GSU Standard One Compendium 4 – R1.4 Professional Responsibility by Michele Brewer

Grambling State University Standard One Compendium

4

R1.4 Professional Responsibility

Standards Alignment: CAEP Standard One – R1.4 Professional Responsibility-The provider ensures candidates are able to apply their knowledge of professional responsibility at the appropriate progression levels.

Evidence provided demonstrates candidates engage in professional learning, act ethically (InTASC Standard 9), take responsibility for student learning, and collaborate with others (InTASC Standard 10) to work effectively with diverse P-12 students and their families.

How Alignment is assured: The Assessment Coordinator in consultation with Program/Discipline Chairs, aligns the evaluation measures and assessment tasks with CAEP, InTASC, and appropriate Technology Standards. The Assessment Coordinator maintains alignments and adherence to multiple Louisiana state laws and policy regulations. All Standards have been maintained utilizing Watermark – Taskstream. This standards database is maintained by the Assessment Coordinator so that alignments can accommodate updates to standards, program competencies, courses, or assessments.

Evidence Overview

Use of Assessment as Part of the Quality Assurance System: Candidates, as future professional educators, have responsibilities to students, families, schools, districts, communities, and the teaching profession. Candidates are provided with opportunities to develop a professional level of specialized responsibilities through practice, observation, ongoing feedback, and formal assessment.

Program Assessment Description

Dispositions at Grambling State University are based on the College of Education Conceptual Framework. As candidates move through their programs it is expected they demonstrate a commitment to fairness, integrity, and a belief that all children can learn through an increasing ability to promote diversity, engage in collaborative endeavors, think critically, maintain professional and ethical standards, and value life-long learning. This disposition allows th e EPP faculty opportunities to identify candidate dispositions and associated indicators that may require remediation prior to the Residency experience. The Educator Disposition Assessment consists of the following indicators:

Undergraduat e Dispositions Inventory at Admissions to the College of Education (Self-Reported )

Demonstrates effective oral communication skills

Demonstrates effective written communication skills

Demonstrates Professionalism

Demonstrates a positive and enthusiastic attitude

Demonstrates preparedness in teaching and learning

Exhibits an appreciation of and value for cultural and academic diversity

Collaborates effectively with stakeholders

Demonstrates self-regulated learner behaviors/tasks initiative

Exhibits the social and emotional intelligence to promote personal and educational goals /stability

Undergraduate Interview for admission into degree program

A formal interview is a part of the process for admission into the degree program. This affords the candidate an opportunity to apply their knowledge of professional responsibility through participation in the interview process. The interview is an opportunity to assess candidates individually, giving candidates an opportunity to expand their knowledge; discuss their educational philosophy; and to demonstrate their ability to think critically and independently

Grambling State University Standard One Compendium 4

R1.4 Professional Responsibility

Program Assessment Description

Undergraduate Mentor Teacher Dispositions Inventory

Undergraduate Showcase Portfolio

This assessment task is submitted as evidence resides in the ED 455 Residency II course that is a course required of all undergraduate initial licensure programs. Within the framework of this course, candidates are prepared to successfully provide artifacts aligned to the InTASC Standards they utilized in this field experience. Through demonstrations, hands- on use, and application projects, candidates have gained experience with Danielson’s Four Domains as they align to the InTASC standards. Similarly, candidates provide evidence of their application of digital tools to support teaching methods and learning strategies associated with a continuum of learning approaches and goals. Evidence provided demonstrates candidates engage in professional learning, act ethically (InTASC Standard 9), take responsibility for student learning, and collaborate with others (InTASC Standard 10) to work effectively with diverse P-12 students and their families.

Undergraduate and Graduate

YLR Observations (Domain 4)

Candidate observations data are gathered from the third and sixth observations completed by the University Supervisor. The purpose of the mid- point (formative) evaluation at the end of the first semester and final evaluation (summative) at the end of the second semester is to provide reports of candidate progress through residency. The assessment, completed by the University Supervisor is used to verify that GSU candidates meet the standard for recommendation for licensure and are able to apply the content in developing equitable and inclusive learning experiences (InTASC Standard 5) for diverse P-12 students. Professional Responsibilities of the Danielson evaluation tool assesses candidates’ performance on the following attributes: 4a: Reflecting on Teaching, 4b. Maintaining Accurate Records, 4c. Communicating with Families, 4d. Participating in a Professional Community, 4e. Growing and Developing Professionally, and 4f. Showing Professionalism. Additionally, this multi-layered assessment’s purpose is to provide evidence of candidate mastery of Planning and Preparation, Classroom Environment, Instruction, and Professionalism on six formal observations of teaching events. Mid-year and final three -way conferences with the teacher candidate provide a platform for constructive feedback.

Undergraduate Dispositions Inventory at Admissions to the College of Education

Interview for admission into degree program

Candidates are required to record their dispositions based on the College of Education Conceptual Framework. Candidates rate themselves in regard to commitment to fairness, integrity and a belief that all children can learn through an increasing ability to promote diversity, engage in collaborative endeavors, think critically, maintain professional and ethical standards, and value life -long learning. Once requirements are met for admissions to the College of Education, candidates submit the disposition inventory.

A formal interview for admission is set up once the candidate meets requirements for admission to the degree program. The candidate must turn in all documents to the CARE center director through TaskStream in order to participate in the interview.

Undergraduate

Undergraduate Mentor Teacher Dispositions Inventory

Mentor teachers are required to record candidate dispositions based on the College of Education Conceptual Framework. Mentor teachers rate candidates in regard to commitment to fairness, integrity and a belief that all children can learn through an increasing ability to promote diversity, engage in collaborative endeavors, think critically, maintain professional and ethical standards, and value life-long learning. The candidate must be a part of Residency.

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Program Assessment Description

Undergraduate Showcase Portfolio

Candidates enrolled in ED 455 during the Spring of the Residency period are required to produce a Showcase Portfolio. The Showcase Portfolio is a culminating activity for residency students. The candidates are required to submit a media recording and present a compilation of artifacts in a showcase portfolio, demonstrating alignment to the InTASC Standards.

ED 452 is required during the Fall of the Residency period for undergraduate candidates majoring in Elementary Education. ED 453 is taken during the Fall Semester of the Residency period for undergraduate candidates majoring in Secondary Education. EDPT 552 is taken during the Fall of residency for graduate candidates enrolled in the MAT program. The candidate is required to participate in 6 observations during this year-long residency.

Disposition Inventory-Candidates who do not report acceptable scores on the disposition inventory are monitored for progress. The reported information is discussed during ED 201 Advisory

Interview for Admission to the Program-Candidates who do not perform adequately on the personal interview for admission to the college may be denied entrance. A subsequent interview can be arranged A candidate is sometimes allowed admission with stipulations based on failure to adequately answer one question. The candidate may be asked to research and report back on a particular question.

Disposition Inventory-Mentor Teacher-Information from the mentor teacher’s submitted disposition is used to gage the candidate's growth. The inventory is also used to set targets for growth.

Show Case Portfolio-Candidates must demonstrate competency on this assessment by meeting the target with a score of 3.0 or higher. Candidates who do not meet this requirement are given feedback and allowed to submit and present the showcase portfolio to an audience of faculty and staff.

Classroom Management Plan-Candidates must demonstrate competency by developing and presenting a classroom management plan and receiving a score of 3.0 or higher. Candidates are monitored throughout the semester and given feedback. Exemplars are also shared with the candidates. Candidates who do not meet the target are given additional time to complete and present the classroom management plan

Yearlong Residency-Candidate observations are completed with the third (mid-point) and sixth observations (final). The purpose of themed evaluation at the end of the first semester and final evaluation at the end of the second semester is to provide a formative and summative report of candidate progress through residency. The assessments, completed by the University Supervisor in consultation with the Mentor Teacher, is used to verify that GSU candidates meet the standard for recommendation for licensure and evidence demonstrates candidates engage in professional learning, act ethically (InTASC Standard 9), take responsibility for student learning, and collaborate with others (InTASC Standard 10) to work effectively with diverse P-12 students and their families.

Undergraduate Graduate YLR Observations (Domain 4)

Grambling State University Standard One Compendium 4

R1.4 Professional Responsibility

Evidence and Analysis

Dispositions Inventory at Admissions to the College of Education-The EPP ensures that candidates apply professional responsibility by engaging in professional learning, acting ethically, taking responsibility, and collaborating with P-12 students and families. Candidates are exposed to professional dispositional expectations in their freshman courses, where they complete a disposition inventory I for admission to the college of education.

Interview for admission into degree program-The candidate completes all requirements for admission to the degree program. Once the requirements are met, the Director of the CARE Center confirms and notifies the chair of the Portal II. The committee is notified, and the interviews are then set up by the chair of Portal II.

Mentor Teacher Dispositions Inventory and Observation during YLR-This assessment is completed collaboratively by the cooperating/mentor teacher(s) and university supervisor using evidence collected during the residency experience. Both evaluate the teacher candidate at the mi-term point, which is the third observation for the University Supervisor. The final evaluation occurs at the end of the 2nd semester and is the sixth observation for the University Supervisor. Mid-point and final three-way conferences with the teacher candidate provide a platform for constructive feedback. The assessment provides multiple pieces of evidence from the candidates’ field experience and illustrates their professional skills in designing, assessing, and implementing lessons, and their ability to be a reflective practitioner.

Using Danielson’s Framework for Teaching aligned to the InTASC standards, grounded in a constructivist view of teaching and learning, candidates demonstrate competency in this multi-layered assessment. This proprietary rubric aligned to the InTASC standards Is used to guide student learning.

Showcase Portfolio (InTASC Standard 9 and 10) UG-The candidate submits a media recording and presents a compilation of artifacts demonstrating the alignment to the InTASC Standards. The showcase portfolio is evaluated using the portfolio rubric on the following components:

Introduction

Educational Philosophy

Resume

Autobiography

Student Teaching School Assignment/Mission

Purpose Statement

INTASC Standard 1- Learner Development

1. Artifact 1

2. Artifact 2

3. Reflection/Professional Growth

INTASC Standard 2- Learner Differences

4. Artifact 1

5. Artifact 2

6. Reflection/Professional Growth

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

INTASC Standard 3- Learning Environments

7. Artifact 1

8. Artifact 2

9. Reflection/Professional Growth

INTASC Standard 4- Content Knowledge

10. Artifact 1

11. Artifact 2

12. Reflection/Professional Growth INTASC Standard 5- Innovative Applications of Content

13. Artifact 1

14. Artifact 2

15. Reflection/Professional Growth INTASC Standard 6- Assessment

16. Artifact 1

17. Artifact 2

18. Reflection/Professional Growth INTASC Standard 7- Planning for Instruction

19. Artifact 1

20. Artifact 2

21. Reflection/Professional Growth INTASC Standard 8- Instructional Strategies

22. Artifact 1

23. Artifact 2

24. Reflection/Professional Growth INTASC Standard 9- Professional Learning and Ethical Practice

25. Artifact 1

26. Artifact 2

27. Reflection/Professional Growth INTASC Standard 10- Leadership and Collaboration

28. Artifact 1

29. Artifact 2

30. Reflection/Professional Growth

YLR Observations-The candidate will create a highly rigorous, appropriately differentiated, lesson plan using the Danielson Model that outlines the planning and instruction process utilized for the described group of students. The following are the broad goals for the lesson: 1. Create a learning environment to support the success of all students. 2. Accommodate the unique needs of diverse students. 3. Conduct formal and informal assessments of behavior, learning, achievement, and environments to inform and design learning experiences that support the growth and development of all individuals, including those with Exceptional Learning Needs (ELN.)

for the Presentation of Evidence by Dr.

Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Template

Michele

Grambling State University Standard One Compendium

4

R1.4 Professional Responsibility

The lesson plan created should also include the seven instructional events: Gaining attention

Informing the learner of the objective

Stimulating recall of prerequisite learning

Presenting the content

Eliciting the desired behavior

Providing feedback

Assessing the lesson outcome

Evaluation Instruments

For each of the standards within INTASC Category 4: Professional Responsibility, the EPP has selected the 2021 Disposition Inventory Rubric to analyze candidate performance.

2021 Dispositions Inventory

Performance Indicators

3.1 Display positive self-concept development and respect for others. Participates in humane causes ( e.g., volunteering, church/communitybased tutorials, Big Brother/Sister Program, walk-a- thons, literacy, etc.)

3.2 - Practice a positive attitude and mutual respect toward students, parents and colleagues. Receives and applies constructive cr iticism.

3.3 – Display sensitivity to diverse learning styles and multiple intelligences. Shows commitment to seeking, developing and adapting practices that address diverse learning styles (e.g., visual, auditory, tactile, etc.).

3.4 – Demonstrate sensitivity to the many facets of diversity. Articulates the points of view of diverse groups.

3.5 – Organize school, family, and community partnerships. Contributes to community projects partnerships.

3.6 - Influence the development of healthy, mental, physical and social lifestyles. Makes choices that promote wellness through the practice of healthy mental, physical and social lifestyles.

3.7 – Display a commitment to the improvement of student learning and school improvement. Displays a belief that all individuals can learn at high levels and persists in helping them achieve success.

3.8 – Display a classroom climate that is conducive to learning. Takes responsibility for establishing and maintaining a positive climate in the teaching/learning environment.

Never Sometimes Often Almost Always Always Score/Level

Grambling State University Standard One Compendium 4

R1.4 Professional Responsibility

Interview for admission

The EPP tracks the traits of the candidates to determine if character impacts success. In addition to the character study, the EPP has also included required questions in the interview. These questions focus on characteristics that EPP faculty have determined to be important predictors of candidate success. These questions focus on leadership, initiative, perseverance through a challenge, and the reason the candidate wants to become a teacher. These questions will help faculty/staff interviewers discern whether candidates take initiative, are service-minded as well as possess a higher purpose for becoming a teacher.

Portal II Admission to Degree Program Interview Rubric

Candidate’s Name _______________________ Major

Date of Interview ________________________

Novice Effective Emerging Effective Proficient (Target) Highly Effective

Punctuality

Candidate demonstrate s insufficient or no punctuality by arriving extremely late after the scheduled interview time/hour or did not attend the interview; is apparently unprepared

Candidate demonstrates minimal punctuality by arriving tardily after the scheduled interview time/hour; is partially prepared

Candidate demonstrates adequate punctuality by meeting scheduled Interview time/hour; arrives in a timely manner and is satisfactorily prepared

Candidate demonstrates effective punctuality by exceeding scheduled interview time/hour; arrives promptly and is well prepared

Professional Appearance

Candidate demonstrates improper professional dress by wearing unacceptable attire

Candidate demonstrates minimal professional dress by wearing moderately appropriate attire

Candidate demonstrates adequate professional dress by wearing acceptable befitting attire

Candidate demonstrate s effective professional dress by wearing appropriate attire

Content Knowledge of the field of Education

Candidate demonstrates insufficient or no content knowledge by addressing questions with questionable information and no supporting examples

Candidate demonstrates minimal content knowledge by addressing questions with limited accurate information supported with few examples

Candidate demonstrates adequate content knowledge by addressing questions with some accurate information supported with sufficient examples

Candidate demonstrate effective content knowledge by addressing questions with accurate information supported with multiple examples

Awareness of Current Educational Issues

Candidate demonstrate s insufficient or no awareness of educational issues by discussing 1 point about a current issue related to the field of education or was unaware of any current educational issue

Candidate demonstrates minimal awareness of educational issues by discussing 2 points about a current issue related to the field of education

Candidate demonstrate adequate awareness of educational issues by discussing 3 pertinent points about a current issue related to the field of education

Candidate demonstrates effective awareness of educational issues by discussing 4 relevant points about a current issue related to the field of education

Experiences and Interactions with P-12 Students

Candidate demonstrate s insufficient or no experiences and interactions with P-12 students by providing an example that lacked student engagement and involvement in an activity

Candidate demonstrates minimal experiences and interactions with P-12 students by providing a concrete example of student engagement only in a required course -based field experience

Candidate demonstrate adequate experiences and interactions with P12 students by providing one or two concrete examples of engagement with students across settings and a description of an activity presented

Candidate demonstrates effective experiences and interactions with P12 students by providing concrete examples of engagement with students across various settings with a description of the kinds

_____________________

Knowledge of Conceptual Framework

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Novice Effective Emerging Effective Proficient (Target) Highly Effective of learning activities involved

Candidate demonstrates insufficient or no knowledge of the CF by discussing unrelated or vague information about its three broad strands: Knowledge, Skills, & Disposition nor supporting examples related to the characteristics of effective teaching

Candidate demonstrate minimal knowledge of the CF by discussing limited information about its three broad strands: Knowledge, Skills & Disposition with few supporting examples related to the characteristics of effective teaching

Candidate demonstrates adequate knowledge of the CF by discussing sufficient information about its three broad strands: Knowledge, Skills & Disposition with some supporting examples related to the characteristics of effective teaching

Candidate demonstrates effective knowledge of the CF by thoroughly discussing its three broad strands: Knowledge, Skills & Disposition with supporting examples related to effective teaching

Articulation of Philosophy of Education

Candidate demonstrate insufficient or no understanding of the Philosophy of Education by articulating limited or no information about the purpose of education, the vision of curriculum, instruction, assessment, motivation to become a teacher; did not discuss the teaching and learning process with relation to a traditional philosophy

Candidate demonstrate s minimal articulation of the Philosophy of Education by articulating a traditional philosophy but did not relate it to the vision of curriculum, instruction, and assessment

Candidate demonstrate s adequate understanding of the Philosophy of Education by articulating the purpose of education, motivation to become a teacher, and the teaching and learning process with relation to a traditional philosophy

Candidate demonstrate s effective understanding of Philosophy of Education by soundly articulating the purpose of education, vision of curriculum, instruction, assessment, motivation to become a teacher, and teaching/learning process with relation to a traditional philosophy

Oral Communication Skills

Comments:

Candidate demonstrate s inaudible and unclear enunciation with many mispronunciations throughout the interview

INTERVIEWER QUESTIONS

1. What can you tell us about yourself?

Candidate demonstrates minimal audible and clear enunciation with some mispronunciations throughout the interview

Candidate demonstrates adequate audible and clear enunciation with few mispronunciations throughout the interview

Candidate demonstrates effective clear, distinct, confident enunciation throughout the interview

2. What personal and professional assets do you possess that make you especially suitable for the teaching profession? Be specific.

3. What have you learned from your coursework, related activities or field experiences that have made the strongest impact on your preparation for the field of teaching? Describe your current involvement with elementary or secondary students.

4. Identify one of the current issues in education such as the “Every Student Succeeds Act” that was signed into law by President Barack Obama.

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

5. Because technology is everywhere and integrated into our lives, teachers need to empower students with skills to excel in this technology – enriched society. What are some of the basic technology skills that every teacher should have?

6. Discuss the issue of “full inclusion” and explain how this mandate will impact you as a future teacher.

7. Discuss the role of diversity in the classroom.

8. Explain five characteristics of an effective teacher. Relate these characteristics to the GSU Conceptual Framework.

9. Are you a member of any departmental organizations or clubs? If so, which clubs or departmental organizations have you participated in? Explain how membership in these organizations has enhanced your professional skills that can also be used in the field of teaching.

10. Discuss your philosophy of education.

Mentor Teacher Educator Disposition Assessment-Mentor teachers rate candidates using the Educator Disposition Assessment tool. For each of the standards within INTASC 1,2,3,7,9, and 10, the EPP has selected the Educator Disposition Assessment tool to analyze candidate performance.

1.Demonstrates effective oral communication skills

Danielson: 3a; Marzano:30; InTASC: 3(r)

Indicators

Comments regarding strengths/areas for growth: Models Standard English

Varies oral communication to motivate students

Makes appropriate comments in the classroom

Communicates at an appropriate level

2. Demonstrates effective written communication skills

Danielson: 3a; Marzano:30; InTASC: 3(r)

Indicators

Comments regarding strengths/areas for growth: Communicates respectfully with all stakeholders

Demonstrates appropriate spelling and grammar

Focuses all written communications positively

Emerging 1 Developing 2 Meets Expectations 3 Exceeds Expectations 4

Demonstrates Professionalism Emerging 1 Developing 2 Meets Expectations 3 Exceeds Expectations 4

Danielson: 4f; Marzano: 30, InTASC:9(o)

Indicators

Responds to emails promptly

Exhibits punctuality and attendance

Maintains professional boundaries with students

Keeps personal life at home

Functions as a team player

Turns in work promptly

Avoids inappropriate conversations inside and outside of the classroom

Respects and adheres to the ethical standards of practice

4 Demonstrates a positive and enthusiastic attitude

Marzano: 29

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Comments regarding strengths/areas for growth:

Indicators

Comments regarding strengths/areas for growth: Goes above and beyond requirements

Demonstrates an appropriately positive affect with students

Seeks solutions to problems instead of complaining Encourages Students

Tries new things that are suggested

Engages openly and actively with students

5 Demonstrates preparedness in teaching and learning

Danielson: 1e; 3e; 4a; InTASC: 3(p)

Indicators:

Comments regarding strengths/areas for growth: Accepts constructive feedback Learns and adjusts from experience and reflection

Comes to class planned and with needed materials

Alters lessons in progress when needed

6 Exhibits an appreciation of and value for cultural and academic diversity

Danielson: 1b, 2a, 2b; Marzano: 36, 39; InTasc:2(m), 2(n), 2(o), 3(o), 9(m), 10(q)

Indicators:

Comments regarding strengths/areas for growth: Demonstrates awareness of traditional and nontraditional family contexts including family status Embraces all diversities/differences to include racial, SES, and learning styles

Emerging 1 Developing 2 Meets Expectations 3 Exceeds Expectations 4

Emerging 1 Developing 2 Meets Expectations 3 Exceed s Expectations 4

Emerging 1 Developing 2 Meets Expectations 3 Exceeds Expectations 4

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Creates a ‘safe classroom’ with zero tolerance of negativity to others

Plans activities to raise student awareness and acceptance of differences

Understands the importance of a positive school experience

7 Collaborates effectively with stakeholders

Danielson: 4c; Marzano: 55,56; InTASC: 1(k), 3(n), 3 (q), 7(o)

Indicators: Comments regarding strengths/areas for growth: Engages parental and guardian involvement

Disagrees respectfully

Possesses social awareness

Uses Flexibility

Listens to what stakeholders are saying as evidenced by considered response

Maintains a respectful tone at all times

Shares successful teaching strategies

Refrains from profanity

Exhibits a sense of equality

8 Demonstrates self-regulated learner behaviors/takes initiative

Danielson: 4e; Marzano: 57; InTASC: 9(I), 9(n) 10(r), 10(t)

Indicators: Comments regarding strengths/areas for growth: Recognizes own weak nesses and asks for support

Ask questions proactively and is selfdirected

Researches and implements different and most effective teaching styles

Takes responsibility for knowing students and/or colleagues

9 Exhibits the social and emotional intelligence to promote personal and educational goals/stability

Marzano: 37; 38

Indicators: Comments regarding strengths/areas for growth: Demonstrates appropriate maturity and self-regulation when discussing sensitive issues and can remain calm Does not overreact to criticism or other situations

Emerging 1 Developing 2 Meets Expectations 3 Exceeds Expectations 4

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Demonstrates perseverance and resilience (grit)

Demonstrates the ability to communicate personal issues with superiors, but does not use th em as excuses

Demonstrates sensitivity to feelings of others

InTASC Standard 1

Learner Development

Belief Statement

Linked to applicable SPA, CF, LCET standards

Two artifacts

Reflection Statement for each artifact

The candidate presentation did not adequately address INTASC standards and no linkages to LCET, CF, and SPA standards.

Reflection/Discussion of professional growth is weak or non - existent.

The candidate presentation gave some examples of learner development and how learners grow and develop or recognizes 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.

The candidate presentation demonstrates that the candidate consistently understands how learners grow and develop, recognizes that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements develop mentally appropriate and challenging learning experiences.

The candidate presentation demonstrates that the candidate always understands how learners grow 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

Belief Statement

Linked to applicable SPA, CF, LCET standards

Two artifacts

Reflection Statement for each artifact

The candidate presentation did not adequately address INTASC standards and no linkages to LCET, CF, and SPA standards. Reflection/Discussion of professional growth is weak or non - existent

The candidate presentation gave some examples of learning differences and an understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

The candidate presentation demonstrates that the candidate consistently uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

The candidate presentation demonstrates that the candidate always uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

InTASC Standard 3 Learning Environment

Belief Statement

Linked to applicable SPA,

The candidate presentation did not adequately address INTASC standards and no linkages to LCET, CF, and

The candidate presentation gave some examples of creating learning environments that support individual

Dr. Michele Brewer and Dr. Amber

The candidate presentation demonstrates that the candidate consistently works with others to

The candidate presentation demonstrates that the candidate always works with others to create

Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and

Emerging 1 Developing 2 Meets Expectations 3 Exceeds Expectations 4

Template for the Presentation of Evidence by

Compliance: Template

by Wilmington University.

Department of Curriculum and Instruction Used with Permission: Almerico, Johnston, Wilson, UT 2015 Revised ED 455 Portfolio Rubric Novice Effective Emerging Effective Proficient (Target) Highly Effective

CF, LCET standards

Two artifacts

Reflection Statement for each artifact

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

SPA standards. Reflection/Discussion of professional growth is weak or non - existent.

and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.

create learning environments that support individual and collaborative learning, and that encourage positive social interaction, ac tive engagement in learning, and self- motivation.

learning environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.

InTASC Standard 4 Content Knowledge

Belief Statement

Linked to applicable SPA, CF, LCET standards

Two artifacts

Reflection Statement for each artifact

The candidate presentation did not adequately address INTASC standards and no linkages to LCET, CF, and SPA standards.

Reflection/Discussion of professional growth is weak or non - existent.

The candidate presentation gave some examples of understanding 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 to assure mastery of the content.

The candidate presentation demonstrates that the candidate consistently 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 to assure mastery of the content.

The candidate presentation demonstrates that the candidate always 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 to assure mastery of the content.

InTASC Standard 5 Innovative Applications of Content

Belief Statement

Linked to applicable SPA, CF, LCET standards

Two artifacts

Reflection Statement for each artifact

The candidate presentation did not adequately address INTASC standards and no linkages to LCET, CF, and SPA standards.

Reflection/Discussion of professional growth is weak or non - existent.

The candidate presentation gave some examples of understanding how to connect concepts and use differing perspectives to engage learners in critical/creative thinking, creativity and collaborative problem solving related to authentic local and global issues.

The candidate presentation demonstrates that the candidate consistently understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking, creativity and collaborative problem solving related to authentic local and global issues.

The candidate presentation demonstrates that the candidate always understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking, creativity and collaborative problem solving related to authentic local and global issues.

InTASC Standard 6

Assessment

Belief Statement

Linked to applicable SPA, CF, LCET standards

Two artifacts

Reflection Statement for each artifact

The candidate presentation did not adequately address INTASC standards and no linkages to LCET, CF, and SPA standards.

Reflection/Discussion of professional growth is weak or non - existent.

The candidate presentation gave some examples of understanding and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s and learner’s decision making.

The candidate presentation demonstrates that the candidate consistently understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s and learner’s decision making.

The candidate presentation demonstrates that the candidate always understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s and learner’s decision making.

Novice Effective Emerging Effective Proficient (Target) Highly Effective

InTASC Standard 7

Planning for Instruction

Belief Statement

Linked to applicable SPA, CF, LCET standards

Two artifacts

Reflection Statement for each artifact

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

The candidate presentation did not adequately address INTASC standards an d no linkages to LCET, CF, and SPA standards.

Reflection/Discussion of professional growth is weak or non - existent.

The candidate presentation gave some examples of planning instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

The candidate presentation demonstrates that the candidate consistently plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

The candidate presentation demonstrates that the candidate always plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

InTASC Standard 8 Instructional Strategies

Belief Statement

Linked to applicable SPA, CF, LCET standards

Two artifacts

Reflection Statement for each artifact

The candidate presentation did not adequately address INTASC standards and no linkages to LCET, CF, and SPA standards.

Reflection/Discussion of professional growth is weak or non - existent.

The candidate presentation gave some examples of understanding and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

The candidate presentation demonstrates that the candidate consistently understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

The candidate presentation demonstrates that the candidate always understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

InTASC Standard 9

Professional Learning and Ethical Practice

Belief Statement

Linked to applicable SPA, Conceptual Framework, LCET standards

Two artifacts

Reflection Statement for each artifact

The candidate presentation did not adequately address INTASC standards and no linkages to LCET, Conceptual Framework, and SPA standards.

Reflection/Discussion of profes sional growth is weak or non - existent.

The candidate presentation gave some examples of engaging in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

The candidate presentation demonstrates that the candidate consistently engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

The candidate presentation demonstrates that the candidate always engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

InTASC Standard 10 Leadership and Collaboration

Belief Statement

Linked to applicable SPA, Conceptual Framework,

The candidate presentation did not adequately address INTASC standards and no linkages to LCET, CF, and SPA standards.

Reflection/Discussion of

The candidate presentation gave some examples of seeking appropriate leadership roles and opportunities to take responsibility for student learning to

The candidate presentation demonstrates that the candidate consistently seeks appropriate leadership roles and opportunities to take

The candidate presentation demonstrates that the candidate always seeks appropriate leadership roles and opportunities to take responsibility for

Effective Emerging Effective

Highly

Novice

Proficient (Target)

Effective

Two artifacts Reflection Statement for each artifact

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Novice Effective Emerging Effective Proficient (Target) Highly Effective

professional growth is weak or non - existent.

collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

2013 Danielson Framework for Teaching Evaluation Instrument

responsibility for student learning to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

student learning to collaborate with learners, families, colleagues, other scho ol professionals, and community members to ensure learner growth, and to advance the profession.

Novice Effective Emergent Effective Proficient (Target) Highly Effective

1a: DEMONSTRATING KNOWLEDGE OF CONTENT AND PEDAGOGY InTASC

In planning and practice, the teacher makes content errors or does not correct errors made by students. The teacher displays little understanding of prerequisite knowledge important to student learning of the content. The teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content.

The teacher is familiar with the important concepts in the discipline but displays a lack of awareness of how these concepts relate to one another. The teacher indicates some awareness of prerequisite learning, although such knowledge may be inaccurate or incomplete. The teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students.

The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. The teacher demonstrates accurate understanding of prerequisite relationships among topics. The teach er’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject.

The teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. The teacher demonstrates understanding of prerequisite relationships among topics and concepts and understands the link to necessary cognitive structures that ensure student understanding. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline and the ability to anticipate student misconceptions.

1b:

DEMONSTRATING KNOWLEDGE OF STUDENTS

The teacher displays minimal understanding of how students learn and little knowledge of their varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages and does not indicate that

The teacher displays generally accurate knowledge of how students learn and of their varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages, yet may apply this knowledge not to

The teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully acquires knowledge from several sources about groups of students’

The teacher understands the active nature of student learning and acquires information about levels of development for individual students. The teacher also systematically acquires knowledge from several sources about individual

Danielson Rubric

InTASC 1,2,7

1d: DEMONSTRATING KNOWLEDGE OF RESOURCES

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

such knowledge is valuable individual students but to the class as a whole.

varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.

students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.

The outcomes represent low expectations for students and lack of rigor, and not all of these outcomes reflect important learning in the discipline. They are stated as student activities, rather than as outcomes for learning. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students.

Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but the teacher has made no effort at coordination or integration. Outcomes, based on global assessments of student learning, are suitable for most of the students in the class.

Most outcomes represent rigorous and important learning in the discipline and are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students.

All outcomes represent high-level learning in the discipline. They are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated, in whatever way is needed, for individual students.

The teacher is unaware of resources to assist student learning beyond materials provided by the school or district, nor is the teacher aware of resources for expanding one’s own professional skill.

The teacher displays some awareness of resources beyond those provided by the school or district for classroom use and for extending one’s professional skill but does not seek to expand this knowledge.

The teacher displays awareness of resources beyond those provided by the school or district, including those on the Internet, for classroom use and for extending one’s professional skill, and seeks out such resources.

The teacher’s kn owledge of resources for classroom use and for extending one’s professional skill is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet.

1e: DESIGNING COHERENT INSTRUCTION

InTASC 1, 4,7

Learning activities are poorly aligned with the instructional outcomes, do not follow an organized progression, are not designed to engage students in active intellectual activity, and have unrealistic time allocations. Instructional groups are not suitable to the activities and offer no variety.

Some of the learning activities and materials are aligned with the instructional outcomes and represent moderate cognitive challenge, but with no differentiation for different students. Instructional groups partially support the activities, with some variety. The lesson or unit has a recognizable structure; but the progression of activities

Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of

The sequence of learning activities follows a coherent sequence, is aligned to instructional goals, and is designed to engage students in highlevel cognitive activity. These are appropriately differentiated for individual learners. Instructional groups are varied appropriately, with some opportunity for student choice.

Novice Effective Emergent Effective Proficient (Target) Highly Effective

InTASC 1

1c: SETTING INSTRUCTIONAL OUTCOMES

1f:

InTASC

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Assessment procedures are not congruent with instructional outcomes and lack criteria by which student performance will be assessed. The teacher has no plan to incorporate formative assessment in the lesson or unit.

Assessment procedures are partially congruent with instructional outcomes. Assessment criteria and standards have been developed, but they are not clear. The teacher’s approach to using formative assessment is rudimentary, including only some of the instructional outcomes.

All the instructional outcomes may be assessed by the proposed assessment plan; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. The teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used.

All the instructional outcomes may be assessed by the proposed assessment plan, with clear criteria for assessing student work. The plan contains evidence of student contribution to its development. Assessment methodologies have been adapted for individual students as the need has arisen. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information.

Patterns of classroom interactions, both between teac her and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Student interactions are characterized by sarcasm, put -downs, or conflict. The teacher does not deal with disrespectful behavior.

Patterns of classroom interactions, both between teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. The teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict.

The

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages, cultures, and developmental levels of the students. Interactions among students are generally polite and respectful, and students exhibit respect for the teacher. The teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite, respectful, and business-like, though students may be somewhat cautious about taking intellectual risks.

The

Classroom interactions between the teacher and students and among students are highly respectful, reflecting genuine warmth, caring, and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result is an environment where all students feel valued and are comfortable taking intellectual risks.

The classroom culture is a cognitively busy place, characterized by a

Attribution 4.0

Novice Effective Emergent Effective Proficient (Target) Highly Effective

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under

uneven, with

some reasonable time allocations.

only

of instructional

students and varied use

groups.

DESIGNING STUDENT ASSESSMENTS

InTASC 3

2a: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT 2b: ESTABLISHING A CULTURE FOR LEARNING The classroom culture is characterized by

a lack of

teacher or student

classroom culture is characterized by little commitment to learning

classroom culture is a place where learning is valued by all; high

2c: MANAGING CLASSROOM PROCEDURES

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

commitment to learning, and/ or little or no investment of student energy in the task at hand. Hard work and the precise use of language are not expected or valued. Medium to low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students.

by the teacher or students. The teacher appears to be only “going through the motions,” and students indicate that they are interested in the completion of a task rather than the quality of the work. The teacher conveys that student success is the result of natural ability rather than hard work, and refers only in passing to the precise use of language. High expectations for learning are reserved for those students thought to have a natural aptitude for the subject.

expectations for both learning and hard work are the norm for most students. Students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning, hard work, and the precise use of language.

shared belief in the importance of learning

The teacher conveys high expectations for learning for all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or assisting peers in their precise use of language.

2d: MANAGING STUDENT BEHAVIOR

Much instructional time is lost due to inefficient classroom routines and procedures. There is little or no evidence of the teacher’s management of instructional groups and transitions and/or handling of materials and supplies effectively. There is little evidence that students know or follow established routines, or that volunteers and paraprofessionals have clearly defined tasks.

There appear to be no established standards of conduct, or students challenge them. There is little or no teacher monitoring of student behavior, and response to students’ misbehavior is repressive or disrespectful of student dignity.

Some instructional time is lost due to partially effective classroom routines and procedures. The teacher’s management of instructional groups and transitions, or handling of materials and supplies, or both, are inconsistent, leading to some disruption of learning. With regular guidance and prompting, students follow established routines, and volunteers and paraprofessionals perform their duties.

Standards of conduct appear to have been established, but their implementation is inconsistent. The teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior.

There is little loss of instructional time due to effective classroom routines and procedures. The teacher’s management of instructional groups and transitions, or handling of materials and supplies, or both, are consistently successful. With minimal guidance and prompting, students follow established classroom routines, and volunteers and paraprofessionals contribute to the class.

Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, and respectful to students and is effective.

Instructional time is maximized due to efficient and seamless classroom routines and procedures. Students take initiative in the management of instructional groups and transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students. Volunteers and paraprofessionals make an independent contribution to the class.

Student be havior is entirely appropriate. Students take an active role in monitoring their own behavior and/or that of other students against standards of conduct. Teacher monitoring of student behavior is subtle and preventive. The teacher’s response to student misbehavior is sensitive

Attribution 4.0 International

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2e: ORGANIZING PHYSICAL SPACE

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

to individual student needs and respects students’ dignity

The classroom environment is unsafe, or learning is not accessible to many. There is poor alignment between the arrangement of furniture and resources, including computer technology, and the lesson activities.

The classroom is safe, and essential learning is accessible to most students. The teacher makes modest use of physical resources, including computer technology. The teacher attempts to adj ust the classroom furniture for a lesson or, if necessary, to adjust the lesson to the furniture, but with limited effectiveness.

The classroom is safe, and students have equal access to learning activities; the teacher ensures that the furniture arrangement is appropriate to the learning activities and uses physical resources, including computer technology, effectively.

The classroom environment is safe, and learning is accessible to all students, including those with special needs. The teacher makes eff ective use of physical resources, including computer technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning.

3a: COMMUNICATING WITH STUDENTS

InTASC 5

The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher’s explanation of the content contains major errors and does not include any explanation of strategies students might use. The teacher’s spoken or written language contains errors of grammar or syntax.

The teacher’s academic vocabulary is inappropriate, vague, or used incorrectly, leaving students confused.

The teacher’s attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher’s explanation of the content may contain minor errors; some portions are clear, others difficult to follow. The teacher’s explanation does not invite students to engage intellectually or to understand strategies they might use when working independently. The teacher’s spoken language is correct but uses vocabulary that is either limited or not fully appropriate to the students’ ages or backgrounds. The teacher rarely takes opportunities to explain academic vocabulary.

The instructional purpose of the lesson is clearly communicated to students, including where it is situated within broader learning; directions and procedures are explained clearly and may be modeled. The teacher’s explanation of content is scaffolded, clear, and accurate and connects with students’ knowledge and experience. During the explanation of content, the teacher focuses, as appropriate, on strategies students can use when working independently and invites student intellectual engagement. The teacher’s spoken and written language is clear and correct and is suitable to students’ ages and interests. The teacher’s use of academic vocabulary is precise and serves to

The teacher links the instructional purpose of the lesson to the larger curriculum; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of cont ent is thorough and clear, developing conceptual understanding through clear scaffolding and connecting with students’ interests. Students contribute to extending the content by explaining concepts to their classmates and suggesting strategies that might be used. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies, both within the discipline and for more general use. Students contribute

Presentation

Attribution 4.0 International

of Education

of Technology,

the Presentation of Evidence."

2020

Novice Effective Emergent Effective Proficient (Target) Highly Effective

Template for the

of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under

"College

Office

Assessment, and Compliance: Template for

by Wilmington University.

3b: USING QUESTIONING AND DISCUSSION TECHNIQUES

InTASC 8

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

The teacher’s questions are of low cognitive challenge, with single correct responses, and are asked in rapid succession. Interaction between the teacher and students is predominantly recitation style, with the teacher mediating all questions and answers; the teacher accepts all contributions without asking students to explain their reasoning. Only a few students participate in the discussion.

The teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively, the teacher attempts to ask some questions designed to engage students in thinking, but only a few students are involved. The teacher attempts to engage all students in the discussion, to encourage them to respond to one another, and to explain their thinking, with uneven results.

While the teacher may use some low-level questions, he poses questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when doing so is appropriate. The teacher challenges students to justify their thinking and successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, challenge one another’s thinking, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

3c: ENGAGING STUDENTS IN LEARNING

InTASC 1,2, 3, 4, 5, 8

The learning tasks/activities, materials, and resources are poorly aligned with the instructional outcomes, or require only rote responses, with only one approach possible. The groupings of students are unsuitable to the activities. The lesson has no clearly defined structure, or the pace of the lesson is too slow or rushed.

The learning tasks and activities are partially aligned with the instructional outcomes but require only minimal thinking by students and little opportunity for them to explain their thinking, allowing most students to be passive or merely compliant. The groupings of students are moderately suitable to the activities. The lesson has a recognizable structure; however, the pacing of the lesson may not provide students the time needed to be intellectually engaged or may be so slow that many students have a considerable amount of “downtime.”

The learning tasks and activities are fully aligned with the instructional outcomes and are designed to challenge student thinking, inviting students to make their thinking visible. This technique results in active intellectual engagement by most students with important and challenging content and with teacher scaffolding to support that engagement. The groupings of students are suitable to the activities. The lesson has a clearly defined structure, and the pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.

Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and activities that require complex thinking by students. The teacher provides suitable scaffolding and challenges students to explain their thinking. There is evidence of some student initiation of inquiry and student contributions to the exploration of important content; students may serve as resources for one another. The lesson has a clearly defined structure, and the pacing of the lesson provides students the time needed not only to intellectually engage with and reflect upon their learning but also to consolidate t heir understanding.

Attribution 4.0 International

the Presentation of Evidence."

2020

Novice Effective Emergent Effective Proficient (Target) Highly Effective extend student understanding. to the correct use of academic vocabulary.

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under

"College

Education Office of Technology, Assessment, and Compliance: Template for

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3d: USING ASSESSMENT IN INSTRUCTION

InTASC 6

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

3e: DEMONSTRATING FLEXIBILITY AND RESPONSIVENESS

InTASC 5

Students do not appear to be aware of the assessment criteria, and there is little or no monitoring of student learning; feedback is absent or of poor quality. Students do not engage in self- or peer assessment.

Students appear to be only partially aware of the assessment criteria, and the teacher monitors student learning for the class as a whole. Questions and assessments are rarely used to diagnose evidence of learning. Feedback to students is general, and few students assess their own work.

Students appear to be aware of the assessment criteria, and the teacher monitors student learning for groups of students. Questions and assessments are regularly used to diagnose evidence of learning. Teacher feedback to groups of students is accurate and specific; some students engage in selfassessment.

Assessment is fully integrated into instruction, through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Questions and assessments are used regularly to diagnose evidence of learning by individual students. A variety of forms of feedback, from both teacher and peers, is accurate and specific and advances learning. Students self-assess and monitor their own progress. The teacher successfully differentiates instruction to address individual students’ misunderstandings.

The teacher ignores students’ questions; when students have difficulty learning, the teacher blames them or their home environment for their lack of success. The teacher makes no attempt to adjust the lesson even when students don’t understand the content.

The teacher accepts responsibility for the success of all students but has only a limited repertoire of strategies to use. Adjustment of the lesson in response to assessment is minimal or ineffective.

The teacher successfully accommodates students’ questions and interests. Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have difficulty learning. If impromptu measures are needed, the teacher makes a minor adjustment to the lesson and does so smoothly.

The teacher seizes an opportunity to enhance learning, building on a spontaneous event or students’ interests, or successfully adjusts and differentiates instruction to address individual student misunderstandings. Using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community, the teacher persists in seeking effective approaches for students who need help.

4a: REFLECTING ON

InTASC 9

The teacher does not know whether a lesson was effective or achieved its instructional outcomes, or the teacher profoundly misjudges

The teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes

The teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes

The teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional

Attribution 4.0 International

of Technology,

Presentation

2020

Novice Effective Emergent Effective Proficient (Target) Highly Effective

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under

"College

Education Office

Assessment, and Compliance: Template for the

of Evidence." Copyright

by Wilmington University.

TEACHING

4b: MAINTAINING ACCURATE RECORDS

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

the success of a lesson. The teacher has no suggestions for how a lesson could be improved.

were met. The teacher makes general suggestions about how a lesson could be improved.

and can cite general references to support the judgment. The teacher makes a few specific suggestions of what could be tried another time the lesson is taught.

outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, the teacher offers specific alternative actions, complete with the probable s uccess of different courses of action.

The teacher’s system for maintaining information on student completion of assignments and student progress in learning is nonexistent or in disarray. The teacher’s records for noninstructional activities are in disarray, the result being errors and confusion.

The teacher’s system for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially effective. The teacher’s records for noninstructional activities are adequate but inefficient and, unless given frequent oversight by the teacher, prone to errors.

The teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records is fully effective.

The teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records is fully effective. Students contribute information and participate in maintaining the records.

4c: COMMUNICATING WITH FAMILIES

InTASC 10

The teacher provides little information about the instructional program to families; the teacher’s communication about students’ progress is minimal. The teacher does not respond, or responds insensitively, to parental concerns.

The teacher makes sporadic attempts to communicate with families about the instructional program and about the progress of individual students but does not attempt to engage families in the instructional program. Moreover, the communication that does take place may not be culturally sensitive to those families.

The teacher provides frequent and appropriate information to families about the instructional program and conveys information about individual student progress in a culturally sensitive manner. The teacher makes some attempts to engage families in the instructional program.

The teacher communicates frequently with families in a culturally sensitive manner, with students contributing to the communication. The teacher responds to family concerns with professional and cultural sensitivity. The teacher’s efforts to engage families in the instructional program are frequent and successful.

InTASC 1

The teacher’s relationships with colleagues are negative or self-serving. The teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. The teacher

The teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. The teacher participates in the school’s culture of professional inquiry when invited to do so. The teacher participates

The teacher’s relationships with colleagues are characterized by mutual support and cooperation; the teacher actively participates in a culture of professional inquiry. The teacher volunteers to participate

The teacher’s relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty. The teacher takes a

Novice Effective Emergent Effective Proficient (Target) Highly Effective

4d: PARTICIPATING IN THE PROFESSIONAL COMMUNITY

4e: GROWING AND DEVELOPING PROFESSIONALLY

InTASC 9

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Novice Effective Emergent Effective Proficient (Target)

avoids becoming involved in school events or school and district projects.

in school events and school and district projects when specifically asked.

in school events and in school and district projects, making a substantial contribution.

leadership role in promoting a culture of professional inquiry. The teacher volunteers to participate in school events and district projects, making a substantial contribution and assuming a leadership role in at least one aspect of school or district life.

The teacher engages in no professional development activities to enhance knowledge or skill. The teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. The teacher makes no effort to share knowledge with others or to assume professional responsibilities.

The teacher participates to a limited extent in professional activities when they are convenient. The teacher engages in a limited way with colleagues and supervisors in professional conversation about practice, including some feedback on teaching performance. The teacher finds limited ways to assist other teachers and contribute to the profession.

The teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. The teacher actively engages with colleagues and supervisors in professional conversation about practice, including feedback about practice. The teacher participates actively in assisting other educators and looks for ways to contribute to the profession.

The teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research. The teacher solicits feedback on practice from both supervisors and colleagues. The teacher initiates important activities to contribute to the profession.

4f: SHOWING PROFESSIONALISM

InTASC 9,10

The teacher displays dishonesty in interactions with colleagues, students, and the public. The teacher is not alert to students’ needs and contributes to school practices that result in some students being ill served by the school. The teacher makes decisions and recommendations that are based on self-serving interests. The teacher does not comply with school and district regulations.

The teacher is honest in interactions with colleagues, students, and the public. The teacher’s attempts to serve students are inconsistent, and unknowingly contribute to some students being ill served by the school. The teacher’s decisions and recommendations are based on limited though genuinely professional considerations. The teacher must be reminded by supervisors about complying with school and district regulations.

The teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. The teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. The teacher maintains an open mind in team or departmental decision making. The teacher complies fully with school and district regulations.

The teacher can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. The teacher is highly proactive in serving students, seeking out resources when needed. The teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally un derserved, are honored in the school. The teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are

Highly Effective

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

based on the highest professional standards. The teacher complies fully with school and district regulations, taking a leadership role with colleagues

Alignment from; The Danielson Group, (2014) Correlation between the Danielson Framework for Teaching and the Interstate Teacher Assessment and Support Consortium (InTASC) Standard s.

Presentation of Data

Table 1-Self Reported Dispositions

2021-22

# Admitted to COE- 8 n=8

3.1

Display positive self-concept development and respect for others.

3.2 - Practice a positive attitude and mutual respect toward students, parents and colleagues.

3.3 – Display sensitivity to diverse learning styles and multiple intelligences.

3.4 – Demonstrate sensitivity to the many facets of diversity.

– Organize school, family, and community partnerships.

3.6 - Influence the development of healthy, mental, physical and social lifestyles.

3.7 – Display a commitment to the improvement of student learning and school improvement.

3.8

Display a classroom climate that is conducive to learning

Table 2 - Self Reported Dispositions

2020-21 Traditional # admitted to COE - 9 n=9

3.1 – Display positive self-concept development and respect for others.

3.2 - Practice a positive attitude and mutual respect toward students, parents and colleagues.

3.3 – Display sensitivity to diverse learning styles and multiple intelligences.

3.4 – Demonstrate sensitivity to the many facets of diversity.

Novice Effective Emergent Effective Proficient (Target) Highly Effective

DISPOSITION DISPOSITION RATING Never Sometimes Often Almost Always Always

Traditional

–

37.5% 62.5%

62.5% 37.5%

3.5

62.5% 37.5%

100% Total 60.93 39.06

–

DISPOSITION DISPOSITION RA TING Never Sometimes Often Almost Always Always

50% 50%

75% 25%

50% 50%

12.50% 25% 62.50%

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

3.5 – Organize school, family, and community partnerships.

3.6 - Influence the d evelopment of healthy, mental, physical and social lifestyles.

3.7 – Display a commitment to the improvement of student learning and school improvement.

3.8

Display a classroom climate that is conducive to learning

Table 3 - Self Reported Dispositions

3.1 – Display positive self-concept development and respect for others.

3.2 - Practice a positive attitude and mutual respect toward students, parents and colleagues.

3.3 – Display sensitivity to diverse learning styles and multiple intelligences.

3.4 – Demonstrate sensitivity to the many facets of diversity.

3.5 – Organize school, family, and community partnerships.

3.6 - Influence the development of healthy, mental, physical and social lifestyles.

3.7

Display a commitment to the improvement of student learning and school improvement.

3.8

Display a classroom climate that is conducive to learning

Interviews for Admission

# Admitted into degree program = 10 N=10

50% 50%

12.50% 87.50%

62.50% 37.50%

–

37.50% 62.50% 1.60 31.30 43.40 23.40

2019-20 Traditional # admitted to

DISPOSITION DISPOSITION RATING Never Sometimes Often Almost Always Always

COE- 10 n=10

80% 20%

60% 40%

10% 40% 50%

60% 40%

10% 40% 50%

10% 60% 30%

–

60% 40%

60% 40% 3.70 57.50 38.70

–

2021-22

Novice Effective Emerging Effective Proficient (Target) Highly Effective Punctuality 100% Professional Appearance 100% Content Knowledge of the field of Education 70% 30% Awareness of Current Educational Issues 90% 10% Experiences and Interactions with P-12 Students 10% 60% 30% Knowledge of Conceptual Framework 40% 30% 30%

Table 4

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Articulation of Philosophy of Education 80% 20% Oral Communication Skills 10% 90% Table 5 2020-21 # Admitted into degree program = 11 n=11 Novice Effec tive Emerging Effective Proficient (Target) Highly Effective Punctuality 100% Professional Appearance 100% Content Knowledge of the field of Education 9% 55% 36% Awareness of Current Educational Issues 91% 9% Experiences and Interactions with P-12 Students 9% 73% 18% Knowledge of Conceptual Framework 36% 64% 9% Articulation of Philosophy of Education 100% Oral Communication Skills 45% 55% Table 6 2019 - 20 # Admitted into degree program = 2 n=2 Novice Emerging Effective Proficient (Target) Highly Effective Punctuality 100% Professional Appearance 100% Content Knowledge of the field of Education 50% 50% Awareness of Current Educational Issues 100% Experiences and Interactions with P-12 Students 50% 50% Knowledge of Conceptual Framework 50% 50% Articulation of Philosophy of Education 50% 50% Oral Communication Skills 100%

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Mentor Teacher Disposition Inventory

Table 7 2022-23 Traditional # of Residency Candidate - 11 n=11 DISPOSITION DISPOSITION RATING Exceeds Expectations Meets Expectations Developing Emerging Mean Score 1. Demonstrates effective oral communication skills 18 55 27 2.90 2. Demonstrates effective written communication skills 45 37 9 9 3.18 3. Demonstrates professionalism 45 37 18 3.27 4. Demonstrates a positive and enthusiastic attitude 37 64 3.36 5. Demonstrates preparedness in teaching and learning 18 73 9 3.09 6. Exhibits an appreciation of and value for cultural and academic diversity 18 82 3.18 7. Collaborates effectively with stakeholders 27 64 0 9 3.09 8. Demonstrates self-regulated learner behaviors/takes initiative 27 55 9 9 3.00 9. Exhibits the social and emotional intelligence to promote personal and educational goals/stability 18 73 9 3.09 3.15 Table 8 2021-22 Traditional # of Residency Candidates - 8 n=8 DISPOSITION DISPOSITION RATING Exceeds Expectations Meets Expectations Developing Emerging Mean Score 1. Demonstrates effective oral communication skills 25% 75% 3.28 2. Demonstrates effective written communication skills 25% 75% 3.14 3. Demonstrates professionalism 25% 75% 3.14 4. Demonstrates a positive and enthusiastic attitude 37% 50% 13% 3.28 5. Demonstrates preparedness in teaching and learning 13% 75% 12% 3.00 6. Exhibits an appreciation of and value for cultural and academic diversity 12% 88% 3.14 7. Collaborates effectively with stakeholders 37& 50% 13% 3.28 8. Demonstrates self-regulated learner behaviors/takes initiative 25% 62% 3.28

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution 4.0 International "College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University. 9. Exhibits the social and emotional intelligence to promote personal and educational goals/stability 12% 88% 3.14 3.18 Table 9 2020-21 Traditional # of Residency Candidates - 11 n=11 DISPOSITION DISPOSITION RATING Exceeds Expectations Meets Expectations Developing Emerging Mean Score 1. Demonstrates effective oral communication skills 55% 45% 3.54 2. Demonstrates effective written communication skills 18% 82% 3.18 3. Demonstrates professionalism 36% 55% 9% 3.27 4. Demonstrates a positive and enthusiastic attitude 55% 45% 3.54 5. Demonstrates preparedness in teaching and learning 45% 55% 3.45 6. Exhibits an appreciation of and value for cultural and academic diversity 45% 55% 3.45 7. Collaborates effectively with stakeholders 36% 55% 0% 9% 3.18 8. Demonstrates self-regulated learner behaviors/takes initiative 36% 55% 9% 3.27 9. Exhibits the social and emotional intelligence to promote personal and educational goals/stability 36% 64% 3.36 3.66

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Showcase Portfolio-Candidates must demonstrate competency on this assessment by meeting the target with a score of 3.0 or higher. Candidates who do not meet this requirement are given feedback and allowed to submit and present the showcase portfolio to a faculty audience. Table

10 SHOWCASE PORTFOLIO Programs Fall 2020 N=1 Spring 2021 N=13 Spring 2022 N=8 CAEP 1.1 InTASC 9 BS Elementary Education (Grades 1-5) N=0 N=10 M-3.90 N=5 M=3.90 BS Elementary Education & Spec Ed (Mild/Mod) N=0 N=0 N=0 BS Secondary Education & Teaching (Math Concentration, Biology Concentration, Chemistry Concentration) N=1 M=3.50 N=1 M=3.00 N=1 M=4.00 BA Music EducationInstrumental K-12/Vocal K-12 N=0 N=1 M=3.00 N=2 M=3.50 BS Kinesiology- Pedagogy (Teaching K-12) N=0 N=1 M=4.00 N=0 M=3.5 M=3.8 M=3.8 CAEP 1.1 InTASC 10 BS Elementary Education (Grades 1-5) N=0 N = 10 M =4.00 N=5 M=4.00 BS Elementary Education & Spec Ed (Mild/Mod) N=0 N=0 N=0 BS Secondary Education & Teaching (Math Concentration, Biology Concentration, Chemistry Concentration) N=1 M=4.00 N=1 M=3.00 N=1 M=4.00 BA Music EducationInstrumental K-12/Vocal K-12 N=0 N=1 M=3.00 N=2 M=3.50 BS Kinesiology- Pedagogy (Teaching K-12) N=0 N=1 M=4.00 N=0 M=4.00 M=3.80 M=3.80

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Year Long Residency Formative Observation during Year Long Residency Programs Fall 20 N=14 Fall 21 N=15 Fall 22 N=21

1.1 InTASC 9 BS Elementary Education (Grades 15) N= 10 M=3.03 N=5 M=2.93 N=9 M=3.15 BS Elementary Education & Spec Ed (Mild/Mod) N=0 N=0 N=1 M=3.33 BS Secondary Education & Teaching (Math Concentration, Biology Concentration, Chemistry Concentration) N=1 M=2.00 N=1 M=3.00 N=0 MAT Elementary Education and Special Education (Mild/Mod) N=1 M=3.66 N= 8 M=2.62 N=10 M=3.00 MAT Secondary Education and Special Education (Mild/Mod) N=0 N=0 N=0 BA Music EducationInstrumental K12/Vocal K-12 N=1 M=2.66 N=1 M=3.33 N=1 M=4.00 BS KinesiologyPedagogy (Teaching K12) N=1 M=3.33 N=0 N=0 M=2.99 M=2.79 M=3.09

1.1 InTASC 10 BS Elementary Education (Grades 15) N=10 M=3.03 N=5 M=2.93 N=9 M=3.04 BS Elementary Education & Spec Ed (Mild/Mod) N=0 N=0 N=1 M=3.66 BS Secondary Education & Teaching (Math Concentration, Biology Concentration, Chemistry Concentration) N=1 M=2.00 N=1 M=3.00 N=0 MAT Elementary Education and Special Education (Mild/Mod) N=1 M= 3.66 N=8 M=2.68 N=10 M=3

CAEP

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Formative Observation during Year Long Residency Programs Fall 20 N=14 Fall 21 N=15 Fall 22 N=21 MAT Secondary Education and Special Education (Mild/Mod) N=0 N=0 N=0 BA Music EducationInstrumental K12/Vocal K-12 N=1 M=2.66 N=1 M= 3.33 N=1 M=3.66 BS KinesiologyPedagogy (Teaching K12) N=1 M=3.33 N=0 N=0 M=2.99 M=2.83 M= 3.08 Summative Observation during Year Long Residency Programs Spring 21 N=14 Spring 22 N=15 Spring 23 N=11 CAEP 1.1 InTASC 9 BS Elementary Education (Grades 15) N=10 M=3.16 N=5 M=3.53 N=9 M=3.48 BS Elementary Education & Spec Ed (Mild/Mod) N=0 N=0 M=1 M=3.33 BS Secondary Education & Teaching (Math Concentration, Biology Concentration, Chemistry Concentration) N=1 M=3.00 N=1 M=3.00 N-0 MAT Elementary Education and Special Education (Mild/Mod) N=1 M= 3.66 N=8 M=2.79 N=9 M=2.96 MAT Secondary Education and Special Education (Mild/Mod) N=0 N=0 N=0 BA Music EducationInstrumental K12/Vocal K-12 N=1 M=3.00 N=1 M=4.00 N=1 M=4.00 BS KinesiologyPedagogy (Teaching K12) N=1 M=3.33 N=0 N=0 M=3.185 M=3.131 M=3.264 CAEP 1.1 InTASC 10 BS Elementary Education (Grades 15) N=10 M=3.06 N=5 M=3.6 N=9 M=3.37

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Dispositions Inventory at Admissions to the College of Education (Self-Reported)

3.1 – Display positive self-concept development and respect for others.

3.2 - Practice a positive attitude and mutual respect toward students, parents and colleagues.

3.3 – Display sensitivity to diverse learning styles and multiple intelligences.

3.4 – Demonstrate sensitivity to the many facets of diversity.

Analysis and Interpretation

Ratings

Data from table labeled Dispositions inventory demonstrates candidates reported 80 percent “Almost Always” and 20 percent “Always” for the first data collection cycles The table then demonstrates candidates reported 50 percent “Often” and 50 percent “Almost Always”. The last cycle demonstrates candidates reported 37.5 percent “Almost Always” and 67.5 percent “Always” for this category.

Data from table labeled Dispositions inventory demonstrates candidates reported 60 percent “Almost Always” and 40 percent “Always” for the first data collection cycles. The table then demonstrates candidates reported 75percent “Often” and 25 percent “Almost Always”. The last cycle demonstrates candidates demonstrates candidates reported 37.5 percent “Almost Always” and 67.5 percent “Always” for this category.

Data from table labeled Dispositions inventory demonstrates candidates reported 40 percent “Almost Always” and 50 percent “Always” for the first data collection cycles. The table then demonstrates candidates reported 50 percent “Often” and 50 percent “Almost Always”. The last cycle demonstrates ca ndidates demonstrates candidates reported 62.5 percent “Almost Always” and 37.5percent “Always” for this category.

Data from table labeled Dispositions inventory demonstrates candidates reported 60 percent “Almost Always” and 40 percent “Always” for the first data collection cycles. The table then demonstrates candidates reported 25 percent “Often” and 62.5 percent “Almost Always”. The last cycle demonstrates candidates demonstrates candidates reported 62.5 percent “Almost Always” and 37.5percent “Always” for this category.

Summative Observation during Year Long Residency Programs Spring 21 N=14 Spring 22 N=15 Spring 23 N=11 BS Elementary Education & Spec Ed (Mild/Mod) N=0 N=0 N=1 M=3.33 BS Secondary Education & Teaching (Math Concentration, Biology Concentration, Chemistry Concentration) N=1 M=3.00 N=1 M=3.00 N=0 MAT Elementary Education and Special Education (Mild/Mod) N=1 M=3.00 N=8 M=2.87 N=9 M=3.00 MAT Secondary Education and Special Education (Mild/Mod) N=0 N=0 N=0 BA Music EducationInstrumental K12/Vocal K-12 N=1 M=3.00 N=1 M=4.00 N=1 M=4.00 BS KinesiologyPedagogy (Teaching K12) N=1 M=3.33 N=0 N=0 M=3.066 M=3.197 M=3.23

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Dispositions Inventory at Admissions to the College of Education (Self-Reported) Ratings

3.5 – Organize school, family, and community partnerships.

3.6 - Influence the development of healthy, mental, physical and social lifestyles.

3.7 – Display a commitment to the improvement of student learning and school improvement.

3.8 – Display a classroom climate that is conducive to learning

Data from table labeled Dispositions inventory demonstrates candidates reported 40 percent “Almost Always” and 50 percent “Always” for the first data collection cycles. The table then demonstrates candidates reported 50 percent “Often” and 50 percent “Almost Always”. The last cycle demonstrates candidates demonstrates candidates reported 62.5 percent “Almost Always” and 37.5 percent “Always” for this category.

Data from table labeled Dispositions inventory demonstrates candidates reported 60 percent “Almost Always” and 30 percent “Always” for the first data collection cycles. The table then demonstrates candidates reported 12.5 percent “ Almost Always “and 87.5 percent “Always”. The last cycle demonstrates candidates demonstrates candidates reported 62.5 percent “Almost Always” and 37 5percent “Always” for this category.

Data from table labeled Dispositions inventory demonstrates candidates reported 60 percent “Almost Always” and 40 percent “Always” for the first data collection cycles. The table then demonstrates candidates reported 62.5 percent “ Almost Always “” and 37.5percent “Always”. The last cycle demonstrates candidates demonstrates candidates reported 62.5 percent “Almost Always” and 37.5percent “Always” for this category.

Data from table labeled Dispositions inventory demonstrates candidates reported 60 percent “Almost Always” and 40 percent “Always” for the first data collection cycles. The table then demonstrates candidates reported 37.5 percent “ Almost Always”” and 62.5 percent “Always”. The last cycle demonstrates candidates demonstrates candidates reported 100 percent “Almost Always” for this category.

Dispositions Inventory (Mentor Teacher) Ratings

Demonstrates effective oral communication skills

Demonstrates effective written communication skills

Demonstrates professionalism

Demonstrates a positive and enthusiastic attitude

Demonstrates preparedness in teaching and learning

Exhibits an appreciation of and value for cultural and academic diversity

Collaborates effectively with stakeholders

Demonstrates self-regulated learner behaviors/takes initiative

Data from table labeled “Mentor Teacher Disposition Inventory” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.23 placing their performance within the proficient range.

Data from table labeled “Mentor Teacher Disposition Inventory” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.16 placing their performance within the proficient range.

Data from table labeled “Mentor Teacher Disposition Inventory” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.25 placing their performance within the proficient range.

Data from the table labeled “Mentor Teacher Disposition Inventory” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.39 placing their performance within the proficient range.

Data from table labeled “Mentor Teacher Disposition Inventory” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.15 placing their performance within the proficient range.

Data from table labeled “Mentor Teacher Disposition Inventory” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.18 placing their performance within the proficient range.

Data from table labeled “Mentor Teacher Disposition Inventory” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.24placing their performance within the proficient range.

Data from table labeled “Mentor Teacher Disposition Inventory” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.19placing their performance within the proficient range.

4.0 International

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under Attribution

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Interviews for Admission Ratings

Punctuality

Professional Appearance

Content Knowledge of the field of Education

Awareness of Current Educational Issues

Data from table labeled “Interviews for Admission” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 100 percent “Highly Effective” placing their performance within the proficient range.

Data from table labeled “Interviews for Admission” demonstrates across all three data collection cycles, the score of all candidates for these assessments was 50 to 70 percent “Effective” and 30 percent “Highly Effective "placing their performance within the proficient range.

Data from table labeled “Interviews for Admission” demonstrates across all three data collection cycles, the score of all candidates for these assessments was 90 to 100 percent “Effective” and 10 percent “Highly Effective "placing their performance within the proficient range.

Experiences and Interactions with P-12 Students

Knowledge of Conceptual Framework

Data from table labeled “Interviews for Admission” demonstrates across all three data collection cycles, the score of all candidates for these assessments was 50 to 73 percent “Effective” and 18percent to 50 percent “Highly Effective" placing their performance within the proficient range.

Data from table labeled “Interviews for Admission” demonstrates across all three data collection cycles, the score of all candidates for these assessments was 30to 64 percent “Effective” and 30 percent to 50 percent “Highly Effective" placing their performance within the proficient range.

Articulation of Philosophy of Education

Data from table labeled “Interviews for Admission” demonstrat es across all three data collection cycles, the score of all candidates for these assessments was 50 to 100 percent “Effective” and 20 percent to 50 percent “Highly Effective" placing their performance within the proficient range.

Oral Communication Skills

Data from table labeled “Interviews for Admission” demonstrates across all three data collection cycles, the score of all candidates for these assessments was 10 to 45 percent “Effective” and 55 percent to 100 percent “Highly Effective" placing their performance within the proficient range.

Showcase Portfolio Analysis

BS Elementary Education (Grades 1-5)

BS Elementary Education & Spec Ed (Mild/Mod)

BS Secondary Education & Teaching (Math Concentration, Biology Concentration, Chemistry Concentration)

BA Music Education- Instrumental K12/Vocal K-12

Data from table labeled “Showcase Portfolio” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.9 placing their performance within the proficient range.

No candidates were enrolled and required to complete this assessment for this course.

Data from table labeled “Showcase Portfolio” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.5 placing their performance within the proficient range.

Data from table labeled “Showcase Portfolio” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.25 placing their performance within the proficient range.

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

BS Kinesiology- Pedagogy (Teaching K-12)

Data from table labeled “Showcase Portfolio” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 4.0 placing their performance within the proficient range.

Year Long Residency

BS Elementary Education (Grades 1-5)

Formative Observation

Data from table labeled “Formative Observation” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.03 placing their performance within the proficient range.

Summative Observation

Data from table labeled “Summative Observation” demonstrates across all three data collection cycles, the mean score of all candidates for these assessmen ts was 3.53 placing their performance within the proficient range.

BS Elementary Education & Spec Ed (Mild/Mod)

Data from table labeled “Formative Observation” demonstrates across all three data collection cycles, the mean score of all candidates for thes e assessments was 3.5 placing their performance within the proficient range.

Data from table labeled “Summative Observation” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.33 placing their performance within the proficient range.

BS Secondary Education & Teaching (Math Concentration, Biology Concentration, Chemistry Concentration)

Data from table labeled “Formative Evaluation” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 2.5 placing their performance within the proficient range.

Data from table labeled “Summative Observation” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.0 placing their performance within the proficient range.

MAT Elementary Education and Special Education (Mild/Mod)

MAT Secondary Education and Special Education (Mild/Mod)

BA Music Education- Instrumental K12/Vocal K-12

Data from table labeled “Formative Observation” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.06 placing their performance within the proficient range.

No candidate completed this assessment for this course.

Data from table labeled “Formative Observation” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.33 placing their performance within the proficient range.

Data from table labeled “Summative Observation” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.11, placing their performance within the proficient range.

No candidate completed this assessment for this course.

Data from table labeled “Summative Observation” demonstrates across all three data collection cycles, the mean score of all candidates for these assessments was 3.75 placing their performance within the proficient range.

BS Kinesiology- Pedagogy (Teaching K-12)

Grambling State University Standard One Compendium 4 R1.4 Professional Responsibility

Continuous Improvement

Focus Area 1: A system has been put in place to ensure candidates from all areas submit all required paperwork before entering the College of Education. Students from all areas will enroll in one of the three required ED 201 Advisee Report course within the Curriculum and Instruction Department affording them one on one contact with an advisor in the C & I department.

Focus Area 2: Candidate knowledge of the Conceptual Framework will be a focus area to ensure that students are familiar with the framework and able to articulate the meaning. The pictorial has been updated and will be displayed throughout the building. The pictorial will be included in syllabi. The department will complete a curriculum mapping, emphasizing where dialog and instruction regarding the Conceptual Framework is expected to be included.

for the Presentation of

is licensed under Attribution 4.0 International "College of Education

of Technology,

Presentation of Evidence."

2020

Template

Evidence by Dr. Michele Brewer and Dr. Amber Vraim

Office

Assessment, and Compliance: Template for the

by Wilmington University.