types of assessment processes to support, verify, and document learning.
Critical Disposition:
6(u) The teacher is committed to making accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
Critical Disposition:
6(v) The teacher is committed to the ethical use of various assessments and assessment data to identify learner strengths and needs to promote learner growth.
Performance:
6(h) The teacher prepares all learners for the demands of particular assessment formats and makes appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs.
Performance:
6(i) The teacher continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs.
Essential Knowledge:
6(o) The teacher knows when and how to evaluate and report learner progress against standards.
Essential Knowledge:
6(p) The teacher understands how to prepare learners for assessments and how to make accommodations in assessments and testing conditions, especially for learners with disabilities and language learning needs.
USA- INTASC: Model Standards for Beginning Teacher Licensing and Development (1992)
Knowledge, Disposition and Performance Indicators
Principle 8: Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
Area 8.10: Knowledge
Standard 8.11: The teacher understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development.
Standard 8.12: The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes.
Standard 8.13: The teacher understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring concerns.
Area 8.20: Dispositions
Standard 8.21: The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.
Standard 8.22: The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities.
Area 8.30: Performances
Standard 8.31: The teacher appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students’ progress and performances, and modify teaching and learning strategies.
Standard 8.32: The teacher solicits and uses information about students’ experiences, learning behavior, needs, and progress from parents, other colleagues, and the students themselves.
Standard 8.33: The teacher uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning.
Standard 8.34: The teacher evaluates the effect of class activities on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work.
Standard 8.35: The teacher monitors his or her own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.
Standard 8.36: The teacher maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues.
File Attachments:
  1. TWS Mod 1-6 TWS Mod 1-6
Author: Leteia Schwander
Last modified: 5/18/2012 7:47 AM (EST)