Center for Teacher Certification Program
Supporting the Teaching Experience
EDTC 3005
Teacher Research Project (TRPT)
Cover Sheet and Template
Austin Community College
Center for Teacher Certification
5930 Middle Fiskville Road
Austin, TX 78752
Intern: ______
Subject/Grade: ______
Campus: ______
Both electronic copy (website) and hard copy (delivered to Teacher Certification office) are required.
Principal’s signature and comments:
______
______
______
1. Teacher Research Project: Teacher Self-Evaluation
(Due January 30 on website – 5 points)
Achieved Score: ____of 5 points
Before beginning to use the template, click on the footer and type your name next to student name.
Use Fall TIP/s and conversations with mentor and supervisor as well as self-efficacy to determine individual teacher strengths. First list your strengths. [This exercise gives practice for identifying your students’ strengths]
[1pt] Strengths (In relation to teaching domains)
Now, on the T-chart, list your areas for improvement and how you recognize that you can be more effective during the second semester. [This taskprovides practice for identifying students’ needs and possible interventions]
[2pt] Areas for Improvement(In relation to teaching domains) [2pt] Improvement Goals for the Semester
2a. Teacher Research Project: Determining Intervention & Needed Data
(Due Feb. 5on website – 20 points)
Achieved Score: ____of 20 points
Narrative Plan: ___ of 10 points
Name: ______Grade/Subject: ______
[This taskprovides practice in clarifying intentions and identifying appropriate data sources]
[1pt] What specific concerns regarding student performance are you choosing for data collection? Include both academic and social concerns.
[2pt] What investigation question will lead you to collect the data you need about the intervention that you wish to explore? (For example, “Will the use of more multiple intelligences in the classroom positively impact at-risk behaviors?”) Avoid writing an “and” or “or” statement.
[1pt] What types of strategies or interventions can be used that might address both areas (academic and social) of concern?
What quantitative and qualitative data have you collected so far (from EDTC 3004), and which kinds of data will you use for your project? List the sources of data that you can use. On the qualitative data include HOW you plan to record that data. To review quantitative and qualitative data, read Assignment 2 of Teacher Project Overview.
______
[6pt-1.5 each] Domain / Quantitative / QualitativeAcademic Achievement /
- Example: 4th 6-weeks reading score
- Example: notes from observations of reading performances
Social Skills /
- Example: # of referrals
- Example: notes from observations of classroom interactions
Student Name: ______Page 1
Center for Teacher Certification Program
Supporting the Teaching Experience
2b. Teacher Research Project: Data Collected
(Due Feb. 5 on website – 10 points)
Benchmark Data: ___ of 10 points
Name: ______Grade/Subject: ______
[This taskprovides practice in documenting pre-test data sources and demonstrates abilityto identify student strengths.]
Record data that shows all students and their progress since the first of the year. Identify 5 students to include in the study. Include an explanation and analysis of data for the five students paying special attention to listing the students’strengths. See sample below:
[5pts for all student data; 5 for analysis of strengths – 1 for each identified student]
Student / Last Year's TAKS / BOY / MOY / 6 Weeks Grades / Notes and Analysis (student strengths) [Tabbing out of the last cell of the last row will create a new row]1st / 2nd / 3rd / 4th / 5th
T/Q / HW / T/Q / HW / T/Q / HW / T/Q / HW / T/Q / HW
Use this chart as an example of how to complete this task. When you have completed the task, highlight this example chart and delete it from the assignment pages.
Student / Last Year's TAKS / BOY / MOY / 6 Weeks Grades / Notes and Analysis (student strengths)1st / 2nd / 3rd / 4th / 5th
T/Q / HW / T/Q / HW / T/Q / HW / T/Q / HW / T/Q / HW
Rolo E. / 60
/3001 / 94 / 95 / 95 / 92 / 80 / 88 / 92 / 90 / 96 / 96 / Rolo moved in February, so I selected another student (Maria J.) to become the 5th student to track.
Jonathan V. / 15
/1880 / 39 / 60 / 72 / 82 / 72 / 58 / 61 / 34 / 82 / 91 / Ryan is challenged by the material. When he puts significant effort in, he can pass, but it is never easy for him. He is easily distracted and talks out in class during seat work. Though his current grade is low, I believe he will pull it up in the coming weeks. During the 4th six weeks, I saw a real turnaround from him, and I expect that to continue.
Carlos G. / 70
/3001 / 93 / 98 / 95 / 90 / 97 / 92 / 92 / 91 / 95 / 93
Paige H. / 30
/2063 / 78 / 87 / 87 / 98 / 90 / 68 / 72 / 66 / 64 / 20 / I think Paige likes and connects with me personally, but I have been unable to translate that into getting her to do her work. She is very pleasant and enjoys coming to class. She is quite and hangs back during group work. I fear she has given up on the material and on making friends.
Aisha I. / 75
/4501 / 85 / 85 / 88 / 85 / 87 / 84 / 90 / 87 / 91 / 88
Maria J. / 60
/3201 / 90 / 92 / 85 / 85 / 90 / 88 / 83 / 85 / 95 / 90 / I added Maria in February; Thank goodness I had her student work to use!
T/Q: Test/Quiz; HW: Homework. If you are planning to use data other than T/Q and/or HW, change the column headings.
3. Teacher Research Project: Data Collected
(Due March 5 on website– 10 points)
Achieved Score: ____of 10 points
Name: ______Grade/Subject: ______
[This taskdemonstrates ability to recognize and explain changes]
Add the final set of scores to this data chart for only those five studied students. Expand the note to describechanges, if any, and an accompanying explanation. Briefly analyze the effects of the intervention. See sample here below.
[2pts per student; .5 for additional data, 1.5 for analysis]
Student / Last Year's TAKS / BOY / MOY / 6 Weeks Grades / Notes and Analysis (intervention; changes)1st / 2nd / 3rd / 4th / 5th (in progress)
T/Q / HW / T/Q / HW / T/Q / HW / T/Q / HW / T/Q / HW
Notice that additional data has been included for the 5th grading period. In the notes and analysis the intervention has been named and remarks about changes are included. When you have completed the task, highlight the example chart and delete it from the assignment pages.
Student / Last Year's TAKS / BOY / MOY / 6 Weeks Grades / Notes and Analysis (intervention; changes)1st / 2nd / 3rd / 4th / 5th (in progress)
T/Q / HW / T/Q / HW / T/Q / HW / T/Q / HW / T/Q / HW
Crystal A. / 80 / 48 / 62 / 28 / 45 / 89 / 86 / 50 / 71 / 84 / 77 / Crystal came during the second six-weeks, and had attendance problems at her previous school. She had missed most of the first term, so she was quite behind. When she applies herself, she does well. The intervention: guided reading. Crystal’s HW scores remain the same – she receives little support at home. However, in class her reading has improved as long as she is supported. After a PT conferences her attendance has improved.
Travis C. / 33
/2142 / 76 / 80 / 83 / 80 / 83 / 68 / 78 / 57 / 75 / 61 / 89 / 82 / Travis is very bright, a little bored with school. He will regularly complete assignments and forgets to hand them in, or lose them altogether. One day he was seen throwing his homework under the building to avoid turning it in. Intervention: rewards for turning in homework. With the rewards Travis has improved the rate at which he turns in his homework; there have be no more throw-away incidents.
Colter D. / 40
/2263 / 51 / 74 / 81 / 67 / 78 / 47 / 77 / 65 / 58 / 58 / 67 / 84 / Colter understands the material, but doesn’t like to show his work, tries to do everything in his head, and rushes through almost every assignment. He has had several tantrums when asked to show his work. With Colter, my approach has been to be very demanding on him and convey high expectations. Intervention: modeling. When I show Colter that I, too, show my work and praise him for having done so, he shows his work.
Jonathan V. / 15
/1880 / 39 / 60 / 72 / 82 / 72 / 58 / 61 / 34 / 82 / 91 / 49 / 68 / Ryan is challenged by the material. When he puts significant effort in, he can pass, but it is never easy for him. He is easily distracted and talks out in class during seat work. Though his current grade is low, I believe he will pull it up in the coming weeks. During the 4th six weeks, I saw a real turnaround from him, and I expect that to continue. Intervention: tutoring. With the extra help Ryan was doing much better. Then the tutor quit and he has lost ground. I think that the personal relationship was more important than the material support.
PaigeH. / 30
/2063 / 78 / 87 / 87 / 98 / 90 / 68 / 72 / 66 / 64 / 20 / 52 / 20 / I think Paige likes and connects with me personally, but I have been unable to translate that into getting her to do her work. She is very pleasant and enjoys coming to class. She is quite and hangs back during group work. I fear she has given up on the material and on making friends. Intervention: give classroom jobs. Having given Paige some responsibility for the classroom, she has opened up and seems to be making friends. However, this is not translating into academic improvement.
Student Name: ______Page 1
Center for Teacher Certification Program
Supporting the Teaching Experience
4. Case Studies: Monitoring Student Progress
(Due March 20 on website– 35 points)
Achieved Score: ____of 35 points
[This task demonstrates ability to produce a Case Study for each student showing efficacy of intervention strategies and provides practice in expanding a document and inserting material from other files]
Make four additional copies of the Assignment 4 page using copy/paste. Paste the extra copies below the first one. Study the data from the first student studied, and answer the Case Study questions. Insert Exhibit A (pre-test work) and then Exhibit B (post-test work) with a statement about what has improved about the work sample.
See below for an example of a student case study.
- Forstudent: ______
[2pts per student; 1 for scanned Exhibit A, 1 for scanned Exhibit B]
1. Attach scanned student submissions (marked A for earlier work and B for improved work) with a note about how work has improved.
4. Case Studies: Monitoring Student Progress
EXAMPLE
When you have completed this task, delete this example from the template.
1. For student: __Jonathan V. ___
[1pt] Analyze TEKS/TAKS objective, previous work level, improved work level, and interventionsused for intended improvement.
Ryan’s TAKS Score was 15/1880. His BOY score was 39; his MOY was 60 which shows a great deal of improvement. At the beginning of the year he was making low 70s on his tests although his homework score was 10 points higher. In the 2nd six weeks his homework score was very low yet his exam score remained the same. As the year progressed his scores continued to fluctuate until the intervention at which point he showed marked improvement. However when the intervention stopped he lost ground.
[1pt] What interventions or strategies have been successful thus far?
The intervention I used with Ryan was weekly Tutoring. The personal relationship was extremely important to him.
[1pt] What adjustments or changes were needed and why?
When it appeared that the personal relationship was supporting Ryan’s learning, I increased the tutoring to daily afterschool tutoring class. The effectiveness of the tutoring was proved when the tutoring was withdrawn. That was the point at which Ryan lost ground.
[1pt] What insight have you gained?
Some students perform better when they receive independent instruction while others seem to thrive working in groups. Some students, like Ryan, are dealing with difficult situations at home; the home situation has a great deal to do with how well a student performs in school. Sometimes what the student needs is to know that his teacher will be there for him when he needs help. That lead me to think that I need to be aware that each child has different needs and strengths that affect how well he can learn. Discovering ways to differentiate my instruction will be important in helping with the students who need more attention.
[1pt] How will you use this insight for other students and in future classrooms?
Next year I will get to know each of my students well. As I get to know them, I will work on planning my instruction so that it takes their different needs and strengths into account.
[2pts per student; 1 for scanned Exhibit A, 1 for scanned Exhibit B]
1. Attach scanned student submissions (marked A for earlier work and B for improved work).
Exhibit A: Ryan’s work from October – note the absence of letters.
Exhibit B: Ryan’s work after the intervention – notice that he is now able to use letters and replicate the words.
5. Final Product and Reflection
(Due April 1 on website with hard copy to Teacher Certification office – 20 points)
Achieved Score: ____of 20 points
[This taskdemonstrates ability to synthesize study findings and plan changes in teaching strategies in future.]
Please have your principal sign your project cover sheet before sending for final grade.
6. Program Evaluation
(Due April 1by completing survey to Teacher Certification – 10 points)
The program evaluation will be sent to you. Please answer ALL questions. This data is required for SBEC. Furthermore, knowing your thoughts and reflections will help us to continue to improve the program. Although the instructor will be informed that you completed the survey, the actual data will be anonymous. Since EVALUATION is one of the highest critical thinking skills, practice and sharing thoughts allows for improvement and changed behavior. Our quest is to improve continually the way we organize instruction and assist pre-service and in-service teachers.
Before taking the survey, please reflect on these topics:
- Mentor and supervisor support
- Principal, department chair, assistant principal support
- TCP Program assistance, instructors
- Your greatest successes
- More assistance needed on…
- Behavior issues and interventions
- Differentiating instruction
- Engaging students
- “What I wish I had known…”
Our mission is to support the development of life-long professional educators, who share a vision of quality, student-centered instruction, and are partners in the improvement of public education. We thank you for having been a part of our program and look forward to your many successes.
Student Name: ______Page 1