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University of Rochester Warner School of Education
ED452B Continuous Teaching Cycle Inclusion (2014 standards)
 
Candidate: Evaluator:
Semester and Year (required): Course #:
Date:
Description:
 
 

Continuous Teaching Cycle 
INC452B 1 Student Learning Environment CEC 1, 2, 6 Section 1 of guidelines) 
(1)Unacceptable / Insufficient
Candidate demonstrates minimal or no knowledge of characteristics of the community, school, and classroom that may affect learning and minimal or no understanding and value of the importance and complex characteristics of families of students with ELN; demonstrates minimal, stereotypical, irrelevant, or no knowledge of ELN student diversity and differences (e.g., developmental, cultural, linguistic, communication, behavioral, academic, and interests); identifies the value of understanding students' skills and prior learning, but identifies no implications of this information for planning and assessment based on student individual differences and learning environment characteristics
(2) Needs Improvement / Emerging
Candidate demonstrates some knowledge of characteristics of the community, school, and classroom that may affect learning and some understanding and value of the importance and complex characteristics of families of students with ELN; demonstrates general knowledge of ELN student diversity and differences (e.g., developmental, cultural, linguistic, communication, behavioral, academic, and interests); identifies the value of understanding students' skills and prior learning, and identifies general implications of this information for planning and assessment based on student individual differences and learning environment characteristics
(3) Basic Proficiency
Candidate articulates a comprehensive understanding of characteristics of the community, school, and classroom that may affect learning and a good understanding and value of the importance and complex characteristics of families of students with ELN; displays specific knowledge of ELN student diversity and differences (e.g., developmental, cultural, linguistic, communication, behavioral, academic, and interests); demonstrates knowledge of students' skills and prior learning, and identifies specific implications of this information for planning and assessment based on student individual differences and learning environment characteristics
(4) Outstanding Performance
Candidate articulates an in-depth understanding of characteristics of the community, school, and classroom that may affect learning with specific data, cited sources, and/or statistics; candidate understands and values the importance and complex characteristics of families of students with ELN; articulates in-depth knowledge of ELN student diversity and differences (e.g., developmental, cultural, linguistic, communication, behavioral, academic, and interests); demonstrates an in-depth knowledge of students' skills and prior learning and articulates the implications of this information for planning and assessment through an analysis of decisions for instruction based on student individual differences and learning environment characteristics
INC452B 2 Theoretical Framework CEC 4, 6 (Section 2 of guidelines) 
(1)Unacceptable / Insufficient
Candidate does not articulate a theoretical framework or adequately use course readings. Candidate does not provide a definition of the content area and theory of learning clearly and demonstrates little evidence of an understanding of theory and research relevant to special education and how this influences instructional design. Candidate does not or does not clearly state the rationale for the unit or articulate the importance of the unit to meaningful and relevant student learning and inclusive practice.
(2) Needs Improvement / Emerging
Candidate somewhat articulates a theoretical framework and uses some course readings where appropriate. Candidate provides a definition of the content area and theory of learning but does not clearly demonstrate evidence of an understanding of theory and research related to special education and how this influences instructional design. Candidate states the rationale for the unit, but minimally articulates the importance of the unit to meaningful and relevant student learning and inclusive practice.
(3) Basic Proficiency
Candidate sufficiently articulates a theoretical framework that guides and provides a foundation for the unit and uses course readings where appropriate. Candidate provides a definition of the content area and a theory of learning and demonstrates evidence of understanding of evidence-based principles and theories related to special education and how these influence their design of assessment, instructional planning, and implementation. Candidate states the rationale for the unit and sufficiently articulates the importance of the unit to meaningful and relevant student learning and inclusive practice.
(4) Outstanding Performance
Candidate clearly and thoughtfully articulates a theoretical framework that clearly guides and provides a foundation for the unit. Candidate uses course readings and outside readings where appropriate. Candidate provides a definition of the content area and a theory of learning and demonstrates superior evidence of understanding of philosophies, evidence-based principles and theories relevant to special education and how these influence their design of assessment, instructional planning, and implementation. Candidate states the rationale for the unit and clearly articulates the importance of the unit to meaningful and relevant student learning and inclusive practice.
INC452B 3 Lesson Planning to Meet District/state Requirements CEC 1, 3, 5 (Sections 3 and 4 of guidelines) 
(1)Unacceptable / Insufficient
Candidate constructs lesson plans that do not contain the essential components of an effective lesson plan, with no evidence or vague reference to NYS standards and no or vague, inappropriate, or unrealistic goals and objectives that reflect only one level of learning and do not address goals/objectives from IEPs
(2) Needs Improvement / Emerging
Candidate constructs lesson plans that demonstrate knowledge of content area, incorporate NYS standards, but goals and objectives are not developmentally appropriate or appropriately challenging and do not address pre-requisite knowledge, skills, and other student needs, reflect only one level of learning, and minimally address goals/objectives from IEPs
(3) Basic Proficiency
Candidate constructs effective lesson plans that demonstrate knowledge of content area, incorporate NYS standards, developmentally appropriate and appropriately challenging goals and objectives that address pre-requisite knowledge, skills, and other student needs, reflect 3 levels of learning, and address goals/objectives from IEPs
(4) Outstanding Performance
Candidate constructs well written, creative, and effective lesson plans that demonstrate knowledge of content area, incorporate NYS standards, appropriately challenging goals and objectives that demonstrate realistic expectations for all students, provide for critical thinking and reflection, reflect 3 or more levels of learning, and fully address goals/objectives from IEP
INC452B 4 Assessment Plan CEC 4 (Section 5 of guidelines) 
(1)Unacceptable / Insufficient
Candidate minimally or does not link assessment criteria to learning goals and designs an assessment plan that uses only one assessment mode, displays limited knowledge of formal/informal assessments, is not differentiated or varied to meet the individual needs of students, and includes pre- and post-assessments from 3 levels of learning, but with no reflection of student progress
(2) Needs Improvement / Emerging
Candidate links assessment criteria to some learning goals and designs an assessment plan that uses multiple assessment modes to document student performance, but the modes are not performance based and/or do not require integration of knowledge, skills, and critical thinking, but are differentiated, and varied to meet the individual needs of some students, and includes pre- and post-assessments from 3 levels of learning with brief reflection of student progress
(3) Basic Proficiency
Candidate links assessment criteria to learning goals and designs an assessment plan that uses pre-/post-, multiple, differentiated, and varied assessment modes to document student performance, strengths and needs, and effectiveness of instruction to meet the individual needs of most students, and includes pre- and post-assessments from 3 levels of learning with reflection on student progress and additional instructional strategies
(4) Outstanding Performance
Candidate clearly links assessment criteria to learning goals and designs an assessment plan that uses pre-/post-, multiple, differentiated, and varied formal/informal, and self-assessments to document student performance, all strengths and needs, effectiveness of instruction, are creative and show evidence of problem-solving skills, and include pre- and post-assessments from 3 levels of learning with reflection on student progress and additional instructional strategies that may be needed to master lesson content for individuals or groups
INC452B 5 Pedagogy CEC 1, 2, 5, 6, 7 (Section 6 of guidelines) 
(1)Unacceptable / Insufficient
Candidate designs lesson plans that provide little or no adjustment for individual learning needs, are not linked to learning goals, and provide no levels of support appropriate to the individual (developmental, cultural, linguistic, communication, behavioral, academic, and interests). Candidate designs activities and assignments that are not appropriate for each student, have minimal or no connections to previous lessons, do not incorporate technology, and do not describe collaboration with other school professionals
(2) Needs Improvement / Emerging
Candidate designs lesson plans that provide some adjustment for individual learning needs through differentiation, are not linked to all learning goals, and provide minimal levels of support appropriate to the individual (developmental, cultural, linguistic, communication, behavioral, academic, and interests). Candidate designs activities and assignments that are not appropriate for each student, have minimal connections to previous lessons, incorporate technology, but is inappropriate, and minimally describe collaboration with other school professionals
(3) Basic Proficiency
Candidate designs lesson plans that incorporate student interests and previous knowledge while adjusting for individual learning needs through differentiation, are linked to learning goals, and provide levels of support appropriate to the individual (developmental, cultural, linguistic, communication, behavioral, academic, and interests). Candidate designs activities and assignments using research-based instructional strategies (accommodations, modifications, adaptation, UDL), have connections to previous lessons, incorporate technology and/or appropriate materials to provide opportunities for critical thinking, and generally describes collaboration with other school professionals
(4) Outstanding Performance
Candidate designs lesson plans that incorporate student interests and previous knowledge while adjusting for individual learning needs through differentiation, are explicitly linked to learning goals, demonstrate critical thinking and reflection in activities and assignments, and provide levels of support appropriate to the individual (developmental, cultural, linguistic, communication, behavioral, academic, and interests). Candidate designs activities and assignments using research-based instructional strategies (accommodations, modifications, adaptation, UDL), have clear connections to previous lessons, incorporate technology and/or appropriate materials to promote critical thinking and reflection, and specifically describes collaboration with other school professionals
INC452B 6 Analysis of Student Learning CEC 2, 4, 6 (Section 8 of guidelines) 
(1)Unacceptable / Insufficient
Candidate does not use assessment data to monitor and document student progress, provides minimal or no summary of the 3 students' performance after instruction to compare pre-/ post- results and minimal or no analysis of whole class that fails to include evidence of impact on student learning, achievement, and progress
(2) Needs Improvement / Emerging
Candidate minimally uses assessment data to monitor and document student progress, summarizes the 3 students' performance after instruction to compare pre-/ post- results, analyzes whole class but fails to include evidence of impact on student learning, achievement, and progress, but provides no visuals to support narrative summaries
(3) Basic Proficiency
Candidate uses assessment data to monitor and document student progress, accurately summarizes the 3 students' performance after instruction to compare pre-/ post- results, analyzes whole class learning, achievement, and progress, and provides visual and narrative summaries to demonstrate the extent of student progress
(4) Outstanding Performance
Candidate uses assessment data to monitor and document student progress, accurately summarizes the 3 students' performance after instruction to compare pre-/ post- results, thoroughly analyzes of whole class learning, achievement, and progress, provides implications for further instruction, and provides visual and narrative summaries that demonstrate the extent of student progress
INC452B 7 Reflection CEC 6 (Sections 7 and 9 of guidelines) 
(1)Unacceptable / Insufficient
Candidate reflects on but minimally probes unit outcomes and tends to blame learning outcomes on student's lack of preparedness and understanding of previous content; candidate demonstrates minimal insight into his/her role in improving instruction but does not connect IEP goals, learning goals and objectives, instruction, and assessment data in discussion of student learning and effective instruction; provides no ideas for redesigning goals, instruction, and assessment; does not describe how the unit addresses student diversity and how all activities/strategies support the inclusion of all students
(2) Needs Improvement / Emerging
Candidate reflects on and vaguely probes unit outcomes and minimally reflects on performance and changes/revisions to improve instruction; candidate connects learning goals, instruction, and assessment data in a discussion of student learning and effective instruction, but demonstrates misunderstandings of conceptual gaps and provides limited ideas for redesigning goals, instruction, and assessment, and minimally describes how the unit addresses student diversity and how all activities/strategies support the inclusion of all students
(3) Basic Proficiency
Candidate reflects on and probes unit outcomes including timing, instructional strategies, use of groupings and effectiveness of technology/materials; candidate reflects on performance and changes/revisions to improve instruction, including specific strategies that may improve outcomes for individuals and the whole class and connects IEP goals, learning goals and objectives, instruction, and assessment data in a discussion of student learning and effective instruction; provides implications for future teaching, including ideas for redesigning goals, instruction, and assessment and describes how the unit addresses student diversity and how all activities/strategies support the inclusion of all students
(4) Outstanding Performance
Candidate thoughtfully reflects on and probes unit outcomes including timing, the instructional strategies, use of groupings and effectiveness of technology/materials; candidate reflects on performance and changes/revisions to improve instruction, including specific strategies that may improve outcomes for individuals and the whole class and connects IEP goals, learning goals and objectives, instruction, and assessment data in a discussion of student learning and effective instruction, including exploring multiple hypotheses for why some students did and others did not meet learning goals, including the 3 target students; provides implications for future teaching, including specific alternative actions for redesigning goals, instruction, and assessment and thoughtfully describes how the unit addresses student diversity, and how all activities/strategies support the inclusion of all students
INC452B 8 References and Citations 
(1)Unacceptable / Insufficient
Candidate does not use proper APA format for citations
(2) Needs Improvement / Emerging
Candidate demonstrates many errors in proper APA format
(3) Basic Proficiency
Candidate makes some errors in proper APA format
(4) Outstanding Performance
Candidate uses proper APA format for all citations
INC452B 9 Mechanics and Usage CEC: 6 
(1)Unacceptable / Insufficient
Candidate makes more than 12 errors in mechanics and/or usage
(2) Needs Improvement / Emerging
Candidate makes 8–12 errors in mechanics and/or usage
(3) Basic Proficiency
Candidate makes 5–7 errors in mechanics and/or usage
(4) Outstanding Performance
Candidate makes 0–4 errors in mechanics and/or usage
 
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