Writing assignment 1
Aquarius21
EDU625OnlineStudiesStudentSyllabus1.pdf
INSTRUCTIONAL
LEADERSHIP
EDU 625
Online Studies Student Syllabus
© Belhaven University | Updated March 8, 2022,
Updated April 27, 2022
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Course Description Teacher quality is an issue that has gained national attention. Research studies document a clear connection between teacher quality and student achievement. The current emphasis on accountability further heightens the importance of developing quality teachers. The purpose of the course is (1) to facilitate growth in the knowledge of national and state teacher standards as well as issues related to school improvement, (2) to hone leadership skills essential in enhancing student achievement and effecting school improvement via development of a professional teaching portfolio, (3) to assist teachers in documenting and planning for professional growth as instructional leaders, and (4) to integrate biblical principles in leading and serving in the learning community.
Course Objectives • Recognize teaching as a calling from God and apply biblical guidance related to serving and
leading in the profession • Identify exemplary behaviors and practices that lead to school improvement and student
achievement • Identify teaching strategies and environmental characteristics that support learning • Demonstrate the knowledge base, analytical skills, and interpersonal skills essential in
effecting curricular change and school improvement • Apply recent research findings to the teaching and learning process and to their own
professional development • Apply the skills of goal setting, planning, reflection and evaluation through the creation of a
professional development plan and a product portfolio • Identify and practice the characteristics, dispositions, skills and roles of effective educational
leaders, informed decision makers and lifelong learners
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Student Competencies Following are InTASC standards for which students will demonstrate competency through their writing of the Comprehensive Capstone Paper, their answers to case study questions, and their discussion question responses. #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful. #2: The teacher understands how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development. #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted for diverse learners. #4: The teacher understands and uses a variety of instructional strategies to encourage student's development of critical thinking, problem solving, and performance skills. #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active encouragement in learning, and self-motivation. #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. #7: The teacher plans instruction based on knowledge of subject matter, students, the community and curriculum goals. #8: The teacher understands and uses formal and informal assessment strategies to ensure the continuous intellectual, social and physical development of the learner. #9: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks opportunity to grow professionally. #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support student's learning and well-being.
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Assessment Criteria Your first assignments for each unit of the course are to view the lectures and read the assigned text. These activities are followed by a unit quiz that will evaluate your understanding of the course subject matter and a Christian worldview as prescribed by Belhaven University. During the course, you will also be assessed through discussion questions, participation, written assignments, project completion, and Christian worldview applications. A final assessment will consist of a major application project.
Assignments Weight
Unit Quizzes (7 @ 20 pts. each) 10% Discussion (7 @ 10 pts. each) 20% Writing Assignments (points will vary) 30%
Comprehensive Capstone Paper Project 40% Total 100%
Grading Scale:
A 93-100% A- 90-92% B+ 87-89% B 83-86% B- 80-82% C+ 77-79% C 70-76% D+ 67-69% D 63-66% D- 60-62% F 059%
Resource Inventory
Reid, D. (2014). Dilemmas in educational leadership: The facilitator’s book of cases. New York, NY: Teacher’s College Press.
ISBN: 9780807755495 The Holy Bible
Research Articles: Locate articles by accessing the Belhaven Library Online http://belhaven.libguides.com/az.php Belhaven’s APA Quick Guide: Link provided in Canvas
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Articles: Anderson, J. (2007). Everyday editing. Portland, ME: Stenhouse Publishers. Blanchard, K., & Hodges, P. (2005). Lead like Jesus: Lessons from the greatest leadership role
model of all time. Nashville, TN: Thomas Nelson, Inc. Donaldson, G. (2007). What do teachers bring to leadership? Educational Leadership, 65(1),
26-29. Gallagher, K. (2011). Write like this: Teaching real-world writing through modeling and mentor
text. Portland, ME: Stenhouse Publishers. Harrison, C., & Killion, J. (2007). Ten roles for teacher leaders. Educational Leadership, 65(1),
74-77. Harvey, S. (1998). Nonfiction matters: Reading, writing, and research in grades 3-8. York,
ME: Stenhouse Publishers.
Johnson, S. & Donaldson, M. (2007). Overcoming the obstacles to leadership. Educational Leadership, 65(1), 8-13.
Life Application Study Bible (New International Version) Wade, C., & Ferriter, B. (3007). Will you help me lead? Educational Leadership, 65(1), 65-68. Weaver, C. (1996). Teaching grammar in context. Portsmouth, NH: Heinemann.
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Expectations of Online Studies Candidates
Attendance
For the attendance policy, please see the Student Online Handbook in Blazenet. Due Dates A unit is considered to be Monday – Saturday. You are encouraged to “Observe the Sabbath day and keep it holy.” Good time management is essential to career and academic success. Early submissions of assignments and discussion responses are encouraged. Assignments received within 48 hours of the due date are subject to a 30% reduction in grade. After two days late, the assignment will not be accepted. Technical difficulties such as crashes, last-minute
computer glitches, errors, etc., (unrelated to the Belhaven servers) are NOT acceptable
excuses for submitting work late.
Communication
Communicate questions directly to the professor, except in cases where you need to contact technical support. Your Belhaven University email address will be utilized for the class, so check it frequently.
Americans with Disabilities Act (ADA)
Belhaven University offers students disability accommodation in accordance with the guidelines of the Americans with Disabilities Act. The student must make his or her disability known to the Office of Student Care, must provide current documentation of the disability from an appropriate licensed professional, and complete the Belhaven ADA Request Form for accommodation. The student must provide such a request to the Office of Student Care at least two weeks prior to the beginning of each semester for which the accommodation is requested. Approved accommodations will be communicated to the student and made within a reasonable time period after completion of the official request. Apply under the Quick Links on the Student Life/Services tab. Required Formatting
The required formatting for your papers, assignments, projects, discussions, or anything else that may be research based is the latest Publication Manual of the American Psychological Association (APA). APA information can be located by clicking on Resources and then Academic Help on the Canvas course page.
Plagiarism
Belhaven University subscribes to a third-party plagiarism detection service. Any assignment the instructor chooses to have checked for plagiarism will automatically be submitted to Turnitin once you have completed it.
Plagiarism involves the presentation of some other person’s work or idea as if it were the work of the presenter either intentionally or unintentionally. Plagiarism includes submitting a paper or parts of a paper written by someone other than the candidate. Plagiarism also includes quoting from source materials without using quotation marks or block indentations to show that the material was quoted as required in acceptable documentation. Self-plagiarism is also a violation
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and is defined as using one’s own prior work to gain credit for current works of the learner without properly citing the original source, such as a previous paper or homework activity. For more information regarding plagiarism, access http://www.plagiarism.org. The Bible teaches that God honors honesty and fair dealing. God will bless the person who “walks blamelessly and does what is right and speaks truth” from the heart (Psalm 15:2; see also Proverbs 20:7). Only responsible, honest research fulfills this high ethical standard. Good research and writing is hard work. The Bible also teaches that God blesses diligent, righteous labor (Proverbs 12:24, 27). The Bible stresses that work should be performed in such a manner as will please God (Colossians 3:22-24). Responsible Research
Responsible research is a critical component of education, and any individual conducting research must learn how to investigate, read, understand, systematize, interpret, and finally explain complex ideas and issues in writing. An individual conducting research must also understand that ideas found in literature, media presentations, interviews or any other form of media do not belong to the researcher and therefore must be given credit through proper documentation. It is required that every person conducting research provides proper credit through correct use of documentation not only to prevent plagiarism but also to demonstrate respect to the originator of the idea. To ensure that all papers possess originality, faculty members will use Turnitin. Any paper exceeding 20% of non-original material or noticeable undocumented information will be subject to a discount in points at the discretion of the faculty. Originality
Unit writing and project papers will be evaluated for originality using Turnitin. Belhaven University encourages a high degree of originality in writing. Quoted material should seldom be used and must be limited to phrases that cannot be paraphrased or summarized without losing their effectiveness. Candidates are required to cite and reference all sources of information and images using APA style. APA information can be located by clicking on Resources and then Academic Help on the Canvas course page. Non-originality exceeding 20% on papers will be subject to discount at the professor’s discretion, and candidates may be referred to a writing lab for assistance with originality.
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Specific Practices to Avoid
• Do not attempt to get a research paper from the Internet (or anywhere else) and submit as your paper. This is dishonest and unethical.
• Do not copy from any book, article, or encyclopedia and submit this for your paper. This is not acceptable research.
• Include references (including source and page numbers) which document every source upon which you have in any way relied for each paragraph of your paper. If sources are not properly referenced, the candidate has cheated the sources out of deserved credit and cheated readers out of valuable information.
• Do not use material from any other candidate’s paper or work unless you give that candidate full credit in reference notes.
• Do not recycle papers from another class as submissions for this class. • If you are repeating this class, you are NOT permitted to resubmit papers already
completed when you took the class the first time.
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Summary of Assignments
Writing Assignments
Writing assignments must use APA-compliant formatting and include a title page, appropriate citations, and references. Assignments should contain a title page, appropriate citations, and references listed on a separate reference page. APA Help and Academic Resources is a link located in Canvas that will provide you with multiple resources to improve your writing skills. Assignments are due no later than 11:59 p.m. (CT) on Saturday (Day 7). Earlier submissions are encouraged.
Discussion Questions
Discussion questions are available the first day of each week. You should respond to the initial discussion questions no later than 11:59 p.m. (CT) each subsequent Wednesday. Responses to classmate’s discussion questions are due Saturday at 11:59 p.m. for each unit. Early postings are encouraged. Initial discussion question responses must be 250 – 300 words each. A response to a classmate must be at least 100 words. Fewer than this will automatically result in a significant reduction in one’s grade. Three responses to classmates’ postings are required. Responses must be made to a minimum of two different classmates’ posts. You must mention the person’s name to whose comments you are responding and quote what aspect of his or her post you are addressing. Without either, it is not possible to see the direction of your comments and the comments will not receive any points. Unit Quizzes
Candidates will complete unit quizzes on all reading assignments and lectures. In addition to the weekly quiz, quizzes are embedded into all unit lectures for this course. Lecture quizzes must be completed before the week’s assignments are available for completion.
The Final Projects All final projects must be completed to receive a grade for the course. Failure to complete the final projects will result in a final grade of F, no matter what grade you had prior to those final projects being due. *For grading rubric, refer to the appendix.
Project: Comprehensive Capstone Paper
o 1InTASC I and II – Introduction, PKB 1-3, AP 1-3, CWV Due in Week 2 for feedback.
o 1InTASC III and IV – Introduction, PKB 1-3, AP 1-3, CWV Due in Week 3 for feedback.
o InTASC V and VI – Introduction, PKB 1-3, AP 1-3, CWV Due in Week 4 for feedback.
o 1InTASC VII and VIII – Introduction, PKB 1-3, AP 1-3, CWV Due in Week 5 for feedback.
o 1InTASC IX and X – Introduction, PKB 1-3, AP 1-3, CWV Due in Week 6 for feedback.
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Specifics: o APA-Compliant Formatting o Composition and Grammar o Christian Worldview Integration
Final Assessment Artifacts
Some of the course Artifacts will be consider to be part of the Unit’s overall Assessment System and will be assessed, evaluated, and aggregated through the implementation of a scoring rubric. Candidates will receive a copy of the assessment rubric before they are required to complete the Unit Assessment System Artifact. Artifacts designated to be a part of the Unit Assessment System will identify and define the specific Unit Standards associated with that particular Artifact which will be evaluated in order to provide the Unit with the data necessary to make informed course, program and unit improvements. This assignment will be submitted as an artifact into Canvas to be assessed through the use of a rubric as part of the School of Education’s Quality Assurance Assessment System.
Final Assessment Artifact(s) for this Course:
The artifact for this course addresses the following standards:
• Standard 1 - Learner Development The teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences
• InTASC Standard 2 - Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
• InTASC Standard 3 - Learning Environments The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.
• InTASC Standard 4 - Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
• InTASC Standard 5 - Innovative Applications of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.
• InTASC Standard 6 - Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s ongoing planning and instruction.
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• InTASC Standard 7 - Planning for Instruction The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals. (The teacher is able to plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
• InTASC Standard 8 - Instructional Strategies The teacher understands and uses a formal and informal instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
• InTASC Standard 9 - Reflection and Continuous Growth The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
• Standard 10 - Collaboration The teacher collaborates with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well-being.
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Unit One
• Reading Assignments o Chapters 1 and 2 (Reid text)
This reading will assist in forming your responses to the discussion question on the case studies, as well as your writing assignments.
o “Ten Roles of Teacher Leaders” from the September 2007 issue of the journal Educational Leadership, which is published by the Association for Supervision and Curriculum Development (Available at http://www.ascd.org/publications/educational- leadership/sept07/vol65/num01/Ten-Roles-for-Teacher- Leaders.aspx#:~:text=%20Ten%20Roles%20for%20Teacher%20Leaders%20%2 01,standards%2C%20how%20various%20components%20of%20the...%20More %20 and copied into Canvas)
o Proverbs 24:10 and Proverbs 27:21
• Online Activities
o Review the course module. o Access the Online Library and become familiar with navigating to and searching
in the E-Resource Databases. o View Unit 1 lectures. o Complete unit quiz.
• Discussion Question: Post your initial response to the discussion forum by Wednesday
11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. o Discussion Question (10 points): Respond to the points Andrea included in her
philosophy of facilitation. Explain one point you agree with her viewpoint and one point you disagree with her viewpoint. Support your response with an example from your personal practice (or from professional readings). Refer to the scoring rubric for Case Study Discussions to ensure you are addressing
all aspects of this discussion assignment.
• Writing Assignment: Submit by Saturday 11:59 p.m.
o Download the “Template for Brainstorming the Capstone Paper” and add your information to the title page. For each topic in the template, brainstorm at least 3 key points for each Professional Knowledge Base (PKB) and 3 key points for each Application to Practice (AP) standard. Include your selected Christian Worldview (CWV) theme and related scriptures. DO NOT EDIT THE TOPICS IN THE TEMPLATE - ALL TOPICS ARE REQUIRED TO BE
INCLUDED IN YOUR FINAL PAPER.
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Unit Two
• Reading Assignments o Chapter 3 (Reid text)
This reading will assist in forming your response to the discussion question on the case studies, as well as your writing assignments.
o Review the following protocols at https://www.schoolreforminitiative.org/protocols/: tuning protocol, consultancy protocol, collaborative assessment conference, success analysis protocol and peeling the onion.
o Proverbs 18:1; Proverbs 18:13; and Proverbs 18:15
• Online Activities
o View Unit 2 lectures o Complete unit quiz.
• Discussion Question: Post your initial response to the discussion forum by Wednesday
11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. o Discussion Question (10 points): As teachers, we aspire to elicit critical thinking
among our students. Describe a moment in a professional setting in which one teacher questioned a decision made by another teacher or administrator while in a professional setting. Indicate how you question other professionals without causing conflict. Refer to the scoring rubric for Case Study Discussions to ensure you are addressing all aspects of this discussion assignment.
• Writing Assignment: Submit by Saturday 11:59 p.m.
o Submit your draft of Topic I for feedback. Pay careful attention to the required components of each Topic. You must use the suggested outline provided in the resources. (80 points) o NOTE: Candidates eligible for a revision MUST email their professor via
Canvas or Belhaven email portals (NOT by leaving a comment in the comment box) requesting that their original submission be deleted from Turnitin.
o NOTE: Candidates who do not attend to professor feedback in their revisions or in other parts of the final project could receive a grade of 0 for the corresponding rubric row.
(Taken from CCP Outline)
TOPIC I: Learner Development, Learning Differences • Introduction to Topic (with thesis statement)
• Professional Knowledge Base (with CWV integration) – Key Ideas
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• (Learner Development) The teacher analyzes research on how children learn
and develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional, and
physical areas, and designs and implements developmentally appropriate and
challenging learning experiences. (InTASC 1, CAEP R1.1 Learner and
Learning)
• (Learning Differences) The teacher analyzes relevant research on individual
differences and diverse cultures and communities to ensure inclusive learning
environments that allow each learner to reach his/her full potential.. (InTASC
2, R1.1 Learner and Learning)
• Application to Practice (with CWV integration)
• (Learner Development) The teacher provides examples of instructional
strategies that promote developmentally appropriate and challenging learning
experiences.. (InTASC 1; CAEP R1.1 Learner and Learning)
• (Learning Differences) The teacher accesses student's thinking and experiences
as a basis for instructional activities (InTASC 2; R1.1 Learner and Learning)
What do the above-mentioned components look like in the classroom?
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Unit Three
• Reading Assignments o Chapter 4 (Reid text)
This reading will assist in forming your response to the discussion question on the case studies, as well as your writing assignments.
o “What Do Teachers Bring to Leadership” from the September 2007 issue of the journal Educational Leadership, which is published by the Association for Supervision and Curriculum Development and copied into Canvas.
o Proverbs 24:10; Proverbs 27:2; Proverbs 18:1; Proverbs 18:13; and Proverbs 18:15
• Online Activities
o View Unit 3 lectures o Complete unit quiz.
• Discussion Question: Post your initial response to the discussion forum by Wednesday
11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. o Discussion Question (10 points): Many teachers have students establish norms
when using discussion groups in class. Review the norms included in Chapter 4 of the text that a teacher wrote for a professional discussion group. Write three norms you would want to have in place in a professional group in which you participate. Tell why the norm is necessary from a facilitator’s point of view. Refer to the scoring rubric for Case Study Discussions to ensure you are
addressing all aspects of this discussion assignment.
• Writing Assignments: Submit by Saturday 11:59 p.m. o Submit your draft of Topic II for feedback. Pay careful attention to the required
components of each Topic. You must use the suggested outline provided in the resources. (80 points)
(Taken from CCP Outline)
TOPIC II: Learning Environment and Content Knowledge
• Introduction to Topic (with thesis statement)
• Professional Knowledge Base (with CWV integration) – Key Ideas
• (Learning Environment) Analyzes relevant research on creating environments that
support individual and collaborative learning, encourage positive social
interaction, active engagement in learning, and self-motivation . (InTASC 3; R1.1
Learner and Learning)
• (Content Knowledge) The teacher analyzes relevant research on the central
concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and
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creates learning experiences that make these aspects of the discipline accessible
and meaningful for learners. (InTASC 4, CAEP R1.2 Content)
• Application to Practice (with CWV integration)
• (Learning Environment) The teacher organizes, prepares students for, and
monitors independent and group work that allows for full and varied participation
of all individuals. (InTASC 3; R1.1 Learner and Learning)
• (Content Knowledge) The teacher describes learning experiences that make their
subject content accessible and meaningful for learners. (InTASC 4; CAEP R1.2
Content)
What do the above-mentioned components look like in the classroom?
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Unit Four
• Reading Assignments o Chapter 5 (Reid text)
This reading will assist in forming your response to the discussion question on the case studies, as well as your writing assignments.
o “Overcoming the Obstacles to Leadership” from the September 2007 issue of the journal Educational Leadership, which is published by the Association for Supervision and Curriculum Development and copied into Canvas.
o Matthew 20:25-28; Proverbs 18:13; Proverbs 18:15; and James 4:1-3
• Online Activities
o View Unit 4 lectures o Complete unit quiz.
• Discussion Question: Post your initial response to the discussion forum by Wednesday
11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. o Discussion Question (10 points): Describe a situation from your teaching
experience in which a leader has found it necessary to address a reluctant teacher. What did you learn from observing the exchange? Refer to the scoring rubric for Case Study Discussions to ensure you are addressing all aspects of this
discussion assignment.
• Writing Assignment: Submit by Saturday 11:59 p.m.
o Submit your draft of Topic III for feedback. Pay careful attention to the required components of each Topic. You must use the suggested outline provided in the resources. (80 points)
(Taken from CCP Outline)
TOPIC III: Innovative Application of Content; Assessment
• Introduction to Topic (with thesis statement)
• Professional Knowledge Base (with CWV integration) – Key Ideas
• (Innovative Application) The teacher analyzes relevant research on how to
connect concepts and use differing perspectives to engage learners in
critical/creative thinking and collaborative problem solving related to
authentic local and global issues.. (InTASC 5; CAEP R1.2 Content)
• (Assessment) The teacher analyzes relevant research on the use of multiple
methods of assessment to engage learners in their own growth, to document
learner progress, and to guide the teacher’s ongoing planning and instruction.
(InTASC 6; CAEP R1.3 Practice)
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• Application to Practice (with CWV integration)
• (Innovative Application) The teacher evaluates how to achieve learning goals
by choosing strategies to achieve different instructional purposes and to meet
student needs. (InTASC 5; CAEP R1.2 Content)
• (Assessment) Provides examples of a variety of formal and informal
assessment techniques to enhance knowledge of learners, evaluate student's
progress and performances, and modify teaching and learning strategies..
(InTASC 6; CAEP R1.3 Practice)
What do the above-mentioned components look like in the classroom?
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Unit Five
• Reading Assignments o Chapter 6 (Reid text)
This reading will assist in forming your response to the discussion question on the case studies, as well as your writing assignments.
o I Corinthians 13:1-7; Luke 9:25; Ecclesiastes 4:9-10; and Genesis 14:14-16
• Online Activities
o View Unit 5 lectures o Complete unit quiz.
• Discussion Question: Post your initial response to the discussion forum by Wednesday
11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. o Discussion Question (10 points): Describe the context of Case Study 6 and the
leadership choices that you noticed within the scenario in Chapter 6. Refer to the scoring rubric for Case Study Discussions to ensure you are addressing all
aspects of this discussion assignment.
• Writing Assignment: Submit by Saturday 11:59 p.m.
o Submit your draft of Topic IV for feedback. Pay careful attention to the required components of each Topic. You must use the suggested outline provided in the resources. (80 points)
(Taken from CCP Outline)
TOPIC IV: Planning Instruction, Instructional Strategies
• Introduction to Topic (with thesis statement)
• Professional Knowledge Base (with CWV integration) – Key Ideas
• (Planning) The teacher utilizes relevant research upon knowledge of content
areas, cross-disciplinary skills, learners, the community, and pedagogy to plan
instruction that supports every student in meeting rigorous learning goals.
(The teacher is able to plan instruction based upon knowledge of subject
matter, students, the community, and curriculum goals.) . (InTASC 7; CAEP
R1.2 Content)
• (Instructional Strategies) The teacher understands and uses formal and
informal instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to
access and appropriately apply information.. (InTASC 8; CAEP R1.3
Practice)
• Application to Practice (with CWV integration)
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• (Planning) Provides examples of lessons and activities that operate at multiple
levels to meet the developmental and individual needs of diverse learners and
help each progress. (InTASC 7; CAEP R1.2 Content)
• (Instructional Strategies) Provides examples of a variety of formal and
informal assessment techniques to enhance her or his knowledge of learners,
evaluate student's progress and performances, and modify teaching and
learning strategies. (InTASC 8; CAEP R1.3 Practice)
What do the above-mentioned components look like in the classroom?
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Unit Six
• Reading Assignments o Chapter 7 (Reid text)
This reading will assist in forming your response to the discussion question on the case studies, as well as your writing assignments.
o Read the material provided in the lecture on developing openers and conclusions, as well as reflective thinking.
o Matthew 20:25-28; Proverbs 18:13; Proverbs 18:15; James 4:1-3; I Corinthians 13:1-7; Luke 9:25; Ecclesiastes 4:9-10; and Genesis 14:14-16
• Online Activities
o View Unit 6 lectures. o Complete unit quiz.
• Discussion Question: Post your initial response to the discussion forum by Wednesday
11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. o Discussion Question 2 (10 points): Using all of the Scriptures from Units One,
Two, Three, Four, Five, and Six, discuss how love can help you navigate through conflict in a professional setting. How do you exhibit love in a genuine/authentic manner to further the cause of learning and improve the instructional experience of students? How can this help to avoid quarreling and arguing in the professional workplace? Refer to the scoring rubric for Case Study Discussions to ensure you are addressing all aspects of this discussion assignment.
• Writing Assignment 1: Submit by Saturday 11:59 p.m.
Submit your draft of Topic V for feedback. Pay careful attention to the required components of each Topic. You must use the suggested outline provided in the resources. (80 points)
• Writing Assignment 2: Submit by Saturday 11:59 p.m. o Submit Capstone Paper Introduction and Conclusion (45 points)
(Taken from CCP Outline)
TOPIC V: Reflection and Continuous Growth, Collaboration, Ethics
• Introduction to Topic (with thesis statement)
• Professional Knowledge Base (with CWV integration) – Key Ideas
• (Reflection and Continuous Growth) The teacher reflects on his/her practice,
particularly the effects of his/her choices and actions on others (students,
families, and other professionals in the learning community), and adapts
practice to meet the needs of each learner.. (InTASC 9; CAEP R1.4
Professional Responsibilities)
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• (Collaboration) The teacher utilizes relevant research upon collaborating with
students, families, colleagues, other professionals, and community members to
share responsibility for student growth and development, learning, and well-
being.. (InTASC 10; CAEP R1.3 Practice)
• (Ethics) The teacher utilizes relevant research on the laws related to student's
rights and teacher responsibilities (InTASC 10; CAEP R1.4 Professional
Responsibilities)
• Application to Practice (with CWV integration)
• (Reflection and Professional Development) Provides relevant examples of
classroom observation, information about students, and research as sources for
evaluating the outcomes of teaching and learning and as a basis for
experimenting with, reflecting on, and revising practice. (InTASC 9; CAEP
R1.4 Professional Responsibilities)
• (Collaboration)The teacher discusses how he/she makes links with the
learners' other environments by consulting with parents, counselors, teachers
of other classes and activities within the schools, and professionals in other
community agencies. (InTASC 10; CAEP R1.3 Practice)
• (Ethics) The teacher discusses how he/she understands and implements laws
related to student's rights and teacher responsibilities. (InTASC 10; CAEP
R1.4 Professional Responsibilities)
What do the above-mentioned components look like in the classroom?
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Unit Seven
• Reading Assignments o Chapter 10 (Reid text)
This reading will assist in forming your responses to the discussion question on the case studies, as well as your writing assignments.
o Philippians 2:1-4; Matthew 25:21; Matthew 20:28; Romans 8:3; and John 15:15
• Online Activities
o View Unit 7 lectures o Complete unit quiz.
• Discussion Question: Post your initial response to the discussion forum by Wednesday
11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. o Discussion Question (10 points): Describe a time when reflecting on your past
classroom instructional practice improved your service delivery to students. Refer to the scoring rubric for Case Study Discussions to ensure you are addressing
all aspects of this discussion assignment.
• Writing Assignment: NONE
• Comprehensive Capstone Paper Project: Submit by Saturday 11:59 p.m. o If eligible, submit your revised Topic V as directed by your professor’s feedback
from week 6.
Reminder: Assignments that are submitted late will result in a 30% deduction, even for the Comprehensive Capstone Paper. It is suggested to submit early to account for any life circumstances that may arise that will prevent you from submitting on time.
24
APPENDIX A
Rubric for Weekly Case Study Discussion Forum
Checklist for Week 1 Writing Assignment
Rubric for Weekly Capstone Paper Submissions
Rubric for Introduction and Conclusion
Capstone Paper Content and Instructions
CAEP Capstone Paper Rubric
25
Checklist for Week 1 Writing Assignment
Section Met Requirements (2 pts) Not Met (0 pts)
Topic 1 PKB
*Three (3) key ideas clearly related to the standard
*Synthesized the understanding of the entire standard
*Communicated effectively
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
Topic 1 AP
*Applications to practice are actionable and measurable
* Applications parallel the PKB key ideas * Applications to Practice are directly
related to the research cited in PKB
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
Topic 1 CWV
* CWV focuses on a plausible theme relative to the three standards in the topic
*1 – 3 scriptural passages are cited and explained
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
Topic 2 PKB
*Three (3) key ideas clearly related to the standard
*Synthesized the understanding of the entire standard
*Communicated effectively
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
Topic 2 AP
*Applications to practice are actionable and measurable
* Applications parallel the PKB key ideas * Applications to Practice are directly related to the research cited in PKB
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
Topic 2 CWV
* CWV focuses on a plausible theme relative to the two standards in the topic
*1 – 3 scriptural passages are cited and explained
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
Topic 3 PKB
*Three (3) key ideas clearly related to the standard
*Synthesized the understanding of the entire standard
*Communicated effectively
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
Topic 3 AP
*Applications to practice are actionable and measurable
* Applications parallel the PKB key ideas * Applications to Practice are directly related to the research cited in PKB
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
Topic 3 CWV
* CWV focuses on a plausible theme relative to the two standards in the topic
*1 – 3 scriptural passages are cited and explained
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
26
Topic 4 PKB
*Three (3) key ideas clearly related to the standard
*Synthesized the understanding of the entire standard
*Communicated effectively
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
Topic 4 AP
*Applications to practice are actionable and measurable
* Applications parallel the PKB key ideas * Applications to Practice are directly related to the research cited in PKB
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
Topic 4 CWV
* CWV focuses on a plausible theme relative to the two standards in the topic
*1 – 3 scriptural passages are cited and explained
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
Topic 5 PKB
*Three (3) key ideas clearly related to the standard
*Synthesized the understanding of the entire standard
*Communicated effectively
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
Topic 5 AP
*Applications to practice are actionable and measurable
* Applications parallel the PKB key ideas * Applications to Practice are directly related to the research cited in PKB
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
Topic 5 CWV
* CWV focuses on a plausible theme relative to the two standards in the topic
*1 – 3 scriptural passages are cited and explained
One or more required elements is missing or incomplete.
Refer to the professor’s feedback for specific guidance.
27
Rubric for Weekly Case Study Forum Participation Points
NOTE: All initial posts are due by Wednesday, 11:59 p.m. each week. All responses to colleagues are due by Saturday, 11:59 p.m. each week.
Criteria Advanced (3 pts) Proficient (2.25 pts) Basic (1.5 pts) Minimal (0.75 pts)
Critical Analysis
(Understanding of
Readings and
Outside References)
INITIAL RESPONSE TO PROMPT:
Discussion post clearly and succinctly states the main issue (problem) for the case and explains both the current state and the desired state of the issue. The difficulties associated with eliminating the gap between the present state and the desired state are discussed
Discussion post states the main issue (problem) for the case and describes the current state and the desired state of the issue. The difficulties associated with eliminating the gap between the present state and the desired state are listed.
Discussion post states the main issue (problem) for the case and describes the current state and the desired state of the issue (2 out of 3).
Discussion postings show little or no evidence that readings were completed or understood. Postings are largely personal opinions or feelings, or "I agree" or "Great idea".
Participation in the
Learning
Community
Discussion responses elaborate on the difficulties associated with eliminating the gap between the present state and the desired state. Related questions are posed OR an oppositional statement is made that is supported by any personal experience or related research.
Discussion responses address the difficulties associated with eliminating the gap between the present state and the desired state. Related questions are posed OR an oppositional statement is made that is supported by any personal experience or related research.
Discussion responses address the gap between the present state and the desired state.
Discussion postings do not contribute to ongoing conversations or respond to peers' postings.
Criteria Advanced (2 pts) Proficient (1.5 pts) Basic (1.0 pts) Minimal (0.7 pts)
Response to
Classmates *Responses are made to 3 or more
classmates’ postings *Responses are made to 2
classmates’ postings
*An appropriate response
was made to 1 classmate’s post.
*No responses are made to classmates’s posts.
Quality of Writing
and Proofreading
Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication.
Written responses are largely free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication.
Written responses include some grammatical, spelling or punctuation errors that distract the reader.
Written responses contain numerous grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication.
* Open class discussion is an important and significant part of an online course. While class discussion whether online or face to face, can be characterized by free flowing conversation, there are identifiable characteristics that distinguish exemplary contributions to class discussion from those of lesser quality. The criteria found on the rubric above will be used to assess the quality of your initial postings and responses to the postings and comments of peers during class discussion. Note: Initial postings are your comments based on the discussion prompt posted by the instructor. Responses to others are your replies to your peers' initial postings. “This rubric may be used for self-assessment and peer feedback.” Adapted from “Discussion Rubric Examples” found at
https://www.northwestern.edu/searle/docs/Discussion%20Rubric%20Examples.pdf
28
Weekly Writing Assignment Rubrics – Weeks 2 – 6
Week 2: See final project rubric for Topic 1 (50 pts) PLUS mechanics, APA and CWV as indicated below (30 pts) for 80 pts total.
Week 3: See final project rubric for Topic 2 PLUS mechanics, APA and CWV as indicated below (80 pts)
Week 4: See final project rubric for Topic 3 PLUS mechanics, APA and CWV as indicated below (80 pts) Week 5: See final project rubric for Topic 4 PLUS mechanics, APA and CWV as indicated below (105 pts) Week 6: See final project rubric for Topic 5 PLUS mechanics, APA and CWV as indicated below (80 pts)
Overall Impact of Paper - CWV, APA Formatting, MUGS Candidate
Competency
Advanced - 4
(10 points)
Proficient - 3
(8.5 points)
Basic - 2
(7 points)
Minimal - 1
(5.5 points)
(Christian Worldview) Integrates a Christian worldview (CWV) throughout the paper
CWV addressed both topics, with appropriate scriptures referenced as support for the CWV AND a common CWV theme is present throughout the paper. All supporting Scriptures support and help develop this theme.
CWV addressed both topics, with appropriate Scriptures referenced as support for the CWV.
CWV addressed one topic, with appropriate Scriptures referenced as support for the CWV. OR Scriptures are quoted in 4 out of 4 Topics but are not incorporated into the body of the paper (i.e., scriptures inserted into body of text with no or ineffective transitions to connect them to content of the passage).
Scriptural citations are missing.
(APA) Follows formatting guidelines as set forth in the 7th edition of the APA Publication Manual
Cover sheet, body of the paper, reference page properly formatted as to spacing, headers, running header on cover sheet, in- text citations AND all references cited correctly in the reference page
Cover sheet, body of the paper, reference page properly formatted as to spacing, headers, running header on cover sheet, in- text citations BUT a few reference citations contain formatting errors (no more than 3 errors - the same error repeated multiple times constitutes one error)
Cover sheet, body of the paper, reference pages contain formatting errors as to spacing, headers, running header on cover sheet, in-text citations (errors in 1-2 of these categories) BUT Reference page contains multiple (more than 3) errors (the same error repeated multiple times constitutes one error)
Multiple formatting errors through the paper
29
(MUGS) Uses graduate- level mechanics, word usage, grammar and syntax when writing academic papers
Paper is well organized with clear introductions, explicit thesis statements for each Topic, topic sentences for each paragraph, and sufficient supporting details within paragraphs. Word usage is appropriate for the topic; no errors in grammar and syntax No evidence of colloquialisms, slang, jargon or other examples of informal writing AND Sentence structure is varied and ranges from simple to complex; transitional words and phrases smoothly connect one idea to the next and lead the reader through the paper
Paper is well organized with clear introductions, explicit thesis statements for each Topic, topic sentences for each paragraph, and sufficient supporting details within paragraphs. Word usage is appropriate for the topic; no errors in grammar and syntax No evidence of colloquialisms, slang, jargon or other examples of informal writing
Paper contains introductions, thesis statements for 3 out of 4 Topics, topic sentences for most paragraphs, supporting details within paragraphs. Word usage could be improved (1-3 poorly chosen words); many (1- 5) errors in grammar and syntax Occasional use (1-3) of colloquialisms, slang, jargon or other examples of informal writing
MISSING introductions, thesis statements, topic sentences, supporting details within paragraphs throughout paper Many (more than 5) errors in word usage, grammar, and syntax Frequent use (more than 3) of colloquialisms, slang, jargon or other examples of informal writing
30
Introduction and Conclusion Rubric
INTRODUCTION 1 2 3 4 5
The introduction identifies the topic and indicates the purpose of the capstone paper.
Does not use target trait, or writing is illegible or incomprehensible.
Use of traits is at a functional level, sometimes appropriate use but often not. Lack of control interferes with communication.
Use of trait is at developmental level; inconsistent or inappropriate use of trait, and level of control sometimes interfere with communication.
Few major misuses of that rarely interfere with communication but not yet at a fluent level of control.
Mastery level of performance: few misuses of traits; fluent level of control: meets standard
Explanations (or bridge sentences) are built in to provide focus and lead to the narrowed topic.
Does not use target trait, or writing is illegible or incomprehensible.
Use of traits is at a functional level, sometimes appropriate use but often not. Lack of control interferes with communication.
Use of trait is at developmental level; inconsistent or inappropriate use of trait, and level of control sometimes interfere with communication.
Few major misuses of that rarely interfere with communication but not yet at a fluent level of control.
Mastery level of performance: few misuses of traits; fluent level of control: meets standard
The introduction uses a “hook” to grab the reader’s attention, and it logically connects to the topic.
Does not use target trait, or writing is illegible or incomprehensible.
Use of traits is at a functional level, sometimes appropriate use but often not. Lack of control interferes with communication.
Use of trait is at developmental level; inconsistent or inappropriate use of trait, and level of control sometimes interfere with communication.
Few major misuses of that rarely interfere with communication but not yet at a fluent level of control.
Mastery level of performance: few misuses of traits; fluent level of control: meets standard
The thesis statement provides the topic, controlling idea, and several aspects to elaborate at the end of the introduction.
Does not use target trait, or writing is illegible or incomprehensible.
Use of traits is at a functional level, sometimes appropriate use but often not. Lack of control interferes with communication.
Use of trait is at developmental level; inconsistent or inappropriate use of trait, and level of control sometimes interfere with communication.
Few major misuses of that rarely interfere with communication but not yet at a fluent level of control.
Mastery level of performance: few misuses of traits; fluent level of control: meets standard
The introduction provides the reader with sufficient background information on the topic and presents clearly how the information is connected to the thesis statement.
Does not use target trait, or writing is illegible or incomprehensible.
Use of traits is at a functional level, sometimes appropriate use but often not. Lack of control interferes with communication.
Use of trait is at developmental level; inconsistent or inappropriate use of trait, and level of control sometimes interfere with communication.
Few major misuses of that rarely interfere with communication but not yet at a fluent level of control.
Mastery level of performance: few misuses of traits; fluent level of control: meets standard
CONCLUSION
The conclusion captures the focus of the capstone paper.
Does not use target trait, or writing is illegible or incomprehensible.
Use of traits is at a functional level, sometimes appropriate use but often not. Lack of control interferes with communication.
Use of trait is at developmental level; inconsistent or inappropriate use of trait, and level of control sometimes interfere with communication.
Few major misuses of that rarely interfere with communication but not yet at a fluent level of control.
Mastery level of performance: few misuses of traits; fluent level of control: meets standard
The conclusion summarizes the writer’s main points (aspects) of the capstone paper by paraphrasing the thesis statement.
Does not use target trait, or writing is illegible or incomprehensible.
Use of traits is at a functional level, sometimes appropriate use but often not. Lack of control interferes with communication.
Use of trait is at developmental level; inconsistent or inappropriate use of trait, and level of control sometimes interfere with communication.
Few major misuses of that rarely interfere with communication but not yet at a fluent level of control.
Mastery level of performance: few misuses of traits; fluent level of control: meets standard
The conclusion includes an ending comment that inspires the reader to continue thinking about your topic.
Does not use target trait, or writing is illegible or incomprehensible.
Use of traits is at a functional level, sometimes appropriate use but often not. Lack of control interferes with communication.
Use of trait is at developmental level; inconsistent or inappropriate use of trait, and level of control sometimes interfere with communication.
Few major misuses of that rarely interfere with communication but not yet at a fluent level of control.
Mastery level of performance: few misuses of traits; fluent level of control: meets standard
31
Directions to candidates:
The purpose of this evaluation is to assess and evaluate your comprehension of the InTASC standards and determine that you have acquired the necessary pedagogical competencies to positively impact student learning. Your paper consists of five parts, with each part corresponding to relative InTASC standards. The five parts of the paper are: Learner Development and Learning Differences; Learning Environment and Content Knowledge; Innovative Application of Content and Assessment; Planning Instruction and Instructional Strategies; and Reflection and Continuous Growth, Collaboration and Ethics. Your paper will also be evaluated for compliance with APA formatting, graduate-level mechanics, grammar and word usage, and integration of your Christian worldview.
CAPSTONE PAPER CONTENT
Educator as Servant Leader:
Living and Modeling a Christian Worldview as a Reflective Practitioner
INTRODUCTION TO PAPER (with Thesis Statement for entire paper)
TOPIC I: Learner Development, Learning Differences • Introduction to Topic (with thesis statement)
• Professional Knowledge Base (with CWV integration) – Key Ideas
• (Learner Development) The teacher analyzes research on how children learn
and develop, recognizing that patterns of learning and development vary
individually within and across the cognitive, linguistic, social, emotional, and
physical areas, and designs and implements developmentally appropriate and
challenging learning experiences. (InTASC 1, CAEP R1.1 Learner and
Learning)
• (Learning Differences) The teacher analyzes relevant research on individual
differences and diverse cultures and communities to ensure inclusive learning
environments that allow each learner to reach his/her full potential.. (InTASC
2, R1.1 Learner and Learning)
• Application to Practice (with CWV integration)
• (Learner Development) The teacher provides examples of instructional
strategies that promote developmentally appropriate and challenging learning
experiences.. (InTASC 1; CAEP R1.1 Learner and Learning)
• (Learning Differences) The teacher accesses student's thinking and experiences
as a basis for instructional activities (InTASC 2; R1.1 Learner and Learning)
What do the above-mentioned components look like in the classroom? TOPIC II: Learning Environment and Content Knowledge
• Introduction to Topic (with thesis statement)
• Professional Knowledge Base (with CWV integration) – Key Ideas
32
• (Learning Environment) Analyzes relevant research on creating environments that
support individual and collaborative learning, encourage positive social
interaction, active engagement in learning, and self-motivation . (InTASC 3;
CAEP R1.1 Learner and Learning)
• (Content Knowledge) The teacher analyzes relevant research on the central
concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and
creates learning experiences that make these aspects of the discipline accessible
and meaningful for learners. (InTASC 4, CAEP R1.2 Content)
• Application to Practice (with CWV integration)
• (Learning Environment) The teacher organizes, prepares students for, and
monitors independent and group work that allows for full and varied participation
of all individuals. (InTASC 3; R1.1 Learner and Learning)
• (Content Knowledge) The teacher describes learning experiences that make their
subject content accessible and meaningful for learners. (InTASC 4; CAEP R1.2
Content)
What do the above-mentioned components look like in the classroom? TOPIC III: Innovative Application of Content; Assessment
• Introduction to Topic (with thesis statement)
• Professional Knowledge Base (with CWV integration) – Key Ideas
• (Innovative Application) The teacher analyzes relevant research on how to
connect concepts and use differing perspectives to engage learners in
critical/creative thinking and collaborative problem solving related to
authentic local and global issues.. (InTASC 5; CAEP R1.2 Content)
• (Assessment) The teacher analyzes relevant research on the use of multiple
methods of assessment to engage learners in their own growth, to document
learner progress, and to guide the teacher’s ongoing planning and instruction.
(InTASC 6; CAEP R1.3 Practice)
• Application to Practice (with CWV integration)
• (Innovative Application) The teacher evaluates how to achieve learning goals
by choosing strategies to achieve different instructional purposes and to meet
student needs. (InTASC 5; CAEP R1.2 Content)
• (Assessment) Provides examples of a variety of formal and informal
assessment techniques to enhance knowledge of learners, evaluate student's
progress and performances, and modify teaching and learning strategies..
(InTASC 6; CAEP R1.3 Practice)
What do the above-mentioned components look like in the classroom?
TOPIC IV: Planning Instruction, Instructional Strategies
• Introduction to Topic (with thesis statement)
• Professional Knowledge Base (with CWV integration) – Key Ideas
33
• (Planning) The teacher utilizes relevant research upon knowledge of content
areas, cross-disciplinary skills, learners, the community, and pedagogy to plan
instruction that supports every student in meeting rigorous learning goals.
(The teacher is able to plan instruction based upon knowledge of subject
matter, students, the community, and curriculum goals. (InTASC 7; CAEP
R1.2 Content)
• (Instructional Strategies) The teacher analyzes relevant research on the
principles and techniques, along with advantages and limitations, associated
with various instructional strategies... (InTASC 8; CAEP R1.3 Practice)
• Application to Practice (with CWV integration)
• (Planning) Provides examples of lessons and activities that operate at multiple
levels to meet the developmental and individual needs of diverse learners and
help each progress. (InTASC 7; CAEP R1.2 Content)
• (Instructional Strategies) Uses multiple teaching and learning strategies to
engage students in active learning opportunities. (InTASC 8; CAEP R1.3
Practice)
What do the above-mentioned components look like in the classroom?
TOPIC V: Reflection and Continuous Growth, Collaboration, Ethics
• Introduction to Topic (with thesis statement)
• Professional Knowledge Base (with CWV integration) – Key Ideas
• (Reflection and Continuous Growth) The teacher reflects on his/her practice,
particularly the effects of his/her choices and actions on others (students,
families, and other professionals in the learning community), and adapts
practice to meet the needs of each learner.. (InTASC 9; CAEP R1.4
Professional Responsibilities)
• (Collaboration) The teacher utilizes relevant research upon collaborating with
students, families, colleagues, other professionals, and community members to
share responsibility for student growth and development, learning, and well-
being.. (InTASC 10; CAEP R1.3 Practice)
• (Ethics) The teacher utilizes relevant research on the laws related to student's
rights and teacher responsibilities (InTASC 10; CAEP R1.4 Professional
Responsibilities)
• Application to Practice (with CWV integration)
• (Reflection and Professional Development) Provides relevant examples of
classroom observation, information about students, and research as sources for
evaluating the outcomes of teaching and learning and as a basis for
experimenting with, reflecting on, and revising practice. (InTASC 9; CAEP
R1.4 Professional Responsibilities)
34
• (Collaboration)The teacher discusses how he/she makes links with the
learners' other environments by consulting with parents, counselors, teachers
of other classes and activities within the schools, and professionals in other
community agencies. (InTASC 10; CAEP R1.3 Practice)
• (Ethics) The teacher discusses how he/she understands and implements laws
related to student's rights and teacher responsibilities. (InTASC 10; CAEP
R1.4 Professional Responsibilities)
What do the above-mentioned components look like in the classroom?
CONCLUSION Summation
OVERALL IMPACT OF THE PAPER
• To Be Evaluated
o Integration of Christian worldview throughout
o APA formatting
o Mechanics, Word Usage, Grammar, Syntax (MUGS)
35
CAEP Capstone Paper Rubric
Topic 1: Learner Development; Learning Differences Candidate
Competency - PKB
Advanced - 4
(15 points)
Proficient - 3
(12.75 points)
Basic - 2
(10.5 points)
Minimal - 1
(8.25 points) (Learner Development) Analyzes relevant research on how learning occurs - how students construct knowledge, acquire skills, and develop disciplined thinking processes (InTASC 2; CAEP R1.1 Learner and Learning)
Analysis encapsulates in detail current research on how students *construct knowledge, *acquire skills and *develop disciplined thinking processes *connects these ideas to best practices in the classroom No references other than course textbooks are older than 10 years
Analysis encapsulates current research on how students *construct knowledge, *acquire skills and *develop disciplined thinking processes; No references other than course textbooks are older than 10 years
Analysis encapsulates research on how students (two of the following) *construct knowledge, *acquire skills AND/OR *develop disciplined thinking processes; One or more references are older than 10 years
Analysis inadequately addresses research on one or more of the topics
(Learning Differences) The teacher analyzes relevant research on individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.. (InTASC 2, CAEP R1.1 Learner and Learning)
Analysis encapsulates current research on actively and equitably engaging learners by *organizing, *allocating, and *coordinating resources of time, space, and learners' attention AND *connects these ideas to best practices in the classroom No references other than the textbooks are older than 10 years
Analysis encapsulates current research on actively and equitably engaging learners by *organizing, *allocating, and *coordinating resources of time, space, and learners' attention; No references other than the textbooks are older than 10 years
Analysis encapsulates research on actively and equitably engaging learners by (two of the following) *organizing, *allocating, and/or *coordinating resources of time, space, and learners' attention; One or more references are older than 10 years
Analysis inadequately addresses research on one or more of the topics
Candidate
Competency - AP
Advanced - 4
(10 points)
Proficient - 3
(8.5 points) Basic - 2 (7 points)
Minimal - 1
(5.5 points) (Learner Development) Accesses student's thinking and experiences as a basis for instructional activities (InTASC 2; CAEP R1.1 Learner and Learning)
Evidence of accessing students' thinking and experiences as a basis for instructional activities by *encouraging discussion, *listening and responding to group interaction, and *eliciting samples of student thinking orally and in writing.
Evidence of accessing students' thinking and experiences as a basis for instructional activities by addressing 2 of the following areas: *encouraging discussion, *listening and responding to group interaction, and *eliciting samples of student thinking orally and in writing.
Evidence of accessing students' thinking and experiences as a basis for instructional activities by addressing 1 of the following areas: *encouraging discussion, *listening and responding to group interaction, and *eliciting samples of student thinking orally and in writing.
Instructional strategies presented fail to access students' thinking and experiences as a basis for instructional activities
(Learning Differences) The teacher accesses student's thinking and experiences as a basis for instructional activities (InTASC 2; CAEP R1.1 Learner and Learning)
Evidence based strategies and resources *target multiple (3-5) identified exceptional learning needs of students (disabilities and giftedness) AND *incorporate student experiences, culture and/or community resources
Evidence based strategies and resources *target multiple (3-5) identified exceptional learning needs of students (disabilities and giftedness)
Evidence based strategies and resources *target a few (1-2) identified exceptional learning needs of students (disabilities OR giftedness)
Strategies and resources presented are not evidence- based and/or do not target learning needs of students
36
Topic 2: Learning Environments; Content Knowledge Candidate
Competency - PKB
Advanced - 4
(15 points)
Proficient - 3
(12.75 points)
Basic - 2
(10.5 points)
Minimal - 1
(8.25 points) (Learning Environment) Analyzes relevant research on creating environments that support individual and collaborative learning, encourage positive social interaction, active engagement in learning, and self-motivation . (InTASC 3; CAEP R1.1 Learner and Learning)
Analysis encapsulates current research on the range of strategies to promote *positive relationships, *cooperation, and *purposeful learning in the classroom AND connects research to best practices in the classroom No references other than course textbooks are older than 10 years
Analysis encapsulates current research on the range of strategies to promote *positive relationships, *cooperation, and *purposeful learning in the classroom. No references other than course textbooks are older than 10 years
Analysis encapsulates current research on the range of strategies to promote (two of the following) *positive relationships, *cooperation, and *purposeful learning in the classroom. No references are older than 10 years DOES NOT connect best practices to the classroom.
Analysis inadequately addresses research on one or more of the topics
(Content Knowledge) Analyzes relevant research on creating interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas. (InTASC 4; CAEP R1.2 Content)
Analysis encapsulates current research on creating interdisciplinary learning experiences that allow students to integrate *knowledge, *skills, and *methods of inquiry from 2 or more subject areas. *AND connects these ideas to best practices in the classroom No references are older than 10 years
Analysis encapsulates current research on creating interdisciplinary learning experiences that allow students to integrate *knowledge, *skills, and *methods of inquiry within the candidate's area of discipline. No references are older than 10 years
Analysis encapsulates research on creating interdisciplinary learning experiences that allow students to integrate *knowledge, *skills, and *methods of inquiry within the candidate's area of discipline One or more references are older than 10 years
Analysis inadequately addresses research on one or more of the topics
Candidate
Competency - AP
Advanced - 4
(10 points)
Proficient - 3
(8.5 points) Basic - 2 (7 points)
Minimal - 1
(5.5 points) (Learning Environment) The teacher organizes, prepares students for, and monitors independent and group work that allows for full and varied participation of all individuals. (InTASC 3; CAEP R1.1 Learner and Learning)
Applies concepts to support the development of *creativity *collaborative problem solving *learner engagement AND utilizes differing perspectives to connect students.
Applies concepts to support the development of *creativity *collaborative problem solving *learner engagement. No utilization of differing perspectives DOES NOT connect best practices to meet student needs
Supports the development of *creativity *collaborative problem solving *learner engagement No application of concepts DOES NOT connect best practices to meet student needs
Inadequately applies concepts to support development of *creativity *collaborative problem solving *learner engagement.
(Content Knowledge) Provides examples of instructional strategies that promote student learning (InTASC 4; CAEP R1.2 Content)
Evidence-based instructional strategies *promote student learning *have a direct relationship to the candidate's certification area and *connect to other discipline areas
Evidence-based instructional strategies *promote student learning and *have a direct relationship to the candidate's certification area
Evidence-based instructional strategies presented promote student learning
Instructional strategies presented fail to promote student learning
37
Topic 3: Innovative Applications of Content; Assessment Candidate
Competency - PKB
Advanced - 4
(15 points)
Proficient - 3
(12.75 points)
Basic - 2
(10.5 points)
Minimal - 1 (8.25
points)
(Innovative Applications) Analyzes relevant research on the cognitive processes associated with various kinds of learning and how these processes can be stimulated. (InTASC 5; CAEP R1.2 Content)
Analysis encapsulates current research in: *critical and creative thinking, *problem structuring and problem solving, *invention, *memorization and recall *effective use of technology AND connects these ideas to best practices in the classroom No references other than course textbooks are older than 10 years
Analysis encapsulates current research in *critical and creative thinking, *problem structuring and problem solving, *invention, *memorization and recall *effective use of technology No references other than course textbooks are older than 10 years
Analysis encapsulates current research in: (three of the following) *critical and creative thinking, *problem structuring and problem solving, *invention, *memorization and recall *effective use of technology One or more references are older than 10 years. DOES NOT connect best practices to the classroom.
Analysis inadequately addresses research on one or more of the topics
(Assessment) Discusses the characteristics, uses, advantages, and limitations of different types of assessments for evaluating how students learn, what they know and are able to do, and what kinds of experiences and technology will support their further growth and development. (InTASC 6; CAEP R1.3 Practice)
Discusses both formal and informal types of assessment (e.g., criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) to demonstrate how each encourages or limits: *decision making *intellectual development *social development AND discusses the types of experiences and technologies that support further growth.
Discusses both formal and informal types of assessment (e.g., criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) to demonstrate how each encourages or limits: *decision making *intellectual development *social development DOES NOT discuss types of experiences and technologies that support further growth
Discusses types of assessment to demonstrate how each encourages or limits: *decision making *intellectual development *social development DOES NOT discuss types of experiences and technologies that support further growth
Provides inadequate exploration of the types of assessment and/or how each encourages or limits learner development.
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Candidate
Competency - AP
Advanced - 4
(10 points)
Proficient - 3
(8.5 points)
Basic - 2
(7 points)
Minimal - 1 (5.5
points)
(Innovative Applications) Evaluates how to achieve learning goals by choosing strategies to achieve different instructional purposes and to meet student needs. (InTASC 5; CAEP R1.2 Content)
Evidence-based strategies and resources based on *developmental stages, *prior knowledge, *learning styles, and *interests AND adequately connects evidence to best practices to meet student needs.
Evidence-based strategies and resources based on *developmental stages, *prior knowledge, *learning styles, and *interests DOES NOT connect best practices to meet student needs
Strategies and resources based on *developmental stages, *prior knowledge, *learning styles, and *interests DOES NOT connect best practices to meet student needs
Inadequately evidenced strategies and resources on one or more of the topics.
(Assessment) Provides examples of a variety of formal and informal assessment techniques to enhance knowledge of learners, evaluate student's progress and performances, and modify teaching and learning strategies. (InTASC 6; CAEP R1.3 Practice)
Provides examples of a variety of methods (e.g., observation, portfolios of student work, teacher- made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to: *monitor student learning and evaluate progress *modify instruction *enhance understanding of learners' knowledge AND differentiates between the purposes and information gained from formative versus summative assessment results.
Provides examples of a variety of methods (e.g., observation, portfolios of student work, teacher- made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to: *monitor student learning and evaluate progress *modify instruction *enhance understanding of learners' knowledge
Provides examples of assessment techniques (e.g., observation, teacher-made tests, projects, peer assessment, and standardized tests). DOES NOT address all three elements listed in Proficient-3
Inadequate provision of examples of assessment techniques and utilization of techniques for instructional enhancement.
39
Topic 4: Planning Instruction, Instructional Strategies Candidate
Competency - PKB
Advanced - 4
(15 points)
Proficient - 3
(12.75 points)
Basic - 2
(10.5 points)
Minimal - 1 (8.25
points)
(Planning) Utilizes relevant research on learning theory, subject matter, curriculum development, and student development in planning instruction to meet curriculum goals. (InTASC 7; CAEP R1.2 Content)
Employs research-based evidence to incorporate: *planning techniques *instructional development *assessment development AND appropriately justifies each as necessary to meet curriculum goals. No references other than course textbooks are older than 10 years
Employs research-based evidence to incorporate: *planning techniques *instructional development *assessment development No references other than course textbooks are older than 10 years DOES NOT justify each element as necessary to meet curriculum goals.
Discusses incorporation of *planning techniques *instructional development *assessment development One or more references are older than 10 years DOES NOT justify each element as necessary to meet curriculum goals.
Inadequately evidences use and justification of techniques necessary to curriculum development.
(Instructional Strategies) Analyzes relevant research on the principles and techniques, along with advantages and limitations, associated with various instructional strategies. (InTASC 8; CAEP R1.3 Practice)
Analysis encapsulates current research on: (three of the following) *cooperative learning, *direct instruction, *discovery learning, *whole group discussion, *independent study, *interdisciplinary instruction No references other than course textbooks are older than 10 years
Analysis encapsulates current research on: (two of the following) *cooperative learning, *direct instruction, *discovery learning, *whole group discussion, *independent study, *interdisciplinary instruction No references other than course textbooks are older than 10 years
Analysis encapsulates current research on: (one of the following) *cooperative learning, *direct instruction, *discovery learning, *whole group discussion, *independent study, *interdisciplinary instruction One or more references are older than 10 years
Analysis inadequately addresses research on one or more of the topics
Candidate
Competency - AP
Advanced - 4
(10 points)
Proficient - 3
(8.5 points)
Basic - 2
(7 points)
Minimal - 1 (5.5
points)
(Planning Instruction) Provides examples of lessons and activities that operate at multiple levels to meet the developmental and individual needs of diverse learners and help each progress. (InTASC 7; CAEP R1.2 Content)
Demonstrates competence in planning and instruction preparation for learners of *varying knowledge of subject matter *diverse backgrounds *individual needs AND provides examples of lessons that operate at various levels.
Demonstrates competence in planning and instruction preparation for learners of *varying knowledge of subject matter *diverse backgrounds *individual needs DOES NOT provide examples of lessons that operate at various levels.
Provides examples of lessons that operate at various levels of *knowledge of subject matter *diverse backgrounds *individual needs DOES NOT provide examples of lessons that operate at various levels.
Incompetence in planning and instruction for diverse learners.
(Instructional Strategies) Uses multiple teaching and learning strategies to engage students in active learning opportunities. (InTASC 8; CAEP R1.3 Practice)
Evidence-based strategies that promote the development of *critical thinking, *problem solving, and *performance capabilities that help students assume responsibility for identifying and using learning resources
Evidence-based strategies that promote the development of *critical thinking, *problem solving, and *performance capabilities DOES NOT connect best practices to meet student needs
Strategies that promote the development of *critical thinking, *problem solving, and/or *performance capabilities (Addresses only 2 out of 3 categories) DOES NOT connect best practices to meet student needs
Strategies that promote the development of *critical thinking, *problem solving, OR *performance capabilities
40
Topic 5: Reflection and Continuous Growth, Collaboration, Ethics Candidate
Competency - PKB
Advanced - 4 (15
points)
Proficient - 3 (12.75
points) Basic - 2 (10.5 points)
Minimal - 1 (8.25
points)
(Reflection and Continuous Growth) Discusses relevant research on the historical and philosophical foundations of education. (InTASC 9; CAEP R1.4 Professional Responsibilities)
Research evidences foundations of education through discussion of *active engagement in professional growth (e.g., workshops, conferences) *community involvement *exemplary behavior and evaluation of choices and actions AND reflects on the importance of each to the teaching profession.
Research evidences foundations of education through discussion of *active engagement in professional growth (e.g., workshops, conferences) *community involvement *exemplary behavior and evaluation of choices and actions DOES NOT reflect on importance of each of the above 3 elements to the teaching profession.
Reflects on the importance of *active engagement in professional growth (e.g., workshops, conferences) *community involvement *exemplary behavior and evaluation of choices and actions DOES NOT reflect on importance of each of the above 3 elements to the teaching profession.
Does not provide adequate research or reflection on important foundations.
(Collaboration) Discusses how factors in the students' environment outside of school (family circumstances, community environments, health and economic conditions) may influence students' life and learning. (InTASC 10; CAEP R1.3 Practice)
Dissects research-based evidence on how students' environments outside of school may affect students' learning: *stress *lack of attention *apathy or indifference AND reflect on the appropriate responsibilities Ts have to students in particular situations.
Dissects research-based evidence on how students' environments outside of school may affect students' learning: *stress *lack of attention *apathy or indifference DOES NOT reflect on the appropriate responsibilities Ts have to students in particular situations.
Reflect on the appropriate responsibilities teachers have to students in particular situations outside of school affecting their learning. DOES NOT reflect on the appropriate responsibilities teachers have to students in particular situations.
Does not provide adequate research on outside factors that affect students learning or reflection on teachers’ responsibilities to those students.
(Ethics) Discusses laws related to student's rights and teacher responsibilities (InTASC 10; CAEP R1.4 Professional Responsibilities)
Uses research-based evidence to discuss T’s responsibilities to students and their legal rights and obligations involving: *equal education *appropriate educ. for the disabled *privacy and confidentiality *treatment of students *reporting in situations related to possible child abuse/neglect
Uses research-based evidence to discuss T’s responsibilities to students and their legal rights and obligations involving: (4 of the following) *equal education *appropriate educ. for the disabled *privacy and confidentiality *treatment of students *reporting in situations related to possible child abuse/neglect
Discusses teachers' responsibilities to students and their legal rights and obligations involving: (2-3 of the following) *equal education *appropriate educ. for the disabled *privacy and confidentiality *treatment of students *reporting in situations related to possible child abuse/neglect
DOES NOT adequately provide evidence of teachers' legal responsibilities to their students or students' legal rights.
41
Candidate
Competency - AP
Advanced - 4
(10 points)
Proficient - 3
(8.5 points)
Basic - 2
(7 points)
Minimal - 1 (5.5
points)
(Reflection and Continuous Growth) Provides relevant examples of classroom observation, information about students, and research as sources for evaluating the outcomes of teaching/learning and as a basis for experimenting with, reflecting on, and revising practice. (InTASC 9; CAEP R1.4 Professional Responsibilities
Discusses how to use observation, student information, and research, etc., to *evaluate instructional effectiveness *use as an experimental foundation *adapt practice to meet students' needs AND explores relevant examples of each.
Discusses how to use observation, student information, and research, etc., to *evaluate instructional effectiveness *use as an experimental foundation *adapt practice to meet students' needs DOES NOT explore relevant examples of each
Explores examples of how to use observation, student information, and research, etc. to enhance practice. DOES NOT explore relevant examples of each
DOES NOT adequately explore tools for evaluating and adjusting instruction.
(Collaboration)The teacher makes links with the learners' other environments on behalf of students, by consulting with parents, counselors, teachers of other classes and activities within the schools, and professionals in other community agencies. (InTASC 10; CAEP R1.3 Practice)
Demonstrates appropriate leadership roles to ensure and enhance students' learning by *consulting with parents, counselors, other teachers, etc. *collaborating with students *collaborating with peers AND explores the role of each of the above in advancing the teacher profession.
Demonstrates appropriate leadership roles to ensure and enhance students' learning by *consulting with parents, counselors, other teachers, etc. *collaborating with students *collaborating with peers DOES NOT explore the role of each of the above in advancing the teacher profession.
Explores appropriate leadership roles and their importance in advancing the teacher profession. DOES NOT explore the role of each of the above in advancing the teacher profession.
DOES NOT adequately explore importance of or demonstrate appropriate leadership roles.
(Ethics) The teacher understands and implements laws related to student's rights and teacher responsibilities. (InTASC 10; CAEP R1.4 Professional Responsibilities)
Discuss teachers' obligations to implementing laws related to students’ rights by *creating a culture of trust and confidence *maintaining professionalism *providing adequate documentation of concerns and issues AND justifies each as legal obligation and ethical responsibility.
Uses research-based evidence to discuss teachers' responsibilities to students and their legal rights and obligations involving: (4 of the following) *equal education *appropriate education for the disabled *privacy and confidentiality *treatment of students
Justifies laws teachers' implementation of laws involving students as both legal obligation and ethical responsibility. DOES NOT justify each of the above as legal obligation and ethical responsibility.
DOES NOT adequately demonstrate understanding of students' rights and teachers' legal and ethical responsibilities.
42
Overall Impact of Paper - CWV, APA Formatting, MUGS Candidate
Competency
Advanced - 4
(35 points)
Proficient - 3
(29.75 points)
Basic - 2
(24.5 points)
Minimal - 1 (19.25
points)
(Christian Worldview) Integrates a Christian worldview (CWV) throughout the paper
CWV addressed in 4 out of 4 Topics, with appropriate scriptures referenced as support for the CWV AND a common CWV theme is present throughout the paper. All supporting Scriptures support and help develop this theme.
CWV addressed in 4 out of 4 Topics, with appropriate Scriptures referenced as support for the CWV.
CWV addressed in 3 out of 4 Topics, with appropriate Scriptures referenced as support for the CWV. OR Scriptures are quoted in 4 out of 4 Topics but are not incorporated into the body of the paper (i.e., scriptures inserted into body of text with no or ineffective transitions to connect them to content of the passage).
CWV addressed in fewer than 3 of the Topics, with appropriate Scriptures referenced as support for the CWV. OR Scriptural citations are missing.
(APA) Follows formatting guidelines as set forth in the 6th edition of the APA Publication Manual
Cover sheet, body of the paper, reference page properly formatted as to spacing, headers, running header on cover sheet, in- text citations AND all references cited correctly in the reference page
Cover sheet, body of the paper, reference page properly formatted as to spacing, headers, running header on cover sheet, in- text citations BUT a few reference citations contain formatting errors (no more than 3 errors - the same error repeated multiple times constitutes one error)
Cover sheet, body of the paper, reference pages contain formatting errors as to spacing, headers, running header on cover sheet, in- text citations (errors in 1-2 of these categories) BUT Reference page contains multiple (more than 3) errors (the same error repeated multiple times constitutes one error)
Multiple formatting errors through the paper
Candidate
Competency
Advanced - 4
(30 points)
Proficient - 3
(25.5 points)
Basic - 2
(21 points)
Minimal - 1 (16.5
points) (MUGS) Uses graduate- level mechanics, word usage, grammar and syntax when writing academic papers
Paper is well organized with clear introductions, explicit thesis statements for each Topic, topic sentences for each paragraph, and sufficient supporting details within paragraphs. Word usage is appropriate for the topic; no errors in grammar and syntax No evidence of colloquialisms, slang, jargon or other examples of informal writing AND Sentence structure is varied and ranges from simple to complex; transitional words and phrases smoothly connect one idea to the next and lead the reader through the paper
Paper is well organized with clear introductions, explicit thesis statements for each Topic, topic sentences for each paragraph, and sufficient supporting details within paragraphs. Word usage is appropriate for the topic; no errors in grammar and syntax No evidence of colloquialisms, slang, jargon or other examples of informal writing
Paper contains introductions, thesis statements for 3 out of 4 Topics, topic sentences for most paragraphs, supporting details within paragraphs. Word usage could be improved (1-3 poorly chosen words); many (1-5) errors in grammar and syntax Occasional use (1-3) of colloquialisms, slang, jargon or other examples of informal writing
MISSING introductions, thesis statements, topic sentences, supporting details within paragraphs throughout paper Many (more than 5) errors in word usage, grammar, and syntax Frequent use (more than 3) of colloquialisms, slang, jargon or other examples of informal writing
43
APPENDIX B InTASC Standards
Standard 1 - Learner Development (BEPPS-3) The teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences Standard 2 - Learning Differences (BEPPS-3) The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
Standard 3 - Learning Environments (BEPPS-1) The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self-motivation.
Standard 4 - Content Knowledge (BEPPS-2) The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
Standard 5 - Innovative Applications of Content (BEPPS-2) The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.
Standard 6 - Assessment (BEPPS-5) The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s ongoing planning and instruction.
Standard 7 - Planning for Instruction (BEPPS-4) The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals. (The teacher is able to plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals.) Standard 8 - Instructional Strategies (BEPPS-4) The teacher understands and uses a formal and informal instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
Standard 9 - Reflection and Continuous Growth (BEPPS-6) The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner. Standard 10 - Collaboration (BEPPS-7) The teacher collaborates with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well-being.
Advanced Proficient Basic Minimal
The student’s performance is exemplary and consistently exceeds expectations. Indications of a high level of critical and reflective thinking, with a depth of understanding a core knowledge base, as well as demonstrates academic and professional skills.
The student’s performance consistently meets expectations. The student effectively demonstrations the requirements with expected professional performance indicating an understanding of a core knowledge base with the application of critical thinking, academic, and professional skills.
The student’s performance sometimes meets expectations but is not doing so consistently. Student demonstrates little depth of knowledge base understanding and little evidence of critical and/or reflective thinking.
The student’s performance demonstrates mediocre work, very little effort or demonstration of responses to requirements. The student demonstrates little to no understanding of a core knowledge base with little to no critical/reflective thinking, academic or professional skills.
