Standard One Compendium 3

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Alignment to National Standard: Standard R1.3 Instructional Practices The provider ensures that candidates are able to apply their knowledge of InTASC standards relating to instructional practice at the appropriate progression levels.

Evidence demonstrates how candidates are able to assess (InTASC Standard 6), plan for instruction (InTASC Standard 7), and utilize a variety of instructional strategies (InTASC Standard 8) to provide equitable and inclusive learning experiences for diverse P‐12 students Providers ensure candidates model and apply national or state approved technology standards to engage and improve learning for all students.

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: The following assessments are designed to demonstrate that candidates are able to apply their knowledge of InTASC standards relating to instructional practice at the appropriate progression levels.

Details of Assessment Administration

Programs

Undergraduate and graduate Initial

BA Music Education ‐ Instrumental K‐12/Vocal K‐12

BS Elementary Education (Grades 1‐5)

BS Elementary Education and Special Education (Mild/Mod)

BS Kinesiology: Pedagogy (Teaching K‐12)

BS Secondary Education and Teaching (Biology/Mathematics/Chemistry)

MAT Elementary Education and Special Education (Mild/Mod)

MAT Secondary Education & Spec. Ed. (Mild/Mod)

Graduate Initial

Elementary Education 1‐5/Mild to Moderate

Secondary Education/Mild to Moderate

 Biology

 English

 Chemistry

 General Science

 Mathematics

 Physics

Content Lesson Plans

Assessment

Methods Classes Content Area Lesson Plans

ED 302 Methods & Strategies for Teaching Elementary Math, ED 360 Science & Social Studies Methods & Strategies for Teachers, SCI 320 Science Methods for Secondary Education Teachers, MATH 350 Math Methods for Secondary Teachers,

SS 406 Methods of Teaching Social Studies, MUS 401 Music Education,

KNES 301 Elementary Strategies & Methods of PE, KNES 317 Methods & Strategies/Teaching Mid/Sec

PE,

EDPT 513 Methods for Teaching Secondary English

EDPT 520 Methods for Teaching Secondary Mathematics and Science

Description

Utilizing Charlotte Danielson’s Framework for Teaching aligned to the InTASC standards, grounded in a constructivist view of teaching and learning, undergraduate candidates demonstrate competency in this lesson planning assessment. This proprietary rubric is used where candidates create a lesson plan using the Danielson Lesson Plan Template, and facilitate the lesson in an authentic field experience. The course instructor reviews the lesson plan, provides feedback on the lesson plan, observes the teaching event, provides additional feedback based on the candidate’s facilitation of the lesson and scores the lesson plan.

Curriculum Design Project

EDPT 551 Methods for Teaching Elementary Grades

This assessment measures the candidate's knowledge and skills in development of a comprehensive curriculum project. Graduate students demonstrate their competency in lesson planning and an understanding of the content covered in each lesson activity. The course instructor reviews the Curriculum Design Project, provides feedback on the lesson plan, observes the teaching event, provides additional feedback based on the candidate’s facilitation of the lesson and scores the lesson plan.

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.

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Programs Assessment Description

 Social Studies

Undergraduate Graduate initial Elementary Education 1‐5/Mild to Moderate Secondary Education/Mild to Moderate

 Biology

 English

 Chemistry

 General Science

 Mathematics

 Physics

 Social Studies

Praxis II PLT

This assessment measures the knowledge and skills needed to prepare for the classroom. This test assesses the candidate's knowledge and understanding of educational practices foundational to starting a career as a professional educator. The test is designed to reflect the Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards. The test content assesses key indicators of the candidate’s knowledge of topics such as human development, learning processes, instructional processes, diverse learners, educational psychology, and professional issues.

How the Evaluation is used to Measure Candidate Progress

Candidates who do not successfully demonstrate competency on GSU assessments by meeting the target with a score of 3.0 Proficient will attend conferences with the course instructor to develop strategies for improvement. Candidates may be provided an additional opportunity to re‐submit the assessment.

Candidates who do not meet the required score on the Praxis – PLT are required to retake the test.

Praxis II PLT requirements are discussed throughout the matriculation, specifically during ED 111 FYE and ED 112 FYE and during classroom visits. Guidelines and expectations of all requirements are also accessible throughout the program within the Clinical Handbook, Canvas, and the digital assessment system Watermark ‐ Taskstream.

Directions Delivered to the Candidate

Content Lesson Plans – Required during the appropriate method course

ED 302 Methods & Strategies for Teaching Elementary Math

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. Following are 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.)

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

1. Gaining attention

2. Informing the learner of the objective

3. Stimulating recall of prerequisite learning

4. Presenting the content

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

5. Eliciting the desired behavior

6. Providing feedback

7. Assessing the lesson outcome

ED 360 Science and Social Studies Methods for Teaching

The candidates are to develop a Science ‐ Infused lesson plan and a Socials Studies Inflated lesson plan that demonstrates awareness and lesson development in science using the InTASC standards, standards of the National Science Teaching Association (NSTA), Next Generation Science Standards (NGSS), and state of Louisiana standards for Science. The science lesson is to be developmentally appropriate for Elementary students in grades 1 ‐ 5, authentic, engaging, and culturally responsive. Candidates are permitted to infuse the science lesson planning into their WebQuest for Social Studies if they wish, or they can create a science lesson that infuses science concepts into another content area such as ELA, Math, Music, Art, HPE, etc.

SCI 320 Science Methods for Secondary Education Teachers

Hands‐On Activities

Address two standards

 NSTA Standard 5—General Skills of Teaching

 NSTA Standard 9—Safety Welfare

1. Prepare a hands‐on biology lesson that addresses NSTA Standard 5 (This lesson also addresses Science as Inquiry)

2. Design a pre‐lab safety lesson that can be taught prior to their selected biology lesson in #1. The safety lesson should address only the biology lesson to be taught.

3. Develop a lesson plan for #1 and #2

MATH 350 Math Methods for Secondary Teachers

There have been no students enrolled in the course in the past ten years.

SS 406 Methods of Teaching Social Studies

1. Create a learning environment to support the success of all students.

2. Accommodate the unique needs of diverse students.

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

1. Gaining attention

2. Informing the learner of the objective

3. Stimulating recall of prerequisite learning

4. Presenting the content

5. Eliciting the desired behavior

6. Providing feedback

7. Assessing the lesson outcome

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

MUS 401 Music Education

Music Teaching Lesson Planning: Planning musical experiences for children should be an exciting endeavor. A wide assortment of resources is available that will contribute to the preparation of interesting and enjoyable musical activities.

While planning a lesson the teacher should consider:

 The characteristics of the group

 The learning and skills that can be taught

 How to teach these learning skills

 How the teacher will know the content was learned

 The materials that will be needed to teach the content well.

Music materials and activities should center around the interests of the group; interests change from grade to grade and from school to school. Teachers must be aware of the problem of difference in levels of musical achievement in the group. Teachers must find ways to meet the needs of those who are behind in music learning while maintaining the interests and growth of those who are ready to progress to the next level.

Goals and objectives: by formulating goals and objectives, the teacher will be able to provide learning activities that will contribute to musical growth for each child. Goals are expressed in the state curriculum guide and in schools' philosophy. The music content national standards are the goals currently supported by most music education organizations.

Various formats can be used for planning a lesson. You can find many lesson plan templates online however, the five important areas that will aid a teacher in preparing a thorough representation of what is to be taught is:

1. Objectives

2. State or National Standards

3. Elements of Music

4. Materials

5. Procedures, and

6. Assessment.

7. Adaptations (Modifications and Accommodations for students with exceptionalities)

8. Extensions (for academically gifted students)

 I always recommend teachers to include some sort of vocabulary words in each lesson to help support literacy.

Objectives: Tell us exactly what the students must do to realize the objective being taught.

Essential Standards of Music: National Standards.

Elements of Music

 Rhythm

 Melody

 Timbre

 Dynamics

 Tempo

 Form

 Texture

 Harmony

Materials: Name songs, recordings, flash cards, and any other aid needs to be included.

Procedures: Step by step procedures that are carefully sequenced for maximum enjoyment and learning.

Psychomotor skills: moving, listening, singing, playing, reading, writing, and creating.

Lesson Name:

Class/Grades:

Standards:

Objectives:

Elements of Music:

Vocabulary:

Materials:

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

Cognitive skills: recalling, interpreting, applying, analyzing, synthesizing, and evaluating.

Affective skills: attending, responding, and valuing.

How will you access the students fairly?

Rubrics. (You can find examples of music teaching rubrics and can adjust fit your needs.

0 Student does not XXX

1 Student does but is unable to XXX

2 Student usually but unable to XX

3 Student adequately XXX

Teaching cross‐curriculum:

Language Arts:

Story Time: students can become aware of tempo, dynamics, and voice register when retelling their favorite stories. Musical instruments are effective tools for emphasizing the actions of characters in children’s stories. Children love drums, triangles, gyros, maracas, and any other percussion instrument. Students love to act out plays.

Social Studies: Many songs and instrumental works are available to highlight different areas to add to students' understanding of important events in a country's history.

Mathematics: Children playing counting games. Counting in rhyme, keeping the beat, and feeling the rhythm.

Science: the study of animals, weather, sounds, birds, and etc.

P.E.: developing coordination and muscle strength is easier when set to music.

The Delivery of Instruction

1. The learning environment: Physical environment: arrangement of furniture. Bulletin, classroom designs, and etc.

2. Organizing instruction: small groups, large groups, etc.

3. Classroom MGMT: Encouraging self‐control, systems of classroom management.

Procedures:

Assessments:

Adaptations:

Extensions:

KNES 301/317 Elementary Strategies & Methods of PE/ Methods & Strategies/Teaching Mid/Sec PE

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

EDPT 513 Methods for Teaching Secondary English

1. Create a learning environment to support the success of all students.

2. Accommodate the unique needs of diverse students.

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

1. Gaining attention

2. Informing the learner of the objective

3. Stimulating recall of prerequisite learning

4. Presenting the content

5. Eliciting the desired behavior

6. Providing feedback

7. Assessing the lesson outcome

EDPT 520 Methods for Teaching Secondary Mathematics and Science

ASSIGNMENT 6 – Lesson Plan

DIRECTIONS:

• Assignments must be submitted as a MICROSOFT WORD document (.doc or .docx). ***If an assignment is submitted using the WRONG format it will not be returned for you to redo ‐‐‐‐‐you will NOT be allowed an opportunity to submit a corrected version after the due date.

• Be careful when naming your files. Do not use symbols in your file names. Double‐check and proofread.

• Be very specific with your responses to the questions/statements.

• Write the questions/statements in BOLD and provide a response in regular type: Separate EACH section of the assignment.

READ ALL MODULE FILES PROVIDED

Select a Lesson Topic that you will teach to your students

1. Your lesson should be either a Math lesson OR a Science lesson (remember the name of the course). Select one.

2. Submit a lesson plan for your selected lesson (you may use one of the templates located in the course or one that you have previously used in your school)

3. Remember to address different learning styles

A description of how P‐12 students’ mastery of each objective will be assessed (ACEI (LCET Domains 1,2,3, & 4) (CF 2.1‐2.17, 3.1‐3.8) (CEC: ICC10K1‐4, IGC10K1‐4, ICC10S1‐11, IGC10S1‐4)

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

EDPT 551 Curriculum Design Project

EDPT 551 Methods for Teaching Elementary Grades

Develop a Curriculum Design Project demonstrating at least three classroom activities based on ACEI, CEC, LCET, and Louisiana Curriculum Standards and their experiences with the content and methodology in the course.

Details ‐ Curriculum Design Project: MAT Teacher Candidates will develop and demonstrate at least three classroom activities based on ACEI, CEC, LCET, and Louisiana Common Core Standards and their experiences with the content and methodology in the course. MAT teacher candidates will participate in these collaborative activities and discussions during each class and online meeting and provide:

 A thorough description of each activity

 The learning objective that each activity serves

 A demonstration of their understanding of the content covered in each activity

 A list of materials and other resources and a description of how they fit into each activity

 A description of how they would organize P‐12 students in the classroom to ensure an optimal learning environment when actually completing each activity, along with an explanation of why they chose that particular method

 A description of where the activity falls in the course of a day’s lesson plan and an explanation of why that is the best place for each activity

 A detailed rationale explaining why they chose to create each activity based on LA standards

Praxis Examination – PLT

Grambling State University requires all candidates in all programs leading to initial licensure to pass the PLT examination for program completion. The test includes questions that apply specifically to the stated grade range of the test as well as some that are universal to all grade levels. The computer‐delivered test contains 70 selected‐response questions, 4 constructed‐response questions. Format Selected response; constructed‐response questions related to two case histories are also included on the test. Licensure requirements are described on the ETS website. Candidates are required to take the Praxis II – PLT prior to or during Residency II and must meet the cut score as a requirement for graduation.

Danielson

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Evaluation Instruments

Lesson Plans

In planning and practice, the teacher makes content errors or does not correct errors made by students.

CAEP 1.3

InTASC 4

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 teacher’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.

CAEP 1.3

InTASC 1 &2

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 such knowledge is valuable.

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 individual students but to the class as a whole.

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

CAEP 1.3

InTASC 7

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

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

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

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

Presentation of

Attribution 4.0 International "College of Education Office of Technology,

the

Template for the

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

Assessment, and Compliance: Template for

Lesson Plan

(ED. 302 Methods & Strategies for Teaching Elementary

Novice Effective Emerging Effective Proficient (Target) Highly Effective

Rubric

Math)

1a: Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

Novice Effective Emerging Effective Proficient (Target) Highly Effective

learning and only one discipline or strand and are suitable for only some students.

student learning, are suitable for most of the students in the class.

are differentiated, in whatever way is needed, for different groups of students.

are differentiated, in whatever way is needed, for individual students.

1d:

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.

InTASC 9

1e:

InTASC 5 & 8

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 is uneven, with only some reasonable time allocations.

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.

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 students and varied use of instructional groups.

The teacher’s knowledge 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.

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

CAEP 1.3

InTASC 6

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.

Demonstrating Knowledge of Resources Designing Coherent Instruction 1f: Designing Student Assessments

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

ED 360-Social Studies and Science Methods and Strategies Lesson Plans Presentation

Novice Effective Emerging Effective Proficient Highly Effective

Materials and Resources: What materials and resources (including websites) will you use in your lesson?

Danielson 1d

CAEP‐Elem 2d

CEC 2020 5

InTASC 3

Interdisciplinary Connections: What other subject areas does your web quest touch upon

InTASC 7

Danielson 1a

Neither materials nor resources are reported or do not match the objectives presented

Provides materials OR resources that meet the objective/standard

Lists materials and resources that will be used, includes possible electronic or outside resources with a general description of why each was included

Lists materials and resources that will be used, includes possible electronic or outside resources with a general description of why each was included, and focuses on meeting diverse needs of students including ELL, students with IEPs, gifted and talented

No interdisciplinary connections are reported or do not match the objectives presented

Interdisciplinary connections are listed

Interdisciplinary connections are listed along with a brief rationale for including them

Interdisciplinary connections are listed along with a brief rationale for including them, and how the interconnection will bolster student learning

Relevance/Rationale: How will your outcomes engage students and build understanding and how does it connect to the real world

InTASC 7

Danielson 1b

No relevance or rationale is given, or is unconnected to the plan

The relevance and rationale demonstrate how it builds understanding

The relevance and rationale provided demonstrates how it builds understanding and how students can use the information in the real world

The relevance and rationale provided demonstrates how it builds understanding and how students can use the information in the real world through use of interests, culture heritage or needs

Anticipatory Set: How will you introduce the lesson to the students? Get them excited to learn?

Danielson 3c

InTASC 7 & 8

CAEP elem 3c & 3f, 4

CEC 2020 6.1, 6.2, 5.2

Stated Objectives – How are you letting students know where they are expected to know or do by the end of the lesson?

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

Novice Effective Emerging Effective Proficient Highly Effective

No thought given to introducing students to the lesson

An introduction to the lesson is provided with no connection to why it is appropriate for the learner.

Developmentally appropriate introduction to the lesson is provided

Developmentally appropriate introduction to the lesson is provided, along with a brief statement telling why it is appropriate for the learners

Danielson 1c, 3a

InTASC 7

CAEP Elem 4b

CEC 2020 5

Input What Background Knowledge should students have already? What should students already know?

No objectives provided, or objective provided did not match the standard chosen

The objective is provided, but it is not observable (e.g., “The student will know _______” or “the student will understand _______”

A brief statement that accurately describes what students are expected to know and do by the end of the lesson

A statement that accurately describes what students are expected to know and do by the end of the lesson, and goes further by tying it to future learning—how will it help the students’ academic future?

No discussion of background knowledge needed Acknowledgment that background knowledge is necessary

A factual description of what background knowledge is needed.

Danielson 1a, 1b

InTASC 8

CAEP elem 1a

CEC 2020 5.1, 5

A factual description of what background knowledge is needed. Candidate explains concisely and factually why that knowledge leads to this lesson, and includes possible positive cultural knowledge that students may bring to the lesson

Academic Vocabulary—What key terms and new vocabulary words should students comprehend in order to master the important points of the lesson?

Danielson 1a

Modeling/Guided Practice Modeled Practice‐ how will you demonstrate what you want them to do/learn?

How will you provide scaffolding for students—How are you making sure students have it right?

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

Novice Effective Emerging Effective Proficient Highly Effective

No vocabulary is provided New vocabulary terms are listed New vocabulary terms are listed with an idea of how to ensure students understand them.

New or possibly unfamiliar vocabulary terms are listed with an idea of how to ensure students understand them.

Danielson 3c, 3a

InTASC 5 & 8

CAEP elem 4, 2d

CEC 2020 5

WebQuest Activities Lesson/unit includes the components for a WebQuest to allow students to research a multifaceted problem/question

The modeling or guided practice is missing or inaccurate for the standard selected.

Modeling/Guided Practice is cursory e.g. “teacher will model the skill before the students”

Modeling/Guided Practice has details for demonstrating the skills or knowledge specific to the standard addressed.

Additionally, the guided practice provides additional methods of demonstrating the skills or knowledge for students who are diverse (ELL, cultural, students with IEPs, etc)

InTASC 5 & 8

CAEP elem 2c,

CEC 2020 5

Webquest is inappropriate for the developmental age, or the questions to be answered do not provide

Webquest task is developmentally appropriate in subject and time for students. It presents an authentic and engaging problem which can be solved by the age group. The roles are defined, the resources are provided.

The methods of presenting the findings by the students are varied for diverse students AND there is an accommodation for ELL learners.

Check for Understanding Formative Assessment—How will you check on learning during the lesson?

How are you using multiple intelligences?

Danielson 1f, 3b and 3d

InTASC 6

CAEP elem 3a

CEC 2020 4.3

Independent Practice How will you ensure that they have the information the next day or week? Again, think multiple intelligences & learning styles e.g., Homework? Project? Quiz?

Grambling State University Standard One Compendium 3 R1.3

Instructional Practices

Novice Effective Emerging Effective Proficient Highly Effective

No assessments are listed A formative assessment is listed to check for understanding Formative assessments are listed and varied along lines of student interests and/or multiple intelligences.

Formative assessments are listed and varied along lines of student interests and/or multiple intelligences. Candidate outlines use of students as evaluators.

Danielson 3d, 4b

InTASC 8

CAEP elem 4g

CEC 2020 5

No independent practice is provided Independent practice is cursory, e.g., “homework will be given”

Independent practice is planned to demonstrate that student has learned the knowledge and/or skill of that standard

Independent practice is planned to demonstrate that student has learned the knowledge and/or skill of that standard. It provides several multiple intelligence channels that diverse students can use to demonstrate that they have learned the knowledge or skill.

Differentiation/Modifications: How will you teach those who are:

a. English Language Learners (ELL);

b. b. reteach those who didn’t get it the first time;

c. c. enrich or accelerate the learning for those who finish early or already know?

Some of this will be taken from the Webquest criterion above

Danielson 3e

InTASC 2

CAEP elem 3f, 3d

CEC 2020 2.1

Closure How will you close the lesson (wrap it up)?

Danielson 3c, 3d

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

Novice Effective Emerging Effective Proficient Highly Effective

No differentiation or modifications listed

Modifications/differentiation ideas listed for reteaching those students who did not achieve learning

Modifications/differentiation ideas listed for reteaching students who did not achieve learning, and for those who are ready for enrichment/acceleration

Modifications/differentiation ideas listed for reteaching students who did not achieve learning, and for those who are ready for enrichment/acceleration. At this level, it includes ideas for those who are English Language Learners.

Writing/Grammar

Writing is clear and free from typographical and grammatical error

No closure is provided, or closure is inappropriate for the objective or the students’ developmental level

A brief closure sentence is given Closure is tied to past and future learning—how will this information learned today be useful in the future

Closure is tied to past and future learning—how will this information learned today be useful in the future, specifically at the students’ developmental level.

Writing contains an accumulation of errors typographical and/or grammatical that cloud the reader's understanding of the whole

Writing contains minor errors that cloud reader's understanding of aspects of the lesson plan

Well written; contains minor errors that do not cloud reader's understanding of the lesson plan

Well‐written; generally free from organizational and mechanical errors

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

SCI 320 Methods & Strategies for Teaching Elementary Math

35 ‐ 30

Demonstrates a clear understanding of all of the standard addressed (5, 9)

Present in at least 2 lessons

Allow for the objectives to be met

Are appropriate for teaching the concept or skill

Demonstrate creativity

Explain and Employ safety precautions where appropriate

Directions for conducting the activity are clear

Additional data collection sheets or other sheets needed for completion of the activity are present and are correlated to the activity objective

Assessment of activity is present and assesses the knowledge and/or skills addressed in the activity

Activities have been modified to match the lessons (no copies)

29‐24

Demonstrates a clear understanding on only one of the standards

Present in 1 lesson

Only allow for some of the objectives met

Linkage to teaching the concept or skill is questionable

Some demonstrate of creativity

Not all safety precautions are noted or explained

Directions for conducting the activity are not clear

Additional data collection sheets or other sheets needed for completion of the activity are present but need more work to be correlated to the activity objective

Assessment of activity is present but does not adequately assess the knowledge and/or skills

Under 23

Does not demonstrate an understanding of any of the standards; shows confusion

Present in 1 lesson

Does not allow for the objectives to be met

Activity is not linked to teaching the concept or skill

No demonstration of creativity

No safety precautions are noted or explained

Directions for conducting the activity are not present Additional data collection sheets or other sheets needed for completion of the activity are not present

Assessment of activity is not present

Total possible points for the above is 35 pts – Scores entered in percentages with 100 % as the highest score

Math 350 Math Methods for Secondary Teacher (Not taught in the most recent 10 years)

Danielson Lesson Plan Rubric ( SS 406

Methods of Teaching Social Studies)

Novice Effective Emerging Effective Proficient (Target) Highly Effective

1a: Knowledge of Content and Pedagogy

CAEP 1.3

InTASC 4

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

CAEP 1.3

InTASC 1 &2

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

Novice Effective Emerging Effective Proficient (Target) Highly Effective

teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content.

plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students.

range of effective pedagogical approaches in the subject.

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.

CAEP 1.3

InTASC 7

1d: Demonstrating Knowledge of Resources

In TASC 9

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.

1e: Designing Coherent Instruction

IInTASC 5 & 8

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.

The sequence of learning activities follows a coherent sequence, is aligned to instructional goals, and is designed to engage students in high‐level cognitive activity. These are appropriately

1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes

Assessments

CAEP 1.3

InTASC 6

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

Novice Effective Emerging Effective Proficient (Target) Highly Effective allocations. Instructional groups are not suitable to the activities and offer no variety.

Instructional groups partially support the activities, with some variety. The lesson or unit has a recognizable structure; but the progression of activities is uneven, with only some reasonable time allocations.

significant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups.

differentiated for individual learners. Instructional groups are varied appropriately, with some opportunity for student choice.

1f: Designing Student

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Music 401 Music Education Key Assessment Rubric

Novice Effective Emerging Effective Proficient Highly Effective

Music Teaching Demonstrations and Reflections

Teacher candidate demonstrates awareness of the standards of music education and provides limited understanding of teaching and reflection.

Teacher candidate demonstrates awareness of the standards of music education, integrates literacy, and provides some understanding of teaching and reflection.

Teacher candidate demonstrates awareness of the standards of music education, integrates literacy, provides understanding of teaching and reflection, and develops research‐based strategies provided by the state and national standards of music education.

Teacher candidate demonstrates awareness of the standards of music education, integrates literacy, provides understanding of teaching and reflection, develops research‐based strategies provided by the state and national standards of music education, and assists colleagues in implementing effective teaching strategies.

Field Experience Observation(s)

Teacher candidates recognize the need to improve student achievement in the classroom.

Teacher candidates recognize the need to improve student achievement in the classroom and provide ideas about what can be done to improve student learning in the classroom.

Teacher candidates recognize the need to improve student achievement in the classroom, provide ideas about what can be done to improve student learning in the classroom, and think systematically about learning in the classroom. Asking questions concerning why certain things are happening.

Teacher candidates recognize the need to improve student achievement in the classroom, provide ideas about what can be done to improve student learning in the classroom, think systematically about learning in the classroom, and provide a detailed analysis to adapt instructional practices and materials.

Teacher candidates demonstrate a limited understanding of planning and practice, make content errors or do not correct errors made by students. The teacher candidate displays little understanding of prerequisite knowledge important to student learning of the content. The teacher candidate displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content.

Teacher candidates are familiar with the important concepts in the discipline but displays a lack of awareness of how these concepts relate to one another. The teacher candidate 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.

Teacher candidates displays solid knowledge of the important concepts in the discipline and how these relate to one another. Teacher candidate demonstrates accurate understanding of prerequisite relationships among Topics. Teacher candidate plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject.

Teacher candidates demonstrate how s/he meets the needs of all students, including students with exceptionalities. Teacher candidates construct lesson plans that appropriately detail objectives, standards, procedures, materials, and etc.

Teacher candidates 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

Music Teaching Lesson(s) and Unit Plan(s)

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

Novice Effective Emerging Effective Proficient Highly Effective

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.

Teacher candidates attend professional learning opportunities.

Teacher candidates attend and participate in professional learning opportunities.

Teacher candidates attend, participate, hold membership, and promote a positive relationship through professional learning opportunities.

Teacher candidates attend, participate, promote a positive relationship through professional learning opportunities, and seek opportunities to lead professional learning opportunities.

Teacher candidates provide a limited resume not specific to music education with spelling and spacing errors.

Teacher candidates provide some understanding of resume development specific to music education with little spelling and spacing errors.

Teacher candidates provide an excellent understanding of resume development specific to music education with no spelling, font, and spacing errors.

Teacher candidates provide an outstanding command of resume development specific to music education with no spelling, font, and spacing errors. Teacher candidates seek opportunities to help colleagues design appropriate music education resumes.

Teacher candidate holds little disposition around music teaching and provides a philosophy with spelling and grammatical errors.

Teacher candidate holds some disposition around music teaching and provides a philosophy with little to no spelling and grammatical errors.

Teacher candidate holds an appropriate disposition around music teaching and provides a philosophy with no spelling and grammatical errors.

Teacher candidate holds an appropriate disposition around music teaching, provides a philosophy with no spelling and grammatical errors, seeks opportunities to support colleagues, and advocates for music education for all.

Teacher candidate demonstrates little command of Canva to create posters for bulletin board.

Teacher candidate demonstrates good command of Canva and creates appropriate posters for classroom bulletin board.

Teacher candidate demonstrates excellent command of Canva, creates appropriate posters for classroom bulletin boards, and incorporates 21st century skills to support global competitiveness.

Teacher candidate demonstrates outstanding command of Canva, creates appropriate posters for classroom bulletin boards, incorporates 21st century skills to support global competitiveness, and seeks

Music Education Professional Membership and Advocacy Music Teaching Resume Music Teaching Philosophy Bulletin Board Poster Creation

Digital Portfolio (Wakelet)

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Novice Effective Emerging Effective Proficient Highly Effective

opportunities to advance music education through innovative poster design.

Teacher candidate demonstrates little command of using the Wakelet platform as a digital portfolio. Teacher candidates include little assignments, resources, and tools in the portfolio for future use.

Teacher candidate demonstrates some command of using the Wakelet platform as a digital portfolio. Teacher candidates include some assignments, resources, and tools in the portfolio for future use.

Teacher candidate demonstrates good command of using the Wakelet platform as a digital portfolio. Teacher candidate includes all assignments, resources, and tools in the portfolio for future use.

Teacher candidate demonstrates exceptional command of using the Wakelet platform as a digital portfolio. Teacher candidate includes all assignments, resources, and tools in the portfolio for future use.

Teacher candidates help colleagues to create professional digital portfolios.

NASM Standard (Music Education): Curricular structure, content, and time requirements shall enable students to develop the range of knowledge, skills, and competencies expected of those holding a professional baccalaureate degree in music education as indicated below and in Standards for Accreditation VIII.

NASM Standards

The prospective music teacher should have: (1) Personal commitment to the art of music, to teaching music as an element of civilization, and to encouraging the artistic and intellectual development of students, plus the ability to fulfill these commitments as an independent professional. (2) The ability to lead students to an understanding of music as an art form, as a means of communication, and as a part of their intellectual and cultural heritage. (3) The capability to inspire others and to excite the imagination of students, engendering a respect for music and a desire for musical knowledge and experiences. (4) The ability to articulate logical rationales for music as a basic component of general education, and to present the goals and objectives of a music program effectively to parents, professional colleagues, and administrators. (5) The ability to work productively within specific education systems and promote scheduling patterns that optimize music instruction. (6) The ability to maintain positive relationships with individuals of various social and ethnic groups, and be empathetic with students and colleagues of differing backgrounds. (7) The ability to understand, apply, and practice principles of professional ethics. (8) The ability to evaluate ideas, methods, and policies in the arts, the humanities, and in arts education for their impact on the musical and cultural development of students. (9) The ability and desire to remain current with developments in the art of music and in teaching, to make independent, in‐depth evaluations of their relevance, and to use the results to improve musicianship and teaching skills.

Teaching Competencies. The musician‐teacher must be able to lead students to competency, apply music knowledge and skills in teaching situations, and integrate music instruction into the process of P–12 education. Essential competencies are: (1) Ability to teach music at various levels to different age groups and in a variety of classroom and ensemble settings in ways that develop knowledge of how music works syntactically as a communication medium and developmentally as an agent of civilization. This set of abilities includes effective classroom and rehearsal management. (2) An understanding of child growth and development and an understanding of principles of learning as they relate to music. (3) The ability to assess aptitudes, experiential backgrounds, orientations of individuals and groups of students, and the nature of subject matter, and to plan educational programs to meet assessed needs. (4) Knowledge of current methods, materials, and repertories available in various fields and levels of music education appropriate to the teaching specialization. (5) The ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations. (6) An understanding of evaluative techniques and ability to apply them in assessing both the musical progress of students and the objectives and procedures of the curriculum.

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

KNES 301/317 Elementary Strategies & methods of PE/Methods & Strategies of Teaching Mid/Sec PE Lesson Plan Rubric

Novice Effective Emerging Effective Proficient Highly Effective

Content Knowledge Material Explanation

Content Knowledge for the actual subject matter to be taught is not clearly stated and explained

Content Knowledge for the actual subject matter to be taught is minimally stated and explained

Content Knowledge for the actual subject matter to be taught is mostly stated and explained with minimal details

Content Knowledge for the actual subject matter to be taught is logically and fully stated and explained in great details

No reference made to the standard or standards

Related content standard(s) are minimally identified

Standards

Objectives/Learning Targets

Lesson objective(s) lack clarity &/or measurability; connection to standard not apparent

Lesson objective(s) somewhat clear & measurable; partial connection to the standard

Related Content Standard(s) and GLE’s are mostly detailed from the Common Core Standards to teaching Physical Education (K‐12)

Lesson objective(s) are clear, measurable, and specific to the standard

Related content Standard(s) and GLE’s are fully and well detailed from the Common Core Standards to teaching Physical Education (K‐12)

Lesson objectives are clear & measurable; learning progression is evidenced

Introduction Anticipatory Set

Little or no attempt to capture students’ attention and/or set a purpose for the lesson

Inadequate attempt to capture students’ attention and/or set a purpose for the lesson

Introduces the lesson by sharing purpose, relevance, and eliciting schema in student friendly language; partially states what the teacher will say or do to ‘grab’ students’ attention

Introduces the lesson by sharing purpose, relevance, and eliciting schema in student friendly language; fully states what the teacher will say or do to ‘grab’ students’ attention

Procedures

Assessment (Formative & Summative)

Lesson plan has no match between procedures and objective(s); no modeling; no evidence for guided or independent practice; plan missing necessary details for teacher’s actions

Lesson plan has limited match between procedures and objective(s); limited teacher modeling or examples provided; few opportunities for guided & independent practice; plan missing necessary details for teacher’s actions

Lesson plan has clear match between procedures and objective(s); adequate teacher modeling or examples provided; some opportunities for guided & independent practice; sufficiently details teacher’s actions step‐by‐step in first person (I)

Lesson plan has explicit match between procedures and objective(s); multiple teacher modeling or examples provided; with opportunities for guided & independent practice; thoroughly details the teacher’s step‐by‐step actions in first person (I)

Materials/Resources and Usage of Technology

No assessment provided for the lesson, or assessment does not measure objective(s)

List of materials and use of technology given limited attention in the lesson plan

Assessment provided for the lesson but inaccurately measures the objective(s)

List of materials and/or use of technology is incomplete or inaccurate. Teacher created handouts and/or other reproduced handouts are not attached to the lesson plan

Formative and/or summative assessment has clear relationship to the lesson objective(s)

List of materials and technology is provided and accurate for both teacher and students. All handouts, both teachers created and those reproduced from other resources, are attached to the lesson plan

Formative and summative assessments are defined, showing clear relationship to all objectives address in the lesson

Detailed list of materials/technology is provided for both teacher and students. All handouts, both teachers created and those from other resources, are

Differentiated Instruction

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Superficial or little attempt to differentiate

Differentiation is not linked to learner characteristics

Differentiation is linked to individual learner characteristics with adequate detail

referenced in the procedures and attached to the lesson plan

Anticipates and plans ahead for any necessary class‐wide differentiation

Closure

Lesson ends without review; limited to clean‐up and/or transition to next activity

Lesson ends with limited review; focus on clean‐up rather than student learning

Teacher reviews lesson by summarizing and/or reviewing what was taught; some student engagement

EDPT 513 Methods for Teaching Secondary English

Students review the lesson by summarizing and/or sharing what they learned; teacher revisits the purpose for the lesson

1. Create a learning environment to support the success of all students.

2. Accommodate the unique needs of diverse students.

The lesson plan created should also include the seven instructional events: 1. Gaining attention 2.

for the Presentation of

Attribution 4.0 International "College of Education Office of Technology, Assessment, and

University. Novice Effective Emerging Effective Proficient Highly Effective

Template

Evidence by Dr. Michele Brewer and Dr. Amber Vraim

licensed under

Compliance:

by Wilmington

Stimulating recall of prerequisite learning

Presenting the content

Eliciting the desired behavior

Providing feedback

Assessing the lesson outcome

Informing the learner

the objective 3.

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

EDPT 520 Methods for Teaching Secondary Mathematics and Science Lesson Plan Assignment Rubric

Main Elements

Inquiry and Analysis

Integration and Application

Critical Thinking

Includes all of the main elements and requirements and cites multiple examples to illustrate each element (23‐25)

Provides in‐depth analysis that demonstrates complete understanding of multiple concepts (18‐20)

Includes most of the main elements and requirements and cites many examples to illustrate each element (20‐22)

Provides in‐depth analysis that demonstrates complete understanding of some concepts (16‐17)

All of the course concepts are correctly applied (9‐10) Most of the course concepts are correctly applied (8)

Draws insightful conclusions that are thoroughly defended with evidence and examples (18‐20)

Draws informed conclusions that are justified with evidence (16‐17)

Includes some of the main elements and requirements (18‐19)

Does not include any of the main elements and requirements (0‐17)

Provides in‐depth analysis that demonstrates complete understanding of minimal concepts (14‐15)

Some of the course concepts are correctly applied (7)

Draws logical conclusions, but does not defend with evidence (14‐15)

Does not provide in‐depth analysis (0‐13)

Does not correctly apply any of the course concepts (0‐6)

Does not draw logical conclusions (0‐13)

EDPT 551 Methods of Teaching Elementary Grades Curriculum Design Project Rating Scale

Criteria Ratings

This criterion is linked to a Learning Outcome Curriculum Design Project submitted complete and on time.

2. Develop a Curriculum Design Project demonstrating at least three classroom activities based on ACEI, CEC, LCET, and Louisiana Curriculum Standards and their experiences with the content and methodology in the course.

Pts

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value

5 pts Full Marks 0 pts No Marks 5 pts

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

for the Presentation of Evidence

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.

Ratings Pts This criterion is linked to a Learning Outcome Demonstrates at least 3 classroom activities based on standards 5 pts Full Marks 0 pts No Marks 5 pts This criterion is linked to a Learning Outcome Includes a thorough description of each activity. 5 pts Full Marks 0 pts No Marks 5 pts This criterion is linked to a Learning Outcome Includes learning objective for each activity. 5 pts Full Marks 0 pts No Marks 5 pts This criterion is linked to a Learning Outcome Demonstrates understanding of the content covered in each activity 5 pts Full Marks 0 pts No Marks 5 pts This criterion is linked to a Learning Outcome Includes description of materials, resources and use in each activity 5 pts Full Marks 0 pts No Marks 5 pts

Template

by Dr. Michele Brewer and Dr. Amber

Criteria

Grambling State University Standard One Compendium 3

Instructional Practices

4.0 International "College of Education

and

Presentation of

Wilmington University. Criteria Ratings Pts This criterion is linked to a Learning Outcome Includes explanation of classroom organization for optimal engagement 5 pts Full Marks 0 pts No Marks 5 pts This criterion is linked to a Learning Outcome Description of where and why activity fits in lesson plan 5 pts Full Marks 0 pts No Marks 5 pts This criterion is linked to a Learning Outcome Includes rationale based on standards 5 pts Full Marks 0 pts No Marks 5 pts This criterion is linked to a Learning Outcome Includes description of how activities are assessed 5 pts Full Marks 0 pts No Marks 5 pts Total Points: 50

R1.3

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

Office of Technology, Assessment,

Compliance: Template for the

Evidence."

2020 by

Grambling State University

R1.3 Instructional Practices

Principles of Teaching and Learning

Cut scores

ED 302 Math Methods Table 1

Presentation of Data:

Lesson Plan Data Program Fall 2020 Spring 2021 Spring 2022 InTASC 6 BS Elementary Education (Grades 1‐5) N= 7 M=4.00 N=18 M=4.00 N=7 M=4.00 BS Elementary Education (Grades 1‐5‐M/M) N=0 N=0 N=1 M=4.00 Mean Scores M=4.00 M=4.00 M=4.00 InTASC 7 BS Elementary Education (Grades 1‐5) N=7 M=4.00 N=18 N=7 BS Elementary Education (Grades 1‐5‐M/M) N=0 N=0 N=1 M=4 Mean Score M=4.00 M=4.00 M=4.00 InTASC 8 BS Elementary Education (Grades 1‐5) N=7 M=4.00 N=18 N=7 BS Elementary Education (Grades 1‐5‐M/M) N=0 N=0 N=1 M=4.00 Mean Score M=4.00 M=4.00 M=4.00

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Table 2: ED 360 Social Studies and Science Methods for Secondary Education Teaching

SOCIAL STUDIES

Objectives/Standards/Grade and title/description from State Website

‐HP‐M3: Identify specific types and uses of musical instruments in various cultures.

Student Background—Where are your students according to Piaget and Erikson?

Materials and Resources: What materials and resources (including websites) will you use in your lesson?

Anticipatory Set: How will you introduce the lesson to the students? Get them excited to learn?

ED 360 Spring 2021 COVID DA Elem AB Elem DB Elem SP Elem** MH Elem SH Elem KM Elem KMc Elem JW Elem Average for indicator of elem. candidates TG Elem/SPED

e.g.,

Danielson

1c InTASC 4

4.00 4.00 2.00 4.00 4.00 1.00 4.00 4.00 4.00 3.44 4.00

1a,

& 7

InTASC 1 & 2 Danielson 1b 3.00 3.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 3.77 1.00

Danielson 1d InTACS 9 2.00 3.00 2.00 3.00 4.00 2.00 3.00 4.00 3.00 2.88 3.00

Danielson 3c 4.00 3.00 3.00 4.00 4.00 3.00 3.00 4.00 4.00 3.55 4.00

Stated Objectives – How are you letting students know where they are expected to know or do by the end of the lesson?

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Input What Background Knowledge should students have already? What should students already know?

Modeling/Guided Practice Modeled Practice‐ how will you demonstrate what you want them to do/learn? How will you provide scaffolding for students—How are you making sure students have it right?

WebQuest Activities Lesson/unit includes the components for a WebQuest to allow students to research a multifaceted problem/question

ED 360 Spring 2021 COVID DA Elem AB Elem DB Elem SP Elem** MH Elem SH Elem KM Elem KMc Elem JW Elem Average for indicator of elem. candidates TG Elem/SPED

InTASC 7 &

Danielson 1c, 3a 3.00 3.00 2.00 4.00 4.00 3.00 3.00 3.00 3.00 3.11. 1

InTASC 1, 2 & 4 Danielson 1a, 1b 3.00 3.00 4.00 4.00 4.00 3.00 3.00 4.00 4.00 3.55 2

Danielson 3c, 3a 3.00 3.00 2.00 4.00 4.00 2.00 3.00 4.00 4.00 3.22 3

1.00 1.00 1.00 4.00 3.00 2.00 1.00 2.00 3.00 2 2

Check for Understanding Formative Assessment—How will you check on learning during the lesson? How are

using multiple intelligences?

Grambling State University Standard One Compendium 3

Instructional Practices

Independent Practice How will you ensure that they have the information the next day or week? Again, think multiple intelligences & learning styles

Differentiation/Modifications: How will you teach those who are:

English Language Learners (ELL);

b. reteach those who didn’t get it the first time;

c. enrich or accelerate the learning for those who finish early or already know?

Some of this will be taken from the Webquest criterion above

4.0

DA Elem AB Elem DB Elem SP Elem** MH Elem SH Elem KM Elem KMc Elem JW Elem Average for indicator of elem. candidates TG Elem/SPED

R1.3

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

360 Spring 2021 COVID

InTASC 6 Danielson 1f, 3b and 3d 3.00 2.00 3.00 4.00 3.00 3.00 3.00 4.00 4.00 3.22 3

you

e.g.,

Quiz? Danielson 3d, 4b 3.00 3.00 4.00 4.00 4.00 2.00 4.00 4.00 1.00 3.22 4

Homework? Project?

Danielson

4.00 3.00 1.00 4.00 4.00 3.00 3.00 3.00 3.00 3.11 2.00

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

ED 360 Spring 2021 COVID DA Elem AB Elem DB Elem SP Elem** MH Elem SH Elem KM Elem KMc Elem JW Elem Average for indicator of elem. candidates TG Elem/SPED Closure How will you close the lesson (wrap it up)? Danielson 3c, 3d 2.00 4.00 3.00 4.00 4.00 2.00 3.00 4.00 4.00 3.33 2.00 Writing/Grammar Writing is clear and free from typographical and grammatical error 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 AVERAGE FOR CANDIDATE (Social Studies) 3.00 3.00 2.69 3.92 3.84 2.61 3.15 3.69 3.46 3.26 2.69 Overall Social St. Average of elementary candidates Overall Social St. Average of Elem/SPED candidate Sciences Objectives/Standards/Grade and title/description from State Website e.g., M‐HP‐M3: Identify specific types and uses of musical instruments in various cultures. Danielson 1a, 1c 4.00 4.00 4.00 4.00 4.00 2.00 4.00 4.00 4.00 3.77 4.00

Student Background—Where are your students according to Piaget and Erikson?

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Materials and Resources: What materials and resources (including websites) will you use in your lesson?

Anticipatory Set: How will you introduce the lesson to the students? Get them excited to learn?

Stated Objectives – How are you letting students know where they are expected to know or do by the end of the lesson?

‐Infusion: How does this lesson plan demonstrate

content area?

ED 360 Spring 2021 COVID DA Elem AB Elem DB Elem SP Elem** MH Elem SH Elem KM Elem KMc Elem JW Elem Average for indicator of elem. candidates TG Elem/SPED

InTASC 7 Danielson 1b 3.00 3.00 4.00 4.00 4.00 1.00 4.00 4.00 4.00 3.44 4.00

Danielson 1d 2.00 3.00 3.00 4.00 3.00 1.00 3.00 3.00 3.00 2.77 2.00

Danielson 3c 4.00 4.00 4.00 4.00 4.00 3.00 3.00 4.00 3.00 3.66 4.00

InTASC 8 Danielson 1c, 3a 3.00 3.00 3.00 4.00 4.00 3.00 4.00 4.00 3.00 3.44 3.00 Science

infusion

another

1.00 3.00 1.00 4.00 4.00 1.00 1.00 1.00 3.00 2.00 1.00

with

Input What Background Knowledge should students have already? What should students already know?

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Modeling/Guided Practice Modeled Practice‐ how will you demonstrate what you want them to do/learn?

How will you provide scaffolding for students—How are you making sure students have it right?

Check for Understanding Formative Assessment—How will you check on learning during the lesson?

How are you using multiple intelligences?

Closure How will you close the lesson (wrap it up)?

ED 360 Spring 2021 COVID DA Elem AB Elem DB Elem SP Elem** MH Elem SH Elem KM Elem KMc Elem JW Elem Average for indicator of elem. candidates TG Elem/SPED

Danielson 1a, 1b 1.00 3.00 1.00 4.00 4.00 1.00 3.00 3.00 3.00 2.55 4.00

Danielson 3c, 3a 4.00 4.00 2.00 3.00 4.00 1.00 3.00 4.00 3.00 3.11 3.00

InTASC 6 Danielson 1f, 3b and 3d 4.00 3.00 3.00 3.00 4.00 3.00 4.00 4.00 4.00 3.55 4.00

Danielson 3c, 3d 2.00 4.00 2.00 4.00 3.00 3.00 4.00 3.00 4.00 3.22 4.00

Independent Practice How will you ensure that they have the information the next day or week? Again, think multiple intelligences & learning styles e.g., Homework? Project? Quiz?

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Differentiation/Modifications: How will you teach those who are:

English Language Learners (ELL);

b. reteach those who didn’t get it the first time;

c. enrich or accelerate the learning for those who finish early or already know?

DA Elem AB Elem DB Elem SP Elem** MH Elem SH Elem KM Elem KMc Elem JW Elem Average for indicator of elem. candidates TG Elem/SPED

360 Spring 2021 COVID

Danielson 3d, 4b 4.00 4.00 4.00 4.00 4.00 2.00 4.00 4.00 4.00 3.77 4.00

Danielson 3e 4.00 3.00 1.00 4.00 4.00 3.00 4.00 3.00 4.00 3.33 4.00 Writing/Grammar Writing is clear and free from typographical and grammatical error 4.00 4.00 3.00 4.00 4.00 4.00 4.00 4.00 4.00 3.88 4.00 AVERAGE FOR CANDIDATE 3.07 3.46 2.69 3.85 3.85 2.15 3.46 3.46 3.54 3.28 3.46

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Average for indicator of elem. candidates

Average of the elementary candidate science plan overall

Table 3: Spring 2022 Ed 360 Science and Social Studies Methods Average

Table 4: Spring 2023 ED 360 Social Studies and Science Methods for Secondary Education Teaching Using Danielson Rubric Science

Average of the Elem/SPED candidate science plan

ED 360 Spring 2021 COVID DA Elem AB Elem DB Elem SP Elem** MH Elem SH Elem KM Elem KMc Elem JW Elem

TG Elem/SPED

Candidate Score Social Studies Webquest Lesson Plan Score Science‐Infused Lesson Plan 1 2.31 3.13 2 2.50 3.13 3 2.14 2.81 4 3.13 3.06 5 3.00 2.43 6 2.88 3.00 7 3.38 2.88 8 2.75 3.44 9 3.06 3.0 10 N=10 M= 2.84 3.13 Average N=10 M=2.99

Table

Program Fall 2023 InTASC 6 BS Elementary Education (Grades 1‐5) N= 9 M=2.33 BS Elementary Education (Grades 1‐5‐M/M) N=3 M=2.66 Mean Scores M= 2.50

4: Lesson Plan Data

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Table 5: ED 360 Science and Social Studies Methods for Teaching

Science

Program Fall 2023 InTASC 7 BS Elementary Education (Grades 1‐5) N= 9 M=2.66 BS Elementary Education (Grades 1‐5‐M/M) N=3 M=2.32 Mean Scores M=2.49 InTASC 8 BS Elementary Education (Grades 1‐5) N= 9 M=2.77 BS Elementary Education (Grades 1‐5‐M/M) N=3 M=3 Mean Score M=2. I 85

Table 4: Lesson Plan Data

Social Studies

Lesson Plan Data Program Fall 2023 InTASC 6 BS Elementary Education (Grades 1‐5) N= 9 M=2.44 BS Elementary Education (Grades 1‐5‐M/M) N=3 M=2.66 Mean Scores M= 2.55 InTASC 7 BS Elementary Education (Grades 1‐5) N= 9 M=3.00 BS Elementary Education (Grades 1‐5‐M/M) N=3 M=2.66 Mean Scores M=2.83 InTASC 8 BS Elementary Education (Grades 1‐5) N= 9 M=3.00 BS Elementary Education (Grades 1‐5‐M/M) N=3 M=3.00 Mean Score M=3.00

Table 5:

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Table 6: SCI 320 Science Methods for Secondary Education Teaching

Currently only have two cycles of data because prior to Spring 2019, the class was last taught in Fall 2012

Math 350 Math Methods for Secondary Teachers

This course has not been taught in the past 10 years because there were no candidates in the field of Mathematics eligible for the course.

Table 7: SS 406 Methods of Teaching Social Studies

Table 7: Lesson Plan Data SS 406

Prior to Spring 2023, the Social Studies methods class has not been taught since 2012 because there were no candidates in the field of Social Studies eligible for the course. Social Studies Table 10: Content Area Lesson Plan

Sci 320 Spring 2019 Fall 2021 N=2 M=85% N=1 M =96%

Program Spring 2023 InTASC 6 BS History‐Concentration Social Studies N= 4 M=4.00 InTASC 7 BS History‐Concentration Social Studies N= 4 M=4.00 InTASC 8 BS History‐Concentration Social Studies N= 4 M=4.00

Grambling State University Standard One Compendium 3

Instructional Practices

Presentation of Evidence

Wilmington University.

R1.3

Template for the

by Dr. Michele Brewer and Dr. Amber Vraim

licensed

Mus 401 Fall 2022 N=4 M=67.50% Spring 2023 Using the Danielson Rubric Program Spring 2023 InTASC 6 Music Education N= 2 M=2.00 InTASC 7 Music Education N= 2 M=2.00 InTASC 8 Music Education N=2 M=2.00 Total Mean Score M=2.00

Table 8: Music 401 Music Education

Table

Lesson Plan Data

KNES 317 Spring 2019 Fall 2021 Fall 2022 N=1 M=3.00 N= 3 M= 1.66 N=4 M= 1.75

Table 9: KNES 317 Methods & Strategies/Teaching Mid/Sec PE Table 9: Lesson Plan Data

Table 10: Content Area Lesson Plan Sec Math and Science EDPT 520 Summer 2020 Summer 2021 Summer 2022 N=1 M=100.00 N=3 M=96.66 N=3 M=99.00

Table 10: EDPT 520

Methods for Teaching Secondary Math and Science

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Table 11: EDPT 551 Methods for Teaching Elementary Grades

11: Curriculum Design Project‐ Elementary Grades

Table 12: Combined Data for all Programs and Courses

Table 12 Combined data from all programs and courses

‐

1‐5)

EDPT 551 Summer 2020 Summer 2021 Summer 2022 N=11 M=92.90 N=0 N=6 M=91.16

Table

Programs/Methods Course BA Music Education

Instrumental K‐12/Vocal K

12 Mus 401‐Music Education Fall 2022 Spring 2023 Fall 2023 N=4 M= 67.5 InTASC 6 InTASC 7 InTASC 8 InTASC 6 InTASC 7 InTASC 8 N=2 M=2 N=2 M=2 N=2 M=2 Data will be available on site

ED 360 Science Methods & Strategies for Teachers Spring 2021 Spring 2022 Spring 2023 ED 360 Science Methods & Strategies for Teachers InTASC 6 InTASC 7 InTASC 8 N=10 M=2.98 InTASC 6 InTASC 7 InTASC 8 N=9 M=3.55 N=9 M=3.44 N=9 M=3.44 N=9 M=2.33 N=9 M=2.66 N=9 M=2.77 BS

Education (Grades

SPED M/M Spring 2021 Spring 2022 Spring 2023 InTASC 6 InTASC 7 InTASC 8 N=0 InTASC 6 InTASC 7 InTASC 8

‐

BS Elementary Education (Grades

Elementary

1‐5)‐

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

ED 360 Science Methods & Strategies for Teachers N=1 M=4 N=1 M=4 N=1 N=3 N=3 M=2.66 N=3 M=2.32 N=3 M=3 BS Elementary Education (Grades

ED 360 Social Studies Methods & Strategies for Teachers Spring 2021 Spring 2022 Spring 2023 InTASC 6 InTASC 7 InTASC 8 N‐10 M‐2.98 InTASC 6 InTASC 7 InTASC 8 N=9 M=3.22 N=9 M=3.66 N=9 M=3.11 N=9 M=2.44 N=9 M=3 N=9 M=3 BS Elementary Education (Grades 1‐5)‐SPED M/M ED 360 Social Studies Methods & Strategies for Teachers Spring 2021 Spring 2022 Spring 2023 InTASC 6 InTASC 7 InTASC 8 N=0 InTASC 6 InTASC 7 InTASC 8 N=1 M=3.00 N=1 M=1.50 N=1 M=1.00 N=3 M=2.66 N=3 M=2.66 N=3 M=3.00 BS Elementary Education (Grades 1‐5) ED 302‐Methods and Strategies for Teaching Elementary Math Fall 2020 Spring 2021 Spring 2022 InTASC 6 InTASC 7 InTASC 8 InTASC 6 InTASC 7 InTASC8 InTASC 6 InTASC 7 InTASC 8 N‐7 M=4.00 N‐7 M=4.00 N‐7 M=4.00 N=18 M=4.00 N‐18 M=4.00 N=18 M=4.00 N=7 M‐4.00 N=7 M‐4.00 N=7 M‐4.00 BS Elementary Education (Grades 1‐5) SPED M/M ED 302‐Methods and Strategies for Teaching Elementary Math Fall 2020 Spring 2021 Spring 2022 N=0 N=0 InTASC 6 N=1 M=4.00 InTASC 7 N=1 M=4.00 InTASC 8 N=1 M=4.00 BS Kinesiology: Pedagogy (Teaching K‐12) KNES 317‐MS and Spring 2019 N=1 M=3.00

1‐5)

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Secondary Strategies and Methods BS Secondary Education and Teaching (Biology/Chemistry) SCI 320 Science Methods for Secondary Education Teachers Spring 2019 N=2 M=85% BS Secondary Education and Teaching (Social Studies) SS 406 Methods of Teaching Social Studies Spring 2023 InTASC 6 InTASC 7 InTASC 8 N=4 M=4.00 N=4 M=4.00 N=4 M=4.00 MAT Elementary Education and

Education (Mild/Mod) EDPT

Methods for Teaching Elem Grades Summer 2020 Summer 2021 Summer 2022 N=11 M‐92.90 N=0 N=6 M=91.16 MAT Secondary

(Mild/Mod) Math & Science (EDPT 520 Methods for Teaching Secondary Math and Science Summer 2020 Summer 2021 Summer 2022 N=1 M=100 N=3 M=96.66 N=3 M=99

Special

551‐

Education

Spec. ED

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Average percentage of correct answers earned by candidates in each content area (Test Codes: 5621/ 5622 or 5624)

BS Elementary Education (Grades 1‐5) and Elementary Education (Grades1‐5)

BS Secondary Education & Teaching (Grades 7‐12), Kinesiology Pedagogy, and Music Education

Table 13: PLT: Principles of Learning and Teaching (Undergraduate Programs)

(Number of Candidates) Mean not calculated if less than 5 5622

Semester

Mild/Moderate 5624

(Instrumental

Vocal) Academic Year 2019‐2020 N=4 169.00 N=4 161.00 Academic Year 2020‐2021 N=12 169.50 N=7 164.57 Academic Year 2021‐2022 N=12 172.42 N=10 177.60

percentage of correct answers

Semester (Number of Candidates) Mean not calculated if less than 5 5622 Grades K‐6 5623 Grades 5‐9 5624 Grades 7‐12 Academic Year 2019‐2020 N=1 161.00 N=0 N=1 163.00 Academic Year 2020‐2021 N=2 173.00 N=1 190.00 N=0 Academic Year 2021‐2022 N=6 173.33 N=1 188.00 N=2 172.50

Table 14: PLT Principles of Learning and Teaching (MAT)

Average

earned by candidates in each content area (Test Codes: 5622/5623 or 5624)

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

Analysis and Interpretation:

Program Content Area Lesson Plans

BA Music Education ‐ Instrumental K‐

12/Vocal K‐12 Mus 401‐Music Education

Data from table labeled Table 8 ED 401 Music Education demonstrates candidates know how to assess and plan instruction of their content area (InTASC 6, 7 and 8) Results from the second cycle of data, which used the Danielson Rubric indicates that the mean score of all candidates for these assessments was 2, placing their performance below the target of target proficient range. The results for Fall 2022 indicate a performance of 67% which is also below the target of 80%. The Danielson Rubric will continue to be used for collection of the third cycle of data – Fall 2023.

BS Elementary Education (Grades 1‐5)

ED 360 Science and Social Studies

Methods & Strategies for Teachers

Data from table labeled Table 2 Science and Social Studies Methods demonstrates candidates know how to assess and plan instruction of their content area (InTASC 6, 7 and 8). Across all three data collection cycles, candidates scored within or above the proficient range. Spring 2021 – Social Studies M = 3.26 Spring 2021 – Science M=3.28

Table 3 Spring 2022 data indicates Social Studies scores were slightly below the target of proficient with a score of M=2.84 and a Science score of M=2.99.

Spring 2023 Table 4 Science ‐Using the Danielson Template and Rubric, data was disseminated by InTASC standards indicating InTASC 6 M= 2.33, InTASC 7 M = 2.66 InTASC 8 M= 2.77 which are below the target of proficient.

Table 5 Spring 2023 Social Studies data indicate a Mean of 2.44 for InTASC 6, a M of 3.0 for InTASC 7 and a Mean of 3.0 on InTASC 8. Across the three cycles of data, scores were in the effective merging to effective proficient range.

BS Elementary Education (Grades 1‐5)‐

SPED M/M

ED 360 Science and Social Studies

Methods & Strategies for Teachers

Data from table labeled Table 2 Science and Social Studies Methods demonstrates candidates know how to assess and plan instruction of their content area (InTASC 6, 7 and 9) Across all three data collection cycles, candidates scored within or above the emerging proficient range. Spring 2021 Social Studies M= 2.69 Spring 2021 – Science M = 3.46

Table 3 Spring 2022 data indicate that there were no candidates enrolled with a major of SPED M/M

Table 4 Spring 2023 Science data indicate M of 2.66 for InTASC 6, M of 2.32 for InTASC 7 and a Mean of 2.77 on InTASC 8.

Table 5 Spring 2023 Social Studies data indicate a Mean of 2.66 for InTASC 6, a M of 2.66 for InTASC 7 and a Mean of 3.0 on InTASC 8. There were three candidates assessed. Performance in both Science and Social Studies across the three cycles are all within or above the emerging proficient range.

BS Elementary Education (Grades 1‐5)

ED 302‐Methods and Strategies for Teaching Elementary Math

BS Elementary Education (Grades 1‐5)

SPEDD M/M

ED 302‐Methods and Strategies for Teaching Elementary Math

BS Kinesiology: Pedagogy (Teaching K‐12)

KNES 301‐Elem Strategies and Methods

BS Kinesiology: Pedagogy (Teaching K‐12)

KNES 317‐MS and Secondary Strategies and Methods

BS Secondary Education and Teaching (Biology/Chemistry) SCI 320 Science Methods for Secondary Education Teachers

Data from table labeled Table 1 “Content Area Lesson Plan”” demonstrates candidates know how to assess and plan instruction of their content area (InTASC 6, 7 and 8) Across all three data collection cycles, the mean score of all candidates for these assessments was 4.0 placing their performance above the effective proficient range.

No candidates completed the assessment for this course.

Data from table labeled “Content Area Lesson Plan” Table 9 demonstrates candidates know how to assess and plan instruction of their content area (InTASC 6, 7 and 8) Across all three data collection cycles, the mean score of all candidates for these assessments was 2.55 placing their performance within the emerging proficient range.

Data from Table 6 labeled Science Methods for Secondary Ed Teaching demonstrates candidates know how to assess and plan instruction of their content area (InTASC 6, 7 and 8) Across all two data collection cycles, the mean score of all candidates for these assessments was 90 placing their performance above the target of 80‐89%..

Grambling State University Standard One Compendium 3 R1.3 Instructional Practices

Program Content Area Lesson Plans

BS Secondary Education and Teaching (Mathematic) Math 350 Math Methods for Secondary Teachers

BS Secondary Education and Teaching (Social Studies) SS 406 Methods of Teaching Social Studies

No candidates completed the assessment for this course.

Data from Table 7 labeled SS 406 Methods of Teaching Social Studies indicates that Education major enrolled in the Social Studies Methods course know how to assess and plan instruction of their content area (InTASC 6, 7 and 8). Spring 2023, the mean score of all candidates for these assessments was 4, placing their performance at the Highly Proficient level. Prior to Spring 2023, the course had not been taught since 2012 because there were no candidates in the field of Social Studies eligible for the course.

MAT Elementary Education and Special Education (Mild/Mod) EDPT 551‐

Methods for Teaching Elem Grades

MAT Secondary Education & Spec. Ed. (Mild/Mod)‐English

EDPT 513 – Methods for Teaching

Secondary English

MAT

Secondary Education & Spec. ED (Mild/Mod) Math & Science (EDPT 520

Methods for Teaching Secondary Math and Science

Data from table labeled “Table 11 Curriculum Design Project demonstrates candidates know how to assess and plan instruction of their content area (InTASC 6, 7 and 8) Across all three data collection cycles, the mean score of all candidates for these assessments was 92, placing their performance above the target of 80‐89%..

No candidates completed the assessment for this course.

Data from table labeled Table 10 Methods for Teaching Secondary Math and Science demonstrates candidates know how to assess and plan instruction of their content area (InTASC 6, 7 and 8)) Candidates performance scores ranged from 96.66 to 100 percent. Across all three data collection cycles, the mean score of all candidates for these assessments was 97.5 percent, placing their performance within the effective proficient range.

Praxis II PLT

Data from table labeled “Praxis II PLT”” demonstrates candidates' knowledge and understanding of educational practices. Across all three data collection cycles, the mean score of all candidates for Test code 5622 for Grades K ‐6 for these assessments ranged from 161 to 173 with 10 candidates tested placing their overall performance above the target score.

Data from table labeled “Praxis II PLT”” demonstrates candidates' knowledge and understanding of educational practices. Across all three data collection cycles, the mean score of all candidates for Test code 5623 for Grades 5‐9 for these assessments ranged from 188 to 190 with 2 candidates tested placing their overall performance above the target score.

Data from table labeled “Praxis II PLT”” demonstrates candidates' knowledge and understanding of educational practices. Across all three data collection cycles, the mean score of all candidates for Test code 5624 Grades 7‐12 these assessments ranged from 163 to 172 with 3 candidates tested placing their overall performance above the target score.

Continuous Improvement

Focus Area(s):

Focus Area 1: All course instructors of methods courses require submission and review of a lesson plan. Additionally, the instructor gives feedback on the plan and scores the lesson plan. However various methods are used to complete the task. To ensures that candidates are able to apply their knowledge of InTASC standards relating to instructional practice at the appropriate progression levels, focus areas will include: (a) use of the Danielson Lesson plan template by all instructors in all method courses; (b) use of the Danielson rubric to rate all lesson plans and (c) directions given to candidates will be consistent. Data will be analyzed by InTASC standard as well as appropriate content standards.

Grambling State University Standard One Compendium 3

R1.3 Instructional Practices

Focus Area 2: A system of entering data has been developed and implemented at the end of each semester to ensure that change of staff or other variables do not impact the ability of the program to access and or evaluate data at any time. TaskStream is the platform used for the data. The Assessment Coordinator will run reports for identified data each semester to ensure that the data have been entered. Data days will continue to be held where the data are discussed for continuous improvement.