Purdue University Calumet College of Education

TaskStream Portfolio Assignments and Rubrics

Secondary FLL

2013-2014

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Table of Contents Submitting TaskStream Assignments ..................................................................................................... 3

Creating & Purchasing Your New Account............................................................................................ 4

Secondary Professional Semester Grade Sheet ....................................................................................... 5

Weekly Teaching Logs ........................................................................................................................... 6

Behavior Management Plan .................................................................................................................... 7

Live Lesson Observations ..................................................................................................................... 8

EDCI 497 FLL Live Lesson Observation Rubric ................................................................................... 9

Unit Plans .............................................................................................................................................. 11

EDCI 497 FLL Unit Plan Rubric ......................................................................................................... 13

Video Commentary ............................................................................................................................... 15

EDCI 497 FLL Video Commentary Rubric.......................................................................................... 16

Final Reflection on Teaching and Learning .......................................................................................... 18

EDCI 497 FLL Final Reflection on Teaching and Learning Rubric .................................................... 19

DTP Dispositions Policy and Procedures ............................................................................................. 21

Department of Teacher Preparation Dispositional Audit Rubric .......................................................... 23

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Submitting TaskStream Assignments

TaskStream is an electronic portfolio system. You will be utilizing this system for your entire professional semester. Please check when your account will be expiring and update your account within the first two weeks of the semester.

Student teachers are required to submit all of their portfolio assignments via TaskStream. Your university supervisor will score all of your assignments via TaskStream using the assigned rubrics.

Your university supervisor cannot score any of your portfolio requirements until you submit them to him or her via TaskStream. It is your responsibility to submit the assignment with the corresponding artifacts properly uploaded.

Your assignments must be submitted by the due date. Any late submissions will result in scores of zero for all indicators and possible termination of the professional semester.

All assignments should only be submitted to one Task Stream location. You can submit multiple files for one assignment. Do not submit an assignment to more than one column in TaskStream.

If you are unsure of how to use the system, you need to ask for assistance BEFORE the assignment is due. There will be NO excuses for late assignments. Late assignments will result in an unacceptable disposition. If you are experiencing difficulties with TaskStream, call the TaskStream helpline at 1-800-311-5656 or email helptaskstream.com.

Assignments not submitted in the correct format will receive a score of zero for all indicators. All assignments must be double-spaced, using 12 point Times New Roman font, having one inch margins. All submissions must adhere to the page limits.

You are advised to check your TaskStream account at the beginning of the Professional Semester. You may need to renew your account. You can renew your account online. If you have any questions, please contact the Department of Teacher Preparation at 219-989-2360.

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Creating & Purchasing Your New Account

www.taskstream.com o Click Create or Renew Account

Step 1 of 7: Activate Subscription o Select Create o Continue Option 1

Step 2 of 7: General Information o Select College/University and Continue

Step 2 of 7 (Cont.): College/University o Select Indiana o Select College/University o Select Purdue University System: Purdue University Calumet and Continue

Step 3 of 7: Personal Information o Organizational Information

Select School of Education Select Department of Teacher Preparation Select Department of Teacher Preparation Select Student

o Subscription Information Select 2 year account ($69)

o General Information Input information

Role-Student o Select Tool Packs (optional) NOT REQUIRED

Select Yes or No o End-user Agreement

Select Accept and Continue

Step 4 of 7: Confirmation Registration Information o Review and Continue

Step 5 of 7: Confirm Subscription Period o Proceed to Checkout

Step 6 of 7: Billing Information o Input information & Continue

Email Rhonda Lanfear to assign you to the correct Gate (Rhonda.lanfear@purduecal.edu) o Please specify your name, elementary or secondary program, and your current course that

requires TaskStream

TaskStream Help Desk 1-800-311-5656

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Secondary Professional Semester Grade Sheet

Assignment Due date Average Score

Weekly Teaching Logs

Weekly Per Univ. Supervisor

Complete/Incomplete

Behavior Management Plan

Friday,

January 24th

Complete/Incomplete

Video Commentary

Friday, February 14th

Cooperating Teacher Lesson Observation #1

Before Friday, March 7th

University Supervisor Lesson Observation #1

Before Friday, March 7th

Mid-Term Dispositional Audit

Friday, March 7th

Unit Plan #1

Friday, March 7th

Midterm Average Cooperating Teacher Lesson Observation #2

Before Friday, May 2nd

University Supervisor Lesson Observation #2

Before Friday, May 2nd

Unit Plan #2

Friday, April 25th

Final Dispositional Audit

Friday, May 2nd

Reflection on Teaching and Learning

Monday, May 5th

Final Average Teacher candidates earning a mid-term average of less than 2 will be required to meet with the Coordinator of Field Experiences. Teacher Candidates earning a final average of less than 2 will receive a non-passing grade for the course.

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Weekly Teaching Logs

Keep a weekly teaching log within TaskStream. It will be important to label your entries with dates. (Example: January 13, 2014 — January 17, 2014)

During the first few days of your student teaching experience, this may include observations of teaching and student behaviors, your planning process, and future practice and implementation. When you begin teaching your lessons, your log needs to reference your teaching and student learning/behaviors.

The teaching log is a way to communicate with your university supervisor. Your logs will not be shared with anyone but your university supervisor. This will be submitted on a weekly basis via email. Keep a running log throughout the semester. Be sure to change the names of students and others to protect anonymity.

The teaching log is a reflective writing assignment. It is an opportunity to share experiences and reflect on what you learned from them. Your university supervisor will review and respond to your teaching logs with comments or suggestions on a weekly basis.

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Behavior Management Plan Find information regarding your specific community of learners:

Bring the following to your first WKSP: information found on your specific community of learners code of conduct/handbook from your school site or district

Briefly, describe your school and the community that it serves. Use demographic data to support your description. Site your resources properly.

Describe what classroom management strategies are currently being utilized and how you might adjust these strategies to fit your teaching style. You should go beyond the classroom or school- wide established discipline plan. Do not simply explain the token economy or reward system designed by the teacher. Give examples of how you will keep students on task.

How will you adjust your instruction, curriculum, and behavioral management strategies to meet the individual needs of all students in your class? Discuss students with special needs and how you will use resources such as school personnel or specific supplemental materials to meet the needs of all students. Your paper should include references to students with special needs who have been identified or have an Individual Education Plan. Give specific examples of accommodations and modifications that could be implemented.

Describe how you will provide students with opportunities to understand and appreciate diverse cultures, various ability ranges, and differing perspectives of their peers.

Describe the strategies and the specific materials that you would use to maintain an equitable learning environment for diverse populations where students accept and appreciate their own similarities and differences in relation to others.

Discuss how you will involve parents in the learning process. Explain how you will collaborate with other professionals in your building and include ideas of how you will involve community stakeholders.

This  assignment  will  be  evaluated  as  “acceptable”  or  “unacceptable.”     If  the  assignment  receives  an  “unacceptable”  it  must  be  redone  until  an  “acceptable”  is  received.

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Live Lesson Observations

Your cooperating teacher and university supervisor will informally and formally observe you teach.

Four of the observations will be formal observations which will be assessed using the lesson observation rubric. You will submit your lesson plan and a reflection after teaching the lesson to Task Stream within 24 hours of the observation. Your cooperating teacher will formally evaluate two of your lessons. One must be before the mid-term disposition and one must be after the mid-term disposition. You will give a copy of your reflection to your cooperating teacher within 24 hours of the observation. Your university supervisor will formally evaluate two of your lessons, one before mid-term and one after mid-terms. You will submit a reflection to Task Stream within 24 hours of your observation.

The assessment using the rubric focuses on how well you: Write lesson plans that demonstrate a knowledge of the academic standards and a variety of instructional methods

and strategies Implement the methods or strategies appropriate for your grade level as described in your lesson plan Provide innovative approaches or a creative format for your lesson Provide assessment opportunities for the students by creating an original assessment rubric designed to measure

student comprehension of the lesson. Discuss other assessment strategies or instruments used. Demonstrate classroom management strategies. Keep students on task and actively engaged in the lesson. Help students make connections to prior knowledge and integrate content from other subject areas Demonstrate accurate content knowledge beyond the prescribed lesson Make decisions in action, anticipate and solve problems before they arise Reflect on possible lesson revisions using assessment data, student observations, and personal reflections to

better meet the needs of the students Demonstrate adherence to oral Standard English Utilize communication skills including audience awareness

The assessment will also focus on the written lesson plan and reflection you provide to your cooperating teacher and university supervisor.

You are also required to write a reflection after each lesson. This reflection should explain what you thought went well, share assessment outcomes, and what you would change if you were to teach this lesson again.

How many of your students met your lesson objective? Did any particular student(s) struggle? In what ways? What, then, do these results imply for your next lesson in this content thread?

This reflection and all lesson plan materials must be submitted through Task Stream under "Observation" and are due within 24 hours of each observation.

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EDCI 497 FLL Live Lesson Observation Rubric

Levels/Criteria Exceeds Standard-3 Meets Standard-2 Approaching Standard-1 Not Meeting Standard-0 Score/Level

ACTFL 4 INTASC 7

Lesson plan demonstrates knowledge of academic standards and a variety of instructional methods/strategies.

Lesson plan demonstrates knowledge of academic standards and one or two methods/ strategies to be used.

Lesson plan relies on a single method/strategy that may or may not match the listed academic standards.

Lesson plan is incomplete. Methods or strategies of instruction are not evident and/or are inappropriate for the grade level.

ACTFL 3 INTASC 4

Methods or strategies are implemented smoothly and appropriately for the grade level

Methods or strategies are implemented and are appropriate for the grade level. The implementation has minor flaws that could easily be corrected or adjusted.

Implementation has room for improvement and/or plan may be inappropriate for the grade level.

Implementation of the lesson had numerous flaws and/or does not match the lesson plan.

ACTFL 3 INTASC 4

The candidate provides an innovative and creative approach to teaching the concepts or ideas.

The lesson plan reflects the  textbook’s  ideas  but  the teacher candidate adds his or her own ideas or personal style to the lesson. May use a lesson from the textbook but creates an original related activity.

Teaches a lesson out of the textbook or teaching manual. Refers to the textbook and / or worksheet.

Presents no original techniques. Reads out of the manual or textbook. Relies solely on worksheets or previously created materials.

ACTFL 3 INTASC 4

Candidate creates a classroom environment that supports student language use and the negotiation of meaning to a high degree. Uses appropriate grouping formats.

Candidate creates a classroom environment that supports student language use and the negotiation of meaning to a certain degree. Uses adequate grouping formats.

Students are provided with some opportunities to use the target language.

Minimal or no opportunities for student language use.

ACTFL 5 INTASC 8

Creates an assessment rubric to accurately assess student comprehension of the lesson. Provides evidence of additional effective assessment strategies/instruments used to accurately measure student learning.

Provides concrete evidence of at least a single assessment strategy or instrument used to accurately measure student learning. Does not create an original assessment rubric.

Assessment strategies/instruments are mentioned but there is no concrete evidence or the instrument does not accurately measure what was taught.

Assessment strategies/instruments are not mentioned.

ACTFL 3 INTASC 5

Uses a range of classroom management strategies that encourages purposeful learning. Has a convincing command of behavior management.

Uses a range of classroom management strategies that encourages purposeful learning. Students are on-task and actively engaged in the lesson.

Uses a range of classroom management strategies that encourages purposeful learning. Students are on-task but appear distracted.

Use of classroom management strategies is not evident or is inconsistent. Several students are not actively engaged.

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Levels/Criteria Exceeds Standard-3 Meets Standard-2 Approaching Standard-1 Not Meeting Standard-0 Score/Level

ACTFL 2 INTASC 2

Connections between prior knowledge and new learning experiences are evident. Integrates content from other subject areas.

Connections between prior knowledge and new learning experiences are evident but do not integrate content from other subject areas.

Attempts to make connections between prior knowledge and new learning experiences, but is not consistent or effective.

Connections between prior knowledge and new learning experiences are not evident.

ACTFL 1,2 INTASC 1

Demonstrates evidence of accurate content knowledge which is above and beyond the prescribed lesson.

Demonstrates evidence of accurate content knowledge.

Planning and implementation reveal some minor errors in content knowledge.

Demonstrates little or no evidence of accurate content knowledge.

ACTFL 3 INTASC 9

Demonstrates the ability to make decisions-in-action. Anticipates problems and demonstrates the ability to solve them before they arise.

Demonstrates the ability to solve problems when they arise.

Demonstrates the ability to recognize problems when  they  arise  but  can’t  offer a viable solution.

May not seem aware that the lesson plan needed to be altered.

ACTFL 5 INTASC 9

Uses assessment data, student observations, and personal reflections to revise lesson plans to better meet the needs of the students.

Uses assessment data to revise lesson plans to better meet the needs of the students.

Comments on assessment data but lesson plan is not revised to meet the needs of the students.

Does not comment on the use of assessment data to revise lesson plans.

ACTFL 1 INTASC 1

Candidate consistently uses correct grammar and pronunciation in the target language and gives accurate and clear explanations.

Candidate uses correct grammar and pronunciation for the most part and gives accurate explanations.

Candidate’s  grammar  and pronunciation in the target language are acceptable. Explanations are somewhat vague or unclear.

Candidate’s  grammar  and  pronunciation in the target language are not adequate. Explanations are inaccurate or misleading.

ACTFL 3 INTASC 6

Candidate uses the target language to the maximum extent possible and integrates with ease a wide array of effective strategies to make input in the target language comprehensible and meaningful to learners.

Candidate uses the target language increasingly and integrates with ease a number of effective strategies to make input in the target language comprehensible and meaningful to learners.

Limited use of target language in class. Candidate relies mostly on translation to make input comprehensible to students.

Candidate makes very little or no effort to use the target language in class.

ACTFL 3 INTASC 6

Teaches to the entire class through the use of appropriate eye contact, voice projection, interaction, and proximity. Consistently provides appropriate feedback to students.

Demonstrates an awareness of audience but could improve in one or more areas. Provides appropriate feedback but may seem random at times.

Attempts to involve the audience but is not successful or only teaches to part of the class. Feedback provided is not always appropriate.

Demonstrates little or no awareness of audience and does not involve the students by providing appropriate feedback.

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Unit Plans

You will develop two sets of instructional sequenced unit plans to analyze student performance. The set consists of 5 consecutive lessons on a focused concept or theme.

The Set of Sequenced Unit Plans will include the following components:

Learning Community Information that was used at WKSP #1. How did you use the specific information about your community of learners to plan your unit?

Unit plans for a minimum of five consecutive formal lessons of instruction focused on a concept or a set of related concepts, integrating a minimum of two subject areas: math/science/language arts/social studies. Lessons must reflect a variety of instructional methods and teaching/learning strategies appropriate for the grade level.

Collect and upload sample work from two students. You will remove the student names from the work and label the pieces Student A and Student B. Work samples should include daily work samples, and formative and summative assessments.

Analyze student performance and create a graph, chart, table, or written description of student progress for the entire class illustrating learning throughout the sequence.

Each lesson must include a 3-4 page reflection discussing the following: A. What went well with the lesson - some part that you would definitely do again? Why did it

go well? Please provide specific examples from the lesson. B. What  didn’t  go  well  with  the  lesson  – some  part  that  you  definitely  wouldn’t  do  again?  Why  

didn’t  it  go  well?  Please  provide  specific  examples  from  the  lesson. C. What did you learn today that will help you the next time you are in the classroom? Please

provide specific examples from the lesson. D. What did the students learn today? Please provide examples of the formative and/or

summative assessment used during the lesson. E. How do you know they learned the material? Provide both Quantitative evidence (numbers

or percentages from an assessment tool) and Qualitative evidence (direct quote from students, either heard during discussion or written in notebooks).

How many of your students met your lesson objective? Did any particular student(s) struggle? In what ways? What, then, do these results imply for your next lesson in this content thread?

F. Discuss how you adapted your lesson to benefit all students. Give specific examples of students with special needs and how you met those needs.

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A final written commentary at the conclusion of the lessons should answer the following questions or prompts:

Provide evidence of a variety of effective assessment strategies/instruments you utilized to accurately measure student learning.

How did you make connections between prior knowledge and new learning experiences? Explain how you integrated other content areas into the lesson sequence.

Illustrate your understanding of accurate content knowledge. What content knowledge did you bring to the lesson beyond what was supplied in the teacher's guide or manual?

What decisions did you make in action? Give examples of problems solved before the lessons were taught.

Discuss how assessment data and other sources were utilized to revise lesson plans to meet the needs of the students.

Provide a variety of out-of-classroom activities that engage students in learning experiences related to lesson objectives.

How did you utilize technology to maximize student learning? What hands-on/minds-on opportunities did you provide for the students? If technology is not available, how could you use technology for these lessons?

How did you adjust instruction, curriculum, and behavior management strategies to meet the needs of all students? How did you utilize school personnel to help meet these needs? What specific supplemental materials/strategies did you use to meet these needs?

Discuss how you utilized materials which offer a variety of strategies promoting an equitable environment while being sensitive to diverse populations.

Explain how the lesson plans could be revised or modified when teaching the lesson sequence again. Provide an explanation for your revisions.

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EDCI 497 FLL Sequenced Unit Plan Rubric

Levels/Criteria Exceeds Standard-3 Meets Standard-2 Approaching Standard-1 Not Meeting Standard-0 Score

ACTFL 4 INTASC 7

Lesson plans demonstrate knowledge of academic standards and a variety of methods/strategies which are implemented smoothly and appropriately for the grade level.

Lesson plans demonstrate knowledge of academic standards and one or two methods/ strategies that are implemented smoothly and appropriately for the grade level.

Lesson plans rely on a single method/strategy that may or may not match the listed academic standards. Implementation has room for improvement and plans may be inappropriate for the grade level.

Lesson plans are incomplete. Methods or strategies of instruction are not evident and/or are inappropriate for the grade level.

ACTFL 5 INTASC 6

Provides concrete evidence of a variety of effective assessment strategies/instruments used to accurately measure student learning.

Provides concrete evidence of at least a single assessment strategy/instrument used to accurately measure student learning.

Assessment strategies/instruments are mentioned but there is no concrete evidence.

Assessment strategies/instruments are not mentioned.

ACTFL 2 INTASC 2

Connections between prior knowledge and new learning experiences are evident. Integrates content from other subject areas.

Connections between prior knowledge and new learning experiences are evident but do not integrate content from other subject areas.

Attempts to make connections between prior knowledge and new learning experiences, but is not consistent or effective.

Connections between prior knowledge and new learning experiences are not evident.

ACTFL 4 INTASC 1

Lesson plans appropriately integrate the teaching of culture. Candidate devises compelling activities that allow for student exploration of the perspectives, practices and products from the target culture.

Lesson plans adequately integrate the teaching of culture. Candidate uses the perspectives-practices-products paradigm to plan for instruction.

Candidate’s  approach  to  teaching the target culture only addresses one aspect of the perspectives-practices-products paradigm.

Cultural instruction is not integrated in lesson plans.

ACTFL 3 INTASC 4

Lesson plans include a wide array of appropriate and compelling activities that facilitate meaningful classroom interaction and negotiation of meaning in the target language.

Lesson plans include an adequate array of appropriate activities that facilitate meaningful classroom interaction and negotiation of meaning in the target language.

Activities included in lesson plans provide very few opportunities for meaningful classroom interaction in the target language.

Activities included in lesson plans do not provide opportunities for meaningful classroom interaction in the target language.

ACTFL 3 INTASC 6

Lesson plans include a wide variety of appropriate grouping arrangements geared toward maximizing student language use and collaboration.

Lesson plans include a variety of adequate grouping arrangements geared toward maximizing student language use and collaboration.

Grouping arrangements provide very few opportunities for students to engage in language use

Group arrangements are limited to whole-class activities and individual work.

ACTFL 3 INTASC 6

Comments on the ability to make decisions-in-action. Gives additional examples of problems solved before the lessons were taught.

Comments on the ability to make decisions-in-action. Gives additional examples of problems solved when the lessons were taught.

Comments on decisions-in-action but does not reflect on their effectiveness. Comments on problems but does not offer solutions.

Does not comment on decisions-in-action or problem solving.

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Levels/Criteria Exceeds Standard-3 Meets Standard-2 Approaching Standard-1 Not Meeting Standard-0 Score

ACTFL 5 INTASC 9

Uses assessment data and other sources to revise lesson plans to meet the needs of the students.

Uses assessment data to revise lesson plans to meet the needs of the students.

Comments on assessment data but lesson plans are not revised to meet the needs of the students

Does not comment on the use of assessment data to revise lesson plans.

ACTFL 5 INTASC 7

Includes a variety of out-of-classroom activities that engage students in learning experiences related to lesson objectives.

Includes an out-of –classroom activity that engages students in learning experiences related to lesson objectives.

Includes an out-of-classroom activity or activities but they are not related to lesson objectives.

Does not include out-of-classroom activities.

ACTFL 4 INTASC 6

Explains how technology was applied to maximize student learning. Includes 2 or more examples of appropriate and compelling technology-based activities used to facilitate student exposure to authentic materials from the target culture.

Explains how technology was applied to maximize student learning. Includes 1 example of technology-based activities used to facilitate student exposure to authentic materials from the target culture.

Comments on how technology was used but does not show a connection to student learning. Examples included are not geared towards facilitating student exposure to authentic materials from the target culture.

Does not use technology to maximize student learning.

ACTFL 3 INTASC 2

Explains how to adjust instruction, curriculum, and behavior management strategies to meet the individual and special needs of students. Discusses the use of school personnel and specific supplemental materials/strategies to meet these needs.

Explains how to adjust instruction, curriculum, and behavior management as needed to meet the individual and special needs of students.

Acknowledges a need to adjust instruction, curriculum, and behavior management to meet the individual and special needs of students, but does not include a viable strategy.

Shows little or no ability to adjust instruction and curriculum as needed to meet the individual and special needs of students.

ACTFL 3 INTASC 3

Discusses how to utilize material which offers a variety of strategies promoting an equitable environment while being sensitive to diverse populations.

Provides a strategy which promotes an equitable environment while being sensitive to diverse populations.

Acknowledges the need for an equitable environment while being sensitive to diverse populations, but does not provide a viable strategy. Mentions the need but does not give specific evidence of how they are going to create an accepting learning environment.

Does not acknowledge the need for an equitable environment which is sensitive to diverse populations.

ACTFL 6 INTASC 9

Discusses multiple strategies of how the lesson plans could be revised or modified when teaching the lesson sequence again. Provides an explanation for the revisions.

Discusses how the lesson plans could be revised or modified when teaching the lesson sequence again. Provides an explanation for this revision.

Discusses how the lesson plans could be revised or modified but does not include an explanation for this revision.

Does not discuss how the lesson plans could be revised or modified when teaching the lesson sequence again.

ACTFL 6 INTASC 6

Demonstrates clear and convincing adherence to written standard English and consistent usage of appropriate writing conventions. The paper is error-free.

Demonstrates adherence to written standard English with few minor errors in writing conventions that do not detract from the readability.

Demonstrates inconsistent adherence to written standard English. Contains numerous errors in writing conventions.

Demonstrates little or no adherence to written standard English. Errors in writing conventions are so numerous that they may detract from the readability.

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Video Commentary Videotape yourself presenting a lesson and complete a critique of your teaching. The lesson should be clearly audible and focus on significant interactive exchanges among students and between teacher and students as described in the rubric. In order to capture elements of effective instruction and student learning, you will need to produce a video of reasonable audio and video quality. Videotape several lessons and select the best quality.

The video must be 30 minutes of an unedited lesson recorded on a DVD. This is not a television production. The DVD MUST NOT be started and stopped for any reason. No editing will be allowed. The purpose of this exercise is to critique your own teaching. It should not be a staged lesson.

At least once, scan the entire classroom to provide a context for the room arrangement.

Write a commentary double-spaced, 12 point Times New Roman font. Identify the date of the video.

Watch your video several times. You may find it necessary to pause the video to take notes. Reflect on the following questions to write your commentary:

What various teaching strategies did you implement? Were they successful? How did you assess your students' level of understanding? Discuss the assessment strategies and

instruments utilized. How well did they measure student learning? Comment on your classroom management strategies as illustrated in the video. How did the strategies

promote an environment that encourages purposeful learning? Did you observe a need for the use of other management strategies?

How did you assist students to connect prior knowledge with new learning experiences? Comment of the evidence from the video. How did you integrate other subject areas?

Was your content knowledge accurate? What additional knowledge might improve the lesson? What types of decisions did you need to make during the lesson? Why did you make those decisions?

Are there other alternatives if the situation arose again? Comment on your presentation of standard spoken English. Did you make any grammatical errors

while speaking? Give suggestions for improvement where appropriate. Comment on audience awareness with evidence from the video. Were there inconsistencies with eye

contact, voice projection, or proximity? Did you provide clear and consistent feedback to the students' when evaluating their work and or comments? Give suggestions for improvement where appropriate.

Submit your reflection and formal lesson plan for the lesson you videotaped via TaskStream under the column "Video Commentary". You have three options for providing your university supervisor a copy of your video:

1. Your video may be uploaded to TaskStream.  Please  see  “Instructions  for  Uploading  Video  to  TaskStream.”    

2. Your video may also be uploaded to YouTube (privately) and a link may be sent to your university supervisor.

3. Copy video to thumb drive (or other external storage device) and give to university supervisor.

Your written reflection will be evaluated on the quality of the writing as outlined in the rubrics. As always, your writing should be organized and coherent. Make sure you support your points with evidence. Your paper should be error-free.

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EDCI 497 FLL Video Commentary Rubric

Levels/Criteria Exceeds Standard-3 Meets Standard-2 Approaching Standard-1 Not Meeting Standard-0 Score

Planning for Instruction INTASC 7

Identifies three or more teaching strategies and reflects on their level of success.

Identifies two teaching strategies and reflects on their level of success.

Identifies one teaching strategy but does not reflect on their level of success.

Does not identify any teaching strategies observed in the video.

Assessment INTASC 6

Identifies how student learning is assessed. Discusses three or more assessment strategies and instruments utilized. Reflects on well student learning was measured.

Identifies how student learning is assessed. Discusses two assessment strategies and instrument utilized. Reflects on how well student learning is measured.

Identifies how student learning is assessed. Discusses on assessment strategy and instrument utilized. Reflects on how well student learning is measured.

Does not identify how student learning is assessed. Does not discuss assessment strategies or instruments utilized. Does not reflect on how well student learning measured.

Classroom Management INTASC 3

Comments on a range of classroom management strategies observed in the video and reflects on how they promoted an environment that encouraged purposeful learning.

Comments on at least one classroom management strategy observed in the video and reflects on how it promoted an environment that encourages purposeful learning.

Comments on classroom management strategies observed in the video but does not reflect on what they accomplished.

Does not comment on classroom management strategies observed in the video.

Application of Content INTASC 5

Comments on evidence in the video that shows how students are connecting prior knowledge with new learning experiences and reflects on how other subject areas are being integrated.

Comments on evidence in the video that shows how students are connecting prior knowledge with new learning experiences.

Video and comments provide limited evidence of students connecting prior knowledge with new learning experiences.

Video and comments provide no evidence of students connecting prior knowledge with new learning experiences.

Content Knowledge INTASC 4

Uses the video to reflect on the accuracy of the content knowledge provided to the students and provides some insight into how acquiring some additional knowledge might improve the lesson.

Uses the video to reflect on the accuracy of the content knowledge provided to the students.

Uses the video to reflect on the accuracy of the content knowledge provided to the students, but overlooks some minor knowledge deficiencies.

Comments are not made with regard to content knowledge.

Instructional Strategies INTASC 8

Comments on video evidence of decisions-in-action by explaining the reasons behind the actions and reflecting on possible alternatives. Includes comments on anticipated problems that did not show up on the video and how they were solved in advance.

Comments on video evidence of decisions-in-action by explaining the reasons behind the actions and reflecting on possible alternatives.

Comments on video evidence of decisions-in-action, but does not reflect on possible alternatives.

Does not comment on decisions-in-action.

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Levels/Criteria Exceeds Standard-3 Meets Standard-2 Approaching Standard-1 Not Meeting Standard-0 Score

Use of Standard English INTASC 5n

Acknowledges three or more examples of errors/flaws in oral presentation and gives suggestions for improvement where appropriate.

Acknowledges two errors or flaws in oral presentation and gives suggestions for improvement where appropriate.

Acknowledges one error / flaw with oral presentation but does not give suggestions for improvement.

There is no comment on the oral presentation observed on the video.

Audience Awareness And Feedback INTASC 3n, q, r; 6n; 8m

Acknowledges three more examples of inconsistencies with eye contact, voice projection, proximity, and feedback to students and gives suggestions for improvement where appropriate.

Acknowledges two examples of inconsistencies with eye contact, voice projection, proximity, and feedback to students.

Acknowledges one example of an inconsistency with eye contact, voice projection, proximity and feedback to students, but does not comment on other difficulties observed on the video.

There is no comment with regard to audience awareness or feedback.

Use of Standard English Writing Conventions INTASC 5n;

Demonstrates clear and convincing adherence to written standard English and consistent usage of appropriate writing conventions. The paper is error-free.

Demonstrates adherence to written standard English with few minor errors in writing conventions that do not detract from the readability.

Demonstrates inconsistent adherence to written standard English. Contains numerous errors in writing conventions.

Demonstrates little or no adherence to written standard English. Errors in writing conventions are so numerous that they may detract from the readability.

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Final Reflection on Teaching and Learning Review your entire TaskStream Portfolio Assignments, weekly teaching logs, and reflect upon your student teaching experience.

Write a commentary, double-spaced, 12 point font, about this experience. Use the following prompts as a guide:

Discuss the range of classroom management strategies you utilized. Give examples of techniques that were attempted or implemented.

Discuss out-of-classroom activities that were used to engage students in learning experiences and how they related to lesson objectives.

Comment on how the ability to make effective decisions-in-action in the classroom. Give examples of situations that demonstrate your ability to solve problems before they arise.

How did you evaluate the outcomes of teaching and learning? What types of data did you use to support your decisions? Give examples of how this data was used to revise the lesson plans to meet the needs of the students.

Discuss how you used technology in the classroom to maximize student learning. Did the students have an opportunity to use technology in a hands-on manner?

Discuss how you adjusted instruction, curriculum, and behavior management strategies to meet the individual and special needs of students. Include examples of how the use of school personnel and specific supplemental materials/strategies were used to meet these needs.

What materials and strategies were used to provide the opportunities for students to understand and appreciate the diverse cultures, the various abilities ranges, and the various perspectives of others? How did you promote an equitable learning environment while being sensitive to diverse populations?

Describe how you included parents in the learning process. Give examples of how you collaborated with other professionals beyond what is place at the school. Illustrate how community stakeholders aided in the learning process.

How did your ideas of teaching change throughout the semester? Why were these changes made? What were some misconceptions you had when you began?

As always, your paper will be graded on the quality of the writing. Your paper should be organized, coherent, and adhere to standard written English. Your paper needs to demonstrate clear and consistent usage of appropriate writing conventions with no errors.

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EDCI 497 FLL Final Reflection on Teaching and Learning Rubric

Levels/Criteria Exceeds Standard-3 Meets Standard-2 Approaching Standard-1 Not Meeting Standard-0

Score/Level

Classroom Management INTASC 3

Discusses a range of classroom management strategies used that go beyond the established model. Gives numerous examples of techniques that were attempted / implemented.

Discusses the established model and includes modifications that were attempted / implemented.

Discusses only the established classroom model.

Does not mention classroom management.

Out of Classroom Activities INTASC 7

Discusses how a variety of out-of-classroom activities were used that engage students in learning experiences related to lesson objectives.

Discusses how at least one out-of –classroom activity was used to engage students in learning experiences related to lesson objectives.

Discusses out-of-classroom activity or activities but they were not related to lesson objectives.

Does not mention out-of-classroom activities.

Problem Solving Decisions in Action INTASC 9

Comments on the ability to make effective decisions-in-action in the classroom. Includes examples of situations that demonstrate the ability to solve problems before they arise.

Comments on the ability to make effective decisions-in-action in the classroom and includes specific examples.

Comments on the ability to make decisions-in-action in the classroom but examples may be ineffective.

Does not mention decisions-in-action in the classroom.

Revising Practice INTASC 6, 9

Comments on how classroom observation, information about students, and research were used to evaluate the outcomes of teaching and learning. Gives numerous examples of how this data was used to revise lesson plans to meet the needs of the students.

Comments on how classroom observation and information about students were used to evaluate the outcomes of teaching and learning. Gives at least two examples of how this data was used to revise the lesson plans to meet the needs of the students.

Comments on the use of classroom observation and information about students for evaluating the outcomes of teaching and learning. Does not give any examples of how a lesson plan was revised to meet the needs of the students.

Does not comment on the usage of classroom observation, information about students, and research to revise lesson planning.

Technology INTASC 8

Discusses how technology was used to maximize student learning and gives examples of hands-on opportunities used by the students.

Discusses how technology was used to maximize student learning.

Discusses how technology was used but does not show a connection to student learning.

Does not use technology to maximize student learning.

Adaptation & Accommodation IEP Implementation INTASC 2

Comments on how instruction, curriculum, and behavior management strategies were adjusted to meet the individual and special needs of students. Includes examples of how the use of school personnel and specific supplemental materials/strategies were used to meet these needs.

Comments on how instruction, curriculum, and behavior management strategies were used to meet the individual and special needs of students. Mentions the need for supplemental materials/strategies but is not specific with what was utilized.

Comments on the need for adjustments to instruction, curriculum, and behavior management, but does not mention modifications utilized.

Does not comment on adjustments made to instruction and curriculum as needed to meet the individual and special needs of students.

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Levels/Criteria Exceeds Standard-3 Meets Standard-2 Approaching Standard-1 Not Meeting Standard-0

Score/Level

Multicultural Materials , Equitably, Acceptance of Diversity INTASC 2

Comments on how materials and a variety of strategies were used to give students an opportunity to understand and appreciate diverse cultures. Explains how an equitable environment was promoted while being sensitive to diverse populations.

Comments on how a strategy was used to promote an equitable environment while being sensitive to diverse populations. Does not mention specific materials.

Mentions the need for an equitable environment but does not give specific evidence of how an accepting learning environment was created.

Does not comment on the need for an equitable environment which is sensitive to diverse populations.

Professional Participation and Relationships INTASC 10

Comments on ideas used to involve parents in the learning process. Gives examples of collaboration with other professionals beyond what was in place at the school. Illustrates how community stakeholders aided in the learning process.

Comments on ideas used to involve parents in the learning process and collaboration with other professionals beyond what was in place at the school. May or may not include a community stakeholder component.

Acknowledges a need for parental involvement and professional collaboration but does not state specific ideas of what was done. Parental involvement was limited to conferences and newsletters. Collaboration with other professionals was limited to what was in place in the school.

Does not mention involving parents in the learning process and provides no examples of collaboration with other professionals.

Revising Practice INTASC 6, 9

Discusses how ideas of teaching changed throughout the semester and explains why these changes were made. Comments on the misconceptions had at the beginning of the experience.

Discusses how the ideas of teaching changed throughout the semester, but does not state the reasons for these changes. Comments on the misconceptions had at the beginning of the experience.

Acknowledges some change of ideas of teaching, but is not specific how the ideas were changed or the reason for the changes in thought.

Does not mention how ideas of teaching were changed throughout the semester. Does not discuss previously held misconceptions.

Writing Process INTASC 5n;

Writing is extremely interesting, organized, coherent, and points are clearly stated and well supported with convincing evidence.

Writing is organized and coherent. Points are supported with evidence. Writing is the quality of college level material.

Points are stated but not always supported with evidence. The quality of writing could be improved.

Writing is not organized. The piece is put together in a haphazard manner. The points are poorly stated or not supported with evidence.

Use of Standard English Writing Conventions INTASC 5n;

Demonstrates clear and convincing adherence to written standard English and consistent usage of appropriate writing conventions. The paper is error-free.

Demonstrates adherence to written standard English with few minor errors in writing conventions that do not detract from the readability.

Demonstrates inconsistent adherence to written standard English. Contains numerous errors in writing conventions.

Demonstrates little or no adherence to written standard English. Errors in writing conventions are so numerous that they may detract from the readability.

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DTP Dispositions Policy and Procedures

Your conduct in classrooms, both at Purdue University Calumet and in area K-12 schools, as well as your attitudes about teaching demonstrates your disposition as a developing teacher candidate. Faculty, cooperating teachers, and university supervisors evaluate these attitudes and behaviors, formally and informally, as you progress through the program. The nature of the dispositions to be evaluated are:

timeliness and attendance preparedness flexibility maturity reflective practice respect integrity willingness to actively engage in collaboration demonstration of your interest in life-long learning

Evaluation of the Dispositions Familiarize yourself with the Exemplary Practice Report and Professional Growth Incident Report forms, which can be found in your Department of Teacher Preparation Handbook. These forms are provided and explained to you in detail during your freshman year experience course and/or during fall/spring Department of Teacher Preparation orientation. Formal Evaluations You will be formally evaluated on all dispositional characteristics at three points in the teacher education program:

1) The semester that you are enrolled in EDCI 355, Teaching and Learning in the K-12 Classroom 2) Your methods experience in the following courses: EDCI 321, EDCI 304 (Elementary

candidates) and EDCI 34X (Secondary candidates) 3) Your student teaching experience (dispositions will be assessed at mid-term and as a part of the

final evaluation).

Informal Evaluations Informal evaluations of dispositions can be done at any time when exemplary dispositions are displayed, or if an unacceptable disposition is displayed, either in a classroom setting or outside of it. In general, our expectation is that you will conduct yourself in a professional manner at all times, and that your behavior and attitudes will reflect the standards of acceptable dispositions. Exemplary Practice Report The Teacher Preparation Exemplary Practice Notification is used to recognize that you have demonstrated a disposition in exemplary fashion, going beyond what is expected of you in your coursework and/or field experience. For instance, volunteering outside of class to assist a classroom teacher beyond what is required may be an example of your willingness to actively engage in collaboration, a demonstration of an exemplary disposition. A teacher candidate may receive an

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unlimited number of exemplary disposition notifications. Any staff or faculty member can award the Exemplary Practice Report. You will receive a copy, and a second copy will be placed in your file. You may use these forms in your portfolio as evidence that you have demonstrated excellence in that disposition. Professional Growth Incident Report Any faculty or staff member can issue the Professional Growth Incident Report in the event that your conduct does not meet the standard of professional conduct. The purpose of this report is to emphasize the importance of discontinuing a particular conduct that interferes with your progress through the Teacher  Preparation  Program,  is  contrary  to  one  of  the  program’s  dispositions,  or  is  not  in  accordance  with university policies per the Purdue University Calumet Student Handbook and/or Civility Code. Unacceptable dispositions can take many forms and may consist of not meeting what is expected of you in your coursework, such as habitual tardiness. However, Professional Growth Incident Reports also address more serious infractions, such as illegal and/or unethical conduct, such as behavior that places K-12 students in potential jeopardy. NOTE: If you choose to not meet with the faculty or staff member that has contacted you regarding an unacceptable disposition, a request will be sent to the Department Head who will initiate a meeting with you. If your conduct includes an illegal and/or safety issue, the Department Head will be immediately notified and, at his/her discretion, may initiate the termination from the program process following appropriate due process as identified by the guidelines at Purdue University Calumet. Systematic Assessment of All Candidates Using Task Stream Systematic dispositions are weighted at 10% of the cumulative rubric score at each gate in the elementary and secondary programs. These scores will be generated using a rubric made up of the nine dispositional criteria (e.g., preparation) to be graded on a four-point scale (3, 2, 1, and 0). As part of this process, if a teacher candidate receives on any single criteria two dispositional zeros (0) based on the average between the faculty and host teacher evaluation, a formal unacceptable disposition form will be completed along with a recommendation plan. The disposition form will be signed by the student, Department Head, and filed in the student file. Dispositional data will be stored and monitored at the end of each semester by the DTP administration.

Rev 11/7/2011 Rev 2/6/2012

Midterm disposition due Friday of week 8

Final Disposition due Friday of week 16

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Department of Teacher Preparation Dispositional Audit Rubric

Levels/Criteria Exceeds Standards-3 Meets Standard-2 Approaching Standard-1 Not Meeting Standard-0 Score/Level

Attendance Goes beyond attendance policy required by the syllabus

Meets attendance policy as required by syllabus

Meets attendance policy as required by syllabus with few infractions; e.g. few tardies and early departures

Does not: meet attendance policy as required by syllabus; e.g. numerous tardies, early departures, and absences

Preparedness Goes well beyond required preparation for class/student teaching; e.g., evidence of completed assignments, written notes, questions, other responsibilities

Consistently: well prepared for class/student teaching; e.g., evidence of completed assignments, written notes, questions, other responsibilities

Occasionally: well prepared for class/student teaching; e.g., evidence of completed assignments, written notes, questions, other responsibilities

Is not well prepared for class/student teaching; e.g., evidence of completed assignments, written notes, questions, other responsibilities

Flexibility Demonstrates unfailing flexibility regarding course content, class scheduling, and other changes deemed necessary by faculty

Consistently: demonstrates flexibility regarding course content, class scheduling, and other changes deemed necessary by faculty

Occasionally: demonstrates flexibility regarding course content, class scheduling, and other changes deemed necessary by faculty

Does not: demonstrate flexibility regarding course content, class scheduling, and other changes deemed necessary by faculty

Maturity Consistently accepts and solicits feedback and makes appropriate adjustments to enhance personal growth. Analyzes and synthesizes interactions and comments to make appropriate adjustments that promote a positive working environment

Consistently: welcomes feedback and makes appropriate adjustments to enhance personal growth; analyzes interactions and comments to make appropriate adjustments that promote a positive working environment

Occasionally: welcomes feedback and makes appropriate adjustments to enhance personal growth; analyzes interactions and comments to make appropriate adjustments that promote a positive working environment

Does not: welcome feedback and make appropriate adjustments to enhance personal growth; analyze interactions and comments to make appropriate adjustments that promote a positive working environment

Reflective Always suspends initial judgments; receptive of critical examination; makes reasoned decisions with supporting evidence

Consistently: willing to suspend initial judgments; receptive of critical examination; makes reasoned decisions with supporting evidence

Occasionally: willing to suspend initial judgments; receptive of critical examination; makes reasoned decisions with supporting evidence

Is not: willing to suspend initial judgments; receptive of critical examination; willing to make reasoned decisions with supporting evidence

Collaborative Always enlists others to promote exceptional group interaction and productivity

Consistently: works well with others; works well in groups; evenly distributes responsibility

Occasionally: works well with others; works well in groups; evenly distributes responsibility

Does not: work well with others; work well in groups; evenly distribute responsibility

Respectful Demonstrates without exception, sensitivity with respect to language use; sets and maintains high expectations for self and others, shows unfailingly courtesy and consideration for people and multiple perspectives

Consistently: demonstrates sensitivity with respect to language use; sets high expectations for self and others, shows due courtesy and consideration for people and multiple perspectives

Occasionally: demonstrates sensitivity with respect to language use; sets high expectations for self and others, shows due courtesy and consideration for people and multiple perspectives

Does not: demonstrate sensitivity with respect to language use; set high expectations for self and other, show due courtesy and consideration for people and multiple perspectives

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Levels/Criteria Exceeds Standards-3 Meets Standard-2 Approaching Standard-1 Not Meeting Standard-0 Score/Level

Lifelong-Learner

Consistently: demonstrates curiosity, creativity, and intellectual interest regarding course content, processes, and tasks; welcomes new and rigorous learning opportunities

Consistently: demonstrates curiosity, creativity, and intellectual interest regarding course content, processes, and tasks; welcomes new and rigorous learning opportunities

Occasionally: demonstrates curiosity, creativity, and intellectual interest regarding course content, processes, and tasks; welcomes new and rigorous learning opportunities

Does not: demonstrate curiosity, creativity, and intellectual interest regarding course content, processes, and tasks; welcome new and rigorous learning opportunities

Integrity Accurately acknowledges the work of others when presenting information; protects confidential information, and does not engage in activity that has been deemed unethical

Does not acknowledge the work of others when presenting information; protect confidential information. May engage in activities that have been deemed unethical or a misrepresentation