Standard 3 – Approaches to Learning

Evidence 3.1 Reflective Paper on Rural Education EDWN 601

I've include this paper as evidence of my understanding of the different community settings in which children live. Different community settings affect students and parents. The main points of my paper are that rural communities are often high poverty areas and that many parents do not have any college education. Growing up in suburban Madison, I lived among a culture of high income and educational achievement. If I teach in a rural school of the sort I describe in my paper, I will need to maintain high academic expectations while adapting my instruction to the needs of students whose parents may have a low income and may not be college-educated.

Evidence 3.2 Unit Modifications for Student Differences EDWN 601 & PI 34.15(4)(h)

I have modified my unit on the Second World War to accommodate students with special needs. Please note that I adapted the tests and several reading assignments for students with reading and writing difficulties. I also reformatted some of the handouts for ease of use by physically disabled students.

Evidence 3.3 Evaluation of Strengths and Weaknesses of an Instructional Unit PI 34.15(4)(c)(1-5)

I evaluated the treatment of ethnic minorities and Wisconsin Indian tribes in a history textbook that my son uses in eighth grade. I was surprised that this new text mentions little or nothing of the roles of minorities or the tribal rights of Wisconsin tribes….

Evidence 3.4 For Teachers of Students Birth to 21 only:Journal Describing Early and Middle Childhood Practicum Experience

My subject area does not include these developmental levels.

Evidence

Advanced Skills (4)

Excellent progress (3)

Emerging Skills (2)

Struggling (1)

STANDARD 1: CONTENT KNOWLEDGE

• Transcripts
• Praxis I & II Test Scores
• Resume

Resume and other evidence show an ability to clearly explain complex content ideas

No mention of content deficiency is made, nor is there special notice of content knowledge

Content deficits are addressed and improved, based on evaluation.

Content accuracy or other difficulties are addressed in more than one evaluation

STANDARD 2: INDIVIDUAL DEVELOPMENT

• Describe how sections of the Unit in standard 4 address intellectual, social, and personal development of students (EDWN 601)
• Reflective paper on Minority Group Relations (EDWN 601)

Evidence shows clear evidence and a thoughtful 'case study' discussion of student individual differences and experiences

Evidence shows attention to student characteristics and experiences, lacks thoughtful discussion of their impact

Evidence shows a beginning awareness of the individuality students bring to learning tasks.

Evidence shows a lack of attention to individual differences. Reflections do not address this in a productive manner.

STANDARD 3: APPROACHES TO LEARNING

• For participants prior to May 2012 only: Reflective Paper on Rural Education (EDWN 600)
• Modifications to the Unit in standard 4 for Student Disabilities/IDEA (EDWN 601)
• For Teachers of Students Birth to 21 only: Journal Describing Early and Middle Childhood Practicum Experience

Evidence shows clear understanding of matching approaches to student needs. Assistive technology addressed. Reflections give evidence of regular attempts

Writing shows an understanding of adapting instruction and some evidence of its beginning use

Evidence shows an awareness of the need to adapt instruction without consistent evidence of doing it

Evidence shows a lack of comfort with diverse needs and uncertainty how to work with them

STANDARD 4: TEACHING STRATEGIES

• Curriculum Unit (EDWN 601)
• Reflective Paper describing instructional strategies in your subject area (EDWN 600)
• For Teachers of Students Birth to 21 only: Early/Middle Childhood Unit
• For Agriculture, Social Studies, & Science Teachers only : Environmental Education Unit Plan
• For Agriculture and Social Studies Teachers only: Cooperative marketing and consumer cooperatives unit

Units and other evidence show regular use of multiple strategies including technology

Units and other evidence show less frequent use of multiple methods

Units and other evidence show use of a few methods with willingness to try more

Units and other evidence focus primarily on 1-2 methods

STANDARD 5: CLASSROOM MANAGEMENT

• Reflective Paper on Classroom Discipline (EDWN 600)

Paper reveals a clear match between stated philosophy & reinforcement of behavior

Paper shows a slight inconsistency between the philosophy and its implementation

A strong philosophy is evident, along with good intentions, but a lack of implementation is found

Philosophy is weak as written, classroom management is inconsistent in practice

STANDARD 6: COMMUNICATION

• For participants after May 2012 only: Sample Syllabus (EDWN 600)
• Sections on "Students" from Reflective Paper on Communication (EDWN 600)

Evidence show effort to use many methods properly to communicate with others in a respectful and timely manner. Technology use apparent

Evidence show general acceptability, but with some facet lacking (e.g. poor grammar, spelling, lack of promptness in communication)

Weaknesses in communication have been pointed out and progress is being made in correcting any issues

Communication skills are noted as areas for improvement without real progress made. Communication is either lacking or is detrimental

STANDARD 7: CLASSROOM PLANNING

• Expansion of Unit from standard 4 showing how it fits in the long range plan for nine weeks (EDWN 601)

Reflective paper and evidence show quality planning for long and short-term

Daily and other short term planning is a strength, but long term planning still needs improvement

Paper indicates some problems with planning, but good progress is being made

Planning is unrealistic and may lack focus. It is a frustrating task

STANDARD 8: ASSESSMENT

• Reflective Paper on Standardized Assessment (EDWN 601)
• Performance Assessment Rubric from Curriculum Unit (EDWN 601)

Reflective paper and rubric show a strong understanding and ability to use a variety of assessment tools. Well-designed rubric

Reflective paper and rubric show an effort made to use a variety of assessment types. Good rubric

Reflective paper and rubric show a willingness to create tests and quizzes, in addition to those provided by text. Awkward rubric

Writing and rubric show a distinct discomfort with any assessment other than those provided by text

STANDARD 9: REFLECTIVE PRACTICE

• 20-hour Pre-student Teaching Journal
• Reflective paper on role as regular education teacher in the IEP process based on an interview with their counterpart teacher (EDWN 601)

Teaching journal provides clear evidence of realistic self monitoring, reflective practice is customary

Teaching journal provides examples of reflective practice not quite a habit

Self reflective statements are found, but may be infrequent or too strongly positive or negative to be helpful

A lack of self reflection seems to be detrimental to the teaching experience

STANDARD 10: CONNECTION WITH OTHERS

• Sections on "Parents, Colleagues & Administrators" from Reflective Paper on Communication (EDWN 600)
• Journal of Experiences with Minority Students (EDWN 601)

Evidence reveals a strong commitment to interaction with others. Evidence of efforts made to maintain positive relationships. Technology use apparent

Evidence shows strong interactions with a core group

Evidence shows efforts made to establish interactions with others, not yet consistent

Evidence shows a tendency to avoid interaction