Student Teaching Mid-Term and Final Evaluation
Praxis II Subject Area Tests:
From 2008-09 to 2010-11, four ONU AYA science licensure candidates have taken Praxis II Subject Area Examinations. Four candidates took the Praxis II: Biology Content Knowledge (0235) Examination and all four passed. Because of the small number of scores, individual scores will not be reported here. The average overall score on this test was 176.75 with 148 indicating a passing score. For the combined group of test takers (n=3, subscores were not available for one candidate), the subscore data is given below:
Subsection / Points Earned / Points Possible / % CorrectBasic Principles of Science / 29 / 37 / 78.4%
Molecular and Cellular Biology / 84 / 113 / 74.3%
Classical Genetics and Evolution / 56 / 68 / 82.4%
Diversity of Life, Plants, and Animals / 101 / 132 / 76.6%
Ecology / 52 / 65 / 80.0%
Science, Technology and Society / 26 / 30 / 86.7%
Although the information above is based on only three test takers, it can be noted that performance was fairly consistent between all subcategories with the lowest score on Molecular and Cellular Biology and the highest score on Science, Technology, and Society. The lower score will be monitored as future candidates complete the exam. At any rate, performance overall was strong.
Only one candidate completed (and passed) the Chemistry, Physics, and General Science (0070) examination so actual scores will not be discussed here.
Praxis II Principles of Learning and Teaching
From 2008-09 to 2010-11, four ONU AYA science licensure candidates have taken the Praxis II Principles of Learning and Teaching (7-12) pedagogy examination and all four passed. Because of the small number of scores, individual scores will not be reported here. The average overall score on this test was 183.50 with 165 indicating a passing score. For the combined group of test takers (n=4), the subscore data is given below:
Subsection / Points Earned / Points Possible / % CorrectStudents as Diverse Learners: Development, Diverse Learners, Motivation, Environment / 25 / 31 / 80.6%
Instruction and Assessment: Instructional /Assessment Strategies, Planning / 30 / 32 / 93.8%
Teacher Professionalism: Reflective Practitioner, Larger Community / 30 / 32 / 93.8%
Students as Learners: Case Histories, Short-Answer Questions / 46 / 64 / 71.9%
Instruction and Assessment: Case histories/Short-Answer Questions / 50 / 64 / 78.1%
Communication Techniques: Case Histories/Short-Answer Questions / 20 / 32 / 62.5%
Teacher Professionalism: Case Histories/Short-Answer Questions / 20 / 32 / 62.5%
It is interesting to note that, although candidate performance was strong, lower scores were achieved in the case studies/short answer sections as compared to the multiple choice sections of the exams. This seems to be true regardless of subsection content. For example, candidates earned 93.8% on the multiple choice items related to Teacher Professionalism but a 62.5% on the case study items related to teacher professionalism. Similar but less extreme comparisons can be made for other related sections. Although more data needs to be gathered, it may be that these students simply need more experience with the interpretation of case studies.
Lesson Planning Assessment
THEMATIC UNIT PLAN
Thematic Unit Plan--Overall description of the unit
Address each of the following elements by entering your work or through attachments:
Theme Title
Goals
Component 1 - grade level stated
Component 2 - annotated bibliography (books in your unit)
Component 3 - content analysis (major understandings, terminology, and obstaclesacross all books)
Component 4 - time frame (minimum 10 days)
Component 5 - sequence of lessons (include major activities and a brief description of each lesson)
RATIONALE
Rationale
Address each of the following elements by entering your work or through attachments:
Why this unit should be taught.
Learning potential, appeal, appropriateness for students
Scope -- describe activities that are diverse, interesting, creative, that promote higher order cognitive skills, that call for critical thinking, and that make connections to the affective domain.
LESSON PLANS
Lesson Plans
Complete 5-10 lessons with Objectives: Activities that match goals; Activities that relate to your theme.Address each of the following elements by entering your work or through attachments:
Lesson Title
ODE Science and English/Language Arts Standards clearly connected
Materials: include relevant titles and resources
Procedures: instructions are concise, procedures are understandable, sequence is logical
Assessments: multiple assessments, connect to goals, at least one rubric that is useful and matches goals; at least one form of self-evaluation
INSTRUCTIONAL STRATEGIES
Instructional Strategies
Address each of the following elements by entering your work or through attachments:
GRAPHIC ORGANIZERS — at least 2 different organizers used in the lessons; conceptual match; clarifying understanding
PATTERN/3-LEVEL GUIDE — connect to a reading
SUMMARY — connect to a reading
INQUIRY PROJECT
Inquiry Project
Address each of the following elements by entering your work or through attachments:
Research component (student questions, information collection, analysis); match to ability level; increase content knowledge
Grouping plans
Presentations
Assessment
SHARING
Sharing
Present strong conclusions about the unit in class and provide strong support for these conclusions.
Performance Assessment- EDUC 3451
Performance AssessmentTarget(3pts) / Acceptable(2pts) / Unacceptable(1pt)
The teacher candidate has a strong grasp of the knowledge base, pedagogy, resources, and technology important to content; understands how and where to access and evaluate information.OH-ONU-K3.a OH-ONU-S3.a OH-ONU.3 / Performance is evidenced by the candidate who exhibits a firm grounding in subject matter content including research- and discipline-specific knowledge, skills and abilities; has accessed and incorporated appropriate information. / Performance is evidenced by the candidate who exhibits a strong understanding of subject matter content but demonstrates a weakness in research- and/or discipline-specific knowledge, and/or skills, and/or abilities and/or information. / Performance is evidenced by the candidate who exhibits an understanding of subject matter content but demonstrates a weakness in research- and/or discipline-specific knowledge, and/or skills, and/or abilities and/or information that is less than adequate.
The teacher candidate knows how to analyze, organize and coordinate ideas within content.OH-ONU-K3.b OH-ONU-S3.b OH-ONU.3 / Performance is evidenced by the candidate who analyzes content into its major facts, concepts, and generalizations. / Performance is evidenced by the candidate who demonstrates a content analysis at the generalization level, but fails to identify and/or pull together major facts and concepts to accompany the generalization. / Performance is evidenced by the candidate who performs a less than adequate content analysis in that s/he is unable to identify generalizations and/or concepts and/or facts.
The teacher candidate knows various assessment strategies and how to use them to monitor and promote student learning.OH-ONU-K3.c OH-ONU.3 / Performance is evidenced by the candidate who incorporates various appropriate assessment strategies and describes how to use them to monitor and promote student learning. / Performance is evidenced by the candidate who incorporates a limited number of appropriate assessment strategies and describes how to use them to monitor and promote student learning. Strategies lack appropriate detail and are not varied. / Performance is evidenced by the candidate who incorporates inappropriate assessment strategies or does not describe how to use them to monitor and promote student learning. Assessment strategies may not be congruent with learning goals.
The teacher candidate plans and teaches instructional units of study matching a variety of instructional strategies to specific content; plans and teaches learning and/or study strategies concurrently with content.OH-ONU-S3.c OH-ONU-S3.e OH-ONU.3 / Performance is evidenced by the candidate who incorporates various effective instructional strategies that allow for
study and/or learning strategies to occur concurrently with content learning. / Performance is evidenced by the candidate who incorporates limited instructional strategies that allow for study and/or learning strategies to occur concurrently with content learning. / Performance is evidenced by the candidate who incorporates few instructional strategies that allow for study and/or learning strategies to occur concurrently with content learning.
The teacher candidate demonstrates skill in using both inductive and deductive strategies to promote both divergent and convergent thinking.OH-ONU-S3.d OH-ONU.3 / Performance is evidenced by the candidate who skillfully plans and carries out instruction using both inductive and deductive strategies to promote both divergent and convergent thinking. / Performance is evidenced by the candidate whose plans and instruction are only fair and do not include both inductive and deductive strategies to promote both divergent and convergent thinking. / Performance is evidenced by the candidate who does not skillfully incorporate both inductive and deductive strategies to promote both divergent and convergent thinking.
The teacher candidate plans instruction using the framework of the Ohio Academic Content Standards (ACS).OH-ONU-S3.f OH-ONU.3 / Performance is evidenced by the candidate who uses the ACS to provide structure to the lesson plans by selecting objectives, appropriate lesson activities and evaluation. / Performance is evidenced by the candidate who uses the ACS but the structure provided to the lesson plan is not well integrated from the objectives, to the lesson activities and the evaluation. / Performance is evidenced by the candidate who uses the ACS ineffectively.
The teacher candidate plans and uses curricula, materials, technology, activities, and strategies that support student learning of the content.OH-ONU-S3.g OH-ONU.3 / Performance is evidenced by the candidate who effectively orchestrates all aspects of planning to maximize student learning including: curricula, materials, technology, activities, and strategies. / Performance is evidenced by the candidate who has difficulty orchestrating all aspects of planning to maximize student learning including: curricula, materials, technology, activities, and strategies. / Performance is evidenced by the candidate who ineffectively orchestrates all or uses only a few aspects of planning to maximize student learning including: curricula, materials, technology, activities, and strategies.
The teacher candidate is aware of and explains how current content connects to what students have learned in the past and will learn in the future.OH-ONU-S3.h OH-ONU.3 / Performance is evidenced by the candidate who effectively connects current content to past and future student learning. / Performance is evidenced by the candidate who has difficulty connecting current content to past and future student learning. / Performance is evidenced by the candidate who ineffectively connects current content to past and future student learning.
The teacher candidate knows how to plan for the short term and the long term.OH-ONU.5 OH-ONU.K5.c / Performance is evidenced by the candidate who effectively plans for both the short and long term. / Performance is evidenced by the candidate whose unit reflects either short term or long term planning but not both. If the candidate planned for both, the planning may have been insufficient in one or both areas. / Performance is evidenced by the candidate whose long term and short term planning are insufficient and/or ineffective.
NSTAScience
PedagogicalandProfessionalKnowledge,SkillsandDispositions
UnitPlan
Science UnitPlanScoringGuideforSpecificNSTAStandards.
NAME:
UNITTITLE:
--
6a.UnderstandthecurricularrecommendationsoftheNationalScienceEducationStandards,andcanidentify, access,and/orcreateresourcesandactivitiesforscience educationthatareconsistentwiththestandards.
6b.Planandimplementinternallyconsistentunitsofstudy thataddressthediversegoalsof theNationalScience EducationStandardsandtheneedsandabilitiesof
students. / ConsistentwithNSES; includesactivitiesthat addressdifferentneedsand abilitiesofstudents. / Consistentwith NSES; lacksvariableactivitiesto addressdifferentneedsand abilitiesofstudents. / Inconsistentwiththe
NSES. / Score
GeneralSkillsofTeaching
5a.Varytheirteachingactions,strategies,andmethodsto promotethedevelopmentofmultiplestudentskillsand levelsofunderstanding.
5b.Successfullypromotethelearningofscienceby studentswithdifferentabilities,needs,interests,and backgrounds. / Proceduresalignedwith objective;widevarietyof strategiesreflectsknow- ledgeandunderstandingof diversepopulations. / Proceduresappropriatein scope,sequence,andtime frame;alignedwith objective;reflectvarietyof instructionalstrategies. / Procedureslistedare inappropriate,unclear, and/orincomplete.No clearlinkexiststothe statedobjective.
5c.Successfullyorganizeandengagestudentsin
collaborativelearningusingdifferentstudentgroup learningstrategies. / Proceduresalignedwith
objectives;promotevariety ofstudentinteractionsfor multiplelearningstyles. / Cooperativelearning
present;proceduresaligned withobjectives;promote varietyofstudent interactions. / Nocooperative learningisincluded.
5d.Successfullyusetechnologicaltools,includingbutnot
limitedtocomputertechnology,toaccessresources, collectandprocessdata,andfacilitatethelearningof science. / Useoftechnologyby
studentsandinteacher-led instruction / Useoftechnologyin
teacher-ledinstruction. / Unitplangenerated withtechnology;no otheruseof technology.
ScienceintheCommunity
7a.Identifywaystorelatesciencetothecommunity, involvestakeholders,andusecommunityresourcesto promotethelearningofscience. / Engagesresearchingof connectionsbetween scienceandcommunity. / Requiresreflectionon relationshipofscienceand community. / Makesexplicit
connec-tionsbetween scienceandlocal community.
Assessment
8a.Usemultipleassessmenttoolsandstrategiestoachieve
importantgoalsforinstructionthatarealignedwith methodsofinstructionandtheneedsofstudents. / Assessmentcomprehen- sive;strategiesprovide diagnostic,formative,and summativeinformation. / Summativeassessmentis listed;appropriatefor objectiveandtimeframeof lesson. / Assessmentlistedis incompleteand/or inappropriateforthe objective.
This lesson plan assessment is completed by candidates in every program. The additional rubric above measures the AYA Science candidates’ attainment of planning outcomes aligned with NSTA Standards. Four candidates have completed this assessment from 2008-09 through 2010-11 with average scores indicated below.
Standards / Average Score (3-pt scale as on rubric above)ContentandCurriculum
la.Understandandcansuccessfully conveytostudentsthe majorconcepts,principles,theories,lawsand interrelationshipsoftheirfieldsoflicensureandsupporting fieldsasrecommended bytheNationalScienceTeachers Association.
1b.Understandandcansuccessfullyconveytostudentsthe unifyingconceptsofsciencedelineatedbytheNational ScienceEducationStandards. / 2.75
2c.Engagestudentssuccessfullyinstudiesofthenatureof scienceincluding,whenpossible,thecriticalanalysisof falseordoubtfulassertionsmadeinthenameofscience. / 2.50
3a.Understandtheprocesses,tenets,andassumptionsof
multiplemethodsofinquiryleadingtoscientific knowledge.
3b.Engagestudentssuccessfully indevelopmentally appropriateinquiriesthatrequirethemtodevelopconcepts andrelationshipsfromtheirobservations,data,and inferencesinascientificmanner. / 2.75
6a.Understandthecurricularrecommendationsofthe
NationalScienceEducationStandards,andcanidentify, access,and/orcreateresourcesandactivitiesforscience educationthatareconsistentwiththestandards.
6b.Planandimplementinternallyconsistentunitsofstudy thataddressthediversegoalsof theNationalScience EducationStandardsandtheneedsand / 2.25
GeneralSkillsofTeaching
5a.Varytheirteachingactions,strategies,andmethodsto promotethedevelopmentofmultiplestudentskillsand levelsofunderstanding.
5b.Successfullypromotethelearningofscienceby studentswithdifferentabilities,needs,interests,and backgrounds. / 2.50
5c.Successfullyorganizeandengagestudentsin
collaborativelearningusingdifferentstudentgroup learningstrategies. / 2.50
5d.Successfullyusetechnologicaltools,includingbutnot
limitedtocomputertechnology,toaccessresources, collectandprocessdata,andfacilitatethelearningof science. / 2.00
ScienceintheCommunity
7a.Identifywaystorelatesciencetothecommunity, involvestakeholders,andusecommunityresourcesto promotethelearningofscience. / 2.00
Assessment
8a.Usemultipleassessmenttoolsandstrategiestoachieve
importantgoalsforinstructionthatarealignedwith methodsofinstructionandtheneedsofstudents / 2.75
It is important to note that these averages are based on the scores of a small number of students, but lower scores were attained in the areas of technology and science in the community. This will need to be monitored and appropriate steps taken to better address these needs in the EDUC 4511 Integrated Science Methods course.
Student Teaching Evaluations
STUDENT TEACHING MID-TERM AND FINAL EVALUATION
OHIO NORTHERN UNIVERSITY’S CENTER FOR TEACHER EDUCATION
Teacher Candidate ______Date ______
Placement ______
Grade Level/Subject ______
Cooperating Teacher ______University Supervisor ______
Rating Instructions: 3=highest; 1=lowest; NE=Not Evidenced (use as appropriate)
3=Student teacher consistently displays behavior, knowledge, and skill reflecting a person who has been well-prepared to enter the teaching field.
2=Student teacher displays behavior, knowledge & skills that are generally acceptable, but may fluctuatefrom marginally acceptable to well-prepared
1=Student teacher displays frequent behavior, knowledge, & skills at a level that would render him/her ineffective and/or incompetent in the classroom.
NE = Not Evidenced
- Planning/Organizing Content Knowledge for Learning
Midterm Final
Student background knowledge & experience
9. 3 2 1 NE3 2 1 NE1-a. Matches strategies to learners’ needs & abilities
10.3 2 1 NE3 2 1 NE1-c. Incorporates themes of diversity within content
11.3 2 1 NE3 2 1 NE2-d. Identifies background knowledge/experience
Clear & appropriate learning goals
12. 3 2 1 NE3 2 1 NE2-a. Selects appropriate learning goals at the literal,
interpretive, and application levels
Connections between previous, current, & future content
13. 3 2 1 NE3 2 1 NE3-a. Has firm grounding in subject matter content
14. 3 2 1 NE3 2 1 NE3-b. Analyzes content into facts, concepts & generalizations
15. 3 2 1 NE3 2 1 NE3-h. Connects current content to past & future content
Appropriate methods & resources that align with learning goals
16. 3 2 1 NE3 2 1 NE1-b. Selects appropriate materials, strategies & technology
17. 3 2 1 NE3 2 1 NE2-b. Applies knowledge of human development to
expectations for curriculum & student performance
18. 3 2 1 NE3 2 1 NE3-c. Matches instructional strategies to specific content
19.3 2 1 NE3 2 1 NE3-e Plans teaching/study strategies along with content
20. 3 2 1 NE3 2 1 NE3-f. Plans, using Ohio Academic Content Standards
21. 3 2 1 NE3 2 1 NE3-g. Plans curricula, materials, technology, strategies and
activities that support learning of content (see also 1-a, 1-c)
22. 3 2 1 NE3 2 1 NE2-c. Chooses developmentally appropriate curricula, materials,
technology, and activities
Appropriate evaluation strategies that align with learning goals
23.3 2 1 NE3 2 1 NE4-b. Plans diagnosis, prescription, assessment, evaluation, &
remediation based on individual needs/research
24. Midterm Comments:
24.Final Comments:
B. Establishing a Learning Environment
MidtermFinal
A climate that promotes fairness
25. 3 2 1 NE3 2 1 NE5-d. Elicits cooperative group effort/not competitive
26. 3 2 1 NE3 2 1 NE5-f. Models/promotes democratic values
27. 3 2 1 NE3 2 1 NE5-g Allows student participation in setting behavioral
standards
Rapport with students
28. 3 2 1 NE3 2 1 NE2-e. Relates positively to students, taking into account
individualcharacteristics, backgrounds, & developmental
levels
Challenging learning expectations
29. 3 2 1 NE3 2 1 NE5-a. Models enthusiasm, curiosity & independent, creative, and critical thinking
30. 3 2 1 NE3 2 1 NE5-c Provides independent, critical & creative thinking &
problem solving experiences in a climate reflecting
developmental needs, time on task, positive expectations,
& mutual respect
Consistent standards of classroom behavior
31. 3 2 1 NE3 2 1 NE2-b. Uses knowledge of human development to interpret
and/or analyze student behavior and refer as needed
32. 3 2 1 NE3 2 1 NE5-b. Manages many settings positively and productively
33. 3 2 1 NE3 2 1 NE5-e. Evaluates/implements effective classroom management in
a consistent manner
Positive, safe learning environment
34. 3 2 1 NE3 2 1 NE5-h. Creates classroom environment that avoids safety risks,
uses physical setting to support learning, provides
accessibility,and reflects student work and learning
35. Midterm Comments:
35. Final Comments:
C. Teaching for student understanding
MidtermFinal
Making goals & procedures clear
36. 3 2 1 NE3 2 1 NE2-a. Clearly states/implements appropriate objectives
37.3 2 1 NE3 2 1 NE5-k. Uses good oral, written, & nonverbal communication
Making content comprehensible
38. 3 2 1 NE3 2 1 NE1-a. Teaches units that match instructional strategies to needs/abilities of spectrum of learners
39.3 2 1 NE3 2 1 NE1-b. Uses materials, strategies, technologies, and assessments appropriate to the diverse needs of students
40.3 2 1 NE3 2 1 NE1-c. Incorporates appropriate themes of diversity
41.3 2 1 NE3 2 1 NE3-c. Matches instructional strategies to content
42.3 2 1 NE3 2 1 NE3-g. Uses curricula, materials, technology, activities, & strategies that support learning of the content
43.3 2 1 NE3 2 1 NE3-h. Aware of and explains how current content connects to
what was learned in past & will be learned in future
Extending student thinking
44.3 2 1 NE3 2 1 NE3-d. Uses inductive & deductive strategies to promote convergent/divergent thinking
45.3 2 1 NE3 2 1 NE5-a. Models independent, creative & critical thinking while leading students to solve everyday problems
46.3 2 1 NE3 2 1 NE5-c. provides independent, critical, & creative thinking & problem solving experiences w/ learners actively
involved
Monitoring student understanding/Reflecting on learning goals
47.3 2 1 NE3 2 1 NE2-b. Applies knowledge of human development to student performance to identify strengths/weaknesses
48.3 2 1 NE3 2 1 NE4-c. Diagnoses prescribes evaluates assesses, & remediates individual skills/abilities
Using instructional time effectively
49.3 2 1 NE3 2 1 NE5-i. Uses routines/procedures & handles disruptions so as to maximize instructional time