4.4 Where's the Beef

4.4 Where's the Beef

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Where’s the beef?

Impact on Student Learning Task / Meets
Standards / Needs Improvement / Unacceptable
Description of Classroom DemographicsStandard(s) 8 & 9
Provided a well written description of the demographics in classroom / 100%
2. Provided the number of students in the class / 100%
3. Provided the gender breakdown of the students / 100%
4. Provided the ages of the students / 100%
5. Provided the ethnicity of the students / 100%
6. Provided the diverse learning needs of the students / 100%
7. There are no spelling or grammatical errors / 100%
Lesson Plan/Unit PlanStandard(s) 7
1. Provide a well written summary of the lesson plan taught. / 100%
2. Attached copy of the lesson plan / 100%
3.Lesson plan is complete based on Student Teaching Evaluation in the Student Teaching handbook / 100%
4. There are no spelling or grammatical errors / 100%
Pre-test DescriptionStandard(s) 3, 4, 7, 8, & 9
Provided a well written description of the Pre-test / 100%
2. Include the date of the Pre-test / 100%
3. Provided a copy of the Pre-test / 100%
4. Teacher Candidate expectations present in description, and specific information taken into consideration when creating the Pre-test. / 100%
5. There are no spelling or grammatical errors / 100%
Pre-test Data &Analysis Standard(s) 3, 4, 7, 8, & 9
1. Description/Analysis of Results present and data attached / 100%
2. Provide an analysis of the results of the Pre-Test / 100%
3. Summary of overall data contains class means, individual student scores, sub-group comparisons (gender, age, and diverse learners), range, and percentiles / 100%
4. Analysis includes reflection that accurately identify major strengths and weaknesses of instruction for the class/individuals/groups (based on the calculations of data), with suggestions for more effectively meeting the needs of those individuals and/or groups making the least progress / 100%
5. There are no spelling or grammatical errors / 100%
Post-test DescriptionStandard(s) 3, 4, 7, 8, & 9
1. Provided a well written description about the Post-test / 100%
2. Include the date of Post-test / 100%
3. Provided a copy of Post-test / 100%
4.Teacher Candidate expectations present in description, and specific information taken into consideration when creating the Post-test. / 100%
5. There are no spelling or grammatical errors / 100%
Post-test Data & Analysis Standard(s) 3, 4, 7, 8, & 9
1. Description/Analysis of Results present and data attached / 100%
2. Provide an analysis of the results of the Post-Test
3. Summary of overall data contains class means, individual student scores, sub-group comparisons (gender, age, and diverse learners), range, and percentiles / 100%
4. Analysis includes reflection that accurately identify major strengths and weaknesses of instruction for the class/individuals/groups (based on the calculations of data), with suggestions for more effectively meeting the needs of those individuals and/or groups making the least progress / 100%
5. There are no spelling or grammatical errors / 100%
Reflection and ReactionStandard(s) 7, 8, & 9
1. Reflection is a well written in-depth summary of teacher candidate impact on student learning / 100%
2. Data, comparisons, and findings are referenced from Pre- and Post- test data and analysis / 100%
3. Teacher Candidate clearly stated what would be done differently / 100%
4. There are no spelling or grammatical errors / 100%