Many instructional Instructional Most instructional Sound Professional 3 Practice decisions and decisions and decisions and modifications are modifications are modifications are GP 2 inappropriate and not mostly appropriate, based upon sound pedagogically sound. but some decisions professional practice and modifications and clearly analyzed are not based upon (i.e., they are likely sound professional to lead to student practice that leads to learning). student learning. Teacher treats as Some modifications Appropriate Modifications 3 plan fits all” of the instructional modifications of the Based on Analysis “one with limited plan are made to instructional plan are of Student Learning modifications. address individual made to address GP 2 student but individual student these are not based These DP 4 on a thorough modifications are analysis of student informed by in-depth learning, best analysis of student practice, or contextual factors. best practice, and contextual factors. Include explanation of why the modifications would improve student progress. Congruence Modifications in Modifications in Modifications in 2 Between instruction lack instruction are instruction are Modifications and congruence with generally congruent consistently Learning learning objectives. with learning congruent with Objectives objectives. learning objectives. Modifications for There are few Changes are Changes described 2 Future specific suggestions suggested with are thorough, come Teaching for change in the unit adequate bases for from reflection and for the future. those changes. professional GP 2 knowledge and have clear rationales for the changes. SECTION 6 ANALYSIS OF STUDENT LEARNING ANALYSIS OF STUDENT LEARNING The teacher uses assessment data to highlight varied aspects of student learning and communicate information about student progress and achievement for the unit’s objectives and the state and national standards addressed. TASK
Sound Professional Practice GP 2 Many instructional decisions and modifications are inappropriate and not pedagogically sound. Instructional decisions and modifications are mostly appropriate, but some decisions and modifications are not based upon sound professional practice that leads to student learning. Most instructional decisions and modifications are based upon sound professional practice and clearly analyzed (i.e., they are likely to lead to student learning). 3 Modifications Based on Analysis of Student Learning GP 2 DP 4 Teacher treats as “one plan fits all” with limited modifications. Some modifications of the instructional plan are made to address individual student but these are not based on a thorough analysis of student learning, best practice, or contextual factors. Appropriate modifications of the instructional plan are made to address individual student These modifications are informed by in-depth analysis of student best practice, and contextual factors. Include explanation of why the modifications would improve student progress. 3 Congruence Between Modifications and Learning Objectives Modifications in instruction lack congruence with learning objectives. Modifications in instruction are generally congruent with learning objectives. Modifications in instruction are consistently congruent with learning objectives. 2 Modifications for Future Teaching GP 2 There are few specific suggestions for change in the unit for the future. Changes are suggested with adequate bases for those changes. Changes described are thorough, come from reflection and professional knowledge and have clear rationales for the changes. 2 SECTION 6 ANALYSIS OF STUDENT LEARNING ANALYSIS OF STUDENT LEARNING The teacher uses assessment data to highlight varied aspects of student learning and communicate information about student progress and achievement for the unit’s objectives and the state and national standards addressed. TASK
TWS-undergraduate-Elementary-Education-revised-summer-2017.docx