objectives. Explicitly analyzes the role of professional knowledge in analyzing his/her responsibilities for student learning. Insights on Provides no Identifies Identifies Effective rationale for why successful and successful and Instruction and some activities or unsuccessful unsuccessful Assessment assessments were activities or activities and more successful assessments and assessments and than others. plausible reasons provides plausible, GP 2 for their success or thorough reasons lack thereof on theory or (limited use of research) for their theory, research or success or lack professional thereof. Assumes knowledge). active responsibility for his/her professional success. Alignment Does not connect Connects learning Logically and learning objectives, objectives, extensively Among Objectives, instruction, and instruction, and connects learning Instruction and assessment results assessment results objectives, Assessment in the discussion of in the discussion of instruction, and student learning student learning assessment results and effective and effective in the discussion of GP 4 instruction and/or instruction. student learning the connections are and effective irrelevant or instruction. Show inaccurate. of understanding regarding these linkages. Implications for Provides no ideas Provides ideas for Provides for Future Teaching or inappropriate redesigning redesigning ideas for learning goals, learning goals, redesigning instruction, and instruction, and GP 2 DP 3 learning goals, assessment but assessment and instruction, and offers limited explains in depth assessment. rationale for why why these these changes modifications
objectives. Explicitly analyzes the role of professional knowledge in analyzing his/her responsibilities for student learning. Insights on Effective Instruction and Assessment GP 2 Provides no rationale for why some activities or assessments were more successful than others. Identifies successful and unsuccessful activities or assessments and plausible reasons for their success or lack thereof (limited use of theory, research or professional knowledge). Identifies successful and unsuccessful activities and assessments and provides plausible, thorough reasons on theory or research) for their success or lack thereof. Assumes active responsibility for his/her professional success. Alignment Among Objectives, Instruction and Assessment GP 4 Does not connect learning objectives, instruction, and assessment results in the discussion of student learning and effective instruction and/or the connections are irrelevant or inaccurate. Connects learning objectives, instruction, and assessment results in the discussion of student learning and effective instruction. Logically and extensively connects learning objectives, instruction, and assessment results in the discussion of student learning and effective instruction. Show of understanding regarding these linkages. Implications for Future Teaching GP 2 DP 3 Provides no ideas or inappropriate ideas for redesigning learning goals, instruction, and assessment. Provides ideas for redesigning learning goals, instruction, and assessment but offers limited rationale for why these changes Provides for redesigning learning goals, instruction, and assessment and explains in depth why these modifications
tws-elementary-revisions-summer-2013-docx-no-scores.docx