EDF Homework: Journal entry Service Learning

No Evidence

Emerging

(5 pts)

Developing

(10 pts)

Mastery

(20 pts)

Entries

Insufficient evidence to evaluate

Emerging performance is evidenced by the inclusion of less than 6 entries describing the service learning experience

Developing performance is evidenced by the inclusion of a maximum of 6 entries describing the service learning experience

Mastered performance is evidenced by the inclusion of a minimum of 6 entries describing the service learning experience

Descriptive Information

Insufficient evidence to evaluate

Emerging performance is evidenced by the inclusion of 1 demographic fact describing the service learning site

Developing performance is evidenced by the inclusion of a maximum of 2 demographic facts describing the service learning site

Mastered performance is evidenced by the inclusion of a variety of demographic facts describing the service learning site

Entry Content

Insufficient evidence to evaluate

Emerging performance is evidenced by the inclusion of 3 required descriptive aspects of the instruction observed at the service learning site

Developing performance is evidenced by the inclusion of a maximum of 5 required descriptive aspects of the instruction observed at the service learning site

Mastered performance is evidenced by the inclusion of a detailed discussion of all the required aspects of the instruction observed at the service learning site

Organization

Insufficient evidence to evaluate

Emerging performance is evidenced by the inclusion of 2 brief paragraphs for each journal entry

Developing performance is evidenced by the inclusion of a maximum of 3 paragraphs for each journal entry

Mastered performance is evidenced by the inclusion of a minimum of 3 paragraphs for each journal entry

Mechanics

Insufficient evidence to evaluate

Emerging performance is evidenced by the inclusion of a maximum of 4 errors in grammar, composition, and/or spelling

Developing performance is evidenced by the inclusion of a maximum of 2 errors in grammar, composition, and/or spelling

Mastered performance is evidenced by the inclusion of no major errors in grammar, composition, and/or spelling.

Student Learning Outcomes

2010 Florida Educator Accomplished Practices

FEAP

=SLO

1. Communication: Communicate effectively using listening, speaking, reading, and writing skills.

(a) Quality of Instruction

1. Instructional Design and Lesson Planning

Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor;

b. Sequences lessons and concepts to ensure coherence and required prior knowledge; (3)

c. Designs instruction for student to achieve mastery;

d. Selects appropriate formative assessments to monitor learning; (2)

e. Uses a variety of data, independently, and in collaboration with colleague, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons; (2) and

f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. (3, 4)

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2. Quantitative Analysis: Use quantitative analytical skills to evaluate and process numerical data.

3. Creative/Critical Thinking & Scientific Reasoning: Solve problems using critical and creative thinking and scientific reasoning.

2. The Learning Environment

To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space and attention; (9, 10)

b. Manages individual and class behaviors through a well-planned management system; (5)

c. Conveys high expectations to all students; (1)

d. Respects students’ cultural, linguistic, and family background; (5)

e. Models clear, acceptable oral and written communication skills; (1)

f. Maintains a climate of openness, inquiry, fairness, and support; (10)

g. Integrates current information and communication technologies; (8)

h. Adapts the learning environment to accommodate the differing needs and diversity of students; (5,10) and

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals. (8)

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4. Information Literacy: Formulate strategies to locate, evaluate, and apply information.

5. Global, Cultural, & Historical Perspectives: Demonstrate knowledge of diverse cultures, including global and historical perspectives.

3. Instructional Delivery and Facilitation

The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons; (3)

b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter; (4)

c. Identify gaps in students’ subject matter knowledge;

d. Modify instruction to respond to preconceptions or misconceptions;

e. Relate and integrate the subject matter with other disciplines and life experiences;

f. Employ higher-order questioning techniques; (3)

g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction and to teach for student understanding; (8)

h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;

i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and

j. Utilize student feedback to monitor instructional needs and to adjust instruction.

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6. Personal, Civic, & Social Responsibility: Create strategies that can be used to fulfill personal, civic, and social responsibilities.

7. Ethical Thinking: Demonstrate knowledge of ethical thinking and its application to issues in society.

4. Assessment:

The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process; (2)

b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery; (2)

c. Uses a variety of assessment tools to monitor student progress, achievement, and learning gains; (2)

d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge; (2)

e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); (1) and

f. Applies technology to organize and integrate assessment information. (8)

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8. Computer & Technology Usage: Use computer and emerging technologies effectively.

9. Aesthetic Appreciation: Demonstrate an appreciation for aesthetics and creative activities.

(b) 1. Continuous Improvement, Responsibility and Ethics:

The effective educator consistently:

a. designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;

b. examines and uses data-informed research to improve instruction and student achievement;

c. collaborates with the home, school, and larger communities to foster communication and to support student learning and continuous improvement;

d. engages in targeted professional growth opportunities and reflective practices, both independently and in collaboration with colleagues;

e. implements knowledge and skills learned in professional development in the teaching and learning process; and adjust planning and continuously improve the effectiveness of the lessons,

f. uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of lessons.

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10. Natural Systems & the Environment: Describe how natural systems function and recognize the impact of humans on the environment.

2. Professional Responsibility and Ethical Conduct.

Understanding that educators are held to a high moral standard in the community, the effective educator adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public, and the teaching profession.

The professional educator consistently:

a. Applies the Code of Ethics and Principles of Professional Conduct to professional and personal situations.

b. Identifies statutory grounds and procedures for disciplinary action, the penalties that can be imposed by the Educational Practices Commission against a certificate holder, and the appeals process available to the individual.

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