Project learning curve key assessment for evaluating teacher candidates impact on p 12 learning
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Project Learning Curve: Key Assessment for Evaluating Teacher Candidates’ Impact on P-12 Learning. Genesis of Project Learning Curve . Initially a response to NCATE Unit programs want to know how “effective” their graduates really are when it comes to P-12 learning impact

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Genesis of Project Learning Curve

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Project learning curve key assessment for evaluating teacher candidates impact on p 12 learning

Project Learning Curve: Key Assessment for Evaluating Teacher Candidates’ Impact on P-12 Learning


Genesis of project learning curve

Genesis of Project Learning Curve

  • Initially a response to NCATE

  • Unit programs want to know how “effective” their graduates really are when it comes to P-12 learning impact

  • Parents want clear and direct evidence that their children have learned the desired content or skills of the lesson(s); evidence-based practice is alive and growing in P-12 education


Ncate unit standard 1

NCATE UNIT STANDARD # 1

  • Candidates preparing to work in schools as teachers or other school personnel know the content of their fields, demonstrate professional and pedagogical knowledge, skills, and dispositions and apply them so that students learn. Assessments indicate that candidates meet professional, state, and institutional standards.


Six criteria for key assessment

Six Criteria for Key Assessment

  • Evaluate student knowledge level

  • Plan instruction

  • Teach

  • Assess

  • Analyze student learning

  • Reflect


Project learning curve plc

Project Learning Curve (PLC)

  • During student teaching, all teacher candidates must complete one comprehensive lesson plan that addresses four key areas:

    • Lesson Foundation

    • Assessment Plan

    • Research Knowledge Base

    • Student Learning Evidence


Lesson foundation

Lesson Foundation

  • Lesson must fit into the curriculum of the school district (e.g., list of Ohio Academic Content Standards, Benchmarks, and Indicators connected to lesson)

  • Lesson delivery (e.g., introduction, instructional steps, closing) and sequence must be provided

  • Clear evidence of lesson connection to student’s prior knowledge as well as future learning

  • Instructional delivery must be directed toward all learners (differentiated instruction)

  • Multiple instructional strategies must be evidenced to address various learner needs

  • Multiple resources are used


Assessment plan

Assessment Plan

  • Assess learners’ knowledge and/or skill level prior to the instructional lesson

  • Each teacher candidate selects two learner assessment techniques based on the content to be taught, age level, and other instructional variables

  • Full description of the data collection process, including pre-measures, data collection, timetable, evaluation tools/post measures, and data results is expected


Research knowledge base

Research Knowledge Base

  • Find and explain research regarding instructional strategies

  • Why did you selected these strategies?

  • How are they appropriate for the students and the grade-level indicators you are teaching?

  • Do they address students with special gifts or learning needs?

  • Check Methods block notes/texts for support

  • Cite your sources

  • Find and explain research that supports the assessments you selected

  • Keep in mind age-level, student ability level, subject area

  • Explain why these assessment will provide the most accurate information about student learning

  • Explain how you will adapt them for special learners, format, time

  • Check Methods and Assessment course notes and texts for support

  • Cite your sources


Student learning evidence

Student Learning Evidence

  • Summary description of the learning results must be provided and must be directly tied to the data

  • A personal reflection on the impact of the lesson on the students, who benefited, who struggled, why?

  • A personal reflection from you about how this experience will influence how you teach future lessons and your career in teaching in general


Review process

Review Process

  • Eight weeks in the field, PLC is completed and submitted through the Chalk and Wire web site.

  • Each project is reviewed by the student teaching supervisors and faculty

  • Rubrics provide ratings across the four areas of the project


Plc scoring

PLC Scoring

  • Scoring of each section is based on a 4-point rubric.

  • Each PLC is scored and returned to every teacher candidate during the 2nd 8-week period of student teaching

  • Candidates who are not successful are given the opportunity to resubmit their project

  • An overall score of 2.5 is required to pass PLC

  • You must pass PLC to pass student teaching


Conclusion

CONCLUSION. . .

When evidence is assembled, assessment results should demonstrate candidates’ successful preparation to perform as teachers in

  • Judging prior learning

  • Planning instruction

  • Teaching to engage students

  • Assessing

  • Analyzing results in terms of student learning

  • Reflecting on changes in teaching


Genesis of project learning curve

AYA, ECE, MCE majorsYour due date will be Oct. 31 because you received the assessment a week later than the other groups.

Due Dates:

October 24, 2011 forALL STUDENTS except


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