EDUCATION DEPARTMENT 409 Stuart Hall, 399-8263 This guide will help you to prepare to demonstrate to your professors at Coe, to the state of Iowa, and to your future colleagues, that you have the skills needed to be a professional teacher. Accountability has been an important concept in the field of education for many years. The public and politicians want evidence that students are learning what they should, that schools are doing what is necessary to help students, and that teachers are effectively facilitating the teaching/learning process. In recent years, there has been a national trend toward teacher testing and other assessment procedures that can give the public confidence that teachers are competent. Consistent with this trend, the state of Iowa adopted new standards for beginning teachers that took effect in the fall of 2001 and again in the fall of 2014. This guide is a summary of our expectations and the assessment procedures that are used to allow the Coe College Teacher Education department to recommend you for an Iowa teaching license. You should plan to take leadership in demonstrating your expertise, just as you will in your classroom. In addition to the formal assessment procedures we will use to measure your progress toward the department’s goals, you will be asked to assemble evidence of your competence in each of the 20 areas identified for inclusion in your professional portfolio. Read this document carefully. You will begin construction of your electronic portfolio in your Education Foundations class and will complete it during the student teaching semester. As you progress through your Coe courses, think of evidence you can keep – both physical and electronic records of your ability to be an effective teacher. The quality of your reflective commentary on the evidence you include is especially important. You will be guided in your courses in both the artifacts you should keep and the nature of the reflective comments you should make. Please understand that these are minimum expectations. Successful teachers (and students!) make it a habit to do more than is required in any situation, and your training as a teacher demands your consistent, best efforts. The Education Department Faculty 10/2016

Mission Statement: The Coe College Teacher Education department aims to foster in prospective teachers an appreciation that teaching and learning are active, collaborative, effortful and recursive. As such, teachers must continually acquire knowledge, communicate their understanding, reflect on and modify their understanding. Further, we believe that competent teachers are passionate about learning, appreciate diverse learners’ needs and experiences, and possess skill related to positively influencing the learning of all students. _______________________ This mission is compatible with the mission of Coe College and is aligned with the ten standards listed below. As a competency-based teacher education program, Coe students are required to demonstrate their progress toward each of the state standards at several points in their four years at Coe. This Guide is intended to show you how this is accomplished. The ten standards listed below have been identified by the State of Iowa Department of Education (IaDOE) to represent the knowledge and skills that all new teachers must possess and demonstrate. These are derived from the national INTASC (Interstate New Teacher Assessment Support Consortium) standards. PERFORMANCE, KNOWLEDGE, DISPOSITIONS Standard #1: Learner Development The teacher 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. Student learning. The candidate demonstrates an understanding of human growth and development and of how students learn and participates in learning opportunities that support intellectual, career, social and personal development. Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Diverse learners. The candidate demonstrates an understanding of how students differ in their approaches to learning and creates instructional opportunities that are equitable and adaptable to diverse learners. Standard #3: Learning Environments The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. Learning environment/classroom management. The candidate uses an understanding of individual and group motivation and behavior; creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation; maintains effective classroom management; and is prepared to address behaviors related to substance abuse and other high-risk behaviors.

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Standard #4: Content Knowledge The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Communication. The candidate uses knowledge of effective verbal, nonverbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry and collaboration and to support interaction in the classroom. Standard #6: Assessment The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Assessment. The candidate understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the student, and effectively uses both formative and summative assessment of students, including student achievement data, to determine appropriate instruction. Standard #7: Planning for Instruction The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Instructional planning. The candidate plans instruction based upon knowledge of subject matter, students, the community, curriculum goals, and state curriculum models. Standard #8: Instructional Strategies The teacher 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. Instructional strategies. The candidate demonstrates an understanding of and an ability to use a variety of instructional strategies to encourage student development of critical and creative thinking, problem-solving, and performance skills. Standard #9: Professional Learning and Ethical Practice The teacher 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.

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Standard #10: Leadership and Collaboration The teacher seeks appropriate leadership roles and opportunities to take 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. Combined 9 and 10: Collaboration, ethics and relationships. The candidate fosters relationships with parents, school colleagues, and organizations in the larger community to support student learning and development; demonstrates an understanding of educational law and policy, ethics, and the profession of teaching, including the role of boards of education and education agencies; and demonstrates knowledge of and dispositions for cooperation with other educators, especially in collaborative/co-teaching as well as in other educational team situations. Combined 9 and 10: Foundations, reflective practice and professional development. The candidate develops knowledge of the social, historical, and philosophical foundations of education. The candidate continually evaluates the effects of the candidate’s choices and actions on students, parents, and other professionals in the learning community; actively seeks out opportunities to grow professionally; and demonstrates an understanding of teachers as consumers of research and as researchers in the classroom.

In addition: --Methods of teaching. Methods of teaching have an emphasis on the subject and grade level endorsement desired. --Content/subject matter specialization. [New in 2014, per the IaDOE] The candidate demonstrates an understanding of the central concepts, tools of inquiry, and structure of the discipline(s) the candidate teaches and creates learning experiences that make these aspects of the subject matter meaningful for students. This is evidenced by a completion of a 30-semester-hour teaching major which must minimally include the requirements for at least one of the basic endorsement areas, special education teaching endorsements, or secondary level occupational endorsements. The candidate must either meet or exceed a score above the 25th percentile nationally on subject assessments designed by a nationally recognized testing service that measure pedagogy and knowledge of at least one subject area as approved by the director of the department of education, or the candidate must meet or exceed the equivalent of a score above the 25th percentile nationally on an alternate assessment also approved by the director. The alternate assessment must be a valid and reliable subject area-specific, performance-based assessment for pre-service teacher candidates that is centered on student learning. Additionally, each elementary candidate must also complete a field of specialization in a single discipline or a formal interdisciplinary program of at least 12 semester hours. --Dispositions. All teaching candidates must possess and demonstrate the dispositions stated in the above mission statement, as well as those dispositions delineated in the InTASC standards.

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Diagram 1 Overview of Candidate Assessment System

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Level I: Knowledge. Our pre-admission core courses (Education Foundations, Educational Psychology, Human Relations and Exceptional Learners) focus on the concepts and theories related to knowledge of self, students, and pedagogy that are delineated in the ten state standards. Your attainment of this core knowledge is demonstrated by your completion of many key assessments in these courses, and is represented by the grades that you earn in these courses. You were introduced to the state/INTASC standards in the Guide to Teacher Education, which was distributed and discussed in your Education Foundations class. A copy of this Guide is on the department’s web site.

Level II: Knowledge into Skill. Once you have attained the core knowledge (evidenced by your core course grades) that supports the skills you will learn in Practicum and Methods classes, it is our belief that you need a more fine-grained articulation of these skills for assessment purposes. Although the ten state standards provide adequate specificity for assessing core knowledge, we believe that further elaboration is needed for the skill-intensive courses. For this reason, we have selected and adopted twenty competencies, including their sub-competencies and rubrics, from Charlotte Danielson’s A Framework for Teaching. We have assigned the assessment of the competencies and subcompetencies to specific Level II courses, and you will be assessed on each competency in a minimum of three courses beginning in Practicum and continuing through Student Teaching. (Table 1 shows the competencies and the courses in which they are assessed). A record of the ratings you have been given on each of these competencies is kept on the Teacher Education database, and can be shared with you at your advising session at your request.

Level III: Skill into Practice. During your Student Teaching semester, you will be assessed using both the twenty Coe competencies and the ten state standards. Specifically, you will complete weekly self-evaluations during your student teaching semester (shared with cooperating teachers and supervisors), and receive cooperating teacher and supervisor evaluations that reflect the 20 competencies. As a summative assessment, you will submit an electronic portfolio demonstrating your competency in the 10 State of Iowa standards for new teachers. You will write a reflective statement of your skills for each standard, with links to the artifacts you have uploaded to demonstrate that skill. Information about completing this portfolio is included in the Student Teaching Handbook, and on the department web site. ______________

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Levels I, II and III: Content Knowledge. Successful teachers are expected to be knowledgeable in their major areas and in the broader liberal arts. You will develop your knowledge base over the four years of your undergraduate education, and your progress will be assessed in several ways: ●

As a condition for admission to the Teacher Education program, you are required to demonstrate basic competence in writing and mathematics by obtaining passing scores on the CBASE (College Basic Academic Subjects Examination) or other designated basic skills test.

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We assume that your course grades reflect your progress toward expertise in your teaching area(s), and we will review your grade point averages in several ways. You will be expected to maintain a 2.7 grade point average in your major area(s), in your education core courses, and overall throughout your time in the Teacher Education department.

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Your knowledge in your subject area(s) will also be assessed in your methods courses, field experiences and during your student teaching semester, primarily through evaluation of your lesson and unit plans. Further, we will solicit from the department chair in the area of your major (for secondary and K-12 candidates) an assessment of your content knowledge in your subject.

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All students will demonstrate content area knowledge and pedagogical knowledge by successfully completing state-required PRAXIS II exams during their student teaching semester. (Elementary Education majors: Principles of Teaching and Learning, Grades K-6; and Elementary Education: Content Knowledge. Secondary Education minors: Principles of Teaching and Learning, Grades 7-12; and secondary education content area.)

Levels I, II and III: Teaching-related Dispositions. In all education courses, your disposition-related behaviors are assessed using the Dispositions Form in Table 2, as well as the dispositional characteristics aligned with the InTASC standards. These ratings are considered at all decision points (e.g., admission; post-practicum review; pre-student teaching review; licensure review). The department also reserves the right to review disposition-related behaviors at any time in a student’s trajectory through the education program.

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Table I Coe Competency Assessment Plan Coe Competency 1. Students will demonstrate knowledge of their students, including their developmental characteristics, their varied approaches to learning, their age-appropriate skills and knowledge, and their interests and cultural heritage. 2. Students will demonstrate the ability to select instructional goals that are clear, suitable for diverse students, balanced, and of value. 3. Students will demonstrate knowledge of resources for teaching and for student use in learning. 4. Students will demonstrate the ability to design coherent instruction. This includes developing lesson and unit plans, constructing instructional groups, identifying appropriate instructional materials and resources, and developing learning activities. 5. Students will demonstrate the ability to assess student learning in a way that is consistent with instructional goals, the district’s (or other) criteria and standards, and is useful for future planning. 6. Students will demonstrate the ability to create an environment of respect and rapport. 7. Students will demonstrate the ability to establish a culture for learning. 8. Students will demonstrate the ability to manage classroom procedures, including management of instructional groups, transitions, and materials. 9. Students will demonstrate the ability to manage student behavior by communicating appropriate expectations, monitoring student behavior and responding appropriately to student misbehavior. 10/2016

You will be assessed on this in these classes EDU 215 - Practicum All Methods courses Student Teaching

Associated InTASC Standard(s) 1. Learner Development 2. Learner Differences

EDU 215 – Practicum All methods courses Student Teaching EDU 215 – Practicum All Methods Student Teaching EDU 215 – Practicum All Methods Student Teaching

7. Planning for Instruction

EDU 215 – Practicum All Methods Student Teaching

6. Assessment

Student Teaching

2. Learner Differences 3. Learning Environments 3. Learning Environments

Student Teaching

7. Planning for Instruction 8. Instructional Strategies 7. Planning for Instruction

Methods Student Teaching

3. Learning Environments

Methods Student Teaching

3. Learning Environments

10. Students will demonstrate the ability to organize physical space to ensure student safety and accessibility to learning. 11. Students will demonstrate the ability to communicate clearly and accurately when giving directions and in their use of oral and written language 12. Students will demonstrate the ability to use questioning and discussion techniques that result in higher order thinking and student participation. 13. Students will demonstrate the ability to engage students in learning. This consists of representing content in an engaging way, creating meaningful activities and assignments, using appropriate resources and materials, and using appropriate structure and pacing. 14. Students will demonstrate the ability to provide feedback to students that is accurate, substantive, constructive, specific and timely. 15. Students will demonstrate the ability to be flexible and responsive, to students as well as to the demands of the teaching assignment. 16. Students will demonstrate the ability to use technology appropriately for instruction. 17. Students will demonstrate the ability to reflect consistently on their teaching, and use insights in their future teaching. 18. Students will demonstrate the ability to maintain accurate instructional records of student completing of assignments and progress in learning, as well as non-instructional records. 19. Students will demonstrate the ability to communicate with families to keep them informed about the instructional program and their children’s progress, and to encourage their engagement in the instructional process. 20. Students will demonstrate the ability to contribute to the school and district by establishing positive relationships with colleagues and giving service to the school. 10/2016

Student Teaching

3. Learning Environments

EDU 215 – Practicum All Methods Student Teaching EDU 215 – Practicum Methods Student Teaching Methods Student Teaching

4. Content Knowledge 5. Application of Content

Methods Student Teaching

6. Assessment

EDU 215 – Practicum Methods Student Teaching EDU 205 – Foundations Methods Student Teaching EDU 215 – Practicum Methods Student Teaching Student Teaching

Multiple

Student Teaching

EDU 215 Methods Student Teaching

8. Instructional Strategies 5. Application of Content 7. Instructional Planning 8. Instructional Strategies 3. Learning Environments 5. Application of Content

7. Instructional Planning 8. Instructional Strategies 9. Professional Learning & Ethical Practice 6. Assessment 10. Leadership and Collaboration 10. Leadership and Collaboration 10. Leadership and Collaboration

Table 2

DISPOSITIONS

Student Name_________________________ Course No. EDU-________ Date__________

The Coe Teacher Education Department believes that the dispositions that are associated with successful teachers are reflected in student behaviors while they are undergraduates, and that such characteristics must be developed and demonstrated in the years leading up to the student teaching semester. Students will be assessed in nine areas in each of their education courses during their years in the program. Instructor ratings on this dispositions form will be considered at each of the review points in the Teacher Education program, and areas of concern will be addressed with students as they arise. Desired behavior Unacceptable behavior 1. Class attendance

No attendance problem

Minor attendance problem

Major attendance problem

2. Attendance at education-related meetings, speakers, etc.

Took full advantage of education-related opportunities

Attended some functions

Did not take advantage of opportunities

3. Intellectual curiosity

Exhibits consistent interest and enthusiasm for ideas presented

Demonstrates occasional interest in ideas presented (cooperative but unenthusiastic)

Shows little interest in ideas presented

4. Class participation

Makes frequent and valuable contributions to class discussion

Responds when asked for information; makes occasional contribution. Response suggests engagement with class

Shows minimal response or responses show disengagement/inattention

5. Interpersonal skills

Facilitates group activity. Assists fellow learners in understanding course content. Fosters good attitudes in others. Demonstrates leadership when appropriate

Willing participant in group activities; minor individual contribution to group

Demonstrates dysfunctional group participation, either overly dominating or withdrawn.

Unable to determine in this class, or based on student self-report

6. Personal responsibility

Consistently submits assignments on time and to the expected standard

Occasionally submits assignments at low level of quality

Frequently misses assignment or submits low quality work

Unable to determine in this class, or based on student self-report

7. Emotional maturity

Consistently demonstrates the maturity and emotional stability necessary for successful teaching

Sometimes demonstrates the maturity and emotional stability necessary for successful teaching

Does not demonstrate the maturity and emotional stability necessary for successful teaching

Unable to determine in this class, or based on student self-report

8. Concern for and rapport with children

Consistently demonstrates a loving concern for the well being of children and an ability to establish rapport

Sometimes demonstrates an interest in the well being of children and an ability to establish rapport

Does not demonstrate an interest in the well being of children. Lacks rapport

Unable to determine in this class, or based on Student self-report

9. Appreciation of and respect for diversity in opinion and culture

Consistently demonstrates respect for cultural and interpersonal differences

Sometimes demonstrates respect for cultural and interpersonal differences

Frequently shows lack of respect for cultural and interpersonal differences

Do you have any special concerns about this student that have not been addressed above? Consider special needs, appearance issues, language usage, etc.

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Unable to determine in this class, or based on student self-report

Unable to determine in this class, or based on student self-report Instructor ___________________________

The following table is intended to assist you in keeping track of your year-to-year responsibilities related to Coe’s Assessment System. Not all students will take their courses in this exact order; for example, if you take Education Foundations in your second year, you will complete the activities assigned to the course during your second, rather than your first year. Transfer students and students who start taking education courses in their third or fourth year will be completing many of these activities and requirements in a shorter amount of time, and should be aware of the work that will be required.

1st Year

2nd Year

Education Foundations (Enroll in other core courses, including EDU 235 Ed Psych; EDU 257 Except Learners; and EDU 387 Human Relations) Education Practicum

Student Does Set up electronic portfolio using ten standards Write and publish teaching philosophy Publish artifacts from all core courses Take CBASE and get passing scores in writing and math comprehension Apply to Education Program before the end of semester Publish artifacts for all standards addressed, including rationales Fill out endorsement checklists Revise Teaching philosophy Review portfolio for post practicum review

3rd Year

Methods

Publish relevant artifacts (required for course grade), including rationales Apply to student teach

4th Year

Student Teaching

Review and refine existing portfolio Continue to publish artifacts from student teaching experience Revise teaching philosophy Receive mandatory minimum score on Praxis II in pedagogy and content tests (2).

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Instructor Does Hand out Guide to Teacher Education (green) Complete dispositions assessment

Hand out Guide to Performance Expectations Verify course work and distribute endorsement checklists Complete dispositions assessment Submit ratings for all required competencies Conduct post-practicum review Submit ratings for all required competencies Complete dispositions assessment Conduct pre-student-teaching review Review portfolio for licensure Complete Dispositions assessment

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