Prompts
for
Teaching
Process
1
Contextual
Factors
Definition:
The
teacher
candidate
uses
information
about
the
learning‐teaching
context
and
student
individual
differences
to
set
learning
objectives
and
benchmarks
and
plan
instruction
and
assessment
informed
by
their
understanding
of
relevant
major
schools
of
thought.
Task
1.1:
Describe
community,
district
and
school
factors
that
may
impact
student
learning
• What
type
of
geographic
community
(e.g.,
rural,
urban,
suburban,
etc.)
does
the
school
primarily
serve?
• What
type
of
social
community
(e.g.,
working
class,
farm,
middle‐class,
etc.)
does
the
school
primarily
serve?
• In
what
type
(e.g.,
small,
large;
regular,
charter,
etc.)
of
school
district
is
the
school
embedded?
How
typical,
relative
to
other
schools
in
the
district
is
your
school
(ethnically,
politically,
progressive/experimental,
etc.)?
• What
are
the
specific
characteristics
of
the
school
itself
(e.g.,
age
of
the
building,
number
of
classrooms,
typical
classroom
size,
etc.)
Task
1.2:
Describe
classroom
factors
that
may
impact
student
learning
• What
grade
level
is
your
classroom?
• Where
in
the
building
is
your
classroom
located
and
what
are
the
chief
characteristics
of
the
classroom
space?
• Define
and
discuss
the
classroom
atmosphere
(e.g.,
bright
and
colorful,
noisy,
quiet,
etc.).
• What
is
the
classroom
management
system
(e.g.,
procedures,
rules,
routines,
etc.
For
more
examples,
see
Wong
&
Wong,
unit
on
classroom
management)?
• Is
this
a
single
teacher
classroom?
Are
any
teaching
aides
or
assistants
present?
• Are
any
new
initiatives
or
curriculum
changes
(e.g.,
RTI,
differentiated
instruction,
block
scheduling,
etc.)
impacting
your
classroom?
Task
1.3:
Describe
student
characteristics
that
may
impact
student
learning
• How
many
students
are
there?
What
is
their
ethnic,
gender,
linguistic,
etc.,
composition?
• Are
there
any
students
needing
special
accommodations?
If
so,
what
are
those
accommodations?
• What
developmental
level(s)
(developmental
stages,
skill
level,
etc.)
is/are
represented?
• Identify
and
discuss
all
groups,
if
any,
in
your
classroom
in
terms
of
ability,
motivation,
etc.?
Task
1.4:
Informed
by
your
understanding
of
relevant
major
schools
of
thought,
identify
and
discuss
the
potential
instructional
implications
of
one
or
more
contextual
factor(s)
identified
above.
For
example:
• Given
the
sociocultural/multicultural
theories
discussed
in
EIS
302,
describe
any
key
social
and/or
cultural/multicultural
factors
specific
to
your
classroom
that
may
impact
student
learning
in
your
setting.
• Given
the
psychological
theories
(e.g.,
learning,
motivation,
development,
etc.)
discussed
in
EIS
201
and
EIS
301,
what
student
characteristics
specific
to
your
classroom
do
you
need
to
keep
in
mind
as
you
select
benchmarks,
objectives,
and
begin
the
process
of
designing
your
instructional
strategy?
•
Given
your
knowledge
of
legal
and
ethical
issues
as
discussed
in
EIS
401,
what
student
characteristics
specific
to
your
classroom
do
you
need
to
keep
in
mind
as
you
select
benchmarks,
objectives,
and
begin
the
process
of
designing
your
instructional
strategy?
TEACHING
PROCESS
1
RUBRIC
Contextual
Factors
Indicator
Description
of
community,
district
and
school
factors
that
may
impact
student
learning
Task
1.1
Description
of
classroom
factors
that
may
impact
student
learning
Task
1.2
Description
of
student
characteristics
that
may
impact
student
learning
Task
1.3
Identification
and
discussion
of
the
potential
instructional
implications
of
one
or
more
contextual
factor(s)
as
informed
by
your
understanding
of
relevant
major
schools
of
thought
Task
1.4
8/07/09
‐
FINAL
Unacceptable
(1)
Acceptable
(2)
Description
of
community,
district
and
school
factors
that
may
impact
student
learning
is
severely
limited,
irrelevant,
inaccurate,
and/or
missing.
Description
of
classroom
factors
that
may
impact
student
is
severely
limited,
irrelevant,
inaccurate,
and/or
missing.
Basic,
accurate
and
perceptive
description
of
community,
district
and
school
factors
that
may
impact
student
learning
is
provided.
Detailed,
accurate
and
perceptive
description
of
community,
district
and
school
factors
that
may
impact
student
learning
is
provided.
Target
(3)
Score
Basic,
accurate
and
perceptive
description
of
classroom
factors
that
may
impact
student
learning
is
provided.
Detailed,
accurate
and
perceptive
description
of
classroom
factors
that
may
impact
student
learning
is
provided.
Description
of
student
characteristics
that
may
impact
student
learning
is
severely
limited,
irrelevant,
inaccurate,
and/or
missing.
Identification
and
discussion
of
the
potential
instructional
implications
of
one
or
more
contextual
factor(s)
informed
by
understanding
of
the
relevant
major
schools
of
thought
severely
is
limited,
irrelevant,
inaccurate,
and/or
missing.
Basic,
accurate
and
perceptive
description
of
student
characteristics
that
may
impact
student
learning
is
provided.
Basic
and
accurate
identification
and
thoughtful
discussion
of
the
potential
instructional
implications
of
one
or
more
contextual
factor(s)
informed
by
understanding
of
the
relevant
major
schools
of
thought
is
provided.
Detailed,
accurate
and
perceptive
description
of
student
characteristics
that
may
impact
student
learning
is
provided.
Detailed
and
accurate
identification
and
thoughtful
discussion
of
the
potential
instructional
implications
of
one
or
more
contextual
factor(s)
informed
by
understanding
of
the
relevant
major
schools
of
thought
is
provided.
Prompts
for
Teaching
Process
2
Learning
Objectives
and
Benchmarks
Definition:
The
teacher
candidate
sets
significant,
challenging,
varied,
and
appropriate
learning
objectives
and
benchmarks.
Task
2.1:
List
the
benchmarks
from
the
Illinois
Learning
Standards
that
your
unit
is
designed
to
address.
• Identify
one
or
more
specific
benchmark(s)
for
each
ILS
that
will
be
addressed
in
this
unit
(e.g.,
20.A.3b
for
a
7th
grade
unit).
Task
2.2:
State
daily
objectives
based
on
the
identified
benchmarks
from
the
Illinois
Learning
Standards.
• State
one
or
more
objective(s)
(as
appropriate)
for
each
daily
lesson
plan
you
will
teach
during
the
unit.
The
daily
objective(s)
should
identify
the
content
and/or
skills
the
students
should
acquire
each
day
(i.e.,
what
they
should
know
and
be
able
to
do).
The
daily
objective(s)
should
also
be
aligned
with
the
benchmark(s)
identified
in
Task
2.1.
• Each
daily
objective
should
be
significant
(i.e.,
it
should
reflect
the
big
ideas
or
structure
of
the
discipline),
challenging,
varied,
achievable,
and
developmentally
appropriate.
Task
2.3:
Discuss
why
the
benchmarks
and
objectives
are
appropriate
in
terms
of
development,
pre‐
requisite
knowledge,
skills,
and
other
needs.
• Provide
a
rationale
for
the
objectives
identified
in
Task
2.2.
Consider
developmental
level,
pre‐
requisite
knowledge
and/or
skills,
performance
descriptor(s)
(e.g.,
Stage
F,
G,
or
H
for
benchmark
20.A)
and
other
contextual
factors
as
appropriate
for
meeting
the
needs
of
the
students
in
the
classroom.
8/07/09
‐
FINAL
Indicator
Benchmarks
and
Illinois
Learning
Standards
for
unit
plan
Task
2.1
TEACHING
PROCESS
2
RUBRIC
Learning
Objectives
and
Benchmarks
Unacceptable
(1)
Acceptable
(2)
Benchmarks
for
the
unit
plan
are
inappropriate,
insufficient
in
number,
and/or
not
identified
by
number
and
name
for
the
content
to
be
taught
in
the
unit.
Alignment
of
Inappropriate
daily
objectives
number
of
daily
with
objectives
for
each
benchmarks
benchmark
identified
for
the
identified
for
the
unit
plan
unit
plan.
Task
2.2
Rationale
for
Daily
objective(s)
appropriateness
is/are
inappropriate
of
daily
because
they
fail
to
objectives
consider
the
developmental
Task
2.3
level,
pre‐requisite
knowledge/skills,
and
contextual
factors
of
the
students
in
the
classroom.
8/07/09
‐
FINAL
Target
(3)
Score
Benchmarks
for
the
unit
plan
are
appropriate
and
sufficient
in
number
for
the
content
to
be
taught
in
the
unit.
Benchmarks
are
appropriate,
sufficient
in
number,
and
labeled
by
both
number
and
name
to
describe
the
content
to
be
taught
in
the
unit.
Appropriate
number
of
daily
objectives
that
are
aligned
with
each
benchmark
identified
for
the
unit
plan.
Appropriate
number
of
daily
objectives
that
are
clearly
aligned
with
each
benchmark
identified
for
the
unit
plan.
The
majority
of
daily
objectives
are
appropriate
because
they
consider
the
developmental
level,
pre‐requisite
knowledge/skills,
and
contextual
factors
of
the
students
in
the
classroom.
All
of
the
daily
objectives
are
appropriate
because
they
consider
the
developmental
level,
pre‐requisite
knowledge/skills,
and
contextual
factors
of
the
students
in
the
classroom.
Prompt
for
Teaching
Process
3
Assessment
Plan
Definition:
The
teacher
candidate
uses
multiple
assessment
modes
and
approaches
to
assess
student
learning
before,
during,
and
after
instruction.
Task
3.1:
Provide
an
overview
of
the
assessment
plan
using
a
visual
organizer
such
as
table
3.1
below.
• Use
the
benchmarks
and
objectives
from
Teaching
Process
2
‐
Learning
Objectives
and
Benchmarks
to
complete
the
first
column.
The
objectives
for
the
pre‐assessment,
during
the
unit
assessments,
and
the
post
assessment
will
be
identical.
• In
the
type
and/or
nature
of
assessment
column
of
the
table,
briefly
describe
the
types
of
assessments
that
will
be
used
(e.g.,
test
with
multiple
choice
questions,
short
answer
questions,
quickwrite,
observations
of
student
performance,
etc.)
for
the
pre‐assessment,
formative
assessments,
and
post‐assessment.
Consider
contextual
factors
as
appropriate.
• In
the
adaptations
column,
list
the
modifications
(e.g.,
reading
the
questions/task
to
the
student
who
is
unable
to
do
so
independently,
recording
the
response
of
a
student
who
struggles
with
writing,
etc.)
that
you
will
need
to
make
in
each
assessment
to
enable
all
students,
including
those
with
atypical
needs,
as
identified
in
contextual
factors,
to
represent
what
they
know
and/or
have
learned.
(Ideally,
varied
adaptations
are
planned.)
Table
3.1
Benchmark/Objectives
Phases
of
Type
and/or
Nature
Assessment
Assessment
of
the
Assessment
Adaptations
Benchmark:
Pre‐assessment
Formative
(during
the
unit)
Objective
1:
assessments
Post‐assessment
Benchmark:
Pre‐assessment
Formative
(during
the
unit)
Objective
2:
assessments
Post‐assessment
Task
3.2:
Provide
a
rationale
for
the
assessment
plan.
• Explain
(1)
how
your
pre‐assessment
aligns
with
your
instructional
objectives
and,
using
table
3.2
and
the
accompanying
rules
and
guidelines,
(2)
how
it
reflects
an
accurate,
consistent,
and
fair
evaluation
of
student
learning.
8/07/09
‐
FINAL
Table
3.2
Assessment
Analysis
Instrument
Specific
items
Objective
1
P=20%
3,
7,11,18
Learning
Objectives
Objective
Objective
Objective
2
3
4
P=20%
P=10%
P=10%
Objective
5
P=20%
1,
4,9,14
8,13,16,19
12,15,17,20
2,
5,
6,
10
Objective
6
P=20%
#
of
items
4
4
2
2
4
4
Total
items
=
20
Rules
1.
The
number
of
items
for
each
objective
should
be
roughly
equal
and/or
proportional
(P).
2.
Items
should
align
with
the
material
covered
and
objectives
specified.
3.
An
item
analysis
should
be
conducted
(both
difficulty
and
discrimination
indexes
for
each
item,
followed
by
a
general
discussion
of
the
properties
of
the
assessment).
Guidelines
If
your
assessment(s)
is/are
of
the
objective
variety
(e.g.,
multiple‐choice.
matching,
etc
.),
adapt
table
3.2
to
fit
your
assessment
plan.
If
your
assessment(s)
is/are
performance
based
(e.g.,
essay,
project,
demonstration,
etc.),
describe
(1)
whether
or
not
it/they
is/are
school
mandated,
or
teacher
constructed,
and
(2)
how
you,
or
the
school,
dealt
with
the
critical
question
of
whether
or
not
the
assessment(s)
is/are
consistent,
accurate,
and
fair.
• Explain
how
your
formative
assessments
align
with
your
instructional
objectives
and
how
they
reflect
an
accurate,
consistent,
and
fair
evaluation
of
student
learning
and
students’
progress
toward
achieving
the
unit
benchmarks
and
objectives.
• Explain
how
your
post‐assessment
aligns
with
your
instructional
objectives
and
how
it
reflects
an
accurate,
consistent,
and
fair
evaluation
of
student
learning
and
students’
progress
toward
achieving
the
unit
benchmarks
and
objectives.
Task
3.3:
Describe
and
include
a
copy
of
the
pre‐
and
post‐assessments
for
the
unit.
• Include
a
copy
of
the
pre‐assessment.
Indicate
how
you
will
evaluate
or
score
the
pre‐
assessment,
including
the
criteria
you
will
use
to
determine
the
extent
to
which
students
have
already
achieved
the
objectives
or
have
the
prerequisite
skill
or
knowledge
to
achieve
the
objectives
of
the
unit.
• Include
a
copy
of
the
post‐assessment.
Indicate
how
you
will
evaluate
or
score
the
post‐
assessment,
including
the
criteria
you
will
use
to
determine
the
extent
to
which
students
have
achieved
the
objectives.
8/07/09
‐
FINAL
Task
3.4:
Describe
the
plan
for
formative
assessment.
• Describe
the
formative
assessments
you
will
use
during
the
unit
to
monitor
student
learning.
• Indicate
how
you
will
evaluate
each
formative
assessment,
including
the
criteria
you
will
use
to
determine
the
extent
to
which
students
are
achieving
or
progressing
towards
achieving
the
unit
objectives.
Task
3.5:
Provide
a
rationale
for
adaptations
of
assessments
based
on
the
individual
needs
of
students.
• Describe
how
the
adaptation
for
the
pre‐assessment
will
enable
individual
students
to
demonstrate
what
they
know.
• Describe
how
the
adaptation
for
the
formative
assessments
will
enable
individual
students
to
demonstrate
what
they
know.
• Describe
how
the
adaptation
for
the
post‐assessments
will
enable
individual
students
to
demonstrate
what
they
know.
TEACHING
PROCESS
3
RUBRIC
Assessment
Plan
Indicator
Unacceptable
(1)
Acceptable
(2)
Target
(3)
Score
Description
of
the
type
of
The
type
of
assessment
The
type
of
assessment
The
type
of
assessment
assessment
Task
3.1
planned
for
one
or
more
of
the
three
phases
of
assessment
(pre‐assessment,
formative
assessment,
post‐assessment)
is
inappropriate,
inadequate,
or
missing
for
the
objectives.
planned
for
each
of
the
three
phases
of
assessment
(pre‐
assessment,
formative
assessment,
post‐
assessment)
is
appropriate
and
adequate
for
the
objectives.
The
adaptations
are
inadequate
or
inappropriate
for
the
type
of
assessment
and/or
of
limited
value
in
helping
all
learners
demonstrate
their
knowledge/skills.
The
adaptations
are
adequate,
appropriate
for
type
of
assessment,
and
enable
all
learners
to
demonstrate
their
knowledge/skills.
planned
for
each
of
the
three
phases
of
assessment
(pre‐
assessment,
formative
assessment,
post‐
assessment)
will
enable
the
candidate
to
gather
highly
relevant
and
comprehensive
data
about
students’
knowledge
and
skills
in
meeting
the
objectives.
Description
of
the
adaptations
for
the
assessments
Task
3.1
Rationale
for
the
selection
of
the
pre‐assessment
Task
3.2
8/07/09
‐
FINAL
The
adaptations
are
varied,
appropriate
for
the
type
of
assessment,
and
enable
all
learners
to
fully
demonstrate
their
knowledge/skills.
The
rationale
does
not
provide
an
adequate
and
appropriate
explanation
of
the
alignment
of
the
pre‐
assessment
with
The
rationale
provides
an
adequate
and
appropriate
explanation
of
the
alignment
of
the
pre‐
assessment
with
The
rationale
provides
a
comprehensive
and
insightful
explanation
of
the
alignment
of
the
pre‐assessment
with
instructional
objectives
instructional
objectives
and/or
does
not
explain
how
it
reflects
an
accurate,
consistent,
and
fair
evaluation
of
student
learning.
Rationale
for
the
selection
of
the
formative
assessments
Task
3.2
Rationale
for
the
selection
of
the
post‐assessment
Task
3.2
Pre‐assessment
Task
3.3
8/07/09
‐
FINAL
instructional
objectives
and
adequately
describes
how
it
reflects
an
accurate,
consistent,
and
fair
evaluation
of
student
learning.
and
includes
a
thorough
and
clear
discussion
of
how
it
reflects
an
accurate,
consistent
and
fair
evaluation
of
student
learning.
The
rationale
does
not
provide
an
adequate
and
appropriate
explanation
of
the
alignment
of
the
formative
assessments
with
instructional
objectives
and/or
does
not
explain
how
they
reflect
an
accurate,
consistent,
and
fair
evaluation
of
student
learning
and
progress
towards
achieving
the
unit
benchmarks
and
objectives.
The
rationale
provides
an
adequate
and
appropriate
explanation
of
the
alignment
of
the
formative
assessments
with
instructional
objectives
and
adequately
describes
how
they
reflect
an
accurate,
consistent,
and
fair
evaluation
of
student
learning
and
progress
towards
achieving
the
unit
benchmarks
and
objectives.
The
rationale
does
not
The
rationale
provides
provide
an
adequate
an
adequate
and
and
appropriate
appropriate
explanation
of
the
explanation
of
the
alignment
of
the
post‐
alignment
of
the
post‐
assessment
with
assessment
with
instructional
objectives
instructional
objectives
and/or
does
not
explain
and
adequately
how
it
reflects
an
describes
how
it
accurate,
consistent,
reflects
an
accurate,
and
fair
evaluation
of
consistent,
and
fair
student
learning.
evaluation
of
student
learning.
The
rationale
provides
a
comprehensive
and
insightful
explanation
of
the
alignment
of
the
formative
assessments
with
instructional
objectives
and
includes
a
thorough
and
clear
discussion
of
how
they
reflect
an
accurate,
consistent
and
fair
evaluation
of
student
learning
and
progress
towards
achieving
the
unit
benchmarks
and
objectives.
The
rationale
provides
a
comprehensive
and
insightful
explanation
of
the
alignment
of
the
post‐assessment
with
instructional
objectives
and
includes
a
thorough
and
clear
discussion
of
how
it
reflects
an
accurate,
consistent
and
fair
evaluation
of
student
learning.
One
or
more
of
the
unit
objectives
are
not
assessed;
the
items
or
tasks
are
not
aligned
with
the
unit’s
instructional
objectives;
and/or
the
criteria
for
scoring
are
inappropriate
or
do
not
provide
objective
and
sufficient
information
about
the
extent
to
which
students
have
All
of
the
unit
objectives
are
assessed;
the
items
and
tasks
are
adequately
aligned
with
the
instructional
objectives;
and
the
criteria
for
scoring
are
appropriate
and
provide
objective
and
sufficient
information
about
the
extent
to
which
students
have
already
All
of
the
unit
objectives
are
assessed;
the
items
or
tasks
are
fully
aligned
with
the
instructional
objectives;
and
the
criteria
for
scoring
are
targeted
to
provide
objective
and
specific
information
about
the
extent
to
which
students
have
already
achieved
or
are
already
achieved
or
are
prepared
to
achieve
the
objectives.
Post
–assessment
Task
3.3
Formative
assessments
Task
3.4
Rationale
for
the
assessment
adaptations
Task
3.5
8/07/09
‐
FINAL
achieved
or
are
prepared
to
achieve
the
objectives.
One
or
more
of
the
unit
All
of
the
unit
objectives
are
not
objectives
are
assessed;
the
items
or
assessed;
the
items
and
tasks
are
not
aligned
tasks
are
adequately
with
instructional
aligned
with
objectives;
and/or
the
instructional
objectives;
criteria
for
scoring
are
and
the
criteria
for
inappropriate
or
do
not
scoring
are
appropriate
provide
objective
and
and
provide
objective
sufficient
information
and
sufficient
about
the
extent
to
information
about
the
which
students
extent
to
which
achieved
the
students
achieved
the
objectives.
objectives
The
formative
The
formative
assessment
plan,
or
assessment
plan,
or
criteria
for
evaluation
criteria
for
evaluation
to
determine
how
to
determine
how
students
are
students
are
progressing
toward
progressing
toward
achieving
all
unit
achieving
all
unit
objectives
is
limited
or
objectives
is/are
not
provided
and
appropriate
and
provides
little
or
no
adequate
and
provides
information
about
the
some
information
extent
to
which
about
the
extent
to
students
are
achieving
which
students
are
the
objectives.
achieving
the
objectives.
The
rationale
The
rationale
describing
how
the
describing
how
the
adaptation
will
enable
adaptation
will
enable
individual
students
to
individual
students
to
demonstrate
what
they
demonstrate
what
they
know
is
limited
or
does
know
is
adequate
and
not
reflect
an
reflects
an
understanding
of
the
understanding
of
the
difficulties
students
difficulties
students
may
encounter
when
may
encounter
when
completing
the
pre‐
completing
the
pre‐
assessment,
formative
assessment,
formative
assessments,
or
post‐
assessments,
and
post‐
assessment
for
the
assessment
for
the
unit.
unit.
prepared
to
achieve
the
objectives.
All
of
the
unit
objectives
are
assessed;
the
items
are
fully
aligned
with
the
instructional
objectives;
and
the
criteria
for
scoring
are
targeted
to
provide
objective
and
specific
information
about
the
extent
to
which
students
have
achieved
the
objectives.
The
formative
assessment
plan,
or
criteria
for
evaluation
to
determine
how
students
are
progressing
toward
achieving
all
unit
objectives
is/are
highly
relevant
and
comprehensive
and
provides
specific
information
about
the
extent
to
which
students
are
achieving
the
objectives.
The
rationale
describing
how
the
adaptation
will
enable
individual
students
to
demonstrate
what
they
know
is
insightful
and
reflects
a
sophisticated
understanding
of
the
difficulties
all
students
may
encounter
when
completing
the
pre‐
assessment,
formative
assessments,
and
post‐
assessment
for
the
unit.
Prompt
for
Teaching
Process
4
Design
for
Instruction
Definition:
Based
upon
previously
identified
benchmarks,
objectives,
and
assessment(s),
the
teacher
candidate
designs
a
unit
of
instruction
targeted
at
student
needs
and
characteristics
(including
behaviors)
specific
to
the
learning
context.
Task
4.1:
Present
and
discuss
the
results
of
the
pre‐assessment(s).
•
•
The
results
of
the
pre‐assessment
should
be
analyzed
immediately
and
only
used
to
modify
the
unit,
not
as
part
of
the
final
grade.
Do
not
ask
students
to
correct/revise
the
pre‐assessment.
Create
a
visual
representation
(e.g.,
chart,
bar
graph,
line
graph)
that
displays
the
results
of
the
pre‐assessment
for
each
objective
and/or
assessment
instrument
used.
Indicate
the
number
of
correct
items/total
number
of
items,
the
number
of
points
awarded/total
number
of
points
available
for
the
assessment
of
each
objective,
the
level
of
skill,
etc.
Example
1:
Pre‐Assessment
Data
Analysis
Chart
by
Objectives
Objective
1
Objective
2
Objective
3
Objective
4
Objective
5
The
students
will
convert
among
customary
units
of
length.
4/15
or
27%
exceeded
5/15
or
33%
met
6/15
or
40%
showed
significant
weakness
The
students
will
convert
among
customary
units
of
weight.
6/15
or
40%
exceeded
3/15
or
20%
met
3/15
or
20%
did
not
meet
3/15
or
20%
showed
significant
weakness
The
students
will
convert
among
customary
units
of
capacity.
4/15
or
27%
exceeded
6/15
or
40%
met
5/15
or
33%
showed
significant
weakness
The
students
will
decide
if
an
estimate
is
enough.
10/15
or
67%
exceeded
5/15
or
33%
showed
significant
weakness
The
students
will
add,
subtract,
multiply,
and
divide
with
customary
units
of
measure.
7/15
or
47%
exceeded
8/15
or
53%
showed
significant
weakness
Criteria:
90%
or
above
on
the
assessment:
students
exceeded
expectations
for
the
objective.
80%
to
89%
on
the
assessment:
students
met
the
objective.
79%
to
62%
on
the
assessment:
students
did
not
meet
the
objective.
61%
and
below
on
the
assessment:
students
have
significant
weakness
in
this
area.
Example
2:
Graph
of
Pre‐assessment
Results
for
20
Students
The image cannot be displayed. Your computer may not have enough memory to open the image, or the image may have been corrupted. Restart your computer, and then open the file again. If the red x still appears, you may have to delete the image and then insert it again.
8/07/09
‐
FINAL
Discuss
what
you
learned
from
the
pre‐assessment
data
about
the
current
level
of
mastery
of
the
knowledge/skills
identified
for
each
objective.
• Discuss
what
the
pre‐assessment
data
indicate
about
students’
prior
knowledge/skills,
patterns
of
errors,
and
misconceptions.
Task
4.2:
Describe
the
instructional
technologies
you
plan
to
use
in
your
unit.
• Identify
the
specific
instructional
technologies
that
you
will
use
during
the
implementation
of
the
unit.
• Discuss
how
the
use
of
these
instructional
technologies
has
the
potential
to
positively
impact
student
learning.
Task
4.3:
Provide
the
lesson
plans
used
in
the
unit.
Among
the
many
components
of
the
lesson
plan,
be
sure
to
address
relevant
student
behavior,
classroom
management,
and
accommodations
for
individual
learners.
• The
unit
must
include
at
least
five
consecutive
lesson
plans.
Days
used
to
administer
the
pre‐
and
post‐assessments
cannot
be
used
to
fulfill
this
requirement
for
five
consecutive
lesson
plans.
Notes:
(a)
Some
programs
may
require
additional
lessons;
(b)
use
lesson
plan
format
specified
by
your
department,
program,
or
student
teaching
setting.
• Each
lesson
plan
must
include
one
or
more
daily
objectives
identified
in
Teaching
Process
2
‐
Learning
Objectives
and
Benchmarks.
• Design
the
sequential
instructional
procedures
for
each
lesson
that
will
enable
students
to
achieve
the
lesson
objectives.
Include
the
process
(e.g.,
specific
questions)
you
will
use
to
check
for
understanding
as
well
as
promote
critical
and
creative
thinking.
• Identify
the
techniques
that
you
will
use
to
address
student
behaviors
that
may
negatively
impact
student
learning
during
this
lesson.
• Identify
the
classroom
management
procedures
that
you
will
use
to
ensure
that
the
lesson
proceeds
smoothly,
efficiently
and
without
confusion.
• Identify
the
procedures
you
will
use
during
the
unit
to
accommodate
the
needs
of
learners
who
may
struggle
to
learn,
who
speak
English
as
their
second
language,
who
may
grasp
the
content
quickly,
or
who
may
have
a
disability
that
affects
this
particular
lesson.
Include
procedures
used
during
the
delivery
of
the
lesson
as
well
as
the
accommodations
you
will
make
during
independent
practice.
Task
4.4:
Discuss
how
the
contextual
information
and
pre‐assessment
data
were
used
to
select
appropriate
activities,
assignments,
and
resources.
• Identify
any
relevant
community,
district,
school
factors
and/or
classroom
factors
described
in
Teaching
Process
1
‐
Contextual
Factors
that
are
likely
to
impact
student
learning
during
this
unit.
Discuss
how
your
instructional
plan
was
informed
by
the
consideration
of
those
factors.
• Identify
the
student
characteristics
described
in
Teaching
Process
1,
Contextual
Factors,
that
are
likely
to
impact
student
learning
during
this
unit.
Discuss
how
those
characteristics
influenced
your
selection
of
activities,
assignments,
and
resources.
• Discuss
the
decisions
you
made
about
the
activities,
assignments,
and
resources
for
this
unit
based
on
the
pre‐assessment
data.
•
8/07/09
‐
FINAL
Task
4.5:
Provide
a
rationale
for
your
instructional
design.
• Discuss
how
this
unit
reflects
what
you
know
regarding
relevant
major
schools
of
thought
(e.g.,
specific
theories)
about
how
students
best
learn,
what
you
know
about
children
and
their
learning
and
development,
and
what
you
know
about
best
practice
in
the
content
area(s)
you
are
teaching.
Include
specific
examples
from
lesson
plans
as
evidence.
• Discuss
the
cognitive
procedures
that
students
will
use
during
this
unit,
such
as
critical
thinking,
problem
solving,
decision‐making,
drawing
conclusions,
creative
thinking,
etc.
Include
specific
examples
of
activities
and/or
teaching
strategies
that
require
students
to
use
these
procedures.
• Discuss
the
specific
instructional
activities
in
this
unit
that
are
most
likely
to
promote
active
engagement
in
learning.
Indicate
why
or
how
these
activities
will
promote
active
engagement.
• Discuss
techniques,
strategies,
or
activities
in
this
unit
that
best
reflect
your
ability
to
create
and
implement
instruction
that
is
achievable,
meaningful,
motivating
and,
therefore,
provide
an
opportunity
for
all
students
in
your
classroom
to
learn.
• Teaching
Process
4
Rubric
Design
for
Instruction
Unacceptable
(1)
Acceptable
(2)
Presentation
of
the
results
of
the
pre‐assessment
Task
4.1
Indicator
Visual
representation
of
pre‐assessment
data
does
not
include
results
for
each
unit
objective
and/or
pre‐assessment,
the
data
are
incomplete,
and/or
errors
in
calculations
are
evident.
Visual
representation
of
pre‐assessment
data
includes
results
for
each
unit
objective
and/or
assessment,
the
data
are
complete,
and
the
calculations
are
correct.
Discussion
of
the
pre‐
assessment
data
Task
4.1
Discussion
of
one
or
more
objectives
is
missing,
limited,
or
inconsistent
with
the
data
in
the
visual
representation;
the
extent
to
which
students
have
already
acquired
the
knowledge/skills
in
the
objectives
is
not
clearly
or
accurately
described;
and/or
discussion
of
what
the
data
indicate
about
students’
prior
knowledge,
patterns
of
errors,
and
misconceptions
is
limited.
Discussion
adequately
addresses
each
objective
and
is
consistent
with
the
data
in
the
visual
representation;
the
extent
to
which
students
have
already
acquired
the
knowledge/skills
in
the
objectives
is
clearly
and
accurately
described;
and
some
discussion
of
what
the
data
indicate
about
students’
prior
knowledge,
patterns
of
errors,
and
misconceptions
is
provided.
Target
(3)
Score
Visual
representation
of
pre‐assessment
data
includes
results
for
each
unit
objective
and/or
pre‐assessment,
and
the
data
are
complete,
correct,
and
presented
in
a
way
that
facilitates
analysis.
8/07/09
‐
FINAL
Discussion
of
each
objective
is
detailed
and
consistent
with
the
data
in
the
visual
representation;
the
extent
to
which
students
have
already
acquired
the
knowledge/skills
in
the
objectives
is
thoroughly
described;
and
a
thorough
discussion
of
what
the
data
indicate
about
students’
prior
knowledge,
patterns
of
errors,
and
misconceptions
is
provided.
Discussion
of
the
use
of
instructional
technology
Task
4.2
Number
of
lesson
plans
Task
4.3
Techniques
to
address
student
behaviors
Task
4.3
Classroom
management
procedures
8/07/09
‐
FINAL
Discussion
of
specific
instructional
technologies
implemented
in
the
unit
and/or
how
those
technologies
have
the
potential
to
impact
student
learning
is
limited.
Adequate
discussion
of
specific
instructional
technologies
implemented
in
the
unit
and
how
those
technologies
have
the
potential
to
impact
student
learning
is
provided.
Detailed
discussion
of
specific
instructional
technologies
implemented
in
the
unit
with
specific
evidence
of
how
those
technologies
have
the
potential
to
positively
impact
student
learning
is
provided.
Fewer
than
five
lesson
At
least
five
lesson
At
least
five
lesson
plans
plans
(excluding
days
plans
(excluding
days
(excluding
days
for
for
administering
pre‐
for
administering
pre‐
administering
pre‐
and
and
post
assessments)
and
post
assessments)
post
assessments)
are
are
included
and
are
included
and
each
included
each
lesson
plan
lesson
plan
and/or
(1)
addresses
(1)
addresses
one
or
more
lesson
plans
previously
identified
previously
identified
are
inadequate
in
the
objectives;
objectives;
following
ways:
(2)
provides
(2)
provides
detailed,
(1)
previously
identified
sequential
highly
relevant
objectives
are
not
instructional
instructional
included;
procedures
that
procedures
that
utilize
(2)
instructional
clearly
and
sufficiently
best
teaching
practices
procedures
are
not
address
the
specifically
targeted
to
sequential
and/or
do
not
objectives;
and
achieve
each
lesson
clearly
and
sufficiently
(3)
includes
sufficient
objective;
and
address
the
objectives;
and
relevant
(3)
includes
an
(3)
process/questions
to
questions/processes
appropriate
number
of
check
for
understanding
to
check
for
relevant
or
promote
critical
or
understanding
and
processes/questions
creative
thinking
are
promote
critical
or
designed
to
check
for
limited,
irrelevant,
or
creative
thinking.
understanding;
to
elicit
missing.
students’
misconceptions;
and
to
promote
critical
and
creative
thinking
and
a
deeper
understanding
of
the
objectives.
Techniques
to
address
Relevant
techniques
Highly
relevant
and
student
behaviors
which
which
address
student
effective
techniques
may
negatively
impact
behaviors
that
may
which
address
student
student
learning
are
not
negatively
impact
behaviors
that
may
relevant
or
have
not
been
student
learning
are
negatively
impact
included.
included.
student
learning
are
included.
Management
procedures
Adequate
Highly
effective
to
ensure
that
each
management
management
lesson
proceeds
procedures
to
ensure
procedures
which
smoothly,
efficiently,
and
without
confusion
are
in
adequate
or
not
provided.
that
each
lesson
proceeds
smoothly,
efficiently,
and
without
confusion
are
provided.
Procedures
to
accommodating
all
learners
Task
4.3
Procedures
to
accommodate
all
learners
are
not
specified
for
both
the
delivery
of
instruction
and
independent
practice
and/or
accommodations
will
have
a
limited
impact
on
the
ability
of
all
learners
to
achieve
the
lesson
objectives.
Procedures
to
accommodate
all
learners
are
specified
for
both
the
delivery
of
instruction
and
independent
practice
and
accommodations
will
positively
impact
the
ability
of
all
learners
to
achieve
some
of
the
lesson
objectives.
Community,
district,
school
and
classroom
factors
that
impact
student
learning
Task
4.4
A
limited
number
of
relevant
community,
district,
school,
and
classroom
factors
that
impact
student
learning
during
the
unit
are
discussed.
Task
4.3
Student
characteristics
that
impact
student
learning
Task
4.4
Pre‐assessment
data
that
impacts
student
learning
Task
4.4
Theories
utilized
to
create
unit.
8/07/09
‐
FINAL
A
sufficient
number
of
relevant
community,
district,
school
and
classroom
factors
that
impact
student
learning
during
the
unit
are
discussed.
A
limited
number
of
A
sufficient
number
of
relevant
student
relevant
student
characteristics
that
characteristics
that
impact
student
learning
impact
student
during
the
unit
are
learning
during
the
discussed.
unit
are
discussed.
Discussion
of
how
pre‐
Discussion
of
how
pre‐
assessment
data
was
assessment
data
was
used
to
select
activities,
used
to
select
assignments,
and
activities,
resources
is
limited
or
not
assignments,
and
relevant.
resources
is
adequate
and
relevant.
Discussion
and/or
relevant
examples
of
how
the
unit
reflects
an
understanding
of
specific
Adequate
discussion
and
sufficient
relevant
examples
of
how
the
unit
reflects
an
ensure
that
each
lesson
proceeds
smoothly,
efficiently,
and
without
confusion
are
integrated
throughout
the
unit.
Highly
effective
procedures
that
accommodate
all
learners
discussed
in
Contextual
Factors
are
integrated
into
both
the
delivery
of
instruction
and
independent
practice
and
accommodations
will
positively
impact
the
ability
of
all
learners
to
achieve
or
extend
beyond
the
knowledge/skills
included
in
the
lesson
objectives.
Highly
relevant
community,
district,
school,
and
classroom
factors
that
impact
student
learning
during
the
unit
are
discussed
in
detail.
Highly
relevant
student
characteristics
that
impact
student
learning
during
the
unit
are
discussed
in
detail.
Discussion
of
the
use
of
pre‐assessment
data
to
select
activities,
assignments,
and
resources
is
highly
relevant,
detailed
and
comprehensive.
Detailed,
thorough,
and
insightful
discussion
and
sufficient
relevant
examples
of
how
the
Task
4.5
Cognitive
procedures
used
during
the
unit
Tasks
4.5
Active
engagement
Task
4.5
Meaningful
,
motivating
and
appropriately
challenging
activities
that
enable
all
to
learn
Tasks
4.5
8/07/09
‐
FINAL
theories
of
how
students
best
learn,
the
relationship
between
development
and
learning,
and
the
use
of
best
practices
for
this
content
area
is
limited.
understanding
of
specific
theories
of
how
students
best
learn,
the
relationship
between
development
and
learning,
and
the
use
of
best
practices
for
this
content
area
is
provided.
unit
reflects
an
understanding
of
specific
theories
of
how
students
best
learn,
the
relationship
between
development
and
learning,
and
the
use
of
best
practices
for
this
content
area
is
provided.
Examples
of
activities
and
Sufficient
and
relevant
Activities
and
teaching
teaching
strategies
examples
of
activities
strategies
that
elicit
implemented
in
the
unit
and
teaching
critical
thinking,
that
elicit
critical
thinking,
strategies
problem‐solving,
problem‐solving,
implemented
in
the
decision‐making,
and
decision‐making,
or
unit
that
elicit
critical
drawing
conclusions
drawing
conclusions
are
thinking,
problem‐
and
lead
to
deeper
limited
and/or
not
solving,
decision‐
understanding
of
the
relevant.
making,
or
drawing
content
and/or
conclusions
are
enhanced
development
provided.
of
skills
included
in
the
objectives
are
integrated
throughout
the
unit.
Examples
of
instructional
Sufficient
and
relevant
Activities
that
actively
activities
that
actively
examples
of
engage
students
in
engage
students
in
instructional
activities
learning
and
lead
to
learning
and/or
the
that
actively
engage
deeper
understanding
rationale
describing
how
students
in
learning
of
the
content
and/or
these
activities
promote
and
an
adequate
enhanced
development
active
engagement
are
rationale
describing
of
skills
included
in
the
limited
or
not
relevant.
how
these
activities
objectives
are
promote
active
integrated
throughout
engagement
are
the
unit.
provided.
Examples
of
instructional
Sufficient
and
relevant
Achievable,
activities
that
are
examples
of
meaningful,
and
achievable,
meaningful,
instructional
activities
motivating
activities
and
motivating,
and
that
are
achievable,
that
enable
all
students
provide
an
opportunity
meaningful,
and
to
develop
a
deeper
for
all
students
in
the
motivating,
and
understanding
of
the
classroom
to
learn
are
provide
an
content
and/or
limited
or
not
relevant.
opportunity
for
all
enhanced
development
students
in
the
of
skills
included
in
the
classroom
to
learn
are
objectives
are
provided.
integrated
throughout
the
unit.
Prompts
for
Teaching
Process
5
Instructional
Decision‐Making
Definition:
The
teacher
candidate
uses
ongoing
(daily)
analysis
of
student
learning
and
student
behaviors
based
upon
daily
assessments
to
make
instructional
decisions.
Task
5.1:
Describe
the
changes
you
made,
if
any,
to
your
lesson
while
teaching
it
and
provide
a
rationale
for
the
changes
you
made.
• Clearly
describe
each
change
you
made
to
your
lesson(s).
• Describe
the
process
(e.g.,
formative
assessments)
you
used
as
the
basis
for
analyzing
student
learning
and
making
any
changes.
• Provide
a
coherent
rationale
(the
reasons
or
basis)
for
any
and
all
changes
made
and
explain
how
they
fit
into
your
overall
instructional
strategy.
Be
certain
to
tie
your
decisions
to
information
(e.g.,
data,
observations)
obtained
through
your
formative
assessment(s).
Task
5.2:
Discuss
the
impact
of
the
changes
described
above
citing
evidence
or
examples
to
support
your
assertion.
• Describe
how
students
responded
in
general
when
you
made
each
change.
Be
sure
to
provide
examples.
• If
appropriate,
describe
how
specific
students,
or
groups
of
students,
responded
differently
to
each
change.
Be
sure
to
provide
examples.
• Discuss
the
impact
on
student
learning
of
any
and
all
changes
you
made
in
your
instruction.
Be
sure
to
identify
the
evidence
on
which
you
base
your
claim(s).
(e.g.,
Eight
of
the
students
were
then
able
to
complete
the
problem
correctly,
two
students
asked
for
additional
help,
and
four
students
completed
the
problem
incorrectly).
Task
5.3:
Describe
any
changes
you
need
to
make
for
the
class
as
a
whole
in
the
next
lesson
in
the
unit
and
provide
a
rationale
for
the
changes
you
intend
to
make.
• Based
upon
your
description
of
the
impact
of
the
changes
that
you
have
implemented
on
the
whole
class
prior
to
this
point,
clearly
describe
any
additional
changes
you
will
make
in
your
next
lesson.
• Provide
a
reasoned
explanation
for
any
additional
changes
you
intend
to
make.
Task
5.4:
Describe
any
changes
you
need
to
make
for
any
individual
or
group
in
the
class
in
the
next
lesson
in
the
unit
and
provide
a
rationale
for
the
changes
you
intend
to
make.
• Based
upon
your
description
of
the
impact
of
the
changes
that
you
have
implemented
on
individual
students
and/or
groups
of
students
prior
to
this
point,
clearly
describe
any
additional
changes
you
will
make
in
your
next
lesson
that
are
focused
on
those
specific
students
and/or
groups
of
students.
• Provide
a
reasoned
explanation
for
any
additional
changes
you
intend
to
make
for
individuals
and/or
groups
of
students.
8/07/09
‐
FINAL
TEACHING
PROCESS
5
RUBRIC
Instructional
Decision
Making
Indicator
Unacceptable
(1)
Acceptable
(2)
Target
(3)
Score
Description
of
and
rationale
for
changes
made
while
teaching
Task
5.1
Description
of,
and
rationale
for,
changes
made
while
teaching
are
severely
limited,
irrelevant,
inaccurate,
and/or
missing.
Basic,
accurate,
and
perceptive
description
of,
and
sufficient
rationale
for,
changes
made
while
teaching
is
provided.
Detailed,
accurate,
and
perceptive
description
of,
and
thorough
rationale
for,
changes
made
while
teaching
is
provided.
Discussion
of
impact,
including
evidence
and
examples
Task
5.2
Evidence
and
examples
of
impact
on
student
learning
of
changes
made
are
severely
limited,
irrelevant,
inaccurate,
and/or
missing.
Basic,
accurate,
and
insightful
discussion
of
impact
on
student
learning
of
any
changes
made
is
provided
Detailed,
accurate,
and
insightful
discussion
of
impact
on
student
learning
of
any
changes
made
is
provided.
Description
and
rationale
for
global
changes
to
future
lessons
in
the
unit
Task
5.3
Description
and
rationale
for
changes
specific
to
individuals
or
groups
in
future
lessons
in
the
unit
Task
5.4
Description
of,
and
explanation
for,
global
changes
is
severely
limited,
irrelevant,
inaccurate,
and/or
missing.
Basic,
accurate,
and
insightful
description
of,
and
explanation
for,
global
changes
to
future
lessons
is
provided
A
detailed,
accurate,
and
insightful
description
of,
and
explanation
for,
global
changes
to
future
lessons
is
provided.
Description
of,
and
explanation
for,
changes
specific
to
individuals
and/or
groups
is
severely
limited,
irrelevant,
inaccurate,
and/or
missing.
Basic,
accurate,
and
insightful
description
of,
and
explanation
for,
changes
specific
to
individuals
and/or
groups
is
provided.
A
detailed,
accurate,
and
insightful
description
of,
and
explanation
for,
changes
specific
to
individuals
and/or
groups
is
provided.
8/07/09
‐
FINAL
Prompts
for
Teaching
Process
6
Analysis
and
Interpretation
of
Student
Learning
and
Performance
Definition:
The
teacher
candidate
uses
assessment
data
collected
from
all
students
in
the
class
to
analyze
student
learning
and
performance
and
communicate
this
information
about
student
progress
and
achievement.
Task
6.1:
Describe
the
results
of
student
learning
and
performance,
using
visual
representations
and
narrative,
based
on
your
summative
assessments.
• Add
the
post‐assessment
(summative)
data
to
the
visual
representation
developed
for
4.1
(see
examples
1
&
2
below).
• Provide
a
description
of
one
or
more
examples
of
the
learning
objectives
where
students
were
most
successful
and
utilize
post‐assessment
(summative)
data
to
explain
why.
• Provide
a
description
of
one
or
more
examples
of
the
learning
objectives
where
students
were
least
successful
and
utilize
your
post‐assessment
(summative)
data
to
explain
why.
• Provide
a
description
of
the
successful
adaptations
you
made
throughout
the
unit
to
help
individual
students
achieve
your
overall
learning
objectives.
Task
6.2:
Analyze
all
student
data
to
explain
progress
and
achievement
toward
lesson
objectives
and
ILS
benchmarks.
• Summarize,
in
narrative
form,
what
your
data
indicate
about
your
students’
learning
specific
to
this
unit.
• Analyze
and
evaluate
the
performance
of
all
students
toward
meeting
your
stated
lesson
objectives
in
light
of
their
performance
on
the
pre‐assessment(s).
Task
6.3:
Provide
an
interpretation
of
your
results
and
discuss
the
implications.
• Provide
a
clear
interpretation
of
what
your
post‐assessment
(summative)
data
indicate
about
student
learning
and
performance.
• Discuss
how
the
results
and
your
interpretation
of
the
data
will
impact
your
teaching
in
the
future
to
positively
impact
student
learning.
Where
necessary,
provide
a
discussion
of
possible
interventions
needed
for
low‐performing
students.
Example
1:
Comparison
of
Hypothetical
Pre
and
Post
Test
Results
–
Bar
chart
8/07/09
‐
FINAL
Example
2:
Comparison
of
Hypothetical
Pre
and
Post
Test
Results
–
Line
graph
8/07/09
‐
FINAL
Teaching
Process
6
Rubric
Analysis
and
Interpretation
of
Student
Learning
and
Performance
Indicator
Unacceptable
(1)
Acceptable
(2)
Visual
representation
of
post‐
assessment
results
Task
6.1
Post‐assessment
data
has
not
been
added
to
the
pre‐assessment
visual
representation,
results
for
each
unit
objective
are
not
included,
and/or
the
data
are
incomplete
or
contain
errors
in
calculations.
Description
or
examples
of
students’
success
in
meeting
objectives
were
inaccurate,
inappropriate,
missing
and/or
not
supported
by
data.
Visual
representation
of
data
is
complete,
the
results
for
each
unit
objective
are
included,
and
the
calculations
are
correct.
Visual
representation
of
data
is
complete,
results
for
each
unit
objective
are
included,
the
calculations
are
correct,
and
the
data
is
presented
in
a
way
that
facilitates
analysis.
Adequate
and
appropriate
description
and
examples
of
students’
success
in
meeting
objectives
were
provided
with
appropriate
supporting
data.
Most
successful
learning
objectives
Task
6.1
Least
successful
learning
objectives
Task
6.1
Description
or
examples
of
students’
difficulty
in
meeting
objectives
were
limited
or
missing
and/or
not
supported
by
data.
Successful
adaptations
Task
6.1
Description
of
successful
adaptations
made
throughout
the
unit
is
inappropriate,
limited,
or
missing.
Summary
of
post‐assessment
data
Summary
is
limited,
inaccurate,
missing,
or
does
not
address
8/07/09
‐
FINAL
Target
(3)
Detailed
and
thorough
description
and
examples
of
students’
success
in
meeting
objectives
were
provided
with
highly
relevant
and
comprehensive
supporting
data.
Adequate
and
Detailed
and
thorough
appropriate
description
and
description
and
examples
of
students’
examples
of
students’
difficulty
in
meeting
difficulty
in
meeting
objectives
were
objectives
were
provided
with
highly
provided
with
relevant
and
appropriate
supporting
comprehensive
data.
supporting
data.
Adequate
and
Detailed,
appropriate,
appropriate
description
and
insightful
of
successful
description
of
adaptations
made
successful
and
varied
throughout
the
unit
is
adaptations
made
provided.
throughout
the
unit
is
provided.
Basic
and
accurate
Detailed,
accurate,
and
summary
of
post‐
insightful
summary
of
assessment
data
post‐assessment
data
Score
Task
6.2
Analysis
of
student
performance
Task
6.2
Interpretation
of
Data
Task
6.3
Implications
of
the
data
for
student
learning
Task
6.3
Implication
of
the
data
for
future
teaching
Task
6.3
8/07/09
‐
FINAL
student
learning
in
this
unit.
relative
to
student
learning
in
this
unit
is
provided.
relative
to
student
learning
in
this
unit
is
provided.
Analysis
and
evaluation
Basic
and
accurate
Detailed,
accurate,
and
of
student
performance
analysis
and
evaluation
insightful
analysis
and
and
their
progress
of
student
performance
evaluation
of
student
toward
meeting
lesson
and
their
progress
performance
and
objectives
in
light
of
toward
meeting
lesson
progress
toward
pre‐assessment
data
objectives
in
light
of
meeting
lesson
are
limited,
missing,
or
pre‐assessment
data
objectives
in
light
of
inaccurate.
are
provided.
pre‐assessment
data
are
provided.
Interpretation
of
post‐
Basic
and
relevant
Insightful
and
relevant
assessment
data
Interpretation
of
post‐
Interpretation
of
post‐
relative
to
student
assessment
data
assessment
data
learning
and
relative
to
student
relative
to
student
performance
is
limited,
learning
and
learning
and
not
relevant,
or
performance
is
performance
is
missing.
provided.
provided.
Interpretation
of
the
Basic
and
relevant
Insightful
and
relevant
data
relative
to
its
Interpretation
of
the
Interpretation
of
its
implications
for
data
relative
to
its
data
relative
to
its
students’
future
implications
for
implications
for
learning
and
students’
future
students’
future
performance
is
limited,
learning
and
learning
and
not
relevant,
or
performance
is
performance
is
missing.
provided.
provided.
Interpretation
of
the
Basic
and
relevant
Insightful
and
relevant
data
relative
to
its
Interpretation
of
the
Interpretation
of
its
implications
for
future
data
relative
to
its
data
relative
to
its
teaching
is
limited,
not
implications
for
future
implications
for
future
relevant,
or
missing.
teaching
is
provided.
teaching
is
provided.
Prompts
for
Teaching
Process
7
Reflection
and
Self‐Evaluation
Definition:
The
teacher
candidate
reflects
on
his
or
her
instruction
and
student
learning
to
improve
his
or
her
teaching.
Task
7.1:
Discuss
your
implementation
of
this
unit
in
terms
of
its
impact
on
student
learning
in
light
of
the
major
schools
of
thought
that
you
previously
discussed
under
contextual
factors.
• Briefly
summarize
the
unit
you
taught
in
terms
of
(1)
student
characteristics
considered,
(2)
content,
(3)
general
objectives,
and
(4)
ILS
benchmarks.
• Discuss
successes
and
challenges
your
students
experienced
during
this
unit
and
the
role
your
teaching
skills
(content
knowledge,
strategies,
used,
behavior
management
approach,
etc.)
played
in
the
students’
learning.
Please
provide
specific
examples.
• Given
your
experience,
describe
and
discuss
any
general
insights
into
the
nature
of
student
learning
and
motivation
processes
you
have
gained
that
will
make
you
a
better
teacher.
Task
7.2:
Discuss
what
you
learned
about
yourself
as
a
teacher.
• Briefly
describe
what
you
learned
about
your
teaching/leadership
style,
ability
to
manage
the
classroom,
organize
classroom
routines,
and
student
behavior
during
your
experience
(see
Wong
&
Wong,
chapter
18:
Discipline
plans)
• What
did
you
discover
to
be
your
greatest
strength(s)
as
a
teacher?
Be
sure
to
provide
specific
examples.
• What
did
you
discover
about
yourself
as
a
teacher
that
you
still
need
to
work
on
to
improve?
Be
sure
to
provide
specific
examples.
• Now
that
you
have
completed
this
experience
with
the
WTWS,
what
have
you
learned
about
your
commitment
to
do
what
it
takes
to
become
an
effective
teacher?
Task
7.3:
Reflect
on
possibilities
for
your
own
professional
development.
• How
can
you
best
use
your
strengths
as
a
teacher
to
maximize
the
positive
impact
you
will
have
on
student
learning?
• Having
identified
the
areas
of
your
teaching
(e.g.
content,
pedagogical
skills,
behavior
management
skills,
etc.)
most
in
need
of
improvement,
discuss
what
you
will
do
to
strengthen
and
cultivate
needed
improvement.
Be
specific.
• In
what
ways
do
you
intend
to
insure
your
continual
development
as
a
teaching
professional
in
order
to
be
prepared
to
positively
impact
student
learning?
Be
specific.
8/07/09
8/07/09
‐
FINAL
TEACHING
PROCESS
7
RUBRIC
Reflection
and
Self‐Evaluation
Indicator
Unacceptable
(1)
Acceptable
(2)
Target
(3)
Score
Summarization
of
unit
taught.
Task
7.1
Impact
of
teaching
on
student
learning
Task
7.1
Summary
of
unit
is
incomplete,
inadequate,
and/or
missing.
Basic
and
complete
summary
of
unit
taught
is
provided.
Detailed
and
thorough
summary
of
unit
taught
is
provided.
Discussion
of
the
successes
and
challenges
students
experienced
and
the
role
of
teaching
skills
in
facilitating
students’
learning
is
limited,
not
relevant,
and/or
missing.
Basic
and
relevant
discussion
of
the
successes
and
challenges
students
experienced
and
the
role
of
teaching
skills
in
facilitating
students’
learning
is
provided.
Detailed,
insightful,
and
thorough
discussion
of
the
successes
and
challenges
students
experienced
and
the
role
of
teaching
skills
in
facilitating
students’
learning
is
provided.
Insight
into
the
student
learning/motivation
process.
Task
7.1
Description
and
discussion
of
insights
into
the
student
learning/motivation
process
is
severely
limited,
irrelevant,
and/or
missing.
Discussion
of
teaching/leadership,
style,
classroom
management,
strengths,
areas
needing
improvement,
and
commitment
is
severely
limited,
not
relevant,
and/or
missing.
Discussion
of
professional
development
needs
and
plan
for
improvement
is
severely
limited,
irrelevant,
and/or
missing.
Basic
description
and
discussion
of
insights
into
the
student/motivation
learning
process
is
provided.
Detailed,
insightful,
and
thorough
discussion
of
insights
into
the
student
learning/motivation
process
is
provided.
Basic
and
specific
discussion
of
teaching/leadership
style,
classroom
management,
strengths,
areas
needing
improvement,
and
commitment
is
provided.
Detailed,
insightful,
and
thorough
discussion
of
teaching/leadership
style,
classroom
management,
strengths,
areas
needing
improvement,
and
commitment
is
provided.
Basic
and
specific
discussion
of
professional
development
needs
and
plan
for
improvement
is
provided.
Detailed,
insightful,
and
thorough
discussion
of
professional
development
needs
and
plan
for
improvement
is
provided.
Knowledge
of
self
as
a
teacher.
Task
7.2
Professional
development
Task
7.3
8/07/09
‐
FINAL