STAKEHOLDERS

Students- K-12, dictate assessment, accrediting agencies, student learning, accountability people.

Parents

Community

Arts/science faculty (university)

Staff

State (citizens)

State governance

Federal gov’t.

C.P.I.’s (teachers)

Teacher candidates

Administration

Professional organizations

Content area faculty- evaluate, communicate, standards and align

Cohorts/cooperating teachers- evaluation, communication, mentor

Students: classroom and candidates- perceiving information on evaluation throughout process.

Professor- general education (rising Jr. exam), content (methods and Sr. seminar), teacher education (exit portfolio and competencies).

Supervising teacher- formal and informal observation.

Pre-service students (interns)

Tax payers

PRIMARY ROLES/PLAYERS

State department/teacher ed. Personnel/interns/cooperating teachers.

S.D.- funds, guidelines, final word

T.E.P.- preparation/recommendations

COOPS- supervision/mentoring/assessors

Intern- demonstrate skills- competencies reflect and revise

EVIDENCE

Grades

Portfolio

Praxis II

Successful performance in methods, field exp., videotape lesson, microteach, peer teaching.

CONTENT

In content, “C” or better before going into Student teaching.

Praxis II- specialty area.

Assessment of t.c.’s units.

Video tape of teaching (disposition as well)

Prin. II

Evidence: lesson plans, questioning, evaluating t.c. made tests (analyze for higher order thinking)

Prin. III

Evaluation of room arrangement, classroom mgmt., behavior mod.

Prin. IV

Document

Grammar usage, videotapes, respect of students as evidenced in case studies.

Principle II- planning curr.

Principle III- plans according to growth and development.

Principle IV- human relation skills

Principle V- collaboration

PRIN. V- COLLABORATION

Documentation of duties (late, no shows)

Documentation of rapport with faculty.

Volunteer for school jobs?

Appearance- professional?

Hand in paperwork?

Accept criticism well?

3. university- syllabi, handbooks, student Aea, faculty mtgs.

4. (see #2)

5. Praxis I- reading, writing, math

Praxis II- area students achieving? Reaching? Being done?

“C” or better in course work

videotapes

first field- based experience

mid-term during internship

Principles of Learning Test.

6. #’s students get licensed

higher ed. Report card (fed. Mandate)

(low performing institution)

CURRICULUM (APPRORIATENESS)

Portfolio provides key evidence

Internship

MEETING LEARNER NEEDS

Design differentiated lesson plans (options for individualizing instruction)

HUMAN/RELATION SKILLS

Observation of interactions

Checklists

COMMUNICATE STANDARDS

Teacher prep. Programs

EVIDENCE

Content standards

Praxis scores

Exit portfolio

Exit questionnaires- content dept., teacher ed. program

Exit interviews- content dept., teacher ed. Program

Mid-term interviews- in the public schools

Exit evaluations- in the public schools

Cohort program evaluation

CONTENT STANDARDS

Who? – content and methods, professors, supervising teachers- cohort

How?

When?

K-12 STANDARDS

Who? – content and methods

TEACHER ED. STANDARDS

Who? – school of ed.

When? – beginning of methods course content area prof.

(cs) plan units and present them to peers and teach them to students

(ts) exit portfolio

1. PPST, 2.50 GPA (no D’s or F’s in any course in mjr. Field of study.)

2. Praxis exam I and II- methods C average

3. Successfully complete internship, exit portfolio

Feedback from school districts, test scores, employer satisfaction, employee satisfaction.

More performance in classroom at Tech. (they need to be out in the classrooms more.)

Same schools as observations.

2. Align

NCATE document, content area accreditation

NTE scores

PPST

Portfolio

AR standards

3.communication to candidates

who – school of ed. Faculty and content area faculty advisors

how – through classes/handbooks/website.

When – sophomore year, internship

4. plan short and long term lesson plans

curriculum areas – teach to developmental levels

time management skills

teach a lesson

good attitude- motive

oral communication skills

written communication skills

sense of professionalism

content area knowledge

5. three summative decision points not the same semester for 2 and 3.

Gpa – professional ed. Courses

Praxis I and II

6. placement rate retention

graduate programs

praxis scores

7. periodic review by committee

assessment of data portfolios

praxis

gpa

education majors

public school faculty

school of ed.

Content faculty