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e. Assessments and Scoring Rubrics

Initial and Undergraduate Programs

Early Childhood EducationCandidate Performance in Pre-k Practicum - Rubrics scaled 1-4, disaggregated by campus (UPT Uptown, UC Clermont)

Candidate Performance in Pre-k Practicum

Items2008 Means 2009 Means 2010 MeansUpt. CC Upt. CC Upt. CC

Exhibits Cooperation and Rapport with Mentor, Faculty, and Peers 3.1 2.8Initiates conversation at appropriate times 3.3 3.1 2.9 2.8 3.1 2.8Offers to assist with classroom activities 3.5 3.4 3.0 2.6 3.0 3.0Exhibits Sense of Responsibility and Dependability 2.9 2.8Arrives and leaves at scheduled times 3.6 3.5 3.2 3.0 2.9 3.0Notifies mentor and supervisor when illness prevents attendance or emergency causes delay 3.6 4.0 3.1 3.1 2.9 3.0Completes assigned tasks on time 3.4 3.3 2.8 2.8 3.0 2.9Exhibits Enthusiasm and Warmth 3.2 2.9Focuses attention on the classroom situation rather than personal needs during class 3.5 3.8 3.1 2.8 3.2 3.0Exhibits willingness to go beyond requirements 3.3 3.0 3.2 3.6 3.2 2.9Uses positive techniques in interacting with children and adults 3.4 3.4 2.9 2.8 2.7 3.1Converses about interests important to the specific child with whom he or she is working 3.4 3.8 3.0 2.8 3.0 2.8Indicates that he or she remembers those things that are important to specific children or adults 3.5 3.6 3.3 3.3 3.0 3.0Acts as a Professional Educator 3.1 2.8Keeps information about children, families, and staff confidential 3.6 3.6 3.2 3.3 3.3 3.1Assumes adult role in classroom 3.5 3.6 3.3 3.3 3.3 3.1Dressed appropriately for the classroom 3.6 3.6 3.2 3.3 3.0 3.2Follows Specific Rules and Policies of the School 3.0 2.8Demonstrates knowledge of these policies and rules 3.4 3.6 3.3 3.3 3.2 2.8Asks questions of appropriate persons as necessary 3.5 3.8 3.3 3.3 3.4 3.0Demonstrates Interpersonal Skills 3.3 3.1Kneels to child's level when speaking with him or her 3.4 3.3 2.9 2.9 3.3 3.0Establishes eye contact with child or adult to whom he or she is speaking 3.5 3.5 2.9 2.7 3.5 3.1Touches appropriately based on the individual's preferences and immediate situation 3.4 3.6 3.1 3.0 3.3 3.1Regulates rates and duration of speaking to meet the listener's needs 3.1 3.1 3.0 3.1 3.0 3.2Accepts constructive criticism appropriately 3.5 3.8 3.0 3.0 3.3 3.0Displays Sense of Humor in Classroom 3.3 3.1Laughs with, rather than at, children and adults 3.4 3.9 2.7 2.6 3.4 3.3Accepts own mistakes with good grace 3.5 3.8 2.8 2.8 2.9 3.0Demonstrates Good Housekeeping Habits 2.9 2.9

Puts materials away correctly after using them 3.4 3.6 2.8 2.2 2.9 2.8Does general clean up quickly and adequately 3.4 3.6 3.0 2.8 3.2 2.8Curriculum 3.1 3.0Plans activities that reflect an awareness of the developmental skills of children 3.4 3.1 3.0 3.0 3.1 3.0Plans activities that reflect an awareness of children's life experiences and cultural diversity 3.3 3.3 3.0 2.8 3.1 2.7Reinforces a routine 3.4 3.4 2.9 2.4 2.8 3.0Adjusts plans in response to children's interests 3.2 3.3 2.9 3.0 2.9 2.7Allows children opportunities for independent exploration of materials and environment 3.5 3.8 3.1 3.1 2.9 2.7States clear objectives and/or purposes for activities in plans 3.2 3.3 3.2 3.1 2.9 3.0Observes interests of children and builds on them either by extending current activities or planning related activities 3.3 3.4 3.0 2.8 2.7 2.9Group Skills 3.0 2.7Utilizes facial expressions, voice level, and other communicative techniques to maintain group's attention 2.8 3.0 3.3 3.1 2.8 2.9Allows opportunities for children to participate actively 3.3 3.5 3.4 3.4 3.0 2.7Listens and responds to children's comments and/or questions when appropriate 3.2 3.1 3.1 3.0 3.0 2.9Utilizes effective beginning and ending transitions 3.0 3.1 3.1 2.7 2.9 2.9Introduces activities in a positive, enthusiastic manner 3.4 3.6 3.2 3.1 3.1 2.6Classroom Management 3.0 2.9Sends well-constructed I messages when appropriate 2.8 3.3 2.7 2.8 3.1 2.8Uses problem-solving strategies in working through conflict situations 2.8 3.5 2.7 2.7 3.2 2.9Conflict Management 2.9 2.9Sets reasonable limits 3.1 3.3 3.0 3.0 2.8 2.9Follows through with directions and suggestions 3.2 3.3 2.6 2.4 3.2 2.9Redirects children when appropriate to areas of interest 3.1 3.5 2.9 2.6 3.4 2.8Helps children verbalize feelings 2.9 3.3 2.7 2.4 3.1 3.0Utilizes logical consequences for behavior 3.0 3.4 3.1 2.4 3.2 2.8Allows children to assume responsibility for handling their own conflict situations when appropriate 2.9 3.0 3.0 3.0 3.1 3.0Supervision 3.0 3.1Visually scans entire group frequently 3.1 2.9 3.0 2.8 3.2 2.9Positions self according to cues of children for maximum group awareness 3.1 3.1 3.1 2.9 3.2 3.2Checks for safety of materials and equipment 3.3 3.4 2.7 2.4 2.8 3.3Recognizes unusual behavior indicative of possible health problem 3.2 3.4 3.0 3.3 2.8 2.8Teaches children to clean up materials and areas that they have used 3.3 3.5 2.9 3.0 2.9 2.8Preventive Measures 2.9 2.8Provides appropriate quantity of materials 3.5 3.8 3.4 3.3 2.8 2.9Makes materials available at child's physical level 3.6 3.9 3.2 3.1 2.8 2.7Gives positive, simple directions 3.4 3.3 3.4 3.6 2.7 3.1Sets self-correcting limits (example, four chairs at a table) 3.4 3.7 3.3 3.4 2.9 2.7Times suggestions or directions to children effectively (does not wait too long to help child, etc.) 3.3 3.5 3.4 3.4 2.6 2.9

N 38 8 42 11 53 21.0Candidate Performance in Kindergarten Practicum Rubrics scaled 1-4, disaggregated by campus (UPT Uptown, UC Clermont)

Indicator 2007*2008 Means 2009 Means 2010MeansUpt CC Upt CC Upt CC

Plans activities that reflect an awareness of the developmental levels of children 3.5 3.5 3.5 3.3 3.4 2.96 3.12

Plans activities relevant to children's life experiences and cultural diversity 3.4 3.4 3.5 3.3 3.5 3.12 3.29

Effectively states clear goals and rationale for activities based on understanding of constructivist theory

3.4 3.3 3.2 3.1 3.4 2.94 3.06

Observes strengths and interests of children and builds on them either by extending current activities or planning related ones 3.4 3.3 3.5 3.4 3.5 2.9

8 3.20

Allows opportunities for children to actively explore open ended activities 3.4 3.3 3.2 3.5 3.5 2.96 3.18

Reflectively evaluates activities and uses personal observation and mentor feedback to plan future curriculum activities 3.5 3.6 3.6 3.3 3.5 2.9

6 3.25

Exhibits respect for all children and adults through language and actions 3.8 3.8 3.8 3.1 3.5 3.02 3.12

Exhibits enthusiasm and warmth 3.8 3.6 3.8 3.3 3.5 3.12 3.35

Focuses attention on the classroom situation rather than on personal needs during class 3.7 3.7 3.6 3.4 3.4 3.11 3.44

Converses about interest which are important to the specific child 3.6 3.5 3.6 3.7 3.8 2.98 3.13

Regulates rates and duration of speaking to meet the listener's needs 3.2 3.2 3.4 3.5 3.3 2.86 2.88

Makes comments and asks questions which stimulate and extend thinking 3.2 3.1 3.3 3.4 3.4 2.92 3.18

Introduces activities in a positive, enthusiastic manner 3.5 3.5 3.6 3.5 3.5 2.77 3.13

Kneels to child's level when speaking with him or her 3.6 3.6 3.8 3.6 3.5 3.14 3.38

Establishes eye contact with child or adult to whom she or he is speaking 3.8 3.7 3.8 3.6 3.5 3.30 3.38

Helps children verbalize feelings 3.3 3.1 3.2 3.8 3.6 3.26 3.53

Reinforces a routine 3.3 3.4 3.3 3.5 3.6 3.06 3.18

Puts materials away correctly after using them 3.6 3.6 3.6 3.3 3.4 3.1 3.24

4

Does general clean-up willingly, quickly and adequately 3.7 3.7 3.6 3.6 3.7 3.26 3.41

Checks for safety of materials and equipment 3.4 3.4 3.3 3.6 3.8 3.24 3.47

Assumes an adult role in the classroom 3.5 3.6 3.7 3.5 3.6 3.18 3.35

Allows children opportunities for independent exploration of materials and environment 3.3 3.3 3.5 3.3 3.3 3.42 3.44

Listens and responds to children's comments and questions in a timely, appropriate manner 3.5 3.4 3.5 3.1 3.4 3.40 3.35

Adjusts activities in response to children's interests/use 3.3 3.3 3.4 3.4 3.6 3.34 3.44

Asks open ended questions which stimulate thinking and discovery 3.3 3.1 3.3 3.3 3.5 3.06 3.06

Intervenes or facilitates only when it will enhance the child's exploration 3.2 3.2 3.1 3.4 3.5 3.20 3.47

Dresses appropriately for the classroom 3.7 3.7 3.7 3.1 3.3 3.40 3.53

Follows specific rules and policies of the school 3.7 3.7 3.7 3 3.2 3.22 3.35

Completes assignments and tasks on time 3.6 3.7 3.6 3.2 3.4 3.06 3.18

Arrives and leaves at scheduled times 3.6 3.7 3.6 3.2 3.5 2.84 2.82

Notifies mentor and university mentor when illness prevents attendance or emergency causes delay 3.6 3.8 3.7 3.2 3.4 2.96 2.82

Accepts constructive feedback appropriately 3.7 3.7 3.7 3.2 3.4 3.20 3.18

Exhibits a sense of responsibility and dependability 3.7 3.8 3.7 3.2 3.4 2.98 3.06

Exhibits a willingness to go beyond requirements 3.5 3.7 3.6 3.1 3.5 2.93 2.81

Exhibits cooperation and rapport with mentor, cooperating teacher, and staff 3.7 3.7 3.8 3.3 3.4 3.20 3.06

Shows initiative by offering to assist mentor or attend school meetings or conferences 3.5 3.6 3.6 3.2 3.3 2.76 2.56

Initiates conversation and asks questions of mentor in order to further learning 3.6 3.5 3.7 3.4 3.5 2.82 2.65

Establishes appropriate relationships with parents reflecting an understanding of the student 3.3 3.2 3.3 3.2 3.5 2.7 2.82

teacher's role 8

Kneels to child's level when speaking with him or her 3.6 3.6 3.8 3.4 3.6 2.90 2.88

Establishes eye contact with child or adult to whom he/she is speaking 3.7 3.7 3.8 3.2 3.3 2.92 2.88

Touches appropriately based on the response to the immediate situation and the individual child's preferences 3.5 3.5 3.7 3.3 3.3 2.9

2 2.88

Models appropriate grammar, language and tone 3.5 3.5 3.4 3.4 3.5 2.83 2.69

Adjusts volume and tone of voice to suit the situation 3.2 3.2 3.4 3.6 3.6 3.00 3.12

Uses statements of encouragement rather than praise 3.2 3.3 3.1 3.3 3.6 3.00 3.00

Demonstrates active listening skills 3.5 3.4 3.4 3.2 3.4 2.92 3.00

Avoids giving unintentional choices to children 3 3 2.8 3.3 3.5 3.05 3.25

Initiates and extends conversations which are natural and relevant 3.4 3.3 3.5 3.4 3.5 3.09 3.06

Demonstrates ability to interact with individual or small groups while maintaining total group awareness 3 3 3.2 3 3.2 3.0

0 3.27

Transitions self in and out of interactions 3.3 3.2 3.3 3 3.2 3.24 3.29

Uses clearly stated, positive redirections 3.2 3.2 3.3 3.1 3.2 2.98 3.24

Uses problem solving techniques to manage interpersonal conflicts 3.2 3 3.2 3.1 3.5 3.02 3.06

Allows children to assume responsibility for solving interpersonal conflicts when possible 3.1 3.1 3.2 3.2 3.4 3.18 3.00

Takes the role of mediator to facilitate problem solving when necessary 3.2 3.2 3.3 3.3 3.3 3.44 3.29

N 133 110 38 43 19 50 17

Pilot data for the revised Kindergarten Practicum Evaluation (Winter, 2011)

Indicator Ratings % #1a: Knowing and understanding young

Does not meet expectations: Candidate plans activities with little regard to the developmental levels, interests, and strengths of children. Activities are not extended.

0.0% 0

children’s characteristics and needs

Meets expectations: Candidate plans activities that reflect an awareness of the developmental levels of children and observes the strengths and interests of children and builds on them either by extending current activities or planning related ones.

60.0% 60

Exceed expectations: Meets expectations and candidate differentiates instruction to meet the various developmental needs within a given classroom.

40.0% 40

1a: Knowing and understanding young children’s characteristics and needs (Part 2)

Does not meet expectations: Plans contain little or no theory or candidate is unable to provide a rationale based on theory or current research.

1.0% 1

Meets expectations: Candidate is able to provide a rationale for plans that is based on sound child development theory.

51.5% 51

Exceeds expectations: Meets expectations and candidate relates activity to current research in the field. 47.5% 471b: Knowing and understanding the multiple influences on development and learning

Does not meet expectations: Plans have little relevance to children’s life experiences or cultural diversity. Plans do not allow for individual developmental variations.

0.0% 0

Meets expectations: Candidates plan activities relevant to children’s life experiences and cultural diversity. Activity plans are multi-leveling to allow for individual developmental variations.

55.0% 55

Exceeds expectations: Meets expectations and candidate plans activities to meet a variety of learning styles. 45.0% 451c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments (part 1)

Does not meet expectations: Classroom routines are not clear or children do not understand expectations. Transitions are too long, too frequent, or inefficient.

1.0% 1

Meets expectations: Candidate reinforces routines and manages transitions in a confident and positive manner. Children understand what is expected. Candidate positions self according to cues of children for maximum group awareness and safety of all children.

50.5% 50

Exceeds expectations: Meets expectations and candidate is aware of areas that may need extra supervision. 48.5% 481c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments (part 2)

Does not meet expectations: Candidate provides mostly teacher-directed activities and provides little time for independent exploration. Candidate intervenes frequently, inhibiting the child’s exploration

0.0% 0

Meets expectations: Candidate allows children opportunities for independent exploration of materials and environment and intervenes or facilitates only when it will enhance the child’s exploration

60.6% 60

Exceeds expectations: Meets expectations and candidate uses intentional teaching strategies during children’s explorations.

39.4% 39

1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments (part 3)

Does not meet expectations: Activities are either too easy or too difficult for children. Candidate does little to adjust activities in response to children’s cues. Children show little engagement or interest in activities.

0.0% 0

Meets expectations: Candidates create activities and environments that are appropriately challenging. Candidate adjusts activities in response to children’s interests, uses, and abilities. Children are consistently interested and engaged in activities.

60.6% 60

Exceeds expectations: Meets expectations and candidate demonstrates high expectations for all children and uses a variety of instructional methods to reach various learning styles.

39.4% 39

2b: Supporting and engaging families and communities through respectful, reciprocal relationships

Does not meet expectations: Candidate converses with parents on topics that are more appropriate for the mentor teacher or engages in appropriate conversations with parents.

0.0% 0

Meets expectations: Candidate establishes appropriate relationships with parents reflecting an understanding of the student teacher’s role.

80.8% 80

Exceeds expectations: Meets expectations and candidate communicates with mentor teacher about community resources that may be useful for families.

19.2% 19

3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches

Does not meet expectations: Candidate demonstrates little use of systematic observation. 1.0% 1Meets expectations: Candidate uses systematic observations to gather information on children’s development. 46.0% 46Exceeds expectations: Meets expectations and candidate interprets and reflects on observations to guide future planning.

53.0% 53

4a: Understanding positive relationships and supportive interactions as the foundation of their work with children (Part 1)

Does not meet expectations: Candidate has no or few displays of positive affect in the classroom. 1.0% 1Meets expectations: Candidate exhibits enthusiasm and warmth frequently. Candidate introduces activities in a positive and enthusiastic manner.

28.3% 28

Exceeds expectations: Meets expectations and candidate displays positive attitude about the classroom setting. Children respond to candidate with positive displays of affection.

70.7% 70


Does not meet expectations: Candidate demonstrates communication techniques that are disrespectful to children such as sarcasm, teasing, yelling, threats, harsh voices, irritability, or humiliation. Candidate consistently uses praise and may model incorrect grammar or language.

0.0% 0

Meets expectations: Candidate regulates rates, duration, volume, and tone of voice to meet listener’s needs and to suit the situation. Candidate models appropriate grammar, language, and tone. Candidate uses encouragement rather than praise.

53.0% 53


Does not meet expectations: Few if any indications of warm, supportive, respectful relationships exist. Candidate speaks to children without making eye contact and rarely kneels to child’s level. Candidate calls to children from across room.

1.0% 1

Meets expectations: Candidate exhibits respect for all children and adults through language and actions. Candidate establishes eye contact and kneels to child’s level when speaking with him or her. Candidates refrain from calling across the room.

31.0% 31

Exceed expectations: Meets expectations and candidate demonstrates respect for children’s ideas and feelings by conversing about topics of interest to the child.

68.0% 68


Does not meet expectations: Candidate rarely acknowledges children’s emotions. Candidate focuses on personal needs during class.

0.0% 0

Meets expectations: Candidate focuses attention on the classroom situation rather than on personal needs during class. Candidate is responsive to children’s emotions and helps children verbalize feelings. Candidate provides comfort and assistance when needed.

33.0% 33

Exceeds expectations: Meets expectations and candidate provides individualized support to children. 67.0% 67

4b: Knowing and understanding effective strategies and tools for early education Part 1)

Does not meet expectations: Candidate provides mostly large group instruction for children. Candidate either dominates discussion during activities or provides little interaction.

0.0% 0

Meets expectations: Candidate provides a variety of small group, large group, and open play experiences. Candidate demonstrates ability to interact with individuals or small groups while maintaining total group awareness. Candidate actively facilitates activities to encourage participation and involvement.

64.3% 63

Exceeds expectations: Meets expectations and candidate uses a variety of scaffolding and intentional teaching strategies.

35.7% 35

4b: Knowing and understanding effective strategies and tools for early education Part 2)

Does not meet expectations: Candidate rarely responds to or extends children’s comments. Candidate asks mostly closed-ended questions and provides little scaffolding.

0.0% 0

Meets expectations: Candidate listens and responds to children’s comments and questions in a timely, appropriate manner and asks open ended questions which stimulate thinking and discovery. Candidate provides scaffolding techniques at appropriate moments.

55.6% 55

Exceeds expectations: Meets expectations and candidate engages children in frequent conversations on topics of interest to the children using advanced language.

44.4% 44

4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches (Part 1)

Does not meet expectations: Candidate does not actively facilitate activities to encourage child involvement and interest. Candidate uses ineffective strategies to transition the group.

0.0% 0

Meets expectations: Candidate observes strengths and interests of children and builds on them either by extending current activities or planning related ones. Candidate uses facial expressions, voice level, and other communication techniques to maintain the attention of an individual child or the group depending on the situation. Candidate uses effective whole group transitions.

67.0% 67

Exceeds expectations: Meets expectations and candidate uses a variety of modalities to effectively engage students.

33.0% 33


Does not meet expectations: Candidate is reactive to problems. Monitoring is not efficient to prevent behavior difficulties, and redirection attempts are ineffective.

1.0% 1

Meets expectations: Candidate uses clearly stated, positive redirections, uses problem solving techniques to manage interpersonal conflicts, and allows children to assume responsibility for solving interpersonal conflicts when possible. Candidate avoids giving unintentional choices, and is proactive in preventing problems from developing.

55.0% 55

Exceeds expectations: Meets expectations and candidate effectively takes on the role of mediator to facilitate problem solving when necessary. Candidate individualizes responses to behavior.

44.0% 44


Does not meet expectations: Candidate is rigid, inflexible, or controlling in plans or rarely goes along with children’s ideas. Most activities are teacher-led. There are few opportunities for children to talk or express ideas. Candidates choose children’s activities.

1.0% 1

Meets expectations: Candidate is flexible in plans, incorporates child’s ideas, and allows for choice of activities. Candidate provides many opportunities for children to talk and express ideas.

55.0% 55

Exceeds expectations: Meets expectations and candidate organizes activities around student children’s interests. 44.0% 445b: Knowing and using the Does not meet expectations: Candidate has unclear goals or rational or goals are trivial. 0.0% 0

central concepts, inquiry tools, and structures of content areas or academic disciplines

Meets expectations: Candidate effectively states clear goals and rationale for activities based on understanding of constructivist theory. Goals are measurable.

62.2% 61

Exceeds expectations: Meets expectations and Candidate relates goals and rationale to current theory and research.

37.8% 37

5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child. (Part 1)

Does not meet expectations: Candidate lacks reference to the Early Learning Content Standards or chooses indicators that are not relevant or meaningful to the activity.

1.0% 1

Meets expectations: Candidate aligns curriculum goals and objectives with Ohio’s Early Learning Content Standards.

70.7% 70

Exceeds expectations: Candidate meets expectations and candidate provides alignment to other recognized standards, such as Head Start Outcomes.

28.3% 28

5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child. (Part 1)

Does not meet expectations: Candidate provides experiences that are below or above children’s developmental level preventing support of later academic skills and understandings.

0.0% 0

Meets expectations: Candidate designs learning experiences that support later academic skills and understandings.

63.6% 63

Exceed expectations: Exceeds expectations and candidate provides plan for extending experiences. 36.4% 36

6a: Identifying and involving oneself with the early childhood field

Does not meet expectations: Candidate fails to establish rapport or is uncooperative with mentor, cooperating teacher, staff, instructors, or other colleagues.

0.0% 0

Meets expectations: Candidate exhibits cooperation and rapport with mentor, cooperating teacher, staff, instructors, and colleagues.

39.4% 39

Exceeds expectations: Meets expectations and candidate seeks input from more experienced professionals. 60.6% 60

6b: Knowing about and upholding ethical standards and other professional guidelines

Does not meet expectations: Candidate dresses in appropriately, disregards rules and policies of the school, or fails to complete assignments and tasks on time.

0.0% 0

Meets expectations: Candidate exhibits a sense of responsibility and dependability, dresses appropriately for the classroom, follows specific rules and policies of the school, and completes assignments and tasks on time.

34.3% 34

Exceeds expectations: Meets expectations and candidate exhibits a willingness to go beyond requirements 65.7% 65

6c: Engaging in continuous, collaborative learning to inform practice

Does not meet expectations: Candidate rarely seeks input on practice or does not initiate conversations or ask questions of mentor or Candidate responds inappropriately to constructive feedback.

0.0% 0

Meets expectations: Candidate accepts constructive feedback appropriately and initiates conversation and asks questions of mentor in order to further learning.

71.7% 71

Exceeds expectations: Meets expectations and candidate participates in outside professional development 28.3% 28

opportunities to inform practice. 6d: Integrating knowledgeable, reflective, and critical perspectives on early education

Does not meet expectations: Candidate exhibits little or no reflection in observations, journals, or conferences. 0.0% 0

Meets expectations: Candidate reflectively evaluates activities and uses personal observation and mentor feedback to plan future curriculum activities. Candidate uses reflective practice as evidenced by journal and conferencing.

51.5% 51

Exceeds expectations: Meets expectations and candidate seeks to understand differing perspectives on early education.

48.5% 48

Candidate performance in internship; rubric scaled 1-3; disaggregated by campus

Indicator2008 Means 2009 Means 2010 Means

Upt CC Upt CC UPT CC

Organizing Content Knowledge for Student LearningThe candidate is familiar with relevant student background. 2.9 2.9 3 2.8 2.9 2.9The candidate articulates clear, appropriate learning goals. 2.8 2.8 3 2.7 2.9 2.9The candidate understands the place of current content to that learned previously and that to be learned in the future. 2.8 2.8 2.9 2.8 2.8 2.9The candidate selects and uses methods, materials, and strategies appropriate to the students and aligned with goals. 2.7 2.8 2.9 2.8 2.7 2.9The candidate uses evaluation and assessment strategies that are appropriate and aligned with goals. 2.7 2.8 2.8 2.8 2.7 2.9Consistent and Proactive ManagementThe candidate creates and maintains a fair climate. 2.9 2.9 3 3 3 3The candidate establishes and maintains rapport. 2.9 2.9 2.9 2.9 3 3The candidate communicates challenging learning expectations. 2.8 2.9 2.9 2.9 2.8 2.8The candidate is consistent and proactive in management, handling misbehaviors appropriately New item introduced 9/10 due to analysis of observation data that indicated a need to monitor proactive management.

2.9 2.9

The classroom is a safe environment, conductive to learning. 2.9 2.9 3 3 3 2.9Teaching for Student LearningThe candidate makes learning goals and procedures clear to students. 2.7 2.7 2.9 2.8 2.7 2.9The candidate makes content understandable. 2.9 2.9 2.9 2.9 2.9 2.9The candidate encourages students to extend their thinking. 2.7 2.6 2.8 2.7 2.8 2.7The candidate provides feedback to students to support their learning and adjust activities as necessary. 2.7 2.8 2.9 2.8 2.8 3The candidate uses instructional time effectively. 2.8 2.8 2.9 2.7 2.8 2.9ProfessionalismThe candidate reflects on students' development on goals. 2.9 2.8 3 2.8 2.8 2.9

The candidate demonstrates a sense of efficacy. 2.9 2.8 2.9 2.9 2.9 2.9The candidate has professional relationship with colleagues. 2.8 2.7 3 2.8 2.9 2.9The candidate communicates with parents or guardians about students' learning. 2.7 2.8 2.9 2.7 2.8 2.9N 63 20 49 17 37 17

Intervention Specialist

5c. Data – Candidate Performance in Internship - MM

Special Education Candidate Performance in Mild/Moderate Internship

Assessment Item CEC Knowledge and Skills Description of indicators for 1, 2, and 3

2005 Mean

s

2006 Mean

s

2007 PB

2007 BS

2008 Uptow

n

2008 CC

2008 PB

2009 uptow

n

2009 CC

2009 PB

2010 BS

2010 PB

The candidate is familiar with relevant student background.

CC 2S1 Access information on various cognitive, communication, physical, cultural, social, and emotional conditions of individuals with exceptional learning needs; 4S6 Involve the individual family in setting instructional goals and charting progress

1. demonstrates little or no familiarity with background; 2 some understanding, can explain how to gain background knowledge; 3 comprehensive knowledge

2.9 2.6 2.3 2.4 2.7 2.6 2.8 2.8 2.8 2.7 2.5 2.5

The candidate articulates clear, appropriate learning goals.

4S5 Prepare appropriate lesson plans; CEC 4S7 Use task analysis; ICC7S3 Involve the individual and family in setting instructional goals and monitoring progress.

1. Unable to articulate goals; 2 Articulates goals; 3 Well-articulated goals, well-thought out rationale for the appropriateness and differentiation of goals.

2.8 2.5 2.4 2.8 2.6 2.4 2.8 2.8 2.6 2.8 2.4 2.5.

The candidate understands the place of current content to that learned previously and that to be learned in the future.

ICC7S8 Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. 4S3 Develop comprehensive, longitudinal, individualized programs.

1. unable to describe long-term goals; 2 able to describe long term goals; 3 able to describe long term goals and where the goal fits in discipline.

2.9 2.5 2.1 2.6 2.6 2.7 2.5 2.8 2.5 2.5 2.4 2.5

The candidate selects and uses methods, materials, and strategies appropriate to the students and aligned

4S2 Develop and/or select instructional content, materials, resources, and strategies that responds to cultural, linguistic, and gender differences; 4S4 Choose and use appropriate technologies to

1. Unrelated or inappropriate; 2 aligned with goals and appropriate in general; 3 plan for differentiated learning experiences

2.8 2.5 2.4 2.7 2.8 2.6 2.8 2.6 2.5 2.8 2.3 2.5

with goals.

accomplish instructional objectives and to integrate them appropriately into the instructional process/ 4S8 Select, adapt, and use instructional strategies and materials according to the characteristics of the learner; 5S3 Prepare and organize materials to implement daily lesson plans; 8S7 Comply with local, state, provincial, and federal monitoring and evaluation.

The candidate uses evaluation and assessment strategies that are appropriate and aligned with goals.

3S9 Use assessment information in making instructional decisions and planning individual programs that result in appropriate placement and intervention for all individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds. 3S10 Evaluate the results of instruction; 3S11 Evaluate supports needed for integration into various program placements; 4S1 Interpret and use assessment data for instruction

1 Lack of systematic, related assessment; 2 Assessment systematic and aligned with lesson; 3 Describes use of assessment in future planning

2.9 2.2 1.9 2.9 2.4 2.5 2.6 2.7 2.6 2.5 2.6 2.5

The candidate creates and maintains a fair climate.

5S5 design a learning environment that encourages active participation by learners in a variety of individual and group learning activities; 6S5 integrate social skills into the curriculum

1 Climate is unfair; candidate communicates biases; some students are unable to achieve due to unfairness; 2 climate is fair and no unfair behavior is observed; 3 Climate is far and candidate enhances fair treatment student-to-student

3.0 2.7 2.3 2.9 2.9 2.5 3.0 2.8 2.8 2.8 2.6 2.5

The candidate establishes and maintains rapport.

4S15 Establish and maintain rapport with students

1. Candidate has not established rapport; 2 Rapport is established and maintained; 3 Rapport is established and maintained and candidate has strong relationships with students.

3.0 2.6 2.2 2.8 2.9 2.8 3.0 2.7 2.8 3.0 2.4 2.5

The candidate communicates

4S16 Use verbal and nonverbal communication techniques; 5S8

1. Candidate communicates low 2.8 2.5 2.2 2.8 2.6 2.7 2.9 2.8 2.3 2.7 2.4 2.5

challenging learning expectations.

Create an environment that encourages self-advocacy and increased independence; 6S4 Identify realistic expectations for personal and social behavior in various settings; 5S1 create a safe, positive, supporting learning environment in which diversities are valued.

expectations; 2 Candidate communicates challenging learning expectations; 3 Candidate communicates challenging learning experiences and promotes self-advocacy

The candidate establishes consistent behavior standards.

6S3 Modify the learning environment to manage appropriate behaviors; 5S4 Incorporate evaluation, planning, and management procedures that match learner needs with the instructional environment; 6S1 Demonstrate a variety of effective behavior management techniques appropriate to the needs of individuals wither exceptional learning needs; 6S7 demonstrate procedures to increase the individual's self-awareness, self-control, self-reliance, and self-esteem; 6S8 Prepare individuals with exceptional learning needs to exhibit self-enhancing behavior in response to societal attitudes and action.

1 Candidate is inconsistent in behavioral standards; 2 Candidate establishes consistent behavioral standards, few or minor misbehaviors occur; 3 candidate is consistent and proactive in management, misbehaviors handles appropriately

3.0 2.6 2.3 2.9 2.8 2.5 2.9 2.6 2.5 2.8 2.4 2.5

The classroom is a safe environment, conductive to learning.

5S6 Design, structure, and manage daily routines, effectively including transition time, for students, other staff, and the instructional seating. 5S7 direct the activities of a classroom paraprofessional, aide, volunteer, or peer tutor; 6S2 implement the least intensive intervention consistent with the needs of the individual with exceptionalities; 6S6 use effective teaching procedures in social skills instruction.

1. Classroom is unsafe and unpredictable. 2 Classroom is safe, predictable, and conducive to learning; 3 classroom is safe, predictable, conducive to learning, and encourages natural supports.

3.0 2.7 2.2 2.7 2.9 2.4 3.0 2.8 2.8 2.8 2.6 2.5

The candidate makes learning goals and procedures clear to students.

4S1: Making learning goals and instructional procedures clear to students; 4S9 Sequence, implement, and evaluate individual learning objectives; 4S10 Integrate affective,

1. Goals are unclear and students are unaware of what they are to do; 2 Goals and procedures are clear; 3 Goals and

2.9 2.5 2.4 2.8 2.6 2.5 2.9 2.7 2.6 2.7 2.4 2.5

social, and career/vocational skills with academic curricula; 4S11 Use strategies for facilitating maintenance and generation of skills across learning environments; 5S2 use strategies and techniques for facilitating the functional integration of individuals with exceptional learning needs in various settings.

procedures are clear and developed and maintained throughout the lesson in collaboration with students and all students understand how they are to proceed.

The candidate makes content understandable.

4S14 Choose and implement instructional techniques and strategies that promote successful transitions for individuals with exceptional needs; 6S7 Demonstrate procedures to increase the individual's self-awareness, self-c9ontrol, self-reliance, and self-esteem. 6S8 Prepare individuals with exceptional learning needs to exhibit self-enhancing behavior in response to societal attitudes and actions.

Candidates' presentations and interactions are difficult to understand and content is unclear or inaccurate. Content is understandable and accurate. 3 Candidate makes content understandable and differentiates responses to students.

3.0 2.5 2.2 2.7 2.8 2.5 2.9 2.7 2.6 2.7 2.4 2.5

The candidate encourages students to extend their thinking.

4S13 Teach individuals with exceptional learning needs to use thinking, problem solving, and other cognitive strategies to meet their individual needs.

1Candidate limited student extensions; 2 Candidate encourages students to extend their thinking; 3 Candidate encourages students to extend their thinking, and expands lesson content in response.

2.8 2.5 1.9 2.9 2.7 2.4 2.8 2.6 2.5 2.7 2.4 2.5

The candidate provides feedback to students to support their learning and adjust activities as necessary.

3S4 Use various types of assessment procedures appropriately; 3S5 Interpret information from formal and informal assessment instruments and procedures; 3S6 Report assessment results to individuals with exceptional learning needs, parents, administrators, and other professionals using appropriate communication skills; 3S7 Use performance data and information from teachers, other professionals, individuals with exceptionalities, and parents to

1 Candidate does not utilize systematic assessment nor provides students with feed back; 2 Candidate provides feedback and appropriate assessment; 3 Candidate provides feedback, uses appropriate assessment, and differentiates instructional accordingly.

3.0 2.5 2.3 2.0 2.9 2.7 2.7 2.7 2.6 2.7 2.5 2.5

make or suggest appropriate modification in learning environments; 3S8 Develop individualized assessment strategies for instruction

The candidate uses instructional time effectively.

4S12 uses instructional time properly

1 Candidate wastes instructional time; 2 uses instructional and noninstructiona time appropriately; 3 Candidate is effective in the use of instructional time.

3.0 2.7 2.5 2.9 2.9 2.4 2.9 2.7 2.6 2.8 2.5 2.5

The candidate reflects on students' development on goals. 3S2 Create and maintain records;

4S17 Conduct self-evaluation of instruction

1 Candidate fails to review students' development nor comment on growth; 2 reflects on students' development. 3 reflects on students' development and actively problem solves.

3.0 2.6 2.2 2.5 2.9 2.3 2.9 2.8 2.6 2.8 2.5 2.5

The candidate demonstrates a sense of efficacy.

8S3 Promote and maintain a high level of competence and integrity in the practice of the profession; 8S4 exercise objective professional judgment in the practice of the profession.

1 Candidate demonstrates low levels of confidence, competence, and integrity; 2 candidate demonstrates developing sense of efficacy; 3 candidate demonstrates sense of efficacy

3.0 2.5 2.4 2.7 2.8 2.4 3.0 2.8 2.7 2.7 2.4 2.5

The candidate has professional relationships with colleagues.

7S7 Communicate with regular teachers, administrators, and other school personnel about characteristics and needs of individuals with specific exceptional learning needs.

1 Candidate is inappropriate or does not interact with colleagues; 2 Candidate provides evidence of professional relationships; 3 Candidate provides evidence of strong professional relationships and is actively considered part of the team.

3.0 2.6 2.3 2.9 2.9 2.8 2.9 2.8 2.5 2.7 2.4 2.5

The candidate communicates with parents or guardians about students' learning.

7S3 Foster respectful and beneficial relationships between families and professionals; 7S4 encourage and assist families to become active participants in the educational team; 7S1 Use collaborative strategies in

1 Provides no evidence or provides evidence of inadequate or inappropriate communication; 2 provides evidence of

2.9 2.3 2.1 2.5 2.6 2.6 2.4 2.7 2.3 2.5 2.5 2.5

working with individuals with exceptional learning needs, parents, and school and community personnel in various learning environments; 7S2 Communicate and son\\\consult with individuals, parents, teachers, and other school and community personnel; 7S5 Plan and conduct collaborative conferences with families or primary caregivers.

communication with parents or guardians; 3 provides evidence of active engagement with parent or guardians in the education of their children.

29 35 10 13 14 10 8 32 13 6 55 5

Early Childhood Learning Community (Pre-kAssociate License and Bachelor’s Completion)

05 06 06 07 07 08 08 09 09 10 10 11

Plans activities that reflect awareness of the developmental levels of children (A-1) 3.4 3.4 3.4 3.7 3.7 3.52Plans activities relevant to children's life experiences and cultural diversity (A-1)

3.3 3.2 3.3 3.6 3.6 3.48

Aligns curriculum goals and objectives with Ohio's Early Learning Content Standards (A-4) 3.3 3.4 3.3 3.5 3.6 3.39Effectively states clear goals and rationales for activities based on understanding of constructivist theory (A-2) 3.3 3.2 3.5 3.6 3.5 3.38Observes strengths and interests of children and builds on them either by extending current activities or planning related ones (A-3) 3.3 3.3 3.6 3.7 3.7 3.4

Reflectively evaluates activities and uses personal observation and mentor feedback to plan future curriculum activities (A-5) 3.4 3.5 3.6 3.6 3.7 3.56

Exhibits respect for all children and adults through language and actions (B-1) 3.6 3.6 3.7 3.8 3.8 3.68Exhibits enthusiasm and warmth (B-2) 3.7 3.6 3.8 3.8 3.7 3.68Uses encouragement rather than praise when responding to children (B-1) 3.5 3.1 3.3 3.4 3.6 3.32Focuses attention on the classroom situation rather than on personal needs during class (B-2) 3.2 3.7 3.6 3.7 3.7 3.64Converses about interests which are important to the specific child (B-2) (E) 3.1 3.4 3.6 3.7 3.7 3.52Regulates rates and duration of speaking to meet listener's needs (B-2) 3.4 3.3 3.4 3.6 3.6 3.6Makes comments and asks questions which stimulate and extend thinking (B-3) (C-3) 3.6 3.4 3.5 3.6 3.5 3.72Introduces activities in a positive, enthusiastic manner 3.7 3.6 3.7 3.8 3.7 3.64Kneels to child's level when speaking with him or her (B-2) (E) 3.2 3.5 3.8 3.8 3.8 3.52Establishes eye contact with child or adult to whom he or she is speaking (B-2) 3.4 3.6 3.8 3.8 3.8 3.52Helps children verbalize feelings (B-2) 3.7 3.3 3.5 3.6 3.5 3.6

Reinforces routine and manages transitions in a confident and positive manner (B-4) 3.7 3.3 3.4 3.6 3.5 2.72Positions self according to cues of children for maximum group awareness (B-5) 3.5 3.3 3.6 3.6 3.5 3.64Checks for safety of materials and equipment (B-5) 3.6 3.5 3.6 3.6 3.7 3.32Assumes an adult (rather than a playmate) role in the classroom (C-5) (D-2) 3.4 3.6 3.6 3.8 3.7 3.54Allows children opportunities for independent exploration of materials and environment (C-2) 3.2 3.6 3.7 3.7 3.7 3.56Listens and responds to children's comments and questions in a timely, appropriate manner (C-1) 3.1 3.6 3.6 3.8 3.7 3.56Adjusts activities in response to children's interests and use (C-4) 3.1 3.5 3.5 3.6 3.6 3.44Asks open ended questions which stimulate thinking and discovery (C-3) 3.7 3.4 3.3 3.6 3.5 3.48Intervenes or facilitates only when it will enhance the child's exploration (C-3) 3.7 3.3 3.3 3.5 3.5 3.24Extends children's language and thinking through carefully timed comments and questions, I.e. uses scaffolding techniques (C-3) 3.6 3.3 3.2 3.5 3.4 3.16

Dresses appropriately for the classroom (D-2) 3.8 3.7 3.7 3.8 3.8 3.24Follow specific rules and policies of the school (D-2) 3.7 3.7 3.6 3.8 3.8 3.64Complete assignments and tasks on time (D-2) 3.7 3.4 3.5 3.7 3.6 3.71Exhibits cooperation and rapport with mentor, instructors and colleagues (D-3) 3.5 3.7 3.8 3.9 3.7 3.6Uses reflective practice as evidenced by journal and conferencing (D-3) 3.7 3.6 3.6 3.7 3.5 3.72Accepts constructive feedback appropriately (D-1) 3.5 3.6 3.7 3.8 3.8 3.68Exhibits a sense of responsibility and dependability (D-3) 3.5 3.6 3.6 3.8 3.7 3.56Exhibits a willingness to go beyond requirements (D-2) 3.2 3.4 3.6 3.7 3.6 3.54Exhibits cooperation and rapport with mentor, cooperating teacher, and staff (D-3) 3.6 3.7 3.8 3.8 3.8 3.71Evaluates the effectiveness of activities in written assignments and in conversation with mentor and/or instructor (D-1) 3.7 3.3 3.6 3.7 3.6 3.54

Initiates conversation and asks questions of mentor in order to further learning (D-3) 3.4 3.7 3.7 3.7 3.8 3.54Establishes appropriate relationships with parents reflecting an understanding of the student teacher's role (D-5) 3.4 3.6 3.7 3.6 3.7 3.50

Kneels to child's level when speaking with him or her 3.1 3.6 3.8 3.9 3.7 3.52Establishes eye contact with child to who he/she is speaking 3.4 3.6 3.8 3.8 3.7 3.68Models appropriate grammar, language and tone 3.0 3.5 3.6 3.6 3.6 3.68Adjusts volume and tone of voice to suit the situation 3.3 3.5 3.5 3.7 3.6 3.64Uses effective whole group transition such as songs, finger plays and movement activities as part of the regular classroom routine 3.0 3.4 3.5 3.7 3.4 3.6

Follows a consistent cleanup routine that is effective in engaging the children in cleaning up quickly and moving on to the next activity with ease 3.2 3.4 3.5 3.6 3.5 3.44

Demonstrates active listening skills 3.2 3.4 3.4 3.7 3.6 3.48Avoids giving unintentional choices to children 3.1 3.2 3.5 3.4 3.4 3.40Initiates and extends conversations which are natural and relevant 3.0 3.5 3.6 3.6 3.6 3.48

Demonstrates ability to interact with individual or small groups while maintaining total group awareness 3.1 3.6 3.5 3.6 3.4 3.58Uses facial expressions, voice level, and other communication techniques to maintain the attention of an individual child or the group depending on the situation 3.1 3.5 3.5 3.7 3.5 3.56

Uses clearly stated, positive redirections 3.4 3.6 3.5 3.6 3.5 3.28Uses problem solving techniques to manage interpersonal conflicts 3.0 3.4 3.4 3.6 3.3 3.36Allows children to assume responsibility for solving interpersonal conflicts when possible 3.3 3.3 3.4 3.5 3.4 3.28Takes the role of mediator to facilitate problem solving when necessary 3.0 3.4 3.4 3.6 3.5 3.38n 137 38 19 38 59 26

Secondary Social Studies

5b. Scoring Rubrics: H4: How does the candidate actively engage students in their own understanding of how to critically evaluate accounts of an historical event or social science phenomenon and defend their judgments?

Level 1 Level 2 Level 3 Level 4Strategies for intellectual engagement seen in the clips limit opportunities for students to analyze or interpret accounts of an historical event or social science phenomenon and to explain their reasoning. Candidate accurately identifies successful and unsuccessful teaching practices. OR Student behavior or candidate’s disrespect for one or more students severely limits students’ engagement in learning.

Strategies for intellectual engagement seen in the clips offer opportunities for students to analyze or interpret accounts of an historical event or social science phenomenon and to explain their reasoning. These strategies reflect attention to students’ academic or language development, social/emotional development, and/or cultural and lived experiences. Candidate accurately identifies successful and unsuccessful teaching practices and proposes reasonable improvements.

Strategies for intellectual engagement seen in the clips) offer structured opportunities for students to evaluate accounts or interpretations about an historical event or social science phenomenon and to defend their own judgments. These strategies reflect attention to students’ academic or language development, social/emotional development, and/or cultural and lived experiences. Candidate identifies successful and unsuccessful teaching practices. The proposed improvements are reasonable and address the learning of a subgroup or individual students.

Strategies for intellectual engagement seen in the clips offer structured opportunities for students to interpretations about an historical event or social science phenomenon and to defend their own judgments. These strategies are explicit, and clearly reflect attention to students with diverse academic and language development, social/emotional development, and/or cultural and lived experiences. Candidate identifies successful and unsuccessful teaching practices. The proposed improvements are reasonable and address the learning of diverse students.

H5: How does the candidate elicit and monitor students’ responses to deepen their understanding of how to critically evaluate accounts of an historical event or social science phenomenon and defend their judgments?

Level 1 Level 2 Level 3 Level 4

Candidate primarily asks surface-level questions and evaluates student responses as correct or incorrect.Few connections are observed being made between and among history-social science facts, analyses, interpretations, and judgments about a history-social science event or phenomenon. ORMaterials or candidate responses include significant content inaccuracies that will lead to student misunderstandings.

The candidate elicits student responses that require analysis or interpretations of history/social science accounts.Candidate makes connections between and among history-social science facts, analyses, interpretations, and judgments about a history-social science event or phenomenon.

Candidates and/or other students build on what students are saying and/or doing to improve understanding of how to analyze or interpret history-social science accounts or defend judgments.Candidate and/or other students prompt students to make connections between and among history-social science facts, analyses, interpretations, and judgments about a history-social science event or phenomenon.

Candidate’s and/or other students’ interactions help develop or reinforce students’ abilities to evaluate their own analyses, interpretations, or judgments.Candidate and/or other students prompt students to make connections between and among history-social science facts, analyses, interpretations, and judgments about a history-social science event or phenomenon.

Data: Rubric Rating Candidate 1 Rating Candidate 2 Rating Candidate 3H4 Engaging students in learning 2 2 3H5 Deepening student learning during instruction 2 1 2

Rationale Candidate 1 Rationale Candidate 2 Rationale Candidate 3H4 Engaging students in learning

The inquiry-based methods naturally allow student to have the opportunity to analyze and interpret the historical event using multiple data sets. The candidate identified better ways to explain the analytical process in the future and make easier connections between the information for students in the future. This is not a level 3 because there is little evidence that the students were asked to defend their own judgements. She also did not connect her proposed improvements closely to a subgroup of students. This is not a level 1 because she did provide opportunities to analyze and accurately identifies successful

More level 2 than 1. In the second video the candidate uses questioning strategy to offer a variety of students to analyze and interpret prior and present information. The candidate states the strategies should reflect on language development, social/emotional development, cultural and lived experience, but does not offer concrete methods to accomplish this. Examples are given of successes and unsuccessful teaching strategies. He also gives two suggestions on how to improve on the lesson.

This section is not a two (2) because the students were not only asked to analyze or interpret accounts, but to also evaluate these accounts and to defend their own judgments. However, this section is not a four (4) because these strategies are not explicit and do not pay attention to students with diverse academic and language needs. The candidate also identified successful teaching practices (i.e. IEP students benefitting from working in groups) and unsuccessful teaching practices (i.e. difficulty level of poem and engaging all students). The candidate addresses reasonable improvements, as well as addressing the learning or individual

and unsuccessful teaching practices. students. For the above-mentioned reason, this section receives a three (3).

H5 Deepening student learning during instruction

The candidate makes connections between facts and judgments about about the historical event. The inquiry based project is focused on hypothesis and providing evidence for or against them. The students are asked to interpret varying accounts of one historical event. The candidate frequently begins questions to her students with Why does... , eliciting analytical responses from them. This is not a 3 because there is no evidence of students being prompted to make the connections themselves. It is not a one because she begins well beyond surface-level questions.

More level 1 than level 2. many surface level questions are asked of many students, but they did not require analysis and interpretation.Few connections are made between history-social science facts and interpretations. The candidate ask several questions at the end he feels are thought provoking, but they do not require much deep thought.

This section is not a one (1) because the candidate moves beyond asking surface level questions and the material does not contain content inaccuracies. This section receives a two (2) and not a three (3) because the candidate elicits student responses that require analysis, but he fails to encourage ongoing dialogue to build on what students are saying to improve understanding of how to interpret historical events. Additionally, the candidate makes the connections for students, rather than prompting the students to make connections for themselves. For the above-mentioned reasons, this section receives a score of two (2).

Secondary English/Language Arts

INSTRUCTION: ENGAGING STUDENTS IN LEARNINGELA4: How does the candidate actively engage students in building their own understandings of strategies to understand and interpret a complex text?

Level 1 Level 2 Level 3 Level 4 Strategies for intellectual

engagement seen in the clips limit opportunities for students to develop an understanding of strategies to understand and interpret complex features of a text.

Candidate accurately identifies successful and unsuccessful teaching practices.

OR Student behavior or candidate’s

disrespect for one or more students severely limits students’ engagement in learning.

Strategies for intellectual engagement seen in the clips offer opportunities for students to develop an understanding of strategies to understand and interpret complex features of a text. These strategies reflect attention to students’ academic or language development, social/emotional development, and/or cultural and lived experiences.

Candidate accurately identifies successful and unsuccessful teaching practices and proposes reasonable improvements.

Strategies for intellectual engagement seen in the clips offer structured opportunities for students to develop their own understanding of strategies to understand and interpret complex features of a text. These strategies reflect attention to students’ academic or language development, social/emotional development, and/or cultural and lived experiences.

Candidate identifies successful and unsuccessful teaching practices. The proposed improvements are reasonable and address the learning of a subgroup or individual students.

Strategies for intellectual engagement seen in the clips offer structured opportunities for students to develop their own understanding of strategies to understand and interpret complex features of a text. These strategies are explicit, and clearly reflect attention to students with diverse academic and language development, social/emotional development, and/or cultural and lived experiences.

Candidate identifies successful and unsuccessful teaching practices. The proposed improvements are reasonable and address the learning of diverse students

INSTRUCTION: DEEPENING STUDENT LEARNING DURING INSTRUCTIONELA5: How does the candidate elicit and monitor students’ responses to deepen their abilities to understand and interpret a complex text?

Level 1 Level 2 Level 3 Level 4 Candidate primarily asks surface-

level questions and evaluates student responses as correct or incorrect.

Few connections are observed being made between and among the text, understandings, and interpretations.

OR Materials or candidate responses

include significant content inaccuracies that will lead to student misunderstandings.

The candidate elicits student responses that require thinking.

Candidate makes connections between and among the text, understandings, and interpretations.

Candidates and/or other students build on what students are saying and/or doing to improve understanding and interpretation of complex features of a text.

Candidate and/or other students prompt students to make connections between and among the text, understandings, and interpretations.

Candidate’s and/or other students’ interactions help develop or reinforce students’ abilities to evaluate their own understanding and interpretation of complex features of a text.

Candidate and/or other students prompt students to make connections between and among the text, understandings, and interpretations.

b) Data The candidate, who piloted the Secondary English Language Arts Teacher Performance Assessment prototype last spring (11S), received the following ratings and feedback on the work that he submitted.

E4 Engaging students in learning = 2. The key evidence cited for supporting the assigned score: “Not a 1 because candidate offers opportunities for students to develop an understanding of plot development by listening to a recording of the poem (Boy Named Sue) and discussing the different stages of plot development. Candidate engaged students in the use of academic language (students used the terms when referring to the categories). Student worked in cooperative groups (socio/emotional development) and cultural/lived experiences (using pop culture). Candidate identified successful ( music, video; normally disruptive students were engaged in the learning tasks; student reviewed the parts of the plot development that engaged the class in helping her with the words) and unsuccessful teaching practices ( I provided information and justification for students in clip 2. Candidate states, This was a missed opportunity )and proposed reasonable improvements (wait time and had more students to engage in the memorization device in clip 2) Not Level 3 did not allow student to devleop own understandings as viewed through the video. Evidence: memorization device, video, audio, pop culture, use of academic language”.

E4 Deepening student learning during instruction = 2. The key evidence cited for supporting the assigned score: “This is beyond a 1 because the candidate elicited student responses that required thinking (Following up of Why questions). Candidate asks students questions at the beginning of clip using the academic language and getting students' responses as to the different categories found in the text. The candidate makes connections through the use of video, audio, text, and discussion. This was evidenced by the use of the audio for the poem A Boy Named Sue when deciding if a certain phrase was the climax or the resolution. Not a 3 because candidate and/or other students do not build on what students are saying and/or doing to improve understanding and interpretation of complex features of a test. Students did assist the one student in the plot device memorization, but not to improve a complex feature of a text. Evidence: Why questions to follow up student responses. Candidate makes connection using audio, video and text”.

Secondary Mathematics

M4: How does the candidate actively engage students in developing their own understanding of mathematical concepts, procedures, and reasoning?Level 1 Level 2 Level 3 Level 4

Strategies for intellectual engagement seen in the clip(s) limit opportunities for students to develop an understanding of mathematical concepts, procedures, and reasoning .Candidate accurately identifies successful and unsuccessful teaching practices. OR Student behavior or candidate’s disrespect for one or more students severely limits students’ engagement in learning.

Strategies for intellectual engagement seen in the clip(s) offer opportunities for students to develop an understanding of mathematical concepts, procedures, and reasoning. These strategies reflect attention to students’ academic or language development, social/emotional development, and/or cultural and lived experiences.

Candidate accurately identifies successful and unsuccessful teaching practices and proposes reasonable improvements.

Strategies for intellectual engagement seen in the clip(s) offer structured opportunities for students to develop their own understanding of mathematical concepts, procedures, and reasoning. These strategies reflect attention to students’ academic or language development, social/emotional development, and/or cultural and lived experiences.

Candidate identifies successful and unsuccessful teaching practices. The proposed improvements are reasonable and address the learning of a subgroup or individual students.

Strategies for intellectual engagement seen in the clip(s) offer structured opportunities for students to develop their own understanding of mathematical concepts, procedures, and reasoning. These strategies are explicit, and clearly reflect attention to students with diverse academic or language development, social/emotional development, and/or cultural and lived experiences.Candidate identifies successful and unsuccessful teaching practices. The proposed improvements are reasonable and address the learning of diverse students.

Middle Childhood Education

Middle Childhood Education Performance in Teaching Associate and Internship

Assessment Item NMSA Description of indicators for 1, 2, and 3 2006-2007

2007-20082008-2009Uptow

n Clermont PB

The candidate is familiar with relevant student background.

1. Understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning.

1. demonstrates little or no familiarity with background; 2 some understanding, can explain how to gain background knowledge; 3 comprehensive knowledge

2.7 2.74 2.5 2 2.8

The candidate articulates clear, appropriate learning goals.

4. understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and create meaningful learning experiences that develop all young adolescents' competence in subject matter and skills.

1. Unable to articulate goals; 2 Articulates goals; 3 Well-articulated goals, well-thought out rationale for the appropriateness and differentiation of goals.

2.7 2.76 3 2 2.8

The candidate 3. understands the major concepts, principles, 1. unable to describe long-term goals; 2 able 2.7 3 3 2 2.7

understands the place of current content to that learned previously and that to be learned in the future.

theories, standards, and research related to middle level curriculum and assessment, and use this knowledge in practice; 4. understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and create meaningful learning experiences that develop all young adolescents' competence in subject matter and skills.

to describe long term goals; 3 able to describe long term goals and where the goal fits in discipline.

The candidate selects and uses methods, materials, and strategies appropriate to the students and aligned with goals.

1. Understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning; 3. understands the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and use this knowledge in practice; 4. understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and create meaningful learning experiences that develop all young adolescents' competence in subject matter and skills.

1. Unrelated or inappropriate; 2 aligned with goals and appropriate in general; 3 plan for differentiated learning experiences

2.7 2.74 2.67 3 2.8

The candidate uses evaluation and assessment strategies that are appropriate and aligned with goals.

3. understands the major concepts, principles, theories, standards, and research related to middle level curriculum and assessment, and use this knowledge in practice; 5. understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents.

1 Lack of systematic, related assessment; 2 Assessment systematic and aligned with lesson; 3 Describes use of assessment in future planning

2.7 2.8 2.7 3 2.8

The candidate creates and maintains a fair climate.

5. understand and use the major concepts, principles, theories, and research related to effective instruction and assessment, and employ a variety of strategies for a developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents.

1 Climate is unfair; candidate communicates biases; some students are unable to achieve due to unfairness; 2 climate is fair and no unfair behavior is observed; 3 Climate is far and candidate enhances fair treatment student-to-student

2.6 3 2.2 2 2.7

The candidate establishes and maintains rapport.


1. Candidate has not established rapport; 2 Rapport is established and maintained; 3 Rapport is established and maintained and candidate has strong relationships with students.

2.8 2.81 2.67 2 2.8

The candidate communicates challenging learning expectations.

4. understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields, and create meaningful learning experiences that develop all young adolescents' competence in subject matter and skills.

1. Candidate communicates low expectations; 2 Candidate communicates challenging learning expectations; 3 Candidate communicates challenging learning experiences and promotes self-advocacy

2.7 2.81 2.6 2 2.8

The candidate establishes consistent behavior standards.


1 Candidate is inconsistent in behavioral standards; 2 Candidate establishes consistent behavioral standards, few or minor misbehaviors occur; 3 candidate is consistent and proactive in management, misbehaviors handles appropriately

2.6 2.75 2.83 2 2.8

The classroom is a safe environment, conductive to learning.


1. Classroom is unsafe and unpredictable. 2 Classroom is safe, predictable, and conducive to learning; 3 classrooms are safe, predictable, conducive to learning, and encourages natural supports.

2.8 2.6 2.83 2 2.7

The candidate makes learning goals and procedures clear to students.


1. Goals are unclear and students are unaware of what they are to do; 2 Goals and procedures are clear; 3 Goals and procedures are clear and developed and maintained throughout the lesson in collaboration with students and all students understand how they are to proceed.

2.6 2.8 3 3 2.8

The candidate makes content understandable.


Candidates' presentations and interactions are difficult to understand and content is unclear or inaccurate. Content is understandable and accurate. 3 Candidate makes content understandable and differentiates responses to students.

2.7 2.79 2.83 2 2.8

The candidate encourages students to extend their thinking.


1Candidate limited student extensions; 2 Candidate encourages students to extend their thinking; 3 Candidate encourages students to extend their thinking, and expands lesson content in response.

2.8 2.72 2.8 2 2.7

The candidate provides feedback to students to support their learning and adjust activities as necessary.


1 Candidate does not utilize systematic assessment nor provides students with feed back; 2 Candidate provides feedback and appropriate assessment; 3 Candidate provides feedback, uses appropriate assessment, and differentiates instructional accordingly.

2.7 3 2.5 2 2.8

The candidate uses instructional time effectively.


1 Candidate wastes instructional time; 2 Candidate uses instructional and noninstructional time appropriately; 3 Candidate is effective in the use of instructional time.

2.7 2.75 2.33 2 2.8

The candidate reflects on students' development on goals.

1. Understand the major concepts, principles, theories, and research related to young adolescent development, and they provide opportunities that support student development and learning.

1 Candidate fails to review students' development nor comment on growth; 2 candidate reflects on students' development. 3 Candidate reflects on students' development and actively problem solves.

2.8 2.86 2.5 2 2.8

The candidate demonstrates a sense of efficacy.

7. understand the complexity of teaching young adolescents and engage in practices and behaviors that develop their competence as professionals

1 Candidate demonstrates low levels of confidence, competence, and integrity; 2 candidate demonstrates developing sense of efficacy; 3 candidate demonstrates sense of efficacy

2.8 3 2.5 2.8

The candidate has professional relationships with colleagues.

2. understand major concepts, principles, theories and research underlying the philosophical foundations of developmentally responsive middle level programs and schools, and work successfully within these organizational components.

1 Candidate is inappropriate or does not interact with colleagues; 2 Candidate provides evidence of professional relationships; 3 Candidate provides evidence of strong professional relationships and is actively considered part of the team.

2.8 2.7 2.67 3 2.9

The candidate communicates with parents or guardians about students' learning.

6. understand the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they use that knowledge to maximize the learning of all young adolescents.

1 Provides no evidence or provides evidence of inadequate or inappropriate communication; 2 provide evidence of communication with parents or guardians; 3 provide evidence of active engagement with parent or guardians in the education of their children.

2.7 2.51 3 2 2.8

Overall Rating 1 unsatisfactory progress; 2 basic progress; 3 excellent progress 2.8

University of Cincinnati General Education CompetenciesThe candidate analyzes, synthesizes, and evaluations information and ideas from

1 demonstrates an awareness level or fails to integrate information and ideas from multiple perspectives; 2. demonstrates analysis, synthesis, and evaluation of

3

multiple perspectives information and ideas from multiple perspectives; 3. demonstrates depth and reflection in the analysis, synthesis, and evaluation of information and ideas.

The candidate fuses information and concepts from multiple disciplines for personal and professional enhancement.

1 demonstrates little integration of information and concepts; 2 demonstrates the ability to fuse information and concepts from multiple disciplines; 3. consistently and coherently fuses information and concepts from multiple disciplines.

3

The candidate recognizes when information is needed and has the ability to locate, evaluation, and effectively use the needed information.

1. does not recognize the need for further information or is unable to locate, evaluate, or use information; 2 recognizes when information is needed, locates, and uses the needed information; 3. is committed to locating, evaluation, and using a broad range of information in study and practice.

3

N 135 71 6 1 161Rubric with 3 point scale, ranging from consistent, professional demonstration (3) to inconsistent inadequate.

Secondary ScienceS4: How does the candidate actively engage students in their own understanding of collecting, analyzing, and interpreting scientific data?

Level 1 Level 2 Level 3 Level 4Strategies for intellectual engagement seen in the clips limit opportunities for students to collect, analyze, and interpret scientific data. Candidate accurately identifies successful and unsuccessful teaching practices. OR Student behavior or candidate’s disrespect for one or more students severely limits students’ engagement in learning.

Strategies for intellectual engagement seen in the clips offer opportunities for students to collect, analyze, and interpret scientific data. These strategies reflect attention to students’ academic or language development, social/emotional development, and/or cultural andd lived experiences. Candidate accurately identifies successful and unsuccessful teaching practices and proposes reasonable improvements.

Strategies for intellectual engagement seen in the clips offer structured opportunities for students to collect, analyze, and interpret scientific data. These strategies reflect attention to students’ academic or language development, social/emotional development, and/or cultural and lived experiences. Candidate identifies successful and unsuccessful teaching practices. The proposed improvements are reasonable and address the learning of a subgroup or individual students.

Strategies for intellectual engagement seen in the clips offer structured opportunities for students to collect, analyze, and interpret scientific data. These strategies are explicit, and clearly reflect attention to students with diverse academic or language development, social/emotional development, and/or cultural and lived experiences. Candidate identifies successful and unsuccessful teaching practices. The proposed improvements are reasonable and address the learning of diverse students.

S5: How does the candidate elicit and monitor students’ responses to deepen their abilities to collect, analyze, and interpret scientific data?

Level 1 Level 2 Level 3 Level 4

Candidate primarily asks surface-level questions and evaluates student responses as correct or incorrect. Few connections are observed being made between and among science concepts, analyses and interpretations of science data. OR Materials or candidate responses include significant content inaccuracies that will lead to student misunderstandings.

The candidate elicits student responses that require thinking about science concepts, explanations, and the quality of data. Candidate makes connections between and among science concepts, analyses and interpretations of science data.

Candidates and/or other students build on what students are saying and/or doing to improve understanding of science concepts, explanations, and the quality of data. Candidate and/or other students prompt students to make connections between and among science concepts, analyses and interpretations of science data.

Candidate’s and/or other students’ interactions help develop or reinforce students’ abilities to evaluate their own ideas about concepts, explanations, and the quality of data. Candidate and/or other students prompt students to make connections between and among science concepts, analyses and interpretations of science data.

5c. Science candidate data derived from the assessment The ratings by an external, state-trained and calibrated rater for this candidate’s portfolio are:

S4: How does the candidate actively engage students in their own understanding of collecting, analyzing, and interpreting scientific data?2 -Strategies for intellectual engagement seen in the clips offer opportunities for students to collect, analyze, and interpret scientific data. Students worked in pairs to complete an inquiry activity. Strategies reflect attention to students' academic and social/emotional development. I wanted students to work cooperatively in pairs so they could help one another and answer each others' questions. Having groups bigger than 2-3 during this activity would leave students without a task or cause some to not have to participate. Using the strategy of pairing students during the inquiry activity when students were collecting data allowed them to learn and talk with their peers. Candidate accurately identifies successful and unsuccessful teaching practices and proposes reasonable improvements. I believe the three habitats/examples used in the analysis discussion helped students develop an understanding of adaptations and how specific traits can help an organism live in a particular environment. Missed opportunities in this video would be in the lack of wait time from me to allow all students to think of a response to questions and there was no other individual work or opportunities for students to show me what they understand, except for the exit ticket at the end. I would more explicitly make the connection between genotype and phenotype (along with traits) to chromosomes.

S5: How does the candidate elicit and monitor students’ responses to deepen their abilities to collect, analyze, and interpret scientific data?3 - Candidate builds on what students are saying and/or doing to improve understanding of science concepts, explanations, and the quality of data. I also used questioning during this activity quite a bit to have students figure out the answers to their questions. See time 3:45 in video for an example. Candidate prompts students to make connections between and among science concepts, analyses and interpretations of science data. I asked students to think about another type of animal that spends a lot of time off the ground and uses something specific to do that with. Students immediately thought of monkeys and made the connection to some Reebops having a curly tail that would help them swing through trees and off the ground.

Advanced Programs and Programs for Other School Personnel

Building Level leadership:

Score 0 1 2Criterion Unacceptable Acceptable Target

Candidate’s proposal supports the school’s vision and mission.

(ELCC 1.2)

In their contract, candidates do not specifically articulate the components of this vision for the project and the leadership processes necessary to implement and support the school vision. Candidates do not include in the plan a comprehensive use of data-based research strategies and strategic planning processes that focus on student learning to inform the development of the project. Candidates do not draw on relevant information sources such as student assessment results, student and family demographic data, and an analysis of

In their contract, candidates specifically articulate the components of this vision for the project and the leadership processes necessary to implement and support the project. Though it is clearly related to the school vision, this relationship is not articulated in the project. Candidates include in the plan data-based research strategies and strategic planning processes that focus on student learning to inform the development of the project. While these strategies are present, they are not comprehensive or deliberate. While the candidate further draws on relevant information sources such as student assessment results, student and family demographic data, and an

In their contract, candidates specifically articulate the components of this vision for the project and the leadership processes necessary to implement and support the school vision. Candidates include in the plan a comprehensive use of data-based research strategies and strategic planning processes that focus on student learning to inform the development of the project. The candidate further draws on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs and makes a clear connection to these sources in the


community needs. Candidates do not include in the contract a plan to communicate the vision of the project and how it relates to the school vision to staff, parents, students, and community members.

analysis of community needs, he or she does not relate specific results to various elements of the contract. Candidates include in the contract a plan to communicate the vision of the project and how it relates to the school vision to staff, parents, students, and community members.

contract. Candidates include in the contract a plan to communicate the vision of the project and how it relates to the school vision to staff, parents, students, and community members.

Candidate helps implement the school’s vision.

(ELCC 1.3)

Candidates do not include any initiatives to motivate staff, students, and families to achieve the school’s vision.Candidates do not include plan for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources)

Candidates include one initiative to motivate staff, students, and families to achieve the school’s vision.Candidates include a vague plan for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources)

Candidates include several initiatives to motivate staff, students, and families to achieve the school’s vision.Candidates include a clear articulate plan for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources).

Candidate designs or adopts a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision.

(ELCC 1.4)

Candidates do not assume stewardship of the vision of their project and/or they do not articulate these methods in their paper. The candidate does not acknowledge the role that effective communication plays in the project. The candidate does not design or adopt a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision and goals of the project or develops an irrelevant or inappropriate plan.

Candidates assume stewardship of the vision of their project through a single method, and clearly articulate this method in their final paper. The candidate also further articulates the role that effective communication plays in the project, but does not note it as a tool to create shared commitment to the project. The candidate measures the success of his/her project by designing or adopting a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision and goals of the project. This evaluation plan is clearly laid out in the project report and the results are presented.

Candidates assume stewardship of the vision of their project through various methods, and clearly articulate these methods in their final paper. The candidate also further articulates the role that effective communication plays in building shared commitment to the project. The candidate measures the success of a project by designing or adopting a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision and goals of the project. This evaluation plan is clearly laid out in the project report and the results are presented.

Candidate supports the school’s effective instructional Program.

Candidates do not include activities that apply principles of effective instruction to improve current instructional practices and curricular materials. Candidates also do not include a relationship to the

Candidates include activities that apply principles of effective instruction to improve current instructional practices and curricular materials. The activities clearly are appropriate for the diverse needs of students in their design,

Candidates include activities that apply principles of effective instruction to improve current instructional practices and curricular materials. Candidates also include a relationship to the diverse needs of students


(ELCC 2.2) diverse needs of students in their activity designs, implementation, and evaluation. Candidates do not include reference to technology and information systems to enrich and/or monitor instructional practices.

implementation, and evaluation; however a direct relationship is not made to the purposeful inclusion of activities for this reason. Candidates include a vague reference to technology and information systems to enrich and/or monitor instructional practices.

in their activity designs, implementation, and evaluation. Candidates include the use and promotion of technology and information systems to enrich and/or monitor instructional practices.

Candidate acts with integrity.

(ELCC 5.1)

Candidates develop a project that is not respectful to the rights of others with regard to confidentiality and dignity. The candidate does not engage in honest interactions throughout the project.

Candidates develop a project that is clearly respectful. While the candidate engages in honest interactions throughout the project, these interactions are not explicitly articulated in both the contract and the final paper.

Candidates develop a project that respects the rights of others with regard to confidentiality and dignity, and engages in honest interactions throughout the project. This is evident in both the contract and the final paper.

Candidate acts fairly.

(ELCC 5.2)

It is not evident throughout the project that students are able to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others.

Candidates demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others. This is obvious in the success of the interactions that candidates articulate in their final paper.

Candidates engage in their projects in such a way that they demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others. This is deliberate in the planning of interactions.

Candidate acts ethically.

(ELCC 5.3)

Candidates do not explain decisions in their project using ethical and legal principles

Candidates make decisions in their project that are based upon ethical and legal principles, however, do not clearly explain this connection.

Candidates make and explain decisions in their project that are based upon ethical and legal principles

7.3 Standards-baseda. Candidates apply skills and knowledge articulated in these standards as well as state and local standards for educational leaders.b. Experiences are designed to accommodate candidates’ individual needs.

Candidates do not clearly describe how the assessment stage was conducted, do not describe the association of the ELCC Standards to their project, nor do they present the results of their assessment.

Candidates clearly describe how the assessment stage was conducted, describing the association of the ELCC Standards to their project, and present the results of their assessment.

Candidates clearly describe how the assessment stage was conducted, describing the association of the ELCC Standards to their project, and present the results of their assessment. It is evident that this project was well thought out and standards based.

C. Clinical Internship Project Report Data 2010=2011


Candidate’s proposal supports the school’s vision and mission. (ELCC 1.2) 25Candidate helps implement the school’s vision. (ELCC 1.3) 25Candidate designs or adopts a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision. (ELCC 1.4)

25

2.2 Candidate supports the school’s effective instruction program. 255.1 Candidate acts with integrity 255.2 Candidate acts fairly. 255.3 Candidate acts ethically. 257.3 Standards-based 25

District Level Leadership


Candidate’s proposal supports the district’s vision and mission.

(ELCC 1.2)

In their contract, the candidate does not specifically articulate the components of this vision for the project and the leadership processes necessary to implement and support the district vision. Candidate does not include in the plan a comprehensive use of data-based research strategies and strategic planning processes that focus on student learning to inform the development of the project. The candidate does not draw on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs. Candidate does not include in the contract a plan to communicate to school boards, staff, parents, students, and community members the vision of the project and

In their contract, the candidate specifically articulates the components of this vision for the project and the leadership processes necessary to implement and support the project. Though it is clearly related to the school vision, this relationship is not articulated in the project. Candidate includes in the plan data-based research strategies and strategic planning processes that focus on student learning to inform the development of the project. While these strategies are present, they are not comprehensive or deliberate. While the candidate further draws on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs, he or she does not relate specific results to various elements of the contract. Candidate includes in the contract a plan to communicate to school boards, staff, parents,

In their contract, the candidate specifically articulates the components of this vision for the project and the leadership processes necessary to implement and support the school vision. Candidate includes in the plan a comprehensive use of data-based research strategies and strategic planning processes that focus on student learning to inform the development of the project. The candidate further draws on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs and makes a clear connection to these sources in the contract. Candidate includes in the contract a plan to communicate to school vision to school boards, staff, parents, students, and community members the vision of the project and how it relates the district vision.


how it relates to the school vision the district vision.

students, and community members the vision of the project and how it relates the district vision to school vision.

Candidate helps implement the district’s vision.

(ELCC 1.3)

The candidate does not include any initiatives to motivate staff, students, and families to achieve the district’s vision.Candidate does not include plan for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources.

The candidate includes one initiative to motivate staff, students, and families to achieve the district’s vision.Candidate includes a vague plan for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources.

The candidate includes several initiatives to motivate staff, students, and families to achieve the district’s vision.Candidate includes a clear articulate plan for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources.

Candidate demonstrates the ability to align and, as necessary, redesign administrative policies and practices required for full implementation of a district vision

(ELCC 1.4)

The candidate does not assume stewardship of the vision and/or does not clearly articulate these methods in their final paper. The candidate also does not articulate the role an evaluation plan plays in aligning and, as necessary, redesigning administrative policies and practices. The candidate does not design or adopt a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision and goals of the district. This evaluation plan further does not draw on clearly articulated theories and research related to organizational and educational leadership.

The candidate assumes stewardship of the vision of their project through a single method, and clearly articulates this method in their final paper. The candidate also further articulates the role an evaluation plan plays in aligning and, as necessary, redesigning administrative policies and practices. The candidate measures the success of a project by designing or adopting a system for using one data-based research strategy to regularly monitor, evaluate, and revise the vision and goals of the district. This evaluation plan further draws on at least one clearly articulated theory or research related to organizational and educational leadership.

The candidate assumes full stewardship of the vision of their project through various methods, and clearly articulates these methods in their final paper. The candidate also further articulates the role an evaluation plan plays in aligning and, as necessary, redesigning administrative policies and practices. The candidate measures the success of a project by designing or adopting a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision and goals of the district. This evaluation plan further draws on clearly articulated theories and research related to organizational and educational leadership.

Candidate supports the district’s effective instructional program.

(ELCC 2.2)

The candidate includes no activities that apply principles of effective instruction to improve current instructional practices and curricular materials. The candidate also does not include a justification for allocating resources to sustain these

The candidate includes at least one activity that applies principles of effective instruction to improve current instructional practices and curricular materials. They also include a justification for allocating resources to sustain these instructional programs. The candidate also

The candidate includes several activities that apply principles of effective instruction to improve current instructional practices and curricular materials. They also include a justification for allocating resources to sustain these instructional programs. The


instructional programs. The candidate does not include research methods to assess the overall improvement from these instructional programs, and does not list strengths and weaknesses of these programs.

includes at least one appropriate research method to assess the overall improvement from these instructional programs, and lists strengths and weaknesses of these programs.

candidate also includes various appropriate research methods, technology, and information systems to assess the overall improvement from these instructional programs, and can analyze the comparable strengths and weaknesses of these programs.

Candidate acts with integrity.

(ELCC 5.1)

Candidate develops a project that is not respectful to the rights of others with regard to confidentiality and dignity. The candidate does not engage in honest interactions throughout the project.

Candidate develops a project is clearly respectful. While the candidate engages in honest interactions throughout the project, these interactions are not explicitly articulated in both the contract and the final paper.

Candidate develops a project that respects the rights of others with regard to confidentiality and dignity, and engages in honest interactions throughout the project. This is evident in both the contract and the final paper.

Candidate acts fairly.

(ELCC 5.2)

It is not evident throughout the project that students are able to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others.

The candidate demonstrates the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others. This is obvious in the success of the interactions that candidates articulate in their final paper.

The candidate engages in their projects in such a way that they demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others. This is deliberate in the planning of interactions.

Candidate acts ethically.

(ELCC 5.3)

The candidate does not explain decisions in their project based upon ethical and legal principles.

The candidate makes decisions in their project that are based upon ethical and legal principles, however, do not clearly explain this connection.

The candidate makes and explains decisions in their project that are based upon ethical and legal principles.

7.3 Standards-baseda. Candidates apply skills and knowledge articulated in these standards as well as state and local standards for educational leaders.b. Experiences are designed to accommodate candidates’ individual needs.

The candidate does not clearly describe how the assessment stage was conducted, do not describe the association of the ELCC Standards to their project, nor do they present the results of their assessment.

The candidate clearly describes how the assessment stage was conducted, describing the association of the ELCC Standards to their project, and present the results of their assessment.

The candidate clearly describes how the assessment stage was conducted, describing the association of the ELCC Standards to their project, and present the results of their assessment. It is evident that this project was well thought out and standards based.

Data 2010-2011Score 0 1 2

Criterion Unacceptable

Acceptable Target

Candidate’s proposal supports the district’s vision and mission.(ELCC 1.2) 3

Candidate helps implement the school’s vision. (ELCC 1.3) 3Candidate demonstrates the ability to align and, as necessary, redesign administrative policies and practices required for full implementation of a district vision (ELCC 1.4)

3

Candidate supports the district’s effective instructional Program.(ELCC 2.2) 3Candidate acts with integrity.(ELCC 5.1) 3Candidate acts fairly.(ELCC 5.2) 3Candidate acts ethically.(ELCC 5.3) 37.3 Standards-based a. Candidates apply skills and knowledge articulated in these standards as well as state and local standards for educational leaders. b. Experiences are designed to accommodate candidates’ individual needs.

3

Intervention Specialist License for Individuals with Initial License

Indicator and Knowledge and Skills Rubric Ratings Mean Ratings07/08 08/09 09/10 10/11

Familiar with relevant student background as indicated by demonstration of these knowledge and skills:ICC8S1: Gather relevant background informationICC6K1: Effects of cultural and linguistic difference on growth and developmentICC3K4:Cultural perspectives influencing the relationships among families, schools, and communities as related to instructionICC6K2: Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of languagesICC2K3: Characteristics and efforts of the cultural and environmental milieu of the individual with exceptional learning needs and the familyIGC2K6: Types and transmission routes of infection disease

1: Demonstrates little or no familiarity with background;2. some understanding; can explain how to gain background knowledge;3 Comprehensive knowledge, with evidence that candidate knows and is able to do knowledge and skills listed. 2.8 3 2.08 2.10

Articulates clear, appropriate learning goals as indicated by demonstration of these knowledge and skills:ICC7S6: Sequence, implement, and evaluate individualized learning objectivesIGC3S1: Impact of exceptional learning needs on auditory and information processing skills

1.Unable to articulate goals,2. articulates goals;3.Well-articulated goals; well-thought out rationale for the appropriateness and differentiation of goals , with evidence that candidate knows and is able to do knowledge and skills listed.

2.8 2.8 2.08 2.10

ICC7K3: Involve the individual and family in setting instructional goals and monitoring progressUnderstands the place of current content to that learned previously and that to be learned in the future as indicated by demonstration of these skills:IGC4S10: Identify and teach basic structures and relationships within and across curriculaIGC4S13: Identify and teach essential concepts, vocabulary, and content across the general curriculumIGC4S16: Implement systematic instruction to teach accuracy, fluency, and comprehension in content area reading and written language

1: Unable to describe long term goals;2: describes somewhat appropriate long term goals;3: describes long term goals and how they fit into the discipline, with evidence that candidate knows and is able to do skills listed. 2.5 3 2.00 2.10

Selects and uses methods, materials, and strategies appropriate to the students and aligned with goals as indicated by demonstration of these knowledge and skills:ICC4K1: Evidence-based practices validated for specific characteristics of learners and settingsIGC4K1: Sources of specialized materials, curricula, and resources for individuals with exceptional learning needsIGC4K3: Advantages and limitations of instructional strategies and practices for teaching individuals with exceptional learning needsIGC4K6: Methods for increasing accuracy and proficiency in math calculations and applicationsIGC4K7: Methods for guiding individuals in identifying and organizing critical contentICC4S3: Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needsIGC4S7: Use appropriate adaptations and technology for all individuals with exceptional learning needsIGC4S11: Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrievalIGC6K1: Impact of language development and listening comprehension on academic and non-academic learning of individuals with exceptional learning needsIGC7K4: Relationships among exceptional learning needs and reading instructionIGC7S1: Plan and implement individualized reinforcement systems and environmental modifications at levels equal to the intensity of the behaviorICC7S9: Incorporate the implement instructional and assistive technology into the educational program

1: Unrelated or inappropriate;2: Aligned with goals and appropriate in general3: Plan for differentiated learning experiences, with evidence that candidate knows and is able to do knowledge and skills listed.

2.8 3 2.00 2.10

ICC7S11: Prepare and organize materials to implement daily lesson plansIGC7S3: Plan and implement age and ability appropriate instructions for individuals with exceptional learning needsIGC7S5: Interpret sensory, mobility, reflex, and perceptual information to create or adapt appropriate learning plansUses evaluation and assessment strategies that are appropriate and aligned with goals as indicated by demonstration of these skills:ICC7S15: Evaluate and modify instructional practices in response to ongoing assessment dataICC8S2: Administer nonbiased formal and informal assessmentsICC8S3: Use technology to conduct assessmentsICC8S4: Develop or modify individualized assessment strategiesICC8S5: Interpret information from formal and informal assessmentsIGC8S3: Select, adapt and modify assessments to accommodate the unique abilities and needs of individuals with exceptional learning needsIGC8S4: Assess reliable method(s) of response of individuals who lack typical communication and performance abilitiesIGC8S5: Monitor intragroup behavior changes across subjects and activities

1: lack of systematic, related assessment;2. Assessment systematic and aligned with lessons;3: describes use of assessment in future planning, with evidence that candidate knows and is able to do skills listed.

2.5 3 2.00 2.10

Creates and maintains a fair climate as indicated by demonstration of these skills:ICC5S1: Create a safe, equitable, positive, and supportive learning environment in which diversities are valuedICC5S2: Identify realistic expectations for personal and social behavior in various settingsICC5S13: Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiencesICC5S14: Mediate controversial intercultural issues among individuals with exceptional learning needs within the learning environment in ways that enhance any culture, group, or personIGC5S5: Use skills in problem-solving and conflict resolution

1: Climate is unfair; candidate communicates biases; some students are unable to achieve due to unfairness;2: Climate is fair and no unfair behavior is observed;3: Climate is fair and candidate enhances fair treatment student-to-student, with evidence that candidate knows and is able to do skills listed. 2.6 3 2.08 2.10

Establishes and maintains rapport as indicated by demonstration of this knowledge:ICC5K5: Social skills needed for educational and other environments

1: Candidate has not established rapport;2: Rapport is established and maintained;3: Rapport is established and maintained, and candidate has strong relationships with students, with evidence that candidate has knowledge listed.

2.8 3 2.31 2.10

Communicates challenging learning expectations as indicated by demonstration of these knowledge and skills:ICC5S5: Modify the learning environment to manage behaviorsIGC7K1: Integrate academic instruction and behavior management for

1. Communicates low expectations;2. Communicates challenging learning expectations;3. Communicates challenging learning expectations and promotes self-advocacy, with evidence that

2.8 3 2.00 2.10

individuals and groups with exceptional learning needsICC9S10: Access information on exceptionalities

candidate knows and is able to do knowledge and skills listed.

Establishes consistent behavior standards as indicated by demonstration of these skills:ICC5S12: Design and manage daily routinesIGC5S6: Establish a consistent classroom routine for individuals with exceptional learning needs

1: inconsistent in behavioral standards;2: establishes consistent behavioral standards; few or minor misbehaviors occur;3: Candidate is consistent and proactive in management, misbehaviors handed appropriately, with evidence that candidate knows and is able to do skills listed.

2.6 3 2.00 2.10

Classroom is a safe environment, conductive to learning as indicated by demonstration of these knowledge and skills:ICC5K5: Social skills needed for educational and other environmentsICC5K6: Strategies for crisis prevention and interventionICC5K7: Strategies for preparing individuals to live harmoniously and productively in a culturally diverse worldICC5K8: Ways to create learning environments that allow individuals to retain and appreciate their own and each other’s respective language and cultural heritageICC5S1: Create a safe, equitable, positive, and supportive learning environment in which diversities are valuedICC5S15: Structure, direct, and support the activities of paraeducators, volunteers, and tutors

1. Classroom is unsafe and unpredictable.2. Classroom is safe, predictable, and conducive to learning. 3. Classroom is safe, predictable, conductive to learning, and encourages natural supports, with evidence that candidate knows and is able to do knowledge and skills listed.

2.6 3 2.00 2.10

Makes learning goals and procedures clear to students as indicated by demonstration of this knowledge:ICC5K3: Effective management of teaching and learning

1 Goals are unclear and students are unaware of what they are to do.2Goals and procedures are clear.3 Goals and procedures are clear and developed and maintained throughout the lesson in collaboration with students and all students understand how they are to proceed, with evidence that candidate knows and has knowledge listed.

2.6 3 2.00 2.10

Makes content understandable as indicated by demonstration of these skills:ICC6S2: Use communication strategies and resources to facilitate understanding of subject matter for individuals with exceptional learning needs whose primary language is not the dominant languageICC7S5: Use task analysis

1 Candidate’s presentations and interactions are difficult to understand and content is unclear or inaccurate.2 Content is understandable and accurate.3 Candidate makes content understandable and differentiates responses to students, with evidence that candidate knows and is able to do skills listed.

2.7 3 2.00 2.10

Encourages students to extend their thinking as indicated by demonstration of these skills:ICC4S4: Use strategies to facilitate maintenance and generalization of skills across learning environments

1 Candidate limits student extensions.2 Candidate encourages students to extend their thinking. 3Candidate encourages students to extend their thinking, and expands lesson content in

2.8 3 2.00 2.10

ICC4S5: Use procedures to increase the individuals self-awareness, self-management, self-control, self-reliance, and self-esteemICC6S1: Use strategies to support and enhance communication skills of individuals with exceptional learning needsIGC6S1: Enhance vocabulary development

response, with evidence that candidate knows and is able to do skills listed.

Provides feedback to students to support their learning and adjusts activities as necessary as indicated by demonstration of these skills:IGC4S12: Use responses and errors to guide instructional decisions and provide feedback to learnerICC8S8: Evaluate instruction and monitor progress of individuals with exceptional learning needs

1 Candidate does not utilize systematic assessment nor provides students with feedback.2 Candidate provides feedback and appropriate assessment. 3 Candidate provides feedback, uses appropriate assessments and differentiates instruction according. , with evidence that candidate knows and is able to do skills listed.

2.9 3 2.00 2.10

Uses instructional time effectively as indicated by demonstration of these skills:IGC4S6: Modify pace of instruction and provide organizational cuesICC7S12: Use instructional time effectivelyIGC7S11: Prepare and organize materials to implement daily lesson plans

1 Candidate wastes instructional time. 2Candidate uses instructional and noninstructional time appropriately.3 Candidate is effectively in the use of instructional time. , with evidence that candidate knows and is able to do skills listed.

2.6 3 2.00 2.10

Reflects on students' development on goals as indicated by demonstration of these skills:ICC7S14: Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actionsICC8S9: Create and maintain recordsICC9S9: Conduct self-evaluation of instruction

1 Candidate fails to neither review students’ develop nor comment on growth.2 Candidate reflects on students’ development.3 Candidate reflects on students’ development and actively problem solves, with evidence that candidate knows and is able to do skills listed.

2.6

3 2.00 2.10

Demonstrates a sense of efficacy as indicated by demonstration of this skill:ICC9S5: Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs

1 Candidate demonstrates low levels of confidence, competence, and integrity.2 Candidate demonstrates developing sense of efficacy.3 Candidate demonstrates sense of efficacy. with evidence that candidate knows and is able to do skill listed.

2.6

3 2.00 2.10

Has professional relationships with colleagues as indicated by demonstration of these knowledge and skills:ICC10S3: Foster respectful and beneficial relationships between families and professionalsIGC10S3: Teach parents to use appropriate behavior management and counseling techniquesICC10S6: Collaborate with school personnel and community members integrating individuals with exceptional learning needs into various settings

1 Candidate is inappropriate or does not interact with colleagues.2 Candidate provides evidences of professional relationships.3 Candidate provides evidence of strong professional relationships and is actively, with evidence that candidate knows and is able to do skills listed.

2.9 2.9 2.08 2.10

Communicates with parents or guardians about students' learning as indicated by demonstration of these knowledge and skills:ICC7S3: Involve the individual and family in setting instructional goals and monitoring progressICC8S7: Report assessment results to all stakeholders using effective communication skillsICC9S6: Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individualsICC10S2: Collaborate with families and others in assessment of individuals with exceptional learning needsICC10S4: Assist individuals with exceptional learning needs and their families in becoming active participants in the educational teamICC10S11: Observe, evaluate, and provide feedback to paraeducators

1. Provides no evidence, or provides evidence of inadequate or inappropriate communication.2. Provides evidence of communication with parents or guardians.3. Provides evidence of active engagement parents or guardians in the education of their, with evidence that the candidate knows and is able to do knowledge and skills listed. 2.9 2.9 2.00 2.00

N 19 8 8 10

School Psychologist

2.1 Data-Based Decision Making and Accountability2007-08 Cohort(N = 2)

2008-09 Cohort(N = 1)

2009-10 Cohort(N = 4)

1.5 Demonstrates knowledge of data-based decision-making in applying data to instructional decisions (e.g., selection of students for Tier 2, evaluation of program effectiveness)

3.25 3.5 3.88

1.10

Participates in crisis intervention planning, procedures, programs, and evaluation 3.00 4.00 3.25

2.3 Demonstrates knowledge of data-based decision-making practices applied to targeted interventions (e.g., movement across tiers, progress monitoring, selection of targets)

3.25 4.00 3.63

2.4 Applies concepts for technical adequacy to decision making at Tier 2 (e.g., implementation fidelity, reliability) 3.00 3.50 3.752.6 Assists in planning, implementation, and evaluation of targeted small groups (counseling) intervention(s) for

social/behavioral concerns3.25 3.50 3.50

3.3 Demonstrates knowledge of data-based decision-making practices applied to intensive individualized interventions (e.g., shows adherence to components from procedural checklist, scoring rubric for portfolios; functional assessment and analysis)

3.25 4.00 3.63

3.4 Demonstrates use of collaboration andinvolvement of key stakeholders in planning, implementing, and evaluating individualized interventions

3.25 4.00 3.75

3.5 Plans, implements, and evaluates individualized counseling intervention(s) for social/behavioral concerns 3.25 3.5 3.833.6 Plans, implements, and evaluates individualized home-school intervention(s) 3.00 4.00 3.833.7 Demonstrates knowledge of use of response to intervention data for eligibility determination 3.25 4.00 3.504.2 Engages in system-level change activities and evaluation 3.25 4.00 3.634.3 Engages in program evaluation and accountability activities 3.00 3.00 3.50

4.4 Engages in research 3.00 4.00 3.752.2 Consultation and Collaboration 2007-08

Cohort2008-09 Cohort

2009-10 Cohort

1.11

Engages in interagency planning, collaboration, and referral to community and other agencies 3.00 3.50 3.83

1.12

Demonstrates use of collaboration and involvement of key stakeholders in planning, implementation and evaluation of Tier 1 activities

3.00 4.00 3.75

2.5 Demonstrates use of collaboration and involvement of key stakeholders in planning, implementing, and evaluating Tier 2 activities

3.50 3.50 3.75

2.7 Assists in planning, implementation, and evaluation of home-school intervention that involves parents and is targeted for parents (Tier 1 and/or 2)

3.00 4.00 3.50


3.25 4.00 3.75

3.6 Plans, implements, and evaluates individualized home-school intervention(s) 3.00 4.00 3.837.1 Personal conduct is appropriate to professional rules and guidelines 3.50 4.00 4.007.2 Uses effective communication strategies (genuineness, listening, empathy, paraphrasing, questioning, handling

conflict)3.25 4.00 4.00

7.3 Establishes appropriate working relationship with students 3.50 4.00 3.887.4 Establishes appropriate working relationship with parents 3.00 4.00 4.007.5 Establishes appropriate working relationship with professional colleagues 3.00 4.00 4.007.6 Engages in perspective taking 3.00 4.00 4.007.7 Maintains objectivity 3.00 4.00 4.007.8 Accepts and assumes responsibilities for actions 3.00 4.00 4.007.9 Is responsive to feedback and supervision 3.00 4.00 4.00

2.3 Effective Instruction and Development of Cognitive/Academic Skills 2007-08 Cohort

2008-09 Cohort

2009-10 Cohort

1.1 Demonstrates knowledge of scientifically-based instruction/intervention approaches (school and class-wide) for academics

3.25 4.00 3.50

1.3 Demonstrates knowledge of procedures for universal screening for academics 3.75 4.00 3.881.8 Participates in school-wide prevention/universal planning activities for academics (e.g., district/school-wide

planning committee)3.25 4.00 3.63

2.1 Demonstrates knowledge of scientifically-based targeted group intervention for academics 3.25 4.00 3.883.1 Demonstrates knowledge of scientifically-based intensive, individualized interventions for academics 3.00 4.00 3.50

2.4 Socialization and Development of Life Skills2007-08 Cohort

2008-09 Cohort

2009-10 Cohort

1.2 Demonstrates knowledge of scientifically-based approaches for Positive Behavior Support 3.25 4.00 3.501.4 Demonstrates knowledge of procedures for universal screening for behavior 3.00 4.00 3.631.9 Participates in school-wide prevention/universal planning activities for behavior (e.g., district/school-wide planning

committee)3.25 4.00 3.50

2.2 Demonstrates knowledge of scientifically-based targeted group intervention for behavior 3.25 3.50 3.63

2.6 Assists in planning, implementation, and evaluation of targeted small groups (counseling) intervention(s) for social/behavioral concerns

3.25 3.50 3.50

3.2 Demonstrates knowledge of scientifically-based intensive, individualized interventions for behavior 3.00 4.00 3.633.5 Plans, implements, and evaluates individualized counseling intervention(s) for social/behavioral concerns 3.25 3.5 3.83

2.5 Student Diversity in Development and Learning2007-08 Cohort

2008-09 Cohort

2009-10 Cohort

3.8 Demonstrates application of ecological validity in decision making, including relevant cultural variables 3.00 4.00 3.503.9 Demonstrates understanding of use of data for decisions across a broad range of students (e.g., disability

categories, initial and re-evaluation)3.25 4.00 3.63

5.1 Engages in intervention cases with cross-cultural applications, (across Tiers 1-3) 3.00 4.00 3.505.2 Provides leadership to increase cross-cultural competence using ecologically-valid approach 3.00 4.00 3.507.1

0Recognizes and respects diversity in all forms. 3.00 4.00 3.75

2.6 School and Systems Organization, Policy Development, and Climate2007-08 Cohort

2008-09 Cohort

2009-10 Cohort

1.7 Plans, engages in, and evaluates staff development activities (e.g., training for teachers or parents) 3.25 4.00 3.501.8 Participates in school-wide prevention/universal planning activities for academics (e.g., district/school-wide

planning committee)3.25 4.00 3.63

1.9 Participates in school-wide prevention/universal planning activities for behavior (e.g., district/school-wide planning committee)

3.25 4.00 3.50

1.11

Engages in interagency planning, collaboration, and referral to community and other agencies 3.00 3.50 3.83

3.7 Demonstrates knowledge of use of response to intervention data for eligibility determination 3.25 4.00 3.504.2 Engages in system-level change activities and evaluation 3.25 4.00 3.634.3 Engages in program evaluation and accountability activities 3.00 3.00 3.50

2.7 Prevention, Crisis Intervention, and Mental Health2007-08 Cohort

2008-09 Cohort

2009-10 Cohort

1.10


2.6 Assists in planning, implementation, and evaluation of targeted small groups (counseling) intervention(s) for social/behavioral concerns

3.00 3.50 3.50

3.5 Plans, implements, and evaluates individualized counseling intervention(s) for social/behavioral concerns 3.25 3.50 3.83

2.8 Home/School/Community Collaboration2007-08 Cohort

2008-09 Cohort

2009-10 Cohort

2.7 Assists in planning, implementation, and evaluation of home-school intervention that involves parents and is targeted for parents (Tier 1 and/or 2)

3.00 4.00 3.38

3.6 Plans, implements, and evaluates individualized home-school intervention(s) 3.00 4.00 3.63

2.9 Research and Program Evaluation2007-08 Cohort

2008-09 Cohort

2009-10 Cohort

1.5 Demonstrates knowledge of data-based decision-making in applying data to instructional decisions (e.g., selection of students for Tier 2, evaluation of program effectiveness)

3.25 3.50 3.88

1.10


2.3 Demonstrates knowledge of data-based decision-making practices applied to targeted interventions (e.g., movement across tiers, progress monitoring, selection of targets)

3.25 4.00 3.63

2.4 Applies concepts for technical adequacy to decision making at Tier 2 (e.g., implementation fidelity, reliability) 3.00 3.50 3.752.6 Assists in planning, implementation, and evaluation of targeted small groups (counseling) intervention(s) for

social/behavioral concerns.3.25 3.50 3.50

3.3 Demonstrates knowledge of data-based decision-making practices applied to intensive individualized interventions (e.g., shows adherence to components from procedural checklist, scoring rubric for portfolios; functional assessment and analysis)

3.25 4.00 3.63


3.25 4.00 3.75

3.5 Plans, implements, and evaluates individualized counseling intervention(s) for social/behavioral concerns 3.25 3.50 3.833.6 Plans, implements, and evaluates individualized home-school intervention(s) 3.00 4.00 3.833.7 Demonstrates knowledge of use of response to intervention data for eligibility determination 3.25 4.00 3.504.2 Engages in system-level change activities and evaluation 3.25 4.00 3.634.3 Engages in program evaluation and accountability activities 3.00 3.00 3.504.4 Engages in research 3.00 4.00 3.75

2.10 School Psychology Practice and Development2007-08 Cohort

2008-09 Cohort

2009-10 Cohort

6.1 Demonstrates awareness and application of federal rules and regulations (including FERPA, Section 504, IDEA04) 3.00 4.00 3.506.2 Demonstrates knowledge and application of state standards, rules, and regulations 3.00 4.00 3.506.3 Demonstrates knowledge and application of state publications, recommendations, and procedures 3.00 4.00 3.756.4 Demonstrates knowledge and application of local agency policies and procedures 3.00 3.50 3.756.5 Demonstrates knowledge and application of professional and ethical standards 3.00 4.00 3.88

7.1 Personal conduct is appropriate to professional rules and guidelines 3.50 4.00 4.007.1

8Demonstrates commitment to on-going professional development and makes decisions using personal professional development plan aligned with personal model of practice

3.00 4.00 3.75

2.11 Information Technology2007-08 Cohort

2008-09 Cohort

2009-10 Cohort

1.13

Demonstrates use of information technology for Tier 1 activities (e.g., use of web tools or Excel for graphing, data management and reports)

3.50 4.00 3.63

2.8 Demonstrates use of information technology for Tier 2 (e.g., use of data management web sites, graphing) 3.50 3.50 3.633.1

0Demonstrates use of information technology for individualized intervention (e.g., computerized graphing, confidential e-mail communication)

3.50 4.00 3.75

End-of-Year ICC Ratings by NASP Domain 2007-08 Cohort (N = 2)

InternDomains

Mean2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11HH 3.1 3.1 3.1 3.0 3.0 3.0 3.0 3.0 3.0 3.1 3.0 3.0

MM 3.3 3.2 3.5 3.4 3.1 3.4 3.3 3.0 3.3 3.1 4.0 3.3Mean 3.2 3.1 3.3 3.2 3.1 3.2 3.2 3.0 3.2 3.1 3.5

3.2


InternDomains

Mean2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11TJ 3.8 4.0 4.0 3.8 4.0 3.8 3.7 4.0 3.8 3.9 3.8 3.9

Mean 3.8 4.0 4.0 3.8 4.0 3.8 3.7 4.0 3.8 3.9 3.83.9


InternDomains

Mean2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11EB 3.4 3.8 3.4 3.0 3.0 3.0 3.0 3.0 3.4 3.6 3.3 3.2LB 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0 4.0CB 3.5 3.9 3.5 3.4 3.5 3.5 3.2 3.5 3.5 3.6 3.5 3.5SM 3.7 3.9 3.8 3.9 3.8 3.7 3.7 3.5 3.7 3.7 3.8 3.7

Mean 3.6 3.9 3.7 3.6 3.6 3.6 3.5 3.5 3.6 3.7 3.73.6

Literacy M.Ed. and Reading Endorsement

Videotape #: 1, 2, or 3 (circle one)Fully Meets Standard

(2 points)Moderately Meets Standard

(1 point)Does Not Meet Standards

(0 points)Articulation of Purpose and Format of Session(IRA Standard 5.3)

Candidate explained the purpose of the test(s) to the student using age-appropriate language/concepts.

Candidate partially explained the purpose of the test(s) to the student and/or did not use age-appropriate language/concepts.

Candidate did not explain the purpose of the test(s) to the student.

Articulation of Format of Session(IRA Standard 5.3)

Candidate provided the student a clear schedule, introduction, and closure to the assessment session.

Candidate provided an incomplete schedule, introduction, and closure to the assessment session and/or

Candidate did not provide the student a clear schedule, introduction, and closure to the assessment session.

lacked clarity in explanation.Rapport with Student(IRA Standard 5.3)

Candidate appeared to have established, or worked to establish, a strong rapport with the student prior to testing.

Candidate appeared to have established some rapport with the student prior to testing.

Candidate did not appear to have established a rapport with the student prior to testing.

Proficiency in Test Administration(IRA Standard 3.2)

Candidate administered the test(s) proficiently and smoothly demonstrating a thorough understanding of the test procedures.

There were some gaps in the candidate’s proficiency in test administration.

There were significant gaps in the candidate’s proficiency in test administration. Candidate did not appear to have strong understanding of test procedures.

Feedback to Student(IRA Standard 3.2)

Candidate consistently provided adequate but unbiased feedback to student (i.e., refrained from telling student whether response was correct or incorrect).

For the most part, candidate provided adequate but unbiased feedback to student.

Candidate did not provide adequate and/or unbiased feedback to the student.

Record Keeping(IRA Standard 3.2)

Candidate consistently recorded student responses to the test(s) correctly on the test forms.

For the most part, candidate recorded student responses to the test(s) correctly on the test forms.

Overall, candidate’s record-keeping was inadequate, marked by significant errors in recording student responses.

Scoring(IRA Standard 3.2)

Candidate scored the test(s) correctly.

Candidate made minor errors in scoring.

Candidate made significant errors in scoring.

FOR ADDITIONAL DISCUSSION BETWEEN CANDIDATE AND MENTOR AND FEEDBACK FROM INSTRUCTOR: Candidate identified student’s strengths and weaknesses and placed the student within a continuum of stages/development (this may not be directly observed but should be discussed).

TOTAL = ____/14 points

Overall Comments:

Gifted Endorsement2006/7 2007/8 2008/9 2009/10 2010/11

9S3 Conduct self-evaluation of instruction and program activities for continued improvement. 4.00 4.00 4.00 3.97 4.009S4 Maintain confidential communication about individuals with gifts and talents by using verbal, nonverbal, and written language effectively. Practice within one's skills limit and obtain assistance when needed by reflecting on one's practice to improve instruction and guide professional growth.

3.92 4.00 4.00 3.94 4.00

9S5 Demonstrate commitment to developing the highest educational potential of individuals with gifts and talents by modeling sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individual students. Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession.

4.00 4.00 4.00 3.97 4.00

9S6 Conduct professional activities in compliance with applicable laws and policies, practice within the CEC Code of Ethics and other standards of the profession, act ethically in advocating for appropriate services.

4.00 4.00 3.86 3.97 4.00

1D1 Teacher attitudes and behaviors that influence behavior of individuals with gifts and talents. 4.00 4.00 3.83 3.97 4.005S1 Establish and maintain rapport with individuals with gifts and talents using communication strategies and resources to facilitate understanding of the subject matter especially for students whose primary language is not the dominant language.

4.00 4.00 4.00 3.93 4.00

5S2 Structure, direct, and supervise the activities of para-educators, classroom volunteers, and tutors; prepare and organize materials to implement daily lesson plans; design and manage daily routines

3.90 4.00 3.83 3.97 4.00

5S2 Structure, direct, and supervise the activities of para-educators, classroom volunteers, and tutors; prepare and organize materials to implement daily lesson plans; design and manage daily routines.

3.90 4.00 3.83 3.91 4.00

5S3 Design learning environments that encourage active participation in individual and group activities, supporting intra- and inter-cultural experiences. Create a safe, equitable, positive, and supportive learning environment that encourages self-advocacy and increased independence.

4.00 4.00 4.00 3.91 4.00

5S5 Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions. 3.83 4.00 4.00 3.97 3.928S3 Evaluate instruction, learner products and portfolios, and monitor progress for gifted 3.92 4.00 4.00 3.94 3.928S4 Use and report performance data and information from all stakeholders to make or suggest modifications in learning environments using effective communication skills.

3.83 4.00 4.00 3.91 3.85

7S1 Prepare lesson plans for individuals with gifts and talents that include cognitively complex learning experiences, affective and ethical taxonomies and individualized learning objectives.

3.85 4.00 4.00 3.91 3.92

7S2 Integrate affective, social, and career skills with academic curricula and identify realistic expectations for personal and social behavior in various settings and involve the individual and family in setting instructional goals and monitoring progress.

3.83 4.00 4.00 3.87 4.00

7S3 Develop and select instructional models to differentiate specific content areas, resources, and strategies that respond to cultural, linguistic, and gender differences.

4.00 4.00 4.00 3.82 3.83

7S4 Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members.

3.91 4.00 3.86 3.94 4.00

7S5 Make responsive adjustments to instruction based on continual observations of gifted students 3.92 4.00 3.86 3.97 4.00

N 13 2 7 33 13

Teacher Leader

Indicators and Performance Levels 2009-10 2010-11Evidence-based principles of effective leadership0 Not addressed1 Implementation rudimentary at all levels.2 Implementation is adequate. All facets are addressed; however, analysis may not delve deeply enough into the issues. This influences decision

making potential at one or more levels.1 (4.2%)

3 1.2 Candidates demonstrate skill in managing the change process by assisting and supporting teacher learning through professional development through the effective implementation of a PLC (section 3a of assignment). In part, implementations are effective when appropriate data are collected, analyzed, and used to inform decision making at appropriate levels.

27 (100%) 23 (95.8%)

0 Not addressed.1 Reflection is superficial, suggestive of “just doing the assignment”2 Reflection is structured using the Bullock and Hawk model. Reflections are mostly insightful. 3 (11.1%) 1 (4.2%)

3 1.5 Candidates engage in reflective practice concerning leadership roles and responsibilities, and encourage reflective practice in others using the guidelines of the Bullock and Hawk model (3b). Reflections are insightful and will likely promote differences in future action.

24 (88.9%)

23 (95.8%)

0 Not addressed.1 The goal plan is at the rudimentary level. Most sections are underdeveloped.2 The goal plan is adequate. One or more sections of the plan are underdeveloped or unclear. 3 (11.1%)3 1.6 Candidates assume leadership roles at the school, district, state or national levels and in professional organizations through thoughtful

facilitation of the development of the goal plan (1a). The purpose of the PLC is clearly central to the needs of the community. Steps and goals are clearly articulated. There is abundant evidence of distributed leadership embedded in the goal plan, and a final product is clearly articulated.

24 (88.9%)

24 (100%)

0 Not addressed1 Teachers’ experiences and readiness for a PLC is inadequately addressed in the scope plan. Little evidence is presented on these two concepts.2 Consideration of teachers’ experience and readiness for a PLC is adequately addressed in the scope plan. The rationale is mostly linked to

these concepts. Evidence is somewhat weak or limited.6 (22.2%) 1 (4.2%)

3 1.7 Candidates facilitate the development of efficacy among other teachers in their school and district through developing a scope plan for a PLC that effectively considers teachers’ experiences and readiness related to the topic (2a). Evidence is provided, and the rationale for scope selection is clearly linked to these concepts.

21 (77.8%)

23 (95.8%)

Data-based decision making0 Not addressed1 Rubrics are inadequately developed. They may lack cohesion or fail to offer the possibility of continuous improvement.2 Rubrics are adequately developed. The cohesive or continuous improvement aspects are underdeveloped. 3 (12.5%)

3 2.1 Candidates serve as building leaders in the development, implementation, and continuous improvement of a comprehensive, cohesive, and integrated school assessment plan grounded in multiple measures and data sources including development of rubrics to assess the PLC’s goal plan (section 1b) and scope plan (section 2b.) Effective rubrics assess the PLC’s development of shared goals to guide the process and evaluate the success of distributed leadership in deciding and evaluating outcomes. They are cohesive and offer the possibility of continuous improvement.

27 (100%) 21 (87.5%)

0 Not addressed1 Collection and analysis of student learning is inadequate to address differentiation of instruction. Analysis links indirectly linked to

differentiation.2 Collection and analysis of student learning is adequate to address differentiation of instruction. Analysis mostly leads to relevant (i.e.,

actionable) information.4 (14.8%) 1 (4.2%)

3 2.2 Candidates collaboratively analyze assessment data to plan and implement differentiated instruction to meet student needs reflected by the effective collection and analysis of PLC data related to student learning outcomes (section 1d). Analyses (3a) should provide information relevant to differentiation.

23 (85.2%)

23 (95.8%)

0 Not addressed1 Classroom assessments at either grade-level or content area are inadequately addressed in the goal plan.2 Classroom assessments at either grade-level or content area are adequately addressed in the goal plan. 5 (18.5%)3 2.3 Candidates lead collaborative efforts to develop high quality classroom assessments among grade-level and content-area teachers as is

effectively articulated in the scope plan (2a).22

(81.5%)24 (100%)

Facilitation of Collaborative Learning Culture0 Not addressed1 Knowledge sharing is addressed but inadequate.2 How knowledge will be shared is adequately addressed; however, what’s articulated requires more explanation. 4 (14.8%)3 3.1 Candidates coach and model collaborative efforts to share knowledge and demonstrate interdisciplinary instruction among teachers by

explaining how and to what extent the results of the PLC Project will be shared (section 2a.). The plan is explicit and doable.23 (85.2) 24 (100%)

0 Not addressed1 Communication plans are inadequately addressed in the scope of work.2 Communication plans are adequately addressed in the scope of work. 3 (11.1%)3 3.2 Candidates nurture open and effective lines of communication with students, parents, other educators, administrators, and the community

through professional learning communities as effectively reflected in the scope plan for the PLC (section 2). Communication plans with others are clearly delineated within the scope of work (e.g., immediately, later in the process).

24 (88.9%)

24 (100%)

0 Not addressed1 Resource needs are inadequately addressed.2 Resource needs is adequate in scope. Some areas of need are not well developed or omitted. 1 (3.7%)3 3.3 Candidates work with stakeholders to identify appropriate resources for enhancing collaboration as articulated in the scope plan (section

3b). The list is comprehensive; all areas of need are addressed.26

(96.3%)24 (100%)

0 Not addressed1 A PLC is inadequately developed and implemented.2 A PLC is adequately developed and implemented.3 3.4 Candidates facilitate collaborative professional learning activities for educators, families, and the community through the effective

development and implementation of a PLC.27 (100%) 24 (100%)

Develop/support shared vision0 Not addressed1 Shared goals are inadequately assessed.2 Shared goals are adequately assessed.3 4.1 Candidates participate in developing a shared vision for short-term and long term goals for ongoing school reform, and continuous

improvement through effectively assessing the development of shared goals to assess community progress (section 1a).27 (100%) 24 (100%)

0 Not addressed1 The goal plan inadequately addresses how teamwork will be achieved2 The goal plan adequately addresses how teamwork will be achieved.3 4.2 Candidates advocate for and initiate increased opportunities for teamwork to promote and support student achievement and other school

goals through a well articulated goal plan (section 1). The goal plan explicitly addresses how opportunities for teamwork in service of student learning will be achieved.

27 (100%) 24 (100%)

0 Not addressed1 The scope plan inadequately connects topics, resources, and stakeholders. Feedback is barely, if at all, addressed.2 The scope plan is adequately developed to connect topics with resources for stakeholders. Feedback is addressed perhaps not fully.3 4.3 Candidates participate in designing practices and structures that create and maintain an effective learning culture through articulation of a

well-developed scope plan for the PLC that connects topics, resources, and stakeholders that includes a feedback mechanism (2a) .27 (100%) 24 (100%)

0 Not addressed1 Candidate’s support of others in advocating and communicating school vision is inadequately described.2 Candidate’s support of others in advocating and communicating school vision is adequately described.3 4.4 Candidates support other school leadership team members in advocating and communicating the school's vision and goals through a

thorough explanation of the PLC’s goal plan (section 1a).27 (100%) 24 (100%)

Promotes and models ongoing professional learning and improved practice0 Not addressed1 Candidates inadequately implement a PLC based upon participant feedback (low ratings on rubric).

2 Candidates adequately implement a PLC based upon participant feedback (middling ratings on rubric). 1 (3.7%) 1 (4.2%)3 5.4 Candidates develop, implement, and evaluate professional development activities for teachers reflected in an effective PLC Project based

upon participant feedback (high participant ranking on rubric).26

(96.3%)23 (95.8%)

Curriculum and Instruction

Criteria 0-1 2-3 4-5Utilizes research literature

* has limited literature sources* simply summarizes literature* does not apply the literature appropriately

* includes sources from a single perspective* analyzes and applies research to the goals of the project (e.g. annotated bibliography)

* includes a range of types and perspectives of sources* synthesizes and critiques research appropriately to the goals of the project

Demonstrates reflection

* written text is purely descriptive and does not demonstrate learning from experience* no connections made to program goals, research, or coursework

* written text describes and discusses impact of experiences on professional learning* connections are made to program goals, research, and course work

* written text describes and analyzes impact of experiences on professional learning and projects future actions* connections synthesize and critique learning from program goals, research, and course work

Demonstrates pedagogical content knowledge

* lack of an attempt to identify pedagogy and its connection to content knowledge* pedagogy is inappropriate to the content/instructional situation

* connections made between pedagogy and content knowledge* pedagogy is appropriate to content/instructional situation

* synthesizes and critiques pedagogical content knowledge* pedagogy enhances learning for the content/instructional situation

Understands role of context

* context is not identified * context is described and shows relevance to learning

* critique the impact and relevance of context on learning

Understands knowledge of persistent issue(s) or theoretical framework

* topic selected is not grounded in knowledge of persistent issue(s) or theoretical framework* summary of issues, ideas, or theories

* topic is grounded in knowledge of persistent issue(s) or theoretical framework* discussion of issues, ideas, or theories as it relates to learning

* topic is grounded in knowledge of persistent issue(s) or theoretical framework* discussion synthesizes and critiques issues, ideas, and theories as it relates to learning

Project Presentation * significant organization and design issues* lack of consistent format* presentation is distracting

* organization and design are sufficient* format is consistent and correct

* organization and design enhances presentation* format is ready for public presentation

2009-2010Criteria 0-1 2-3 4-5Utilizes research literature 2: 1 candidate 3: 1 candidate 5: 5 candidatesDemonstrates reflection 2: 1 candidate3: 2 candidates 5: 4 candidates

Demonstrates pedagogical content knowledge 3: 3 candidates 5: 5 candidates

Understands role of context 3:3 candidates 5: 5 candidatesUnderstands knowledge of persistent issue(s) or theoretical framework 2: 1 candidate 3: 2 candidates 4: 1 candidate 5: 3 candidatesProject Presentation 2 candidates 5 candidates

2010-2011

Criteria 0-1 2-3 4-5Utilizes research literature 4: 2 candidates

Demonstrates reflection 2: 1 candidate3: 3 candidates

5: 1 candidate

Demonstrates pedagogical content knowledge 3: 1 candidate 4: 4 candidates

Understands role of context 3: 1 candidate 4: 4 candidates

Understands knowledge of persistent issue(s) or theoretical framework 2:: 2 candidate3: 2 candidates

Project Presentation 3: 2 candidates 5: 1 candidate4: 1 candidate

· web viewdoes not meet expectations: classroom routines are not clear or children do not...

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