and demonstrate learning goals is weak; do show differentiated skills, support unit differentiation of not show differentiated instruction learning goals, instruction instruction. clearly show differentiated instruction. 5. Analysis of ESOL Student Learning 4a, c Charts student learning for Student learning is not Student learning is not Student learning is 5a the whole ESL class with explained, or charted for well explained; is clearly explained; respect to learning goals ESL class and/or work is poorly done, not charted in creative and sloppy or incomplete. comprehensive or clear illuminating ways for whole ESL class Quantifies student learning ESOL student learning is ESOL student learning is ESOL student learning for selected individual not quantified for quantified for individual is demonstrated in ESOL students individual students students. creative ways for three individuals. Narrative analysis of Narrative displays Narrative displays Interprets results of learning outcomes is knowledge of class and knowledge of class and quantitative and qualitative incomplete, does not individual students, individual students, analysis to assess impact identify salient factors, identifies salient factors identifies salient factors of instruction on English and/or explain how they influencing ESOL student influencing ESOL influenced ESOL student learning, and provides student learning, and learning using evidence plausible explanations of makes explicit use of drawn from unit. differences in student TESOL pedagogical learning outcomes based theory and evidence on evidence drawn from drawn from unit to unit. explain differences in student learning outcomes 6. Reflection and Self Analysis 5a, c 6.1Reflects on implications of Little evidence of Narrative shows some Narrative shows ESL unit, suggesting reflection or discussion of thoughtful analysis; reflection and insight possible revisions incomplete discussion of with thoughtful 6.2 Reflection on areas of Narrative is incomplete or possible revisions revisions suggested strength; evidence missing; displays a weak Shows a developing Shows a sophisticated understanding of understanding of strengths understanding of
and demonstrate differentiation of instruction learning goals is weak; do not show differentiated instruction. show differentiated instruction skills, support unit learning goals, clearly show differentiated instruction. 5. Analysis of ESOL Student Learning 4a, c 5a Charts student learning for the whole ESL class with respect to learning goals Student learning is not explained, or charted for ESL class and/or work is sloppy or incomplete. Student learning is not well explained; is poorly done, not comprehensive or clear Student learning is clearly explained; charted in creative and illuminating ways for whole ESL class Quantifies student learning for selected individual ESOL students Interprets results of quantitative and qualitative analysis to assess impact of instruction on English ESOL student learning is not quantified for individual students Narrative analysis of learning outcomes is incomplete, does not identify salient factors, and/or explain how they influenced ESOL student learning using evidence drawn from unit. ESOL student learning is quantified for individual students. Narrative displays knowledge of class and individual students, identifies salient factors influencing ESOL student learning, and provides plausible explanations of differences in student learning outcomes based on evidence drawn from unit. ESOL student learning is demonstrated in creative ways for three individuals. Narrative displays knowledge of class and individual students, identifies salient factors influencing ESOL student learning, and makes explicit use of TESOL pedagogical theory and evidence drawn from unit to explain differences in student learning outcomes 6. Reflection and Self Analysis 5a, c 6.1Reflects on implications of ESL unit, suggesting 6.2 Reflection on areas of strength; evidence Little evidence of reflection or discussion of possible revisions Narrative is incomplete or missing; displays a weak understanding of Narrative shows some thoughtful analysis; incomplete discussion of possible revisions Shows a developing understanding of strengths Narrative shows reflection and insight with thoughtful revisions suggested Shows a sophisticated understanding of
tesol_tcwssl_2014.docx