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Program Report for the Preparation of English Language Arts Teachers
National Council of Teachers of English
(NCTE)
NATIONAL COUNCIL FOR ACCREDIATION OF TEACHER EDUCATION
COVER SHEET
Institution:
Weber State University, Utah
Date submitted:
February 2005
Name of preparer: Shannon Butler
Phone No.:
801 626-6623
Email:
[email protected]
Program Documented in this report:
Name of program:
English Education
Grade levels for which candidates are being prepared:
Secondary
Degree or award level:
Bachelor's Degree
Is this program offered at more than one site:
No
Title of the state license for which
candidates are prepared:
Utah Professional
Educator License,
Secondary
Program report status:
Initial review
State licensure requirement for national recognition:
NO
SECTION I—CONTEXT
1. STATE Policies
The Utah State Office of Education (USOE) adopted the INTASC standards in August 2002 for
the standards for new teachers to meet in order to move from a level 1 (provisional) to a level II
(professional) license. The Weber State Teacher Education program then adopted these standards
as program standards in the Fall of 2002 and began work restructuring the program to align with
these standards.
The USOE has not required beginning teachers to test for licensure. They will begin requiring
Praxis content tests as of July 2005. The teacher education program will require all students
entering the teacher education program as of Fall 2004 to test and pass the Praxis in their major
and minor areas.
2. FIELD EXPERIENCE
One of the strengths of the WSU Teacher Education programs is the integrated field experience
component associated with each of the professional levels. These provide opportunity for teacher
candidates to be in classrooms where they will observe, assist, and teach individuals, small
groups, or whole classes. Each field experience is valuable for candidates to see and experience
actual application and implementation of learning from the perspective of a teacher.
Level 1 Field Experience: The Level 1 experience is the same for both elementary and
secondary students and is an induction into the profession for teacher candidates. Course work in
Level 1 includes educational psychology, interpersonal skills and classroom management;
instructional planning and assessment; and instructional technology. The field experience for this
level will bring together novice teacher candidates with experienced professionals in actual
school settings. Field work will provide teacher candidates the opportunities to make
connections, see relationships, and apply principles being studied in their university classes. The
experience will place teacher candidates in an authentic public school environment actively
engaged and working with a diverse population of public school students. One of the primary
purposes of this field experience is for teacher candidates to see best practices modeled by
exemplary teachers. Teacher candidates will be in the classroom for a minimum of 12, 1-3 hour
sessions.
Level 2 Field Experience: Candidates are required to observe and collaborate with the classroom
teacher prior to beginning their field experience. Candidates spend a consecutive two week time
period in the classroom during their regularly scheduled level classes (20-30 hours). During this
time they work in partners/teams to plan, design, implement, and assess lessons. The opportunity
to work with students of diversity (race, language, disabilities, exceptional needs, etc) is a key
point of the field experience. During this field experience, English teaching majors and minors
are currently enrolled in English 3400, The Teaching of Literature and English 3410, The
Teaching of Writing. The assignments for these courses are integrated with the field experiences
and rely on those experiences for students to not only practice the content from these two courses,
but to also demonstrate that they have learned and can apply it.
Clinical Practice: The student teaching experience is the culminating learning experience in the
program. Candidates must apply for clinical practice the semester before they plan to do their
clinical work. The rigorous experience is carefully planned, guided, assessed, and evaluated.
Program Report Form—NCTE
1
Candidates spend approximately 70 days (minimum 400 hours) in the classroom for their clinical
practice. The first 15 days are observation/transition days working into full time responsibility
for the classroom under the direction of the collaborating teacher for the remaining 55 days.
Clinical practice assignments are determined according to the license requirements,
concentration, major and minor, and abilities of the student teachers, with the resources available
at the university and the district schools. The Department of Teacher Education has collaborated
with the local school district partners to develop a plan and process for the selection and training
of collaborating teachers, as well as for placing student teachers. During clinical practice
candidates are assessed on progress by the university supervisor, collaborating teacher, and the
arts and science supervisor (secondary only). A final evaluation by these supervisors is
completed at the end of the student teaching assignment. All candidates have the opportunity to
assess the program and those supervising their clinical practice.
Secondary candidates must teach in both their major and minor content areas. Therefore, they
often are assigned two collaborating teachers. Student teacher candidates are required to attend
on-campus seminars corresponding to times when the public schools are not in session. Senior
synthesis seminars are held at the completion of the clinical practice. Student teacher candidates
completing additional endorsements will do clinical practice in their specific area for a minimum
of five weeks.
3. Program Admission, Retention, Exit
The teacher education program is a competitive admissions process. A limited number of
applicants are admitted in March for Fall Semester and in October for Spring Semester.
Admission to the teacher education program is a separate process from Weber State University
admission. Candidates are initially admitted to the program on a provisional basis. Upon
successful completion of Levels 1 and 2, they become fully admitted candidates for licensure.
Prerequisites for application to the program are current enrollment in or completion of the
following classes: English competency (grade C or above in EN1010 and EN2010 or equivalent);
Quantitative literacy (grade C or above in MATH QL1050 or equivalent); Communication
proficiency (grade B- or above in COMM HU1020, COMM 1050, or equivalent); Computer and
Information Literacy.
Students are considered for admission based on a 100-point system: 30 points maximum for
GPA; 30 points maximum for the Collegiate Assessment of Academic Proficiency (CAAP); 40
points maximum for the interview. Points are awarded based upon the following criteria.
1. Completion of at least 40 semester hours of general education or relevant prerequisite courses
and (a) have an overall GPA of 3.00 or higher, or (b) 3.25 GPA or higher on the last 30 semester
hours.
2. Achieve minimum scores on the Collegiate Assessment of Academic Proficiency (CAAP)
standardized assessment designed to show achievement levels in reading, writing and
mathematics. Current minimum scores required for admission to the teacher education programs
are: Writing- 61, Writing Essay- 3.0, Math- 54 and Reading-59
3. Successful completion of a formal interview with a three-member faculty committee. In
preparation for the interview students are asked to prepare a two-page statement detailing their (a)
reasons for wanting to become a teacher, and (b) past teaching experiences. Interview questions
focus on the student’s interest/commitment to teaching, understanding of education issues, ability
to relate past experiences to role as a teacher, interpersonal skills, communication abilities,
Program Report Form—NCTE
2
professionalism, and preliminary evidence of course dispositions. Students who do not obtain the
required interview score are not eligible for admittance and may reapply for a subsequent
semester. If the second interview score is also below the minimum, students must wait at least
one year to reapply.
Students who already hold a baccalaureate degree must meet the same requirements, except they
are only required to take the Writing Essay portion of the CAAP Test if their degree less than five
years old. Students who are not admitted to the program after their third application must wait
one full year before reapplying.
Students who successfully complete the application process are provisionally admitted candidates
for the first two levels and are fully admitted after successful completion of level 2. Provisional
admission to a specific program is valid for a period of five years. Candidates not completing the
program within the five-year period are required to seek readmission under the current admission
standards.
Retention in the program is based upon the following conditions.
1. Completion of a background check as soon as admitted and before being placed in a public
school for field experiences. Candidates can not enroll in Level 1 or EDUC 2890/4890
courses until cleared. Admission to the teacher education programs will be immediately
revoked for those with a criminal record which has not been cleared by the Utah Professional
Practices Advisory Commission.
2. Candidates are expected to maintain high professional and academic standards. Quality of
work and timely progress through the program are two (2) criteria considered as evidence of
professional competence.
3. Candidates must maintain a GPA of 3.00 in all university course work, not receiving a grade
lower than a B- in any professional education course work. A professional education course
may be repeated once.
4. Documented violations of the WSU Student Code of Conduct will be considered grounds for
suspension or dismissal from the teacher education program.
5. Provisional status is revoked by an informal hearing organized by the Teacher Education
Admission and Retention Committee. Candidates may appeal the ruling by following WSU
Student Rights and Responsibilities policy.
A minimum of 42 credit hours is required in the secondary education major, with a minimum of
120 credit hours required for university graduation. To graduate from the program candidates
must meet these graduation requirements, successfully complete clinical practice, and
participation in an exit interview for completion of licensing materials and graduation clearance.
4. Relationship of program to the unit’s conceptual framework
Description of Unit’s conceptual framework:
“Student Achievement: Teachers, Students, and Communities Working Together”
The stylized easel visually represents the philosophy of demonstrated pedagogy that
incorporates reflective practice. Thus, at first glance, the image draws the eye upward to the
pinnacle of the easel to what is the highest goal of the teacher education program-Increased
Student Performance (for both university teacher candidates as well as K-12 students in local
schools). The foundation for the program courses are national and state standards that define
professional knowledge, skills, and dispositions necessary for teacher candidates to be successful
in their classrooms and to improve student performance.
Program Report Form—NCTE
3
On this foundation rests the program Assessments. The Teacher Education program
assessment and evaluation plan allows for systematic data collection, reduction, analysis, and
dissemination of results indicating how teacher candidates are meeting Critical Performance
Indicators. Five decision points are embedded in program levels: (a) provisional admission, (b)
professional core levels, (c) pre-clinical practice, (d) licensure program completion, and (e) postgraduation. Although information from assessments and evaluation are vital, without wide-spread
opportunities for reflection, candidate and program improvement may not happen.
Therefore at the heart of the conceptual framework the art of reflective practice is
identified and fostered throughout the program by: Reflecting, Engaging, and Collaborating.
Reflection requires individuals to spend time analyzing and evaluating. Teachers who are
engaging foster active learning in their classrooms. Collaborating for growth enables teachers,
students, and community members to work together for greater student achievement.
Standards-based assessment and reflective practice are the philosophy and tools used by
the program to achieve the goals of: professional growth, leadership, program renewal, and (the
pinnacle) increased student performance.
The English Department's program for its teaching majors and minors emphasizes the
three components of the TREC model: Teaching as Reflection, Engagement, and Collaboration.
Throughout the 12 required hours for teaching candidates, we assess students' ability to reflect on
their learning and their field experiences through journals, reading logs, tutoring summaries, and
analysis of their reading/ writing/thinking processes. Candidates are assessed on their ability to
engage students and peers through lesson planning, teaching, facilitating individual, small group,
and large group learning communities. We also encourage candidates to attend university and
local community symposiums/events and require them to report on their participation in the arts
and cultural opportunities available. A strong characteristic of our program is collaboration, as
modeled by the collaborative efforts of faculty to team teach methods courses and design
curriculum together. Many of our assignments require candidates to collaborate on research,
presentations, lesson planning, and teaching peers. Our program assessments complement and
integrate the unit's conceptual framework, both philosophically and pedagogically.
Program Report Form—NCTE
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5. Program Assessments
All candidates for secondary program licensure are required be admitted to the teacher education
program and complete the professional core courses. Therefore they are assessed by the unit at
the same points as other candidates. All English teaching majors and minors must pass all three
of the assessments described in this report to be retained in the program.
Program Report Form—NCTE
5
English Teaching Major
Catalog Year 2002 - Present
Advisement
An initial advisement interview is required of students wishing to declare an English teaching major. English
teaching majors are required to meet with a faculty advisor for course and program advisement. If this
requirement is not met, students may not be allowed to register for classes within their major. Call (801)
626-6251 for more information or to schedule an appointment.
Total Credit Hours required: 39 hours
(Of which 33 hours of Upper Division English Courses [3000-4000 Level Classes] are Required).
All of the following
Engl 3020 Introduction to the Study of Language for Teachers (3)
Engl 3080 Critical Approaches to Literature (3)
Engl 3310 Young Adult Literature (3)
Engl 3400 The Teaching of Literature (3)
Engl 3410 The Teaching of Writing (3)
Writing (one of the following)
Engl 3100 Professional & Technical Writing (3)
Engl 3210 Advanced College Writing (3)
Engl 3250 Fiction Writing (3)
Engl 3270 Magazine Article Writing (3)
Engl 3280 Biographical Writing (3)
American Literature (one of the following)
Engl 4520 American Literature: Early and Romantic (3)
Engl 4530 American Literature: Realism & Naturalism (3)
American Literature (one of the following)
Engl 4540 American Literature: Modern (3)
Engl 4550 American Literature: Contemporary (3)
British Literature (one of the following)
Engl 4610 British Literature: Medieval (3)
Engl 4620 British Literature: Renaissance (3)
Engl 4630 British Literature: Neoclassic and Romantic (3)
British Literature (one of the following)
Engl 4640 British Literature: Victorian (3)
Engl 4650 British Literature: Modern (3)
Engl 4660 British Literature: Contemporary (3)
Program Report Form—NCTE
1
World Literatures (one of the following)
Engl 3510 World Literature (3)
Engl 3730 Literature of Cultures and Places (3)
Engl 3880 Philosophy and Literature (3)
Engl 4750 Classical Literature (3)
English Elective Courses (minimum of 6 credit hours)
To complete the required 39 credit hours, English Teaching majors may choose as electives any 3000 and 4000
level English courses, including those listed above.
In addition, majors may take as an elective only one of the following.
Engl 2250 Creative Writing (3)
Engl 2320 Introduction to Fiction (3)
Engl 2330 Introduction to Drama (3)
Engl 2340 Introduction to Poetry (3)
Engl 2500 Introduction to Literature (3)
Engl 2710 Perspectives on Womens Literature (3)
Student Teaching
Students should apply to the education program by deadlines set by the Teacher Education Department.
Student teaching takes place during a single semester. Before student teaching, students should have completed
all required Education courses and at least 33 credit hours from required English courses. The latter must
include required courses in critical approaches, advanced writing, language, young adult literature and teaching
methods.
English Teaching Minor B (3DH)
Required Courses [24 credit hours]
All of the following [12 credit hours]
Engl 3080 Critical Approaches to Literature (3)
Engl 3310 Young Adult Literature (3)
Engl 3400 The Teaching of Literature (3)
Engl 3410 The Teaching of Writing (3)
Writing (one of the following) [3 credit hours]
Engl 3100 Professional and Technical Writing (3)
Engl 3210 Advanced College Writing (3)
Engl 3250 Advanced Fiction Writing (3)
Engl 3270 Magazine Article Writing (3)
Engl 3280 Biographical Writing (3)
Language (required) [3 credit hours]
Engl 3020 Introduction to the Study of Language for Teachers (3)
Program Report Form—NCTE
2
American Literature (one of the following) [3 credit hours]
Engl 4520 American Literature: Early and Romantic (3)
Engl 4530 American Literature: Realism & Naturalism (3)
Engl 4540 American Literature: Modern (3)
Engl 4550 American Literature: Contemporary (3)
British Literature (one of the following) [3 credit hours]
Engl 4610 British Literature: Medieval (3)
Engl 4620 British Literature: Renaissance (3)
Engl 4630 British Literature: Neoclassic and Romantic (3)
Engl 4640 British Literature: Victorian (3)
Engl 4650 British Literature: Modern (3)
Engl 4660 British Literature: Contemporary (3)
SECONDARY EDUCATION
LICENSURE
» Program Prerequisite: Provisional admission to a Teacher Education Program (see
the admission requirements described under the Teacher Education Department). Select
an academic teaching major and teaching minor or composite teaching major that WSU
offers. In many departments the teaching major and teaching minor are different from the
departmental major and minor.
» Minor: Required with a teaching major but not required with a composite teaching
major.
» Grade Requirements: Secondary Education students must meet minimum major
course grade requirements and maintain a cumulative GPA of 3.00 or higher in all
college work and achieve at least a "B-" grade in each professional education course to
continue in the program.
» Credit Hour Requirements: A total of 120 semester hours is required for graduation - a minimum of 31 of these is required within the Secondary Licensure program. A total
of 40 upper division credit hours is required (courses number 3000 and above).
The academic teaching major and teaching minor must consist of not less than 30 and 16
semester hours respectively, or a composite major of a minimum of 46 semester hours.
The teaching major and teaching minor must be in subjects taught in Utah public
secondary schools. Either the major or minor must be a subject which Utah secondary
schools are required to teach (those marked with double asterisks do not satisfy this
second requirement -- see the list of teaching majors and minors below).
Admission Requirements
Declare a program of study. Follow the provisional admission requirements outlined
under the Teacher Education department.
Advisement
All Secondary Education students should meet with an advisor in the Teacher Education
Advisement Center and from the Department of Teacher Education. Call 801-626-6309
Program Report Form—NCTE
3
for more information or to schedule an appointment. In addition, students should seek
advisement from both their teaching major and their teaching minor program areas. (Also
refer to the Department Advisor Referral List.)
For Secondary Licensure candidates, there are 4 areas of course work that are required: I.
University and General Education Requirements; II. Support Courses; III. Teaching
Major and Teaching Minors that WSU offers; and IV. Professional Education Courses.
Details for each of these required areas follow.
General Education
I. University and General Education Requirements
Refer to General Requirements for either Bachelor of Science or Bachelor of Arts
requirements. The following courses required for the Secondary Education Licensure
Program will also satisfy general education requirements: Comm HU1020 and ChFam
SS1500.
Course Requirements for Licensure
II. Support Courses Required (or equivalent)
One course from the following
• ChFam SS1500 Human Development (3)
• Psych 3140 Psychology of Adolescence (3)
One course from the following
• Comm HU1020 Principles of Public Speaking (3)
• Comm HU1050 Introduction to Interpersonal and Small Group Communication
(3)
One course from the following
• Health 3050 School Health Program (3)
• Health 4250 Contemporary Health Issues of Adolescents (2)
III. Professional Education Courses Required (31 hours)
° Level 1 (Core)
• Educ 3100 Instructional Planning and Assessment (3)
• Educ 3110 Instructional Technology (1)
• Educ 3140 Educational Psychology, Interpersonal Skills & Classroom
Management (3)
° Level 2 (Learners and Methods)
• Educ DV3200 Foundations of Diversity: Culturally, Linguistically Responsive
Teaching (3)
• Educ DV3260 The Exceptional Student (3)
• Educ 3760 Teaching Reading & Writing in the Content Areas (3)
• Educ 3780 Interdisciplinary Strategies in Diverse Classroom (3)
° Level 3 (Synthesis)
• Educ 4820S Managing Diverse Classrooms (3)
• Educ 4880 Student Teaching in Secondary Education (8)
• Educ 4960 Secondary Senior Synthesis Seminar (1)
Provisional admission to teacher education is required prior to enrollment in 3000 level
and above education classes.
Program Report Form—NCTE
4
The Professional Education component of the Secondary Education program requires
three semesters to complete. Therefore, it is very important that candidates have
completed the General Education requirements and most of the major and minor
requirements prior to entering the program. Because of possible scheduling difficulties,
failure to do so could mean spending an extra semester (or more) in completing the
program.
Program Report Form—NCTE
5
ATTACHMENT A
Candidate Information
Program: English Teaching
Academic
Year
2003-2004
2002-2003
2001-2002
# of Candidates
Enrolled in the
Program
175
155
168
# of Program
Completers1
20
14
13
Note: The enrollment numbers in this report do not represent only English Teaching
majors. The university coding system had multiple codes that were incorrectly used for
many English majors until they were corrected upon graduation. The enrollment data
reported is as accurate as the university system allows to be collected at this time.
1
Program completers are defined for Title II purposes as persons who have met all the requirements of a
state-approved teacher preparation program. Program completers include all those who are documented as
having met such requirements. Documentation may take the form of a degree, institutional certificate,
program credential, transcript, or other written proof of having met the program’s requirements.
ATTACHMENT B
Faculty Information
English Teaching Program Faculty
Faculty
Member
Name
Shannon K.
Butler
Gary Dohrer
Timothy R.
Conrad
Highest
Degree,
Field, &
University
Ph.D. in
English
Language
and
Compositio
n,University
of
Michigan,
1977
PhD
Curriculum
and
Instruction
Englih/Lang
uage Arts
University of
Texas at
Austin
Ph.D.
English:
Rhetoric &
Linguistics
Indiana
University of
Pennsylvania
Assignment
: Indicate
the role of
the faculty
member
Methods
Course: English
3410 Teaching
Writing;
English 6110 Teaching
Writing
Facul
ty
Rank
Profes
s
Tenure
Track
(Yes/
No)
yes
Department
Chair,
Profess
yes
Writing,
Linguistics,
ESL/Bilingual
Associat
e
Professo
r
Yes
Scholarship, Leadership in
Professional Associations,
and Service: List up to 3
major contributions in the
past 3 years
a. WSU Award for Faculty
Engaged Scholar
Conference/Workshops
b. Consultant for state-wide
interdisciplinary portfolio project
c. University partner with
NUAMES high school and
Kellogg/ECHS Literacy
grant
President of Utah Council of
Teachers of English/Language Arts
Member Advisory Council Utah
Writing Project
Chair, Faculty, Weber State
University
“Bilingual/ESL Education.” The
Journal of Communication &
Education 2.6 (February 2003): 2627.
“Children’s Cross-Cultural
Strategies.” TESOL-International
Elementary Education Interest
Section Newsletter 25.2 (Fall 2003):
1, 5.
Teaching or other
professional experience
in
P-12 schools
a. Supervision of WSU
teacher candidates in
English b. Consultant for
charter high school,
c. Literacy workshop
presenter at Ogden High
and Ben Lomond High
d. Seven years teaching
junior high and high
school, Davis School
Supervision of Student
Teachers,
Inservice presentations,
Ogden High School,
Eleven years teaching
experience, Wichita,
Kansas
Secondary Schools
have coordinated volunteer
ESL teachers in local P-12
schools and community
programs.
Taught in and developed
programs at Mt. Ogden
Middle School: ESL,
Spanish, after school
programs
Kathleen M
Herndon
Ed. D. in
English from
Vanderbilt
University
James E.
Young
Ph.D. in
English,
George
Peabody
College of
Vanderbilt
University:
Young Adult
Literature,
Multicultural
Perspectives on
Literature,
Teaching
Literature,
Teaching
Writing, world
Literature:
Middle Eastern
Women Writers
Instructor of
Methods
Course: English
3400 and
College
Supervisor of
Student
Teachers of
English.
Profes
sor
profes
sor
Yes
Coordinator, Teaching & Learning
Faculty Forum, 2000-2004,
Northwest Accreditation Team for
University Accreditation, 20022004, Chair, Assessment Project,
English Dept., 1999-2003
yes
2005 Honors Eccles Fellowship
Award
Article in the winter 2004 issue of
Weber Studies, Volume 21, Number
2: Homesteading in Virginia: An
Academic in Exile.”
Submitted an article for publication
to the Utah Journal of Reading and
Literacy of the Utah IRA entitled
“Teaching the Novel: Seven
Strategies for the Beginning
Teacher.”
Supervisor of student
teaching experiences,
Inservice trainer, Odgen
Schools Literacy Faculty
Development Project
1969-1985,
classroom teacher/jr.and sr.
high schools
Supervision of WSU teacher
candidates in English in
Northern Utah Schools
Department of Teacher Education Faculty Secondary
Faculty
Member
Name
Degree & Field
Michael E.
Cena
Ph.D.
Elementary
Education
w/emphasis in
reading
Assignment:
Indicate the
role of the
faculty
member
Department
Chair
Faculty
Rank
Associate
Professor
Tenure
Track
(Yes/
No)
Scholarship, Leadership in
Professional Associations, and
Service: List 2-3 major
contributions in the past 3 years
Yes/
• Editorial Board: The Reading
Tenured
Teacher
• President, Utah Council IRA
• Presented at 49th Annual IRA
Teaching or other
professional
experience in schools
18 years elementary
teacher, 4 years
district office,
Current Utah Level 3
Elementary license
Claudia
Eliason
Ed.D
Educational
Leadership
Curriculum
Director/
Level 2
Associate
Professor
Yes/
•
Tenured
•
Penee
Stewart
Ph.D.
Instructional
Psychology
Level 1
Assistant
Professor
Yes
Vicki Napper
Ph. D.
Education
Level 1
Assistant
Professor
Yes
•
•
•
•
•
•
•
•
•
Conference: “Beyond
Traditional Phonics Instruction”
7th Ed. Of “A Practical Guide to
Early Childhood Curriculum”
Chair of WSU Storytelling
Committee 2003-present
Faculty Advisor to WSU IRA
Co-Editor UCIRA Journal
WSU Teaching Learning Forum
Committee
AERA Presentation 2004
Associate V.P. SITE TIG
efolios & assessment
Chapter AECT Definitions
(Ethics issues)
Member USOE Mentor Group
Board Member Utah ASCD
Higher Ed Rep: Northern Utah
Curriculum Consortuim
Louise
Moulding
Ph. D.
Evaluation &
Research
Level 1
Assistant
Professor
Yes
Marilyn
Lofgreen
MS
Curriculum &
Instruction
Level 1
Instructor
Specialist
Yes/
• Presenting Northern Utah
Tenured
Curriculum Consortium
• WSU Teaching and Learning
Forum Presentations
• TAPT Program Curriculum
Coordinator
Ann Ellis
Ph.D.
Educational
Level 1
Associate
Professor
Yes/
• Weber State University Faculty
Tenured
Senate, College of Education
with basic and
advanced reading
9 years Elementary
/Preschool teaching,
Current Utah Level 3
Elementary/Early
Childhood License
2 yrs school wide
enrichment leader, 1
yrs reading specialist
8 yrs HS science
teacher, 7 yrs district
administration, 2 yrs
USOE
Current Level 3
Secondary Science
license
13 yrs Elementary,
K-12 Administration
Endorsement,
Current Utah Level 2
Elementary License,
USOE Curriculum
Trainer
6 yrs elementary/
gifted & talented
Psychology
emphasis in
Gifted Ed.
•
•
Linda
Gowans
Peggy
Saunders
Mongkol
Tungmala
Ph. D.
Reading K-12
Ph. D.
Educational
Leadership &
Policy
Ed. D.
Educational
Leadership
Level 2S
Level 2S
Professor
Assistant
Yes/
•
Tenured
•
Yes
•
•
•
Level 2S
ESL
Associate
Yes/
Tenured
•
•
•
•
Senator
Utah Association for Gifted
Children, Creativity
Extravaganza, Co-chair
“The Child as Storyteller:
Identifying Characteristics.”
presentation at the annual
meeting of the National
Association for Gifted
Chair Education Subcommittee
for WSU IRB
Co-Editor Utah Journal of
Reading and Literacy
Level 2 Chair
Presentation @ NAME
Conference 2004
University Adjunct Professor
Committee
College Curriculum Committee
Award Chair of Intermountain
Teachers of English to Speakers
of Other Languages
NMERA- Utah Representative
Member of International
TESOL
program teacher
7 yrs Jr.H, HS
teaching English,
French, Drama,
Speech, 13 yrs
reading specialist
14 yrs Teaching, 3
yrs District
Administration, 3 yrs
Assist.Principal, Utah
Level 3 License
14 yrs English/ESL
teacher, Current
Level 3 Secondary
English/ESl License,
Administrative
Endorsement
Fran Butler
Ed. D.
Special
Education
Special
Education
Program
Associate
Professor
Yes
John C.
Mayhew
Ph. D.
Special
Education
Level 2S
Special
Education
Program
Assistant
Professor
Yes
Shirley Leali
Ph. D.
Curriculum &
Instruction
Mathematics
Education
Level 3E
Professor
Kristin
Radulovich
MS Business
Information
Systems
MA
Administration
Advisement
Coordinator
Professional
Staff
Clinical
Practice
Coordinator
Professional
Staff
Daryl Attig
• WSU Teaching& Learning
forum chair
• CEC Teacher
• President Utah Division for
learning Disabilities
• VP Utah CEC
• Program Chair Am. Councio on
Rural Special Ed.
Yes/
• Eisenhower Prof. Development
Tenured
Grant
• “Do We have to Test Teacher
Content Knowledge” at AERA
• Member-Advisory Council
Utah Black Educators
10 yrs teaching
Licensed in
Elementary and
Special Education
5 yrs teaching
Current Utah Level 3
Elementary License
25 yrs teaching
Elementary, Middle
School, High School
Mathematics
16 yrs classroom
teaching,
14 yrs administration
SECTION II— ASSESSMENTS AND RELATED DATA1
In this section, list the 6-8 assessments that are being submitted as evidence for meeting the NCTE standards. All programs must
provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute
an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or
form of the assessment and when it is administered in the program. For each assessment listed, you will be prompted to attach the
following:
1.
The assessment, including the instructions to candidates about the assigned task;
1. Scoring guides or criteria used to score candidate responses on the assessment; and
2. A table with the aggregated results of the assessment providing, where possible, data for each of the most recent three years.
Data should be organized according to the categories used in the scoring guide/criteria. Provide the percentage of candidates
achieving at each category.
In the three columns for attachments, click in the box for each attachment to be included with the report. Each attachment should be
no longer than five pages. When you click in the box on the web-based program report, you will be prompted to attach the
appropriate document. The three attachments related to each assessment must be included for the program report to be complete.
The report will not be reviewed until it is complete.
Name of Assessment
Type or
Form of
Assessment
When the
Assessment Is
Administered
Attachments
Assessmen
t
1
[Licensure assessment, or other content-based
assessment] Praxis
2 [Content-based assessment]
Candidates’ knowledge of the range of
literature and reading and writing processes
Praxis
Grades in Lit
courses,
resource file,
1 NCATE will provide a link to a sample response for this requirement.
prior to student
teaching
throughout
courses, during
English methods
X
Scoring
Guides/Criteria
Data
Table
X
X
3
[Assessment of candidate ability to plan instruction]
4
[Assessment of student teaching]
5
[Assessment of candidate effect on student learning]
6
Teacher work sample, portfolio and
academic service learning project
Student teaching observation forms,
assessment forms
Critical performance indicators;
Teacher Work Sample - Final
[Additional assessment that addresses NCTE
standards (required) ]
Assessments of a Candidate’s Ability to
Develop English Language Arts Curriculum
and Pedagogy
7
[Additional assessment that addresses NCTE
standards (optional) ] Assessment of Knowledge
and Skills of Language Development
8
[Additional assessment that addresses NCTE
standards (optional) ]
multigenre
paper
portfolio of
teaching,
teaching project
observation of
performance
courses 3400,
3410
throughout field
experiences,
English 3410.
throughout student
teaching
unit plan/field
experience;
unit plan in
stud. teaching
Curriculum
packet, guided
reading
performance,
strategy
portfolio,
literacy profile
analysis.
examination
level II-teacher ed.
X
X
X
X
X
X
X
X
X
During English
3400 and 3410
courses prior to
student teaching.
X
X
X
During English
3020, Introduction
to the study of
Language for
teachers.
X
X
X
X
X
X
End of st. teaching
Rev. 7/16/04
Assessment Criteria and Related Data Tables
ASSESSMENT 2: Candidates’ knowledge of the range of literature
and reading and writing processes
1. Grades From Upper Division English Courses (see table)
2. Resource File for Young Adult Literature: Criteria Specifications
You will be asked to conduct your own individual reading program. I would encourage you to
choose books from a variety of genres, developmental levels, and topics. You will
create some type of filing system in which you organize your critical responses to the
books you have read. Each book should have a separate page or card which begins
with a standardized bibliographic entry followed by a standard form you design to
annotate that book. (possible content: one sentence synopsis followed by a brief
commentary on quality of writing, nature and appropriateness of the art, treatment of
the subject matter, likely audience, ways for teachers to share and students to extend,
overall rating, etc. The books should be organized in a logical and useful manner. You
will be asked to read at least twenty-five adolescent books ( four of which focus on a minority
or non mainstream American culture) and at least five professional resources. I will provide
examples of forms created by others to help you get started. YOUR SYSTEM WILL ALSO
INCLUDE AN INTRODUCTION IN WHICH YOU EXPLAIN SPECIFICALLY HOW
YOU RATED THE BOOKS YOU HAVE READ, INCLUDING YOUR CRITERIA.
An A program will be well organized, incorporating a system that is clear and useful to the user. It
will contain books with a variety of subject matter, with one representing a non-mainstream
culture. Each book and article will have a specific evaluation as to its quality and worth. It will
present a critical response that articulates the reasoning and thought behind the reader's
evaluation. The response will demonstrate that the reader is applying knowledge gained from
the text and class discussions for evaluating the quality and usefulness of the young adult texts
and professional resources.
Resource File for YA Literature
Grading Rubric
1. At least twenty-five books were read, rated and annotated? 15 pts
____points
2. The books selected reflect a wide range of YA literature? 15 pts
_____points
3. The criteria the student used for his/her rating systemclear, skillfully
explained in the introduction, and applied accurately? 25 pts
_____points
4. The student has included a standard bibliographic entry for each book 5 pts _____points
5. The project is organized in a way that facilitates locating books and
adding to the collection for future use? 10 pts.
Program Report Form—NCTE
____points
1
Rev. 7/16/04
1. The student has indicated how each book can be used in the teaching
of English/Language Arts? 15 pts
_____points
2. The student clearly communicates his/her intent, goals and findings
in the introduction to this project? 15 pts.
_____points
Assessment Results:
A's
13
B's
12
C's
3
N=28
3. The Multi-Genre Paper
Description: You will need to select a major theme or premise that serves as a thread among
the texts you compose. Using this theme, you will create a multi-genre paper in which you
communicate a personal perspective/response to the theme. You may include works of other
authors (literature, art, music) that you feel connect or intersect in some fashion with your
theme. However, all whole compositions must be YOURS, originally written for this purpose.
Source material, print and nonprint media, may be integrated as bridges between genre
selections, serving as transitions or connections but not as whole pieces. Each genre piece you
create should be able to stand alone, but when connected to the other pieces, forms a complete
tapestry which represents your emotional and intellectual responses to the theme you choose.
Specifications:
Select a minimum of 5 original genres/ maximum 7 original genres in your response; one genre
should represent a nonprint medium (video, art, music, sculpture, photography).
Any source material used from books, magazines, internet, etc. must be cited in a Works Cited page.
Length of each original piece is optional, but at least two of your compositions should be at least 2-3
pages double-spaced.
An End Notes page is required which includes a brief explanation of each piece - why you chose the
genre and any origins of your inspiration, its placement in the piece, and its contribution to the whole
paper.
Optional: You may add a preface to the paper if you feel your reader needs it to appreciate a particular
approach or perspective you've taken.
Separate from the piece itself, you will be asked to reflect in writing your personal process, choices,
and problem-solving strategies used to compose this paper. Questions to consider in your reflection
include: What surprised you? How did you feel sharing your writing with others? What did you learn
about writing in different genres as a way of inquiring into your topic and communicating what you
Program Report Form—NCTE
2
Rev. 7/16/04
know? Tell me about the best piece/weakest piece of writing in your paper. What did the multigenre
format enable you to do with your topic? What was hard about writing this kind of paper? What could
have made writing this paper easier? How did you decide what bridges to use? Why did you include or
not include an introduction or preface? What genres did you consider using but did not include? What
was the impact of any nonprint components on yours or others’ papers? If you were to mentor a student
through this process, what would you keep in mind?
Note: We will use drafts of our compositions for writer's workshop, in which we share drafts and
receive peer feedback in order to practice and appreciate this particular writing environment. Specific
dates for drafts will then be made accordingly.
Criteria/Rubric for Grading:
This assignment will receive two grades, one for the multigenre paper itself and the other for the
reflective essay about your writing process.
Criteria for Multigenre Paper:
Quantitative Assessment:
Y/N The paper has a minimum of 5/ maximum of 7 original genres - 3 pts.
Y/N At least two of the compositions are 2-3 pages double-spaced - 3 pts.
Y/N Works Cited page references any source material other than own writing - 3 pts.
Y/N Author met deadlines for drafts for peer review - 3 pts.
Y/N Paper was turned in on due date - 3 pts.
Qualitative Assessment:
Paper demonstrates author’s knowledge and use of a range of literary genres.
1- poorly demonstrates
3- adequately demonstrates
5- expertly demonstrates
Paper demonstrates the author’s application of the unique features of each chosen genre and its effect in
establishing his/her perspective on the chosen theme, issue, or experience.
1- poorly demonstrated
3- adequately demonstrated
5- expertly demonstrated
Author uses bridges effectively and creatively as transitions between selections.
1- bridges are not used effectively or creatively
3- bridges adequately serve as transitions
5- bridges show creativity and move reader effectively through the document
End Notes explain each genre selection and its intended contribution to the whole paper.
1- End notes are incomplete
3- End notes sufficiently explain each genre selection
5- End notes enlighten and extend reader’s appreciation of the selections and their
placement in the composition
The paper provides a satisfying reading experience for the reader.
1- reader is confused or fails to understand paper’s focus
3- reader adequately sees how each genre contributes to the composition
5- reader gains a sense of completion, personal insight, and/or an aesthetic appreciation of the
use of multiple genres to create a whole tapestry
Program Report Form—NCTE
3
Rev. 7/16/04
Total possible: 45 points
Criteria for Grading Reflective Essay on Multigenre Paper
1
3
5
inadequate adequate superior
Essay demonstrates understanding of author’s own writing process.
Writer demonstrates ability to evaluate own strengths and weaknesses
in his/her writing.
Writer expresses understanding of the contribution of each genre,
including nonprint medium, in communicating a contemporary
theme or personal experience.
Writer demonstrates understanding of the affect choice has in
producing a satisfying product.
Writer has considered possible ways to mentor a fellow writer
through this process.
Data Tables for Assessment #2 - Candidate's Knowledge of a Range of Literature and Reading
and Writing Processes
Performance #1
Final Course Grades
(N= ) Fall 2004
American Literature
British Literature
World Literature
Young Adult Lit.
90-100% (A)
15
6
10
10
Program Report Form—NCTE
80-89% (B)
5
5
0
4
70-79% (C)
1
0
0
4
Rev. 7/16/04
Performance #2
(N=19) Fall 2004
Multigenre Paper
Performance #3
(N=28) Fall 2004
Resource file of
Contemporary YA
literature
90-100% (A)
15
90-100% (A)
Program Report Form—NCTE
23
80-89% (B)
4
70-79% (C)
0
80-89% (B)
12
70-79% (C)
3
5
ASSESSMENT 3:Assessment of Candidate Ability to Plan
1. Teacher Work Sample: Fall 2004 was supposed tobe collected from the TWS
required in clinical practice. However, the data collected was not in a useable form to
provide the information needed. This current semester, Spring 2005, the unit faculty
are revising the TWS requirements and rubric to meet the needs of all the content
departments to provide evidence of multiple standards.
Weber State University
Teacher Work Sample Scoring Rubric
Candidate ____________________________________ Date __________________________
Evaluator _____________________________________
Directions:
Using the scale below, please circle the appropriate indicator to represent the candidate’s level
of performance on each component of the Teacher Work Sample.
Standard Met (M): Performance provides evidence of meeting the standards for the
component of Teacher Work Sample. Performance addresses all of
the indicators of the standard.
Standard Developing (D): Performance provides evidence of developing the
standard
for the component of the Teacher Work Sample. Performance addresses
some of the indicators of the standard.
Standard Not Met (NM): Performance fails to provide evidence of meeting the
standard for the component of the Teacher Work Sample.
Performance
does not address the indicators of the standard.
Contextual Factors_______________________________________M ___ D ___ NM
The teacher uses information about the learning-teaching context and student individual
differences to plan instruction and assessment.
_Identifies and describes characteristics of the school, classroom, and students
_Relates characteristics of the school, classroom, and the students to instruction—implications
of learning-teaching context for instruction and assessment.
Objectives/Intended Learning Outcomes ________________
M_____D_____NM
The teacher sets significant, challenging, varied and appropriate objectives.
_Provides achievement objectives that clearly define what students should know and be able to
do
_Achievement objectives are linked to national and state standards
_Identified varied and challenging learning objectives that are developmentally appropriate
AssessmentPlan________________________________________M_____D_____NM
The teacher uses multiple assessment modes and approaches aligned with objectives to assess
student learning before, during and after instruction.
_Includes an assessment plan comprised of multiple assessment approaches and modes,
including preassessments, formative assessments, and post-assessments, that align with
achievement objectives, and are developmentally appropriate
_Adapts assessments to accommodate students’ diverse needs
Design for
Instruction_____________________________________M_____D_____NM
The teacher designs instruction for specific learning objectives, student characteristics and
needs, and learning contexts.
_Design includes learning activities that are aligned with achievement objectives, assessments,
and student
characteristics and needs
_Demonstrates in-depth knowledge of content presented in a coherent sequence
_Adapts instruction to accommodate student needs and individual differences
_Integrates appropriate instructional strategies including technology
Instructional DecisionMaking_____________________________M_____D_____NM
The teacher uses ongoing analysis of student learning to make instructional decisions.
_Demonstrates evidence of monitoring and adjusting instruction in response to learner
feedback and
needs.
_Includes adaptations and accommodations for diverse and exceptional student needs
_Makes necessary adjustments to instruction to enhance achievement for all learners
Analysis of Student
Learning___________________________________M_____D_____NM
The teacher uses assessment data to profile student learning and communicate information
about student progress and achievement.
_Provides an accurate and clear summary of student performance (individual students) on preand post-assessments (could chart or graph student achievement with respect to learning
objectives)
_Uses assessment data to draw conclusions about the learning of ALL students and to evaluate
student performance on the achievement objectives
_Interprets results of quantitative and qualitative analysis to assess impact of instruction on
student learning
_Disaggregates (separates into component parts) data as need to make informed conclusions
abut student learning (e.g. may make comparisons with gender, exceptional student
populations, diverse groups)
_Selects one or two students to make specific assessment analysis and share examples of
assessment data
Reflection and SelfEvaluation_________________________________M_____D_______NM
The teacher reflects on his or her instruction and student learning in order to improve
teaching practice.
_Reflects on personal growth and learning during this instructional study
_Reflects on aspects of the instructional sequence that were especially successful or
effective and WHY they were
_Reflects on how the instructional sequence might be taught differently or more
effectively
_Draws conclusions about the extent to which the achievement objectives were met and
cites evidence to support those conclusions
2. Candidate Teaching Portfolio
All students entering the teacher education program are oriented concerning the portfolio they
are asked to create throughout the three semesters of their education program. English majors
and minors are encouraged to include in their portfolio work from their content area courses
that help fulfill the following requirements.
PROFESSIONAL INTASC PORTFOLIO RUBRIC
Directions to rater:
? Check only one box F for each criterion. ? Circle words and phrases within cells
that describe your observations
DEVELOPING
NOT MET
Criteria
CONTENT
MET
F _ Artifacts included for course
work and Teacher Work Sample
(TWS) _ Student centered
lessons based on INTASC
standards _ Artifacts are a clear
demonstration of content
knowledge and teaching
pedagogy ? (Resume’ included
for Sr. Synthesis)
F _ Limited evidence of
course work, TWS and/or
lessons based on INTASC
standards _ Artifacts not
strong demonstrations of
content understanding,
knowledge, and teaching
pedagogy ? (Limited resume’
at Sr. Synthesis)
F _ Artifacts and examples
of course work, TWS, lessons
based on INTASC standards
are vague or absent
_ Artifacts fail to
demonstrate content
knowledge and teaching
pedagogy (No resume’ at
Sr. Synthesis)
QUALITY and
APPEARANC
E
F ? Work of exceptional quality
and scholarship ? Portfolio is
neat, nicely formatted,
appealing; Graphics enhance
portfolio purpose ? Minimum of
one artifact for each INTASC
standard appropriate-to-level of
the course ? Portfolio purpose (to
document professional growth) is
clearly evident ? (All levels
represented in Sr. Portfolio)
F _ Examples of acceptable
quality are inconsistent _
Portfolio somewhat appealing
but little attention given to
details; _ Graphics somewhat
effective _ Artifact
representing all standards
appropriate-to-Level not
represented _ Portfolio
purpose generally evident
F _ Materials clearly
represent compromise from
quality expected. _ Portfolio
seems thrown together with
little attention to detail
_ Graphics absent, or fail to
enhance purpose _ Some
standards appropriate-toLevel not represented by
examples _ Purpose of
portfolio vague
ORGANIZATI
ON
F _ Portfolio well organized in
logical sequence _ Layout easy to
understand _ Table of Contents
makes items and artifacts easy to
find _ Cleary identified artifacts
(file names)
F _ Portfolio somewhat
organized, but some artifacts
not easy to locate _ Layout plan
not clear and obvious _ Table of
Contents included but less than
effective _ Artifacts identified
but not easy to find
F _ Little evidence of
organization; difficulty
finding artifacts _ Table of
Contents not included
_ Artifacts not easy to find
(no file names)
VARIETY OF
MATERIALS
F _ Artifacts reflect broad range
of knowledge, skills, interests,
achievement
F _ Artifacts suggest limited
interests and/or talents
F _ Scope of artifacts reflects
narrowness of interests and
limited experiences
MECHANICS
F _ Professionalism evident in
spelling, grammar, punctuation,
sentence structure, clarity of
writing
F _ Several mistakes in
spelling, grammar, punctuation,
and sentence structure _
Writing less than clear
F _ Many spelling,
punctuation, grammar, and
sentence structure errors
_ Writing unclear
REFLECTION
S
F _ Linkages obvious between
experience and learning theory
_ Thoughtful reflections explain
why pieces are included
_ Reflections are relevant,
demonstrate personal strengths
and weaknesses, show depth in
reflecting on practice _ Future
goals indicate a commitment to
professional growth
F _ Greater depth of reflection
needed _ Somewhat superficial
reflection on strengths and
weaknesses _ Future goals not
thoughtfully chosen
F _ Little indication of why
pieces are included
_ Reflections lack depth and
insight _ Lacks interest in
own work _ Lacks future
goals
PHILOSOPHY
OF
EDUCATION
F _ Philosophy shows depth of
understanding and practicality
_ Clearly and succinctly written
F _ Philosophy lacking in
depth, insight, and/or may be
impractical
F _ Philosophy lacks
originality, relies on clichÈs
or sweeping or vague
generalizations
All students enrolled in level III, student teaching fall 2004 passed the portfolio
requirement.
3. Assignment: Academic Service Learning Project
Description: This activity is designed to give you an opportunity to work with
diverse populations in student-produced writing. It will require approximately 48 hours of hands-on time, depending on the number and extent of your peer
tutoring and conferencing with an English 1010 student this semester. You will be
paired with a WSU student enrolled in English 1010, Section 7, to help this
student brainstorm, develop, revise, and edit his/her multi-genre paper. You will
be required to log your time, process what you are learning, and practice and
evaluate your skill at giving written and oral feedback/conferencing to this novice
writer.
This assignment will allow you to share your understanding and experience with
multi-genres as well as assess your skill at facilitating student compositions. You
may need to devise a variety of ways to connect and conference with your student,
including face-to-face sessions, e-mails, letters/mailings, phone conversations, etc.
In addition, you may find yourself performing some direct instruction, modeling,
informal and formal assessment, reviewing, responding, editing, and evaluating.
Evaluation/Grade: Keep a log and journal of your conferences, any problems you
encounter and how you solve them, thoughts about this student as a writer,
feedback you offer (both written and oral), the effect of that feedback on the
writer, insights about your strengths and weaknesses as a writing facilitator. As
part of this on-going log, personally evaluation this experience as to what you
learned about your strengths/weaknesses as a writing facilitator, and how you
might teach the multigenre paper based on this initial exposure. Your grade for
this assignment will be based on the following:
Log/Journal: 75%
1010 Student Evaluation: 25%
Assessment Criteria for Academic Service Learning Project
Log/Journal:
The mentor
- recorded all meetings, correspondence, hourse with his/her student
- included decisions, thoughts, strategies, and problems as he/she
worked with the student
Y/N
Y/N
- included feedback (written or verbalized) as a responder to the student's
writing
Y/N
- assessed his/her facilitation
Y/N
- suggested ways he/she would teach the multigenre paper to students
Y/N
Data Table for Assessment #3: Candidate's Ability to Plan Instruction
Performance #3
(N=19) Fall 2004
Academic
Service
Learning
Project
90-100% (A)
16
80-89% (B)
3
70-79% (C)
0
ASSESSMENT 4: Assessment of Student Teaching
STUDENT TEACHER FINAL-TERM EVALUATION
Collaborating Teacher: _________________________________________
School:
_________________________________________
Subject/Grade Level: ___________________________________________________
This form was completed by: University Supervisor _______
Arts/Sci Supervisor ________
Collaborating Teacher ________
RATING SCALE: M = Standard Met
performance)
D = Developing Standard
satisfactory performance)
N = Standard Not Met
adequate performance)
(evidence of satisfactory
(evidence of progress toward
(evidence fails to show
Directions: Please address the student teacher’s strengths, weaknesses, and their
development in each of the following. Circle the letter which best represents your
judgment concerning the student teacher.
Standard #1: Knowledge of subject matter
A. CREATES MEANINGFUL LEARNING EXPERIENCES
B. Demonstrates content knowledge and accuracy throughout instruction
C. Links content to prior knowledge and helps students see real-life
connections
Standard #2
Knowledge of human development and learning
A. CONSIDERS THE DEVELOPMENTAL NEEDS OF ALL LEARNERS WHEN DESIGNING
AND DELIVERING INSTRUCTION
B. Promotes the intellectual, social, and personal development of all learners
Standard # 3 Adapting instruction for individual needs
A. CREATES INSTRUCTIONAL OPPORTUNITIES THAT ARE ADAPTED TO DIVERSE
LEARNERS
B. Makes appropriate provisions for individual students who have particular
learning differences
M
N
M
N
M
N
M
N
M
N
M
N
M
N
D
D
D
D
D
D
D
Standards #4 Multiple instructional strategies
A. USES VARIOUS INSTRUCTIONAL STRATEGIES (I.E. COOPERATIVE LEARNING,
QUESTIONING) TO PROMOTE ACTIVE LEARNING, CRITICAL THINKING, PROBLEM
M
N
D
M
N
M
N
D
M
N
M
N
M
N
M
N
D
SOLVING AND INQUIRY
B. Understands and uses a variety of instructional materials
C. Understands and uses various technologies
Standard #5
Classroom motivation and management skills
A. IMPLEMENTS AND/OR USES A CLASSROOM MANAGEMENT PLAN AND
COMMUNICATES BEHAVIORAL EXPECTATIONS TO STUDENTS
B. Creates a positive learning environment to enhance social relationships,
student motivation, and productive work
C. Makes effective use of instructional time and plans for orderly transitions
D. Commands respect within the classroom
Standard #6
Communication skills
A. USES EFFECTIVE VERBAL AND NON-VERBAL COMMUNICATION
B. Is an active and responsive listener
C. Communicates expectations and assignments clearly
D. Demonstrates effective written communication
E. Fosters collaborative and supportive interactions
Standard #7
Instructional planning skills
A. PLANS INSTRUCTION BASED UPON KNOWLEDGE OF SUBJECT MATTER,
STUDENTS, AND CORE CURRICULUM
B. Makes appropriate short and long range plans
C. Plans substantive, detailed daily lesson plans and teacher work samples
M
N
M
N
M
N
M
N
M
N
M
N
M
N
M
D
D
D
D
D
D
D
D
D
D
D
D
D. Carefully aligns instruction with objectives
Standard #8
Assessment of student learning
A. USES A VARIETY OF ASSESSMENTS (INFORMAL AND INFORMAL) TO MONITOR
AND ADJUST INSTRUCTION
B. Analyzes assessment data and determines whether desired learning
outcomes have been attained
C. Clearly communicates assessment results to students
D. Has an effective grading and scoring system
Standard #9
Professional commitment and responsibility
A. USES FEEDBACK FROM MULTIPLE SOURCES TO REFINE PRACTICE AND TO
PROMOTE PROFESSIONAL GROWTH
B. Is professional in appearance, adherence to schedule, and commitment to
ethical practice
C. Reflects on practice and makes thoughtful changes e.g. journal entries,
interactions with other professionals
Standard #10Partnerships
A. STRIVES TO INVOLVE PARENTS
AND CAREGIVERS IN THE EDUCATIONAL
PROCESS
B. Uses community resources as appropriate in the educational process
C. Strives to develop collaborative relationships and builds rapport with
colleagues
Summary Comments (i.e. goals, strengths, weaknesses)
RECOMMENDATION:
Credit _____
No Credit _____
Retrain _____
___________________________________________
_____________________________________
Signature of observer
Signature of student teacher
Please return to: Weber State University, Teacher Education, Coordinator Field Experience/Clinical
Practice, 1304 University Circle, Ogden, UT 84408-1304.
DATA TABLE FOR STUDENT TEACHING
N
M
N
M
N
M
N
M
N
M
N
D
D
D
D
D
M
N
M
N
M
N
D
M
N
M
N
M
D
D
D
D
D
Currently the only data tables available for Student Teaching are for Spring
2003. WSU Teacher Education is still complying the data for Fall 2004.
Fall 2003
Student
Teaching
Data 22
Area
English
Standard
1
Stu
de
nt
1
US
CT
Stu
de
nt
2
US
CT
Stu
de
nt
3
US
Stu
de
nt
4
US
CT
Stu
de
nt
5
US
CT
Stu
de
nt
6
US
CS
CT
St
de
nt
7
U
CS
M
M
M
M
M
D
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
D
M
M
D
D
M
M
D
M
M
M
D
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
D
M
M
M
M
M
M
M
M
M
M
M
M
D
D
M
M
M
M
M
M
M
M
M
D
M
M
M
M
M
D
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
D
M
D
D
M
M
M
M
M
M
M
M
M
M
M
D
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
D
D
D
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
D
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
D
M
D
M
D
D
D
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
D
M
M
D
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
D
M
M
M
M
D
M
D
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
CT
Standard
2
Standard
3
Standard
4
Standard
5
Standard
6
Standard
7
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
D
D
D
D
N
D
N
D
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
D
D
M
D
M
M
D
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
D
M
M
M
M
M
M
D
M
D
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
M
D
M
D
D
M
M
M
M
M
M
M
M
M
M
M
D
D
Standard
8
Standard
9
Standard
10
Assessment 5: Candidate Effect on Student Learning
1. Critical Performance Indicator from Level II
Teacher Education Professional Core Critical Performance Indicators
Secondary Education
Each of the program levels have defined critical performances based upon INTASC
Standards that candidates should meet upon completion of the level. These indicators
look at candidates’ knowledge, skills, and dispositions in the level as a whole. While the
artifacts used for identifying student performance come from individual requirements for
level course work, they do not replace grades in the level courses. At the end of each
semester, the faculty for each professional core level meets together to discuss individual
candidate’s dispositions and critical performances. This meeting is also combined with
exit interviews where candidates share their INTASC portfolios and reflect and
evaluation their performance during the level. The performances for the candidates at the
clinical practice level are evaluated by their university supervisor(s) and collaborating
teacher(s).
Teacher Work Samples (TWS)
A process that enables teacher candidates to demonstrate teaching performances directly
related to planning, implementing, assessing student learning, and evaluating teaching
and learning for a standards-based instructional unit. The TWS provides opportunity for
candidates to develop, organize, implement, assess, and reflect upon instruction in their
assigned subject and grade level. The focus of the TWS is on student achievement and
competence in knowledge and skills. Therefore, teacher work samples are teaching
exhibits that can provide credible evidence of a candidate’s ability to facilitate learning of
all students. Teacher work samples are one source of performance relative to national
and state teaching standards.
Components of Teacher Work Samples
• Contextual Factors
• Objectives/Learning Outcomes
• Assessment Plan
• Design for Instruction
• Instructional Decision-Making
• Analysis of Student Learning
• Reflection and Self-Evaluation
Content Unit Instruction: Field Experience
The Teacher Work Sample is based on the content unit of instruction during field
experience. In a small group or individually, candidates will design a unit of instruction
guided by the state core curriculum, content knowledge (major/minor), textbooks, and
other sources and in cooperation with the collaborating teacher. The unit of instruction
will contain: objectives/outcomes (curriculum alignment), pre-post testing, a variety of
lesson plans with accommodations for diverse students, appropriate technology usage,
and an evaluation of the lessons as to whether the objectives were met by students in
grades 6-12.
LEVEL 2 SECONDARY CRITICAL PERFORMANCE INDICATORS
Student ID
Bubble box
Semester: Fall Spring
2005 2006
0
0
Year
0
2004
0
0
Directions for raters: Fill in only one oval for each criterion. M= Met, D =
Developing, N = Not Met
Critical Performance Indicators
M
D
N
1. Candidate demonstrates competence in content knowledge in major/minor
areas of study for 6-12 grade students, with preparation of a Teacher Work
Sample 0
0
0
used in a field experience classroom.
(Teacher Work Samples, Content Unit Instruction)
2. Candidate uses a variety of differentiated instructional strategies to integrate
and apply knowledge of students’ diverse needs and culture as they integrate core
0
0
0
curriculum and content area standards. Candidate demonstrates the ability to
cultivate a positive learning environment for all students.
(Teacher Work Samples, Content Unit Instruction)
3. Candidate demonstrates competence in using both informal and formal
assessment strategies to inform instruction and promote student learning.
0
0
0
(Teacher Work Samples, Content Unit Instruction)
4. Candidate demonstrates the ability to use a variety of sources of feedback to
reflect on individual performance and that of their students in grades 6-12.
0
0
0
(Teacher Work Samples, journals, video clips, lesson plans with written critiques)
5. Candidate continues portfolio system that provides evidence of knowledge,
skills,
and dispositions with addition of artifacts required in level 2.
0
0
0
(Hardcopy portfolio)
Level 2 Secondary Candidate Critical Performance Indicators
Spring 2004
(Data includes all secondary students enrolled in level 2 Secondary)
N = 46
Met
Developing
Not met
Content Knowledge
42
91.3%
4
8.7%
0
Instructional Strategies
44
95.7%
2
4.3%
0
Assessment
43
93.5%
3
6.5%
0
Collaboration/Reflection/
Professional Development
43
93.5%
3
6.5%
0
Program Portfolio
43
93.5%
3
6.5%
0
0.0%
0.0%
0.0%
0.0%
0.0%
ASSESSMENT 6: Assessments of a Candidate’s Ability to Develop
English Language Arts Curriculum and Pedagogy
1. Curriculum Packets based on a Novel or Theme
Description:
Design and compile a curriculum packet to be used as a teacher’s resource for a
novel which you plan to teach in a middle school or high school setting. Select
materials that support the novel of your choice, expand the themes of the novel,
or make cross-curricular connections. Consider the following suggestions:
Historical background
Book reviews
Author background
Historical documents
Maps, charts, and graphs
Media materials
Extension activities
Related literary selections of various genres such as short stories, poems, and
plays based on a theme in the novel.
Language and dialect
Include an introduction which describes the age/grade focus for the packet.
Include a complete reference list prepared in MLA format. Compile the packet
with materials found on-line, in reference collections, books, or pieces of your
own design and creation. You will work individually. Be prepared to provide a
sample of at least one piece of your packet for every member of the class.
Specifications:
The packet must include a minimum of 10 supplementary pieces which will
include two professional sources, one on-line source and two journals.
Packet contents should represent different genres and types of materials i.e. film,
music, documents, articles, maps, sample assignments.
Integrate the language arts skills of reading, writing, speaking, listening, and
critical thinking.
Provide learning activities for a whole-class, small group collaboration, and
individual work.
The final packet should be double-spaced, typed and stapled. Original materials
may be photocopied if the copies are clean and easy to read. Include a title page.
Package your materials in a manner that will be most helpful to you: accordion
file, three-ring binder.
Grading: Your Curriculum Packet will be evaluated based on criteria expressed
in the rubric entitled “Evaluation for Curriculum Packet based on a Novel.”
Evaluation for Curriculum Packet based on a Novel or Theme
Student ___________________________________________Date__________
Title of Curriculum
Packet __________________________________________Time__________
Poo Fai Averag Goo Superio
Criteria
r
r
e
d
r
1
2
3
4
5
Historical Background
Media Materials: Maps, charts,
graphs
Author Background
Appearance and Organization
of Packet
Related Literary Selections that
demonstrate a range of
literature
Supplementary Literary Works
Contains Different Genres:
Print, Non Print and technology
in Contemporary Culture such
as film, articles, documents,
painting, photography,
Television, Videos, and
Computer graphics).
Introduction that describes
objectives, age/grade focus and
learning activities
Indicate how the Curriculum
Packet can be used in wholeclass, small-group, and
individual work.
Integrate material and learning
activities from other disciplines:
Art, History, Social Science.
Bibliography of Works
Consulted
Total
2. Guided Reading and Writing Performance
Description:
Guided writing allows an expert writer to demonstrate to novice writers his/her
writing processes and choices through thinking aloud during the act of writing.
Using your own writing as the text, you will demonstrate how you compose a
piece of writing. Your decision-making process should illustrate some of the ways
you consider the characteristics of the genre you are writing as you compose it.
Your audience for this demonstration should be either your peers in English 4310
or Dr. Butler’s 1010 students. If you choose to demonstrate guided writing in
English 1010 schedule this demonstration two class sessions in advance.
Guided reading demonstrates how an expert reader asks questions, uses sources,
calls on previous knowledge, and uses the text itself to achieve meaning. Through
this modeling students come to see how expert readers interact with text to
compose meaning.
Specifications:
Prepare a 15 minute demonstration in which you model a part of your writing
process by using an overhead transparency and thinking aloud about the
composing choices you are making. You may want to select a writing lesson from
Atwelll’s Lessons that Change Writers and/or a writing strategy from other
course texts as a basis for structuring the writing that you demonstrate.
Prepare a 15 minute demonstration which includes your questions, use of sources
and previous knowledge in order to engage with your selected text. Schedule
your demonstration at least two class periods in advance and no later than the
tenth week of the semester.
Evaluation for Guided Reading and Writing Performance
Student____________________________________________Date__________
Title:
Guided Reading and Writing Performance
Criteria
Poor
Fair
Average
Good
Superior
Material Well-Prepared
Planning and Organization
Honors Time Limits
Works Comfortably with Target Audience
Knowledge and use of the Writing Process
Knowledge and use of the Reading Process
Demonstration of different Writing Strategies
Knowledge of Literary Genres
Clear Communication with Audience
Skillful use of the English Language
Total
3. Strategies Portfolio for the Teaching of Drama
a.
Description
Design three strategies for teaching a concept, idea, or theme found in
Shakespeare’s play Romeo and Juliet. Several teaching ideas are provided in our
text, The Cambridge School Shakespeare’s Romeo and Juliet. Other ideas will
be made available through supplementary readings form The English Journal,
published by the National Council of Teachers of English and Instructor
Handouts.
b.
Specifications:
1. Work in small groups of three or four students.
2. Select a specific target class, i.e. a 9th grade mock English class would be a
good choice.
3.
Strategies will include:
i.
Use of Non print media (films, graphics, maps and charts,
presentational software, music, or websites.
ii. One strategy should demonstrate your ability to meet the special
needs of English as a Second Language learners.
4. Determine a goal and purpose for each strategy. You may select three
concepts and develop one strategy for each, or you may develop three
strategies for one concept.
5. Choose excerpts from the play as a context for your strategies.
Alternately, you may wish to use an historical context for your lesson
plan, e.g. Background on Shakespeare or Life in the Elizabethan Age,
etc.
6. Keep in mind the age and grade level of your target audience including
their abilities, interests, and attitudes. You may wish to target a subgroup of the class for your strategies, i.e. students who are struggling,
students who crave action, students who are captivated by Shakespeare,
students for whom English is a second language.
7. Your final written product should include the following:
i. An introduction which includes an explanation of your selection
of excerpts, an explanation of your selection of strategies
ii. A full explanation of each strategy. Include copies of materials
you would need in carrying out the strategy. You may create
your own materials or make copies of well-designed materials if
they are suitable for your goals and objectives and are clear and
easy to read. Be sure to label all materials with the correct
citation.
iii. Conclude with an explanation of how you would evaluate the
success of the strategies.
C. Grading: Your Strategy Portfolio will be evaluated based on criteria expressed
in the rubric entitled “Evaluation for Strategies Portfolio for the Teaching of
Romeo and Juliet.
Evaluation for Strategies Portfolio for the Teaching of Romeo and Juliet
Student____________________________________________Date__________
Title:
Strategies Portfolio for Working with Drama
Poo Fai Averag Goo Superio
r
r
e
d
r
Criteria
1
2
3
4
5
Full Description of Three Teaching
Strategies for Working with
Romeo and Juliet
Objectives for each Strategy defined
Audience target described
Strategies integrate materials and
methods from other disciplines
such as historical, political, artistic
material from the Elizabethan Age.
Strategies for ESL students
Appearance and Organization of
materials and methods
Strategies display a range and
influence of print and nonprint and
technical media such as film,
posters, transparencies, graphics,
web pages, and textual excerpts
from the play.
Evaluation Guide for each Strategy
Strategies demonstrate a knowledge
of oral literacy both Elizabethan
and Contemporary English
Strategies demonstrate a knowledge
of visual literacy (use of film and
graphics )
Strategies demonstrate knowledge of
written literacy (comprehension of
the text.
TOTAL
3. Literacy Profile Analysis
Description
Select a 9th grade student to interview about her/his current and past reading
and writing habits, interests, attitudes, and practices/processes. Include
information about school performance in these areas and others, as well as
extra-curricular activities and interests beyond school. Base your analysis
and discussion on what you have learned about adolescent development
and psychology from your education courses and your Young Adult
Literature class. Use field research surveys, inventories, and
questionnaires to gather your data. If possible, observe your student in a
classroom setting. Plan to spend at least three hours with your selected
student. Choose a student from your neighborhood, congregation, circle of
peers, or other contacts but do no use a relative or someone who lives with
you.
Specifications:
The analysis must address the following areas:
A. Background information on education, family, and other significant personal
history that contributes to a literacy profile.
B. Past and current interests, attitudes, habits, practices, processes in reading
C. Past and current interests, attitudes, habits, practices, process in writing.
D. School performance and involvement in school activities.
E. Extra-curricular activities, outside activities including jobs.
F. Summary comments on suggestions to strengthen, encourage, and improve
student’s reading and writing practices and literacy development.
G. Choose a style of writing that best suits your data presentation.
H. Consider this report as a case study that could be read by colleagues or other
professionals for the purpose of learning detailed literacy information
about your informant. Your information might be used to plan a
curriculum.
I. Use direct quotes if you wish in order to provide a sense of the student’s voice
and perspective.
J. Use a pseudonym for your informant to protect the student’s identity and
privacy.
K. In addition to a final report, prepare a one paragraph abstract which targets the
most important issues in the student’s literacy development. These
summary profiles will be used to create a mock 9th grade English class
to provide a context for our work.
Evaluation for the Literacy Profile Analysis
Student____________________________________________Date__________
Title:
Literacy Profile Analysis
Poo Fai Averag Goo Superio
Criteria
r
r
e
d
r
1
2
3
4
5
Background Information
of Student
Analysis of Reading Habits
Analysis of Writing Habits
Reading Interest of Student
School performance
Proposal to improve
student’s reading
practices
Proposal to strengthen
student’s writing
practices
Implications for curriculum
development
Data Gathering: surveys,
inventories, and
questionnaires.
Analysis of Data
Knowledge of research
theory and practices
Total
Data Tables for Assessment #6: Candidate's Ability to Develop
English
Language Arts Curriculum
and Pedagogy
Perfor
mance
#1
(N=19)
Fall
2004
Curriculum
Packet
Performance #2
(N=19) Fall 2004
Guided Reading
Guided Writing
90-100% (A)
15
90-100% (A)
14
10
80-89% (B)
70-79% (C)
2
2
80-89% (B)
70-79% (C)
5
9
0
0
Performance #3
(N=19) Fall 2004
Strategy Portfolio for
Teaching Drama
90-100% (A)
Performance #4
(N=19) Fall 2004
Literacy Profile
Analysis
90-100% (A)
80-89% (B)
14
17
5
80-89% (B)
1
70-79% (C)
0
Below 70%
1
ASSESSMENT 7: Assessment of Knowledge and Skills of Language Development
ENGL 3020, Conrad, Fall 04---------MIDTERM EXAM
Language for Teachers: Identifications & Thought Problems
NAME:_________________________________________________________________
A) IDENTIFICATIONS (25 PTS):
Part One; Inclusive Vocabulary (6 pts): Can you think of word choices for the
following that semantically include male and female? (6 pts; pt each, here
and for all other identifications in Parts One-Six)
--postman, fireman, policeman, chairman, congressman, manpower, mankind,
stewardess, forefather, webmaster… “The emergency room must be manned
at all
times.” … “Everyone needs to be mothered as they grow up.” … “If a person is born
of a gloomy temper . . . he cannot help it.” (How did Lord Chesterfield
handle this one in 1759?)
--Your inclusive choices for each of the
above:_________________________________
Part Two; Dialect & Social Style/Register (5 pts): Can you identify the name of the
dialect or the social style/register of language use for each of the groups of
examples below? For example, the speech in (1) includes regular utterances
of AAE (African American English), while (7) represents SAE slang
(Standard American English slang)…
1) He happy. He be happy now. They don’t know nothing. AAE
2) My mom fixes tamales verdes [N Adj]. Mi mam! hace green tamales [Adj. N]
3) Easy, guys! (in each case, the “s” is devoiced, not pronounced like a “z”)
4) Latin, Swahili, Hindi, English
5) “I am referred to in that splendid language as ‘Fella belong Mrs. Queen.’”
(Prince Philip, husband of Queen Elizabeth II)
6) Hatian, Gullah, Krio
7) cool, spaced-out, rip-off, pooped, I’m good, My bad SAE slang
8) phoneme, morpheme, lexicon, T diagrams, phrase structure rules, idiolect, IPA
9) defecate, to pass away, heck, darn, companions, funeral director
10) bleeding-heart liberal, Bible thumper, Republicrat, tree hugger, the Taliban
Part Three; Language Identifications (4 pts): Briefly identify (write a brief
definition/description) of the following:
1) linguistic competence
2) linguistic performance
3) morphology
4) syntax
5) phonology
6) semantics
7) dialects
8) grammars
Part Four; Neurolinguistics (3 pts) : Briefly identify:
1) contralateral brain function
2) left and right brain capabilities
3) Broca’s area
4) Wernicke’s area
5) TOT & anomia
6) critical period
Part Five; Morphology (3 pts): Write the morphological term which applies to the
following examples:
1) What an infreakincredibly cool car!
2) Ogden + ite + s
3) a + moral
4) moral + ize, tall + ness, read + able
5) Halloween Party, word warrior, car salesperson
6) girl, hate, gentle, and woman versus -ish, -ness, dis-, and trans-
7) philosophy, Toyota, cats, dogs versus in, an, but, which
Part Six; Syntax (4 pts): Identify the following:
1) syntactic categories
2) heads
3) complements
4) Aux
5) phrase structure trees
6) deep structures and surface structures
7) Comp
8) NP *(Det) (AP) N (PP)
B) THOUGHT PROBLEMS (25 PTS):
Language ìThought Problemsî: Complete FIVE of the following (5 pts. each). For
extra credit, you can do more. Use the attached paper for the space to write
your responses.
1) Write three different kinds of sentences (simple, compound, complex) that come
to mind from the acronym “BOATS.” Draw the phrase-structure tree for
one of your sentences.
2) The boy saw the man with the telescope. Draw two phrase structure trees which
illustrate the two possible meanings of this sentence.
3) The teacher believes that the student knows the answer. Draw the phrase structure
tree, showing the embedded sentence within the sentence.
4) What will Max chase? Draw two phrase structure trees for this sentence: one
showing the deep structure, and the other showing the surface structure.
5) Use the powers of your creative linguistic abilities and your own imaginative
idiolect to coin three new English words, one for each of the following: a- a
blend, b- an acronym, c- a compound.
6) Pretend you are taking field notes while listening to someone struggling with
Broca’s aphasia and another person with Wernicke’s aphasia. Write out a
one or two line utterance which would characterize each one’s speech.
7) Write a paragraph explaining ways teachers could be guided in their classroom
instruction by insights from the nature of language, neurolinguistics,
morphology, and/or syntax (chapters 1-4 of our textbook).
8) Briefly explain what each of the following tells us about dialects & social language
use:
(a) the Mason-Dixon Line or AAE, ChE, LDS jargon
(b) R-deletion
(c) petrol or gas? … Sir and Ma’am … I’m good or I’m ok?
(d) Have, Make, Let, Get, Help… to do something or do something?
(e) RP or “the speech of educated professionals”?
(f) Ukrainian, Singlish, only the “Official” language
(g) Irish, Modern Hebrew, Navajo
(h) marked and unmarked
(i) “the promised land” or “flight of the Israelites from Egypt,” Pig Latin, use of a
second or third language someone else doesn’t know
9) In several sentences or a paragraph, explain the language issue or princip le
behind the cartoon shown on the following page.
10) Analyze the Navajo language data as outlined and described on the following
page.
Data Table for Assessment #7: Candidates Knowledge and Skills
of Language Development
Data Table for Assessment #7
Performance #1
100 % (A)
N=16 Fall 2004
English 3020 midterm 7
80-89% (B)
9
70-79% (C)
0
Rev. 7/16/04
SECTION III—STANDARDS ASSESSMENT CHART
For each NCTE standard on the chart below, identify the assessment(s) in Section II that address each standard. One assessment
may apply to multiple NCTE standards. In Section IV you will describe these assessments in greater detail and summarize and
analyze candidate results to document that a majority of your candidates are meeting NCTE standards. To save space, the details of
the NCTE standards are not identified here, but are available by clicking on the link to the full set of standards below. The full set of
standards provides more specific information about what should be assessed.
NCTE STANDARD
Pedagogical/
Content
Professional
Knowledge
KSD
Effect on
Student
Learning
APPLICABLE
ASSESSMENTS FROM
SECTION II
1.0 Structure of the Basic Program
Candidates follow a specific curriculum and are expected to meet
Information is provided in
appropriate performance assessments for preservice English language arts
Section I, Contextual
teachers.
Information.
2.0 Attitudes for English Language Arts
Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, candidates
adopt and strengthen professional attitudes needed by English language arts teachers.
2.1 Candidates create an inclusive and supportive learning environment in
#3, #4, #5
which all students can engage in learning.
2.2 Candidates use ELA to help their students become familiar with their
#3, #4, #5
own and others’ cultures.
2.3 Candidates demonstrate reflective practice, involvement in professional
#3. #4, #5, #6
organizations, and collaboration with both faculty and other candidates.
2.4 Candidate use practices designed to assist students in developing habits
#3, #4, #5, #6
of critical thinking and judgment.
2.5 Candidates make meaningful connections between the ELA curriculum
#2, #3, #6
and developments in culture, society, and education.
X
_
_
_
X
X
X
X
X
_
_
_
_
_
_
2.6 Candidates engage their students in activities that demonstrate the role
#3, #4
of arts and humanities in learning
3.0 Knowledge of English Language Arts
Candidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media; technology; and research theory
and findings.
3.1 Candidates demonstrate knowledge of, and skills in the use of, the
#2, #6, #7
English language.
Program Report Form—NCTE
_
_
_
_
_
_
1
Rev. 7/16/04
3.2 Candidates demonstrate knowledge of the practices of oral, visual, and
written literacy.
3.3 Candidates demonstrate their knowledge of reading processes.
3.4 Candidates demonstrate knowledge of different composing processes.
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
#2, #6
#2, #6
#2, #6
3.5 Candidates demonstrate knowledge of, and uses for, an extensive range
#2, #3, #6
of literature.
3.6 Candidates demonstrate knowledge of the range and influence of print
#2, #3, #5, #6
and nonprint media and technology in contemporary culture.
3.7 Candidates demonstrate knowledge of research theory and findings in
#2, #6, #7
English language arts.
4.0 Pedagogy for English Language Arts
Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching.
4.1 Candidates examine and select resources for instruction such as
#2, #6
textbooks, other print materials, videos, films, records, and software,
appropriate for supporting the teaching of English language arts.
4.2 Candidates align curriculum goals and teaching strategies with the
#2, #3, #6
organization of classroom environments and learning experiences to
promote whole-class, small-group, and individual work.
4.3 Candidates integrate interdisciplinary teaching strategies and materials
#2, #3, #4, #5, #6
into the teaching and learning process for students.
4.4 Candidates create and sustain learning environments that promote
#4, #5
respect for, and support of, individual differences of ethnicity, race,
language, culture, gender, and ability.
4.5 Candidates engage students often in meaningful discussions for the
#4, #5
purposes of interpreting and evaluating ideas presented through oral,
written, and/or visual forms.
4.6 Candidates engage students in critical analysis of different media and
#4, #5
communications technologies.
4.7 Candidates engage students in learning experiences that consistently
#3, #4, #5
emphasize varied uses and purposes for language in communication.
4.8 Candidates engage students in making meaning of texts through
#3, #4, #5
personal response.
4.9 Candidates demonstrate that their students can select appropriate
#3, #4
reading strategies that permit access to, and understanding of, a wide range
of print and nonprint texts.
Program Report Form—NCTE
2
Rev. 7/16/04
4.10 Candidates integrate assessment consistently into instruction by using
a variety of formal and informal assessment activities and instruments to
evaluate processes and products, and creating regular opportunities to use a
variety of ways to interpret and report assessment methods and results to
students, parents, administrators, and other audiences.
Program Report Form—NCTE
_
_
#2, #3, #4, #5, #6
_
3
Rev. 7/16/04
Program Report Form—NCTE
4
SECTION IV—EVIDENCE FOR MEETING STANDARDS
Assessment #1: Utah State Praxis Exam in Teaching Major Content Area
The USOE has not required beginning teachers to test for licensure. They will begin
requiring Praxis content tests as of July 2005. The teacher education program will
require all students entering the teacher education program as of Fall 2004 to test and
pass the Praxis in their major and minor areas prior to their student teaching experience.
Assessment #2: Candidates’ knowledge of the range of literature, reading and writing
processes.
Overview: English majors and minors are required to take 18 hours of a broad range of
literature courses, including American, British, World, and Young Adult literature in
order to develop knowledge and use of authors, genres, periods, and contemporary
themes in the content area (NCATE standard 3.5) and connect ELA curriculum to
developments in culture, society, and educaton (NCATE 2.5). These courses, along
with candidates’ required methods classes, focus on critical analysis, personal
annotation, reflection, and research in order to use and understand the interaction of
reading and writing processes for both interpretation, synthesis, evaluation, and
enjoyment (NCATE standard 3.3, 3.4, 3.7). Three individual performances grouped as
Assessment #2 constitute the candidate’s evidence for meeting criteria associated with
these standards. These performances include: 1) grades received in core literature
courses, 2) creation of a resource file of contemporary young adult literature, and 3)
creation of a multigenre paper.
Individual Performances:
1) Grades received in core literature courses represent the final evaluation of a
candidate’s knowledge and use of the literature specific to the course required (NCATE
standard 3.5). We have used this assessment because it is generic to all literature
courses in the core curriculum required of all English majors and minors. Final grades
have been compiled for English majors and minors enrolled in American, British,
World, and Young Adult literature courses taught Spring Semester of 2004.
2) Creation of a resource file of contemporary young adult literature provides
evidence that candidates have read and evaluated the quality and worth of at least 20
young adult novels. Candidates select the literature from a broad range of contemporary
authors and genres (NCATE standard 3.5) In addition, their file must demonstrate a
knowledge of each text (NCATE standard 3.5), an evaluation of each text according to
specified criteria (NCATE standard 4.1), suggestions for using the text with young adult
readers (NCATE standard 4.2, 4.3), and a knowledge/use of multiple resources such as
internet sites and professional journals (NCATE standard 3.6, 3.7, 4.1). This assessment
is required of all candidates in English 3310 Young Adult Literature. All 28 students
enrolled in English 3310 Fall 2004 mastered the criteria set forth in the rubric evaluation
for this performance (A’s-23; B’s-12; C’s-3).
3) Creation of a multigenre paper is required of all candidates taking English 3410
Teaching Writing in order to introduce candidates to the range of genres, print and
nonprint, useful in teaching writing and in their own personal writing (NCATE standard
3.5, 3.6). This composition also requires the candidate to document his/her own writing
process and include a reflective paper that demonstrates the candidate’s knowledge of
the stages inherent in that process (NCATE standard 3.4). Under a workshop format,
drafts of the multigenre papers are shared, critiqued, and evaluated among peers
(NCATE standard 3.2). Knowledge of how such a paper should be structured to meet
the demands of individual reading processes is considered as part of this requirement
(NCATE standard 3.3). All 19 students enrolled in English 3410 Fall 2004 mastered the
criteria set forth in the rubric evaluation for this performance (A’s-15; B’s-4).
Summary and Interpretation
All students are required to complete each performance in Assessment #2 with a C or
better in order to meet the standards measured in this assessment.
All nineteen students enrolled completed English 3400 and 3410 Fall 2004 with a grade
of C or better on performances 2 & 3 in Assessment #2. All nineteen students had
previously completed performance 1 prior to taking English 3400 and 3410.
Assessment #3: Candidate's Ability to Plan Instruction
Assessment for planning instruction primarily occurs during a candidate’s student
teaching experience and is evidenced through the teacher work sample and final
portfolio presentation.
Teacher Work Sample (TWS) Narrative
The Department of Teacher Education at Weber State University has adopted a
comprehensive approach to instructional planning that is used in many parts of the
country. The model is called Teacher Work Sample. Teacher Work Samples (TWS) are
exhibits of teaching performance that provide direct evidence of a candidate’s ability to
design and implement standards-based instruction, assess student learning and reflect on
the teaching and learning process. Also, Teacher Work Samples are teaching exhibits
that can provide credible evidence of a candidate’s ability to facilitate learning of all
students. Teacher Work Samples are one source of evidence along with classroom
observations and other measures to assess performance relative to national and state
teaching standards.
A Teacher Work Sample is more comprehensive than past approaches to planning. It
includes more than designing the instruction and contains a thoughtful analysis of
contextual factors including the community, school, and the students (NCTE 2.5). The
Teacher Work Sample includes writing clear objectives, having an assessment plan in
place, and designing the instruction using sound lesson designs. The Pre-service teacher
is expected to plan for appropriate adjustments in and adaptations to the instruction such
as correctives (planning ways of reteaching for those who do not understand the
concepts or cannot master the skills easily) and extensions (to challenge students who
need to go beyond the concepts and skills presented) for students who need them.
Following the teaching of the TWS , the pre-service teacher will describe how
adjustments were made in the instruction to respond to the diverse needs of the students
in the classroom (Instructional Decision Making). The pre-service teacher will also
describe necessary adjustments to teaching in relation to the content and purposes of the
instruction and needs of students. (NCTE 4.2, 4.3).
The Teacher Work Sample includes analysis of the student learning; teachers are
accountable for student achievement. The candidate uses assessment data to profile
student learning and communicate information about student achievement. The final
piece of the Teacher Work Sample model is the reflection and self-evaluation that the
teacher does as the instruction is completed and the teacher reflects on personal learning
as well as the students’ learning. (NCTE 4.10).
Adaptations of Teacher Work Sample model are used in all of the levels in secondary
teacher preparation. In addition, the Teacher Work Sample model is used during clinical
practice.
Secondary students during clinical practice will complete one TWS for the secondary
major and one for the secondary minor. Each TWS plan will be for 10 to 15 days of
instruction. TWS and its evaluation appear in the candidate’s portfolio following the
student teaching experience. Other portfolio artifacts from TWS adaptations in Level I
& II are selected by each candidate for end of level assessment.
Although candidates' TWS and portfolio artifacts assess their skills of planning and
executing instruction, English content area courses require pre-teaching assignments to
initially assess their skills under this standard. We have selected one additional
assessment, an academic service learning project, to represent the English department's
commitment to fulfilling this standard.
An academic service learning project is required of all candidates in English 3410
Teaching Writing. This project partners an English 3410 candidate with a freshman
writer enrolled in English 1010 Introduction to College Writing. The candidate must
mentor the novice writer through the production of a multigenre paper (NCATE
standard 3.5, 4.8). The candidate must devise strategies and feedback that promote the
writer's completion and satisfaction with both the process of reading and developing
multiple genres and the paper itself (NCATE standard 3.4, 4.7, 4.9).
This project requires candidates to reflect upon and evaluate their skills in planning,
giving appropriate feedback, and understanding the needs, processes, and practices of
individual student writers (NCATE standard 3.4, 4.7, 4.8). All nineteen students enrolled
in English 3410 Fall 2004 successfully demonstrated the criteria established for this
performance (A's-16; B's-3)
#4 Student Teaching
Demonstration of Assessment #4 occurs primarily during student teaching.
English majors and minors student teach following completion of Level II in Teacher
Education and completion of required methods courses in the English curriculum. They
are supervised by a faculty member in English and observed and evaluated by that
faculty member throughout the 10 week period of their student teaching. Supervisory
observation forms, midterm/final evaluations and final evaluation on disposition serve to
assess the candidate’s pedagogical and professional knowledge, skills, and dispositions.
Student teaching evaluation forms have been designed based on the ten INTASC
standards which have been adopted by NCTE. In attempting to match each NCTE
standard to specific standards assessed on the form, we recognize the need to revise the
form to more directly reflect NCTE standards (see Section V.). Under INTASC
standard #1, we observe for and assess NCTE standards 2.1, 2.2, 2.6, and 4.7. Under
INTASC standard #2, we observe for and assess a candidate’s competency of NCTE
standard 2.1. Under INTASC standard #3, we observe and assess for a candidate’s
competencies of NCTE standards 2.l, 2.2, 4.4. Under INTASC standard #4, we observe
for and assess a candidate’s competencies of NCTE standards 2.4, 2.6, 4.5, and 4.9.
Under INTASC standard #5 and #6 we observe for and assess a candidate’s
competencies of NCTE standard 2.1. Under INTASC standard #7, we observe for and
assess a candidate’s competency of NCTE standards 2.6 and 4.5. Under INTASC
standard #8 we observe for and assess a candidate’s competency of NCTE standard
4.10. Under INTASC standard #9 and #10, we observe for and assess a candidate’s
competency of NCTE standard 2.3.
Eleven of twelve candidates successfully completed their student teaching
experience, including our assessment of candidate’s disposition toward teaching (see
appropriate form in appendix) during Fall 2004 and received recommendation for
teacher certification. One candidate after midterm evaluation decided to discontinue
seeking teacher certification.
(
#5 EFFECTS ON STUDENT LEARNING:
The critical performance indicator for Teacher Education Level ll includes the
development of a unit plan in the candidate’s teaching major or minor and execution of
that plan at a local middle school classroom. The plan is required to meet specific
objectives in courses taught during the Level II block, including interdisciplinary
teaching strategies and materials (NCTE 4.3). Candidate must demonstrate knowledge
application of diverse learners: ethnicity, race, language, culture, gender, and ability as
they establish appropriate learning environments for teaching their unit (NCTE 4.4).
Candidates are required to include lessons that incorporate technology and media
(NCTE 4.6). In addition, candidates must demonstrate their ability to engage students in
appropriate reading strategies for a wide-range of print and nonprint texts (NCTE 4.9)
Their students also use personal response such as journals, write-to-learns, and reader
response in responding to text (NCTE 4.8). As ELA teachers, all candidates throughout
this experience engage their students in a variety of uses and purposes for language
(NCTE 4.7). All English teaching candidates enrolled in Level II Fall 2004 successfully
completed this performance indicator with a grade of C or better as part of their TWS
assessment.
In addition to this critical performance indicator, we would like to cross-reference the
academic service learning project described in Assessment #3 to demonstrate additional
field experience we use to assess our candidate’s ability to effect student learning.
Assessment #6: Candidate’s Ability to Develop English Language Arts Curriculum and
Pedagogy
Overview: In addition to practice teaching and the WSU Teacher Education
Department component of Teacher Training, the WSU English Department, as a
content area specialty, administers several performance assessments during the
candidate’s junior and senior year to ensure that all NCTE standards for the
preparation of teachers are met. These performance assessments are administered
in the following English methods courses: English 3400, the Teaching of
Literature, English 3410, The Teaching of Writing, English 3020, Introduction of
the Study of Language for Teachers, and English 3310, and Young Adult
Literature. These various performances are grouped as “Assessments of a
Candidate’s Ability to Develop English Language Arts Curriculum and
Pedagogy.” They are 1) Creation of a Curriculum Packet, 2) Guided Reading and
Writing Performance, 3) Compiling a Strategy Portfolio for the Teaching Drama,
and 4) Conducting a Literacy Profile Analysis:
Individual Performances:
1) The Curriculum Packet is a project designed to assess a candidate’s ability to
create a curriculum based on a novel or a literary theme. It assess a candidates
ability to “demonstrate a knowledge of, and uses for, an extensive range of
literature” (NCTE Standard 3.5) because students have to collect short stories,
plays, dramas, and essays around a single literary theme or novel. Students were
also required to select from many different resources: print, nonprint media,
technology, film, and websites (3.6, 4.1); provide whole-class, group and
individual learning activities (4.2); and use materials from other disciplines like
art, music, and historical documents (4.3). Our assessment of the Curriculum
Packet shows that all 19 students enrolled in English 3400 Fall 2004 mastered the
skills set forth in the evaluation rubric (A’s -15;B’s-2; C’s-2).
2) The Guided Reading and Writing Performance ask candidates to demonstrate
and reflect on their cognitive processes while reading a literary selection and
composing a free write through read aloud and write aloud feedback. These
demonstrations and reflections help the instructor assess the candidate’s
knowledge of oral, visual and written literacy (3.2), knowledge of the reading
process (3.3) and use of the English language (3.1). The assessment rubric
revealed that all 19 students enrolled in English 3400/3410 Fall 2004 mastered the
criteria set forth in the grading rubric (guided reading - A’s-14; B’s-5; guided
writing - A’s-10; B’s-9).
3) The Strategy Portfolio for Teaching Drama requires candidates to create three
creative and innovative ways to work with a Shakespeare play. These strategies
had to include oral, visual and written literacy (3.2); print, nonprint and
technology media (3.6); films, videos, records and software (4.1); and use
resources from other disciplines, for example, music, art, and historical
documents from the Elizabethan period (4.3). The assessment of this Strategy
Portfolio demonstrated that all 19 students enrolled in English 3400/3410 Fall
2004 mastered the criteria set forth in the grading rubric (A’s-14; B’s -5).
4) The Literacy Profile Analysis asks a candidate to do a case study of a middle
school or high school student’s reading and writing interest, to analyze the
students strengths and weaknesses and to suggest a remedial or enrichment
program for the student. A successful case study assesses the candidate’s
knowledge of the reading and composing processes (3.3, 3.4). Candidates also
must demonstrate their knowledge of research theory in the English language arts
(3.7) by using field research surveys, inventories, and questionnaires in collecting
data and educational research in analyzing the information. Eighteen of 19
students enrolled in English 3400 Fall 2004 mastered the criteria set forth in the
grading rubric (A’s-17, B’s-1, E’s-1).
Summary and Interpretation
The data that we have gathered from our evaluation rubrics of the four performance
instruments shows that the candidates for teacher certification from the WSU
English Department have demonstrated their mastery of the knowledge and skills
set forth in the category of “Assessment of a Candidate’s Ability to Develop
English Language Arts Curriculum and Pedagogy” and the data provides positive
evidence that the NCTE standards listed above have been met.
Assessment #7: Candidate’s Knowledge and Skills of Language Development
Overview: All English teaching candidates take English 3020, The Study
of Language for Teachers either in their sophomore or junior years at Weber State
University. This course is designed to give the candidates knowledge of the basic
nature of language, its structure and uses and how language is influenced by
culture and technology. Teacher candidates are shown how this knowledge can
be applied to classroom instructions at the middle school and high school levels.
The students of English 3020 are assessed in several different ways: 1/3 of
the grade comes from coursework and attendance, 1/3 from a midterm exam
covering chapters 1-6 of the text, An Introduction to Language by Victoria
Fromkin and a final exam which covers Chapter 7-12 of the same text, and the
final 1/3 from a term project.
In the final project, the teacher candidate chooses among several options.
He or she can 1) demonstrate how language concepts in the text can be applied to
secondary school teaching, 2) write a research paper on an aspect of language
study (NCTE Standard 3.7), or 3) conduct a service project that involves teaching
English as a Second language to a child, teenager, or adult in the neighborhood,
church, or local school. This last option assesses NCTE Standard #2.2
“Candidates use ELA to help their students become familiar with their own and
others’ cultures and #2.5 “Candidates make meaningful connections between the
ELA curriculum and developments in culture, society, and education.We have
selected the mid-term exam to demonstrate the “Assessment of Knowledge and
Skills of Language Development” since all candidates must take this test.
Assessment Instrument: Mid-Term Exam
a. The mid-term exam is administered to all teacher candidates and assesses a
candidate’s knowledge of the basic nature of language, its structure and uses in
reading, writing and interpersonal communications and a candidate’s ability to apply
this knowledge to classroom instruction. This objective of the exam assesses NCTE
standard # 3.1 “Candidates demonstrate knowledge of, and skills in the use of, the
English language. Students are tested over their knowledge of Vocabulary, Dialect &
Social Style Registers, Language Terms such as morphology, syntax, phonology,
semantics, deep structure, etc., and Application of linguistic knowledge to classroom
instructions.
b. Our assessment of the Mid-Term exam in English 3020 demonstrated that all 16
students enrolled in the class in the fall of 2004 demonstrated mastery of the
knowledge and skills set forth in the evaluation rubric (7 with a grade of “A,” and 9
with a grade of “B”).
Summary and Interpretation
a. The data that we gathered from the evaluation rubrics of the English 3020 mid-term
exam reveals that the candidates for teacher certification from the WSU English
Department have demonstrated a mastery of our “Assessment of Knowledge and Skills of
Language Development” and the data also provides positive evidence that NCTE
Standard 3.1 has been met.
SECTION V-USE OF ASSESSMENT RESULTS TO IMPROVE
CANDIDATE AND PROGRAM PERFORMACE
As we only have one semester of data from the assessments listed above, the scope
of changes we are making to improve the program based on that data is some what
limited. However, there are some changes we are in the process of making or
considering that we would like to discuss in this report.
When looking at the results of assessments, the faculty concluded that we have a
clear picture of content knowledge and that students were meeting both our and NCTE's
standards. We plan, however, to reinstate an action research project which was used as
an assessment tool in the past, but was dropped. This performance assessment would
improve our ability to assess NCTE standards 3.1 and especially
In addition, as the supervisory faculty reviewed their observations of student
teaching performances, the consensus was that we were not observing behaviors from
student teachers that they had previously demonstrated in their content methods courses:
English 3310, Young Adult Literature; English 3020, Introduction to the Study of
Language for Teachers; English 3400, The Teaching of Literature and; English 3410, The
Teaching of Writing. We felt that this might be because students often take these courses
during different semesters and sometimes they are taken two or three semesters before
their student teaching experience. They then receive little, if any, reinforcement of
standards they have already demonstrated through the content assessments.
As a result, the faculty is establishing a block of content specific methods courses
to be taken during the semester prior to the student teaching semester. This block would
consist of the methods courses listed above. During the block, we plan to place the
teacher candidate in a local school district with a master cooperating teacher and ask
them to teach one English class for ten weeks. If this field experience proves successful,
the student would be placed with that same teacher during his/her student teaching
experience. Such placement would enable the student to develop lesson plans during the
methods block to be used during student teaching. This would allow the content area
faculty to have greater influence over the ultimate training and assessing of our teaching
candidates.
Placing these courses in a block will enable an integration of the curriculum,
presenting a more realistic model of the English/Language Arts. Current separation of
the courses gives students a fragmented view of the discipline. Placing the courses in a
block will allow us to administer the entirety of our number two, six and seven
assessment instruments during one semester. This will give us a more comprehensive
picture of our students’ performances in knowledge, pedagogy and attitudes. We believe
that after moving these English content area methods into a block we will notice a more
consistent application of pedagogical knowledge during student teaching. We will also
be able to track the students progress better with student teaching immediately following
the block and the same faculty supervising both the methods practicum and student
teaching. Therefore, the observations made during the field experiences will inform the
instruction of the courses themselves.
To this end, we also plan to work with the faculty from the Department of Teacher
Education to revise student teaching observation forms so that they facilitate our
observations of NCTE standards 4.8, 4.9, and 4.10. In addition, we need to develop
better performance assessments in the candidates' portfolios, again focusing artifacts that
demonstrate NCTE standards. The English Department faculty feel strongly that the
primary responsibility for supervision of student teaching should reside in the content
department. This is especially important to insure continuity and consistency in the
messages conveyed to students about the teaching of the English Language Arts. It also
insures that the student teachers are being evaluated on the standards around which their
program was developed.
The following are examples of how the results are being used and intend to be
implemented to improve candidate performance as well as program change in the
Teacher Education Professional Core:
Student performance—
• Developed the TWS model to provide a more comprehensive approach to
planning, teaching, and assessing student achievement.
• Using the TWS model, strengthened candidates’ abilities to assess, evaluate, and
interpret student data to determine student achievement
• Provided students with more experiences in understanding and using technology
• Provided students increased opportunities for interactive classroom experiences
• Provided students with training and experience in developing an INTASC or
standards-based portfolio with feedback from faculty each semester
• Provided students with more opportunities to learn about, plan for, and teach in
diverse classrooms
Program performance—
• Developed assessment measures used in each level, during clinical practice, and
for assessing pre-service teacher dispositions
• Created a one-hour course in technology rather than trying to imbed it in another
course
• Modified a course that previously focused on multicultural and bilingual
education to give greater emphasis to responding to the diverse needs of students,
families, and communities.
• Created broader emphasis on interpersonal skills by adding a new department
strand to be emphasized in every class
Curriculum development—
• Revised the core curriculum (professional education required courses) to better
align with national standards and student needs
• Identified Critical Performance Indicators (CPI’s) for all levels
• Increased collaboration between and among faculty assigned to the various levels
and across the unit
• Aligned course outcomes and objectives with INTASC standards
• Increased emphasis on interpersonal skills
• Increased emphasis in all courses on candidates’ abilities to assess student
knowledge, skills, and dispositions