ࡱ> '` lbjbjLULU ;.?.?d~~~8R4$+$HLh*******$8-h/*xxx*4*!!!xH*!x*!!7(h) `,~(_*D*0$+(X0<0 )0)Xxx!xxxxx** xxx$+xxxx  CCTC Program Standard 18: Pedagogical Assignments and Formative Assessments During the Program As each candidate progresses through the program of sequenced coursework and supervised fieldwork, pedagogical assignments and tasks are increasingly complex and challenging. During the program, the candidates pedagogical assignments (1) address the Teaching Performance Expectations (TPEs) as they apply to the subjects to be authorized by the credential, and (2) closely resemble the pedagogical tasks that comprise the Teaching performance assessment (TPA) in the program. Pedagogical assignments and tasks are clearly defined; the candidate is appropriately coached and assisted in the satisfactory completion of pedagogical tasks and assignments. Qualified supervisors formatively assess each candidates pedagogical performance in relation to the TPEs. The candidate receives complete, accurate and timely performance feedback and suggestions for improved practice, as needed. 18(a) During the supervised fieldwork sequence, the assigned tasks of student teachers become more complex and address increasingly important aspects of a teachers work in delivering the curriculum to students of varying backgrounds and abilities. Supervisors of intern teachers draw their attention to increasingly complex aspects of their teaching responsibilities and expect candidates to make adjustments and improvements in these aspects of teaching, as needed. STEP candidates begin their clinical work in a five-week summer school setting that offers them immediate access to and opportunities to observe students, teachers and classrooms; a place to try out ideas from their university coursework; and opportunities to interact with students who represent a variety of ages, grades, and backgrounds. The summer school program is jointly designed by Santa Clara Unified School District and STEP. Multiple Subject candidates complete their summer placements at Don Callejon Elementary School, and Single Subject candidates at Buchser Middle School. At the end of the summer quarter, cooperating teachers complete an assessment for each STEP candidate with whom they worked (see  HYPERLINK "SupportingDocuments/AssessmentOfFIeldPlacementExperience_sum07.doc" Assessment of Field Placement Experience and Participation.) This assessment asks for evidence of candidates opportunities for learning on selected indicators of the California Standards for Teaching Profession. STEP faculty and staff use this data to identify strengths of each candidate, as well as areas for growth to be addressed in the year-long placement. As described in Program Standard 15, once candidates are placed with cooperating teachers in the fall, their clinical work reflects the principles of graduated responsibility (see  HYPERLINK "SupportingDocuments/GraduatedResponsibility.doc" Graduated Responsibility document). From the beginning of the year teacher candidates play an active role in the classroom. They engage in co-planning and co-teaching, support small groups, lead brief learning segments, and contribute to curriculum development. Over time they assume greater responsibility and implement learning segments of increasing length and complexity. Later they advance to independent student teaching. The California Standards for the Teaching Profession (CSTPs) and the Teaching Performance Expectations (TPEs) guide the supervision of candidates in the field. University supervisors and cooperating teachers use a standards-based observation protocol to assess candidates progress over the four quarters of STEP. (See  HYPERLINK "SupportingDocuments/Record_of_Observation_Cycle_Coversheet.doc" Record of Observation Cycle and  HYPERLINK "SupportingDocuments/QuarterlyAssessment_07-08.doc" Quarterly Assessment). Rather than asking for general comments about the quality of candidates teaching, the quarterly assessments provide benchmarks that reflect the domains of teaching specified by the CSTPs and TPEs. University supervisors conduct at least nine formal observations of each candidate across three quarters using CSTPs and TPEs as a guide. Each quarter at least one of these observations is videotaped. University supervisors confer with candidates about their instructional plans prior to each observation, and together they debrief each learning segment following the observation, drawing on video evidence as available. Candidates then complete a written reflection to extend their thinking about the observed learning segment. Based on these observations, university supervisors complete quarterly assessments in December, March, and June. Cooperating teachers observe candidates on an ongoing basis and also complete three quarterly assessments. Cooperating teachers and supervisors provide evidence that supports their assessments of candidates on each area of the standards. Candidates then discuss these assessments with their cooperating teachers and supervisors and set goals for continued growth. Program directors review all quarterly assessments at the end of each quarter. Candidates performance in their clinical work contributes to their course grades for ED246A-H: Secondary Teaching Seminar and Elementary Teaching Seminar (see  HYPERLINK "SupportingDocuments/Syllabi" syllabi). Candidates written reflections are an additional source of information about candidates development with regard to the TPEs. University supervisors read these reflections and bring potential problems to the attention of the directors, who also read many of the reflections. When a university supervisor is concerned about a candidates teaching performance, he or she discusses the problem with the director for clinical work, who then brings the issue to an advising team that consists of the directors and clinical associates. Often the program directors, and occasionally STEP instructors, visit the candidates classroom to gather additional information and offer extra support to the candidates. In those rare cases where a candidates development falls short of the programs standards, special care is taken to ensure fair treatment of the candidate. To that end, STEP has developed a formal process by which to address concerns that may arise about a candidates suitability for teaching (see  HYPERLINK "SupportingDocuments/GuidelinesForReviewingConcernsRegardingSuitabilityForThePracticeOfTeaching.doc" Guidelines for Reviewing Concerns Regarding Suitability for the Practice of Teaching). The steps of this process include personal communication with the candidate by one of the directors, an informal hearing, and a formal hearing. Every effort is made to resolve the issue without proceeding to a formal hearing. However, should a formal hearing be necessary, all involved parties have the opportunity to present relevant evidence. Should a candidate have concerns about the fairness or accuracy of any part of STEPs assessment system, he or she may employ the grievance procedures available to all Graduate Students  HYPERLINK "http://www.stanford.edu/dept/DoR/GSH/Sec3h.html" (http://www.stanford.edu/dept/DoR/GSH/Sec3h.html). As their teaching responsibilities increase over time, candidates advance to independent student teaching (see HYPERLINK "SupportingDocuments/AdvancementToIndependentDailyStudentTeaching.doc"Advancement to Independent Daily Student Teaching form). For Single Subject candidates this period begins after agreement by the candidate, supervisor, and cooperating teacher. It lasts for a minimum of six to eight weeks (usually longer), during which the candidate takes full responsibility for the planning, instruction, and assessment in the primary placement class while continuing to co-teach in the second placement class. The period of independent student teaching for Multiple Subject candidates takes place at a designated point during the school year (usually towards the end of the school year) and lasts for two weeks, during which candidates have responsibility for full days of instruction. Even when independent teaching begins, the cooperating teacher is responsible for ensuring that the student teacher has ample guidance. 18 (b) In the supervised fieldwork sequence, the pedagogical assignments and tasks of Multiple Subject Teaching Credential candidates address: (1) the full range of Teaching Performance Expectations (TPEs) as they apply to and/or are used in the teaching of reading; (2) the major domains of the TPEs as they apply to and/or are used in the teaching of mathematics, science, history-social science, the arts, physical education and health, and (3) TPE 7 as it applies to and/or is used in the teaching of English language development. As a standards-based program, STEP Elementary aligns its coursework with the supervised fieldwork sequence. Curriculum and instruction courses comprise most of the preparation for teaching specific subject areas and are designed to address the TPEs (see Program Standards 7A and 8A). These courses include a three-course sequence in the teaching of literacy (ED228: Becoming Literate in School) and a three-course sequence in the teaching of mathematics (ED 263: Quantitative Reasoning and Mathematics). Other courses address the teaching of history and social science (ED 228H: Literacy, History, and Social Science) and the teaching of science (ED 267E: Development of Scientific Reasoning and Knowledge). The activities and assignments in all of the curriculum and instruction courses draw on the TPEs to guide candidates in their preparation to teach the major subject matter domains, and many assignments link directly to the candidates classroom practice in their field placements. For example, candidates gather information about student learning, design and implement a variety of content-specific lessons and lesson sequences, and collect video footage that they analyze using discipline-specific frameworks (see  HYPERLINK "SupportingDocuments/Syllabi" syllabi). During the STEP year Multiple Subject candidates complete three clinical placements at different grade levels, the first during the summer quarter, the second from August to December, and the third from January to June. In their placements candidates teach the full range of subjects authorized by the Multiple Subject credential and work closely with credentialed teachers with experience teaching these content areas. In both coursework and fieldwork candidates have opportunities to address the full range of TPEs during the year. Because of the close link between university-based coursework and fieldwork experiences, Multiple Subject candidates have many opportunities to practice what they have learned about teaching reading, teaching academic content, and teaching English learners. Candidates also reflect on these connections between coursework and practice in ED246E-H: Elementary Teaching Seminar and in regular meetings with university supervisors. In ED228E-G: Becoming Literate in School candidates develop skills and knowledge related to the state standards for the teaching of reading (see  HYPERLINK "SupportingDocuments/Syllabi" syllabi and Program Standard 7A). In particular, candidates have the opportunity to design reading instruction that is aligned with these standards, implement these plans in their placements, and collect evidence of student learning to assess the effectiveness of their efforts. In this course sequence candidates learn effective strategies for the development of comprehensive and balanced reading /language arts programs, implement ways to monitor and assess student progress (TPEs 2 and 3); and explore ways to engage students in reading and language arts content (TPEs 4, 5, and 6). Candidates also complete a case study of a beginning reader (TPEs 2 and 3). Later, as they complete ED388A: Language Policies and Practices, Multiple Subject candidates have specific opportunities to address TPE 7 in greater depth. In this course candidates use interviews and observations to assess the oral language proficiency of an English language learner from their placement site. In addition, they compile language profiles of their placement sites by learning more about the language backgrounds of the students with whom they work and identifying resources available for English language learners at the site. Finally, candidates develop and implement plans that use instructional strategies that support language learning and then reflect on how well these strategies worked for their students. The completion of the PACT Teaching Event also requires that candidates demonstrate their ability to assess the learning needs of their students, including English language learners, and to support students in developing literacy and academic language. (See Program Standards 19-21.) Throughout the year in ED246: Elementary Teaching Seminar, students share and reflect on their lesson design and implementation, work collegially to devise strategies for professional improvement, and relate teaching experiences to broader issues of professional roles and responsibilities (TPEs 12 and 13). 18(c) In the supervised fieldwork sequence, the pedagogical assignments and tasks of Single Subject Teaching Credential candidates address: (1) the full range of TPEs as they apply to and/or are used in the teaching of major subdivisions of the subject to be authorized by the credential, and (2) the major domains of the TPEs as they apply to and/or are used in the teaching of reading, and (3) TPE 7 as it applies to specially-designed academic instruction delivered in English. Like STEP Elementary, STEP Secondary aligns its coursework with the supervised fieldwork sequence. STEP curriculum and instruction courses, where the bulk of instruction for specific subject areas occurs, reflect national and state curricular and teaching standards. Curriculum and instruction coursework depends on these standards to guide candidates in their teaching of the major subject subdivisions. After the clinical experience in the summer placement, during the year-long clinical placement, candidates teach in the subject to be authorized by the credential. Throughout the year, they draw from their university coursework and work closely with experienced teachers. In both coursework and fieldwork candidates have opportunities to address the full range of TPEs. The clinical placement at the Santa Clara/ STEP Summer School and coursework address the major domains of the TPEs as they apply to and are used in the teaching of reading. Literacy is a strong focus of the summer quarter when candidates are placed at Buchser Middle School. In ED166: The Centralities of Literacies in Teaching and Learning, candidates explore the teaching of reading and learn a variety of strategies they can use in their classroom to promote literacy skills. Candidates are required to maintain a Strategies Notebook (seeHYPERLINK "SupportingDocuments/StrategiesPlusOne_NotebookAssignment_ED166_sec_sum07.doc" Strategies Plus One Notebook Assignment), and are also regularly required to debrief their use of and sharing of strategies. (See also Program Standard 7B.) Issues of specially-designed academic instruction delivered in English (SDAIE) are addressed through the STEP coursework and fieldwork, as described in Program Standard 13. Candidates undertake student teaching in settings that are culturally and ethnically diverse and include new English language learners (See  HYPERLINK "SupportingDocuments/Demographics_P12studentsClinicalSites_2007-2008.doc" Demographics of P-12 Students in STEP Clinical Sites for 2007-08). ED388A: Language Policies and Practices and ED284: Teaching and Learning in Heterogeneous Classrooms specifically address SDAIE strategies (see  HYPERLINK "SupportingDocuments/Syllabi" syllabi). These courses focus on issues related to the education of English learners. In ED388A: Language Policies and Practices candidates use interviews and observations to assess the oral language proficiency of an English language learner from their placement site. In addition, they compile language profiles of their placement sites by learning more about the language backgrounds of the students with whom they work and identifying resources available for English language learners at the site. Finally, candidates develop and implement plans that use instructional strategies that support language learning and then reflect on how well these strategies worked for their students. In ED284: Teaching and Learning in Heterogeneous Classrooms, candidates learn how to provide access to the core curriculum to students who read below grade level or students who are not fully proficient in the language of instruction. The completion of the PACT Teaching Event also requires that candidates demonstrate their ability to assess the learning needs of their students, including English language learners, and to support students in developing literacy and academic language (see Program Standards 19-21). 18(d) By design, pedagogical tasks and assignments in the supervised fieldwork sequence provide opportunities for each candidate to practice performing in relation to the TPEs, and to have her/his performances assessed formatively by one or more supervisors who know and understand the California Standards for the Teaching Profession and have completed Assessor Training pursuant to Standard 20. The formative assessment of each candidate addresses the TPEs as specified in Program Elements (b) and (c). In STEP, university supervisors and cooperating teachers assess candidates performance in field placements using criteria that are aligned with national, state, and institutional standards. (See  HYPERLINK "SupportingDocuments/QuarterlyAssessment_07-08.doc" Quarterly Assessment.) These standards include the CSTPs and the TPEs and are used to document what teacher candidates are doing in their classrooms and how they are growing and developing in their practice. The CSTPs are organized around six domains or areas of performance: engaging and supporting all students in learning creating and maintaining effective environments for student learning understanding and organizing subject matter for student learning planning instruction and designing learning experiences for all students assessing student learning developing as a professional educator. In the assessment instrument, the scorer first lists three to five strengths demonstrated by the candidate during the quarter. This open-ended prompt sets the tone for beginning the assessment in a constructive way. The assessment tool reflects the six domains of teaching described in the CSTPs. Each of the six domains has between four and eight indicators, for a total of 39 components. STEP candidates are rated on each of the indicators on a scale that ranges from beginning to skillful. STEP requires that its candidates reach a level of proficient (level 3 on a 5 point scale) in each of the six domains by the end of the spring quarter. The following descriptors of performance are used to guide ratings on each dimension: Insufficient Evidence: evidence too limited to make an evaluation Beginning: aware of the standard and understands its importance Developing Proficiency: understands and begins to implement the standard Proficient: understands and consistently implements the standard Highly Proficient: understands and consistently implements the standard for all students in a creative OR effective way Skillful: understands and consistently implements the standard for all students in a creative AND effective way The following explanation to scorers is included in the instrument: Moving across the continuum from Beginning to Skillful, the descriptors of teaching become more complex and sophisticated. Practice evolves from a) teacher sensitive to student sensitive, b) assisted to independent practice, c) fragmented and disconnected to fluid and cohesive teaching, d) classroom-based to active involvement in the professional community. Consider this scale as a continuum from the most inexperienced novice to the most highly skillful expert veteran. The goal is for the STEP Teacher to be proficient in all standards by June. That goal is indicated by the arrow in the box marked Proficient. It usually takes more than one year and additional experiences for any teacher to reach the Skillful level. In submitting their assessments of the candidates performance, cooperating teachers and university supervisors include specific examples relating to a particular rating. Finally, on the last page of the instrument, the assessor and candidate record an outcome of their assessment discussion by responding to the following prompt: After reflecting on the work of the past quarter, we agree to focus on standard number(s) ______ in the following ways. The candidate, cooperating teacher, and university supervisor then confer to set goals for the following quarter. 18(e) Each candidates supervisors guide and assist the candidate, as needed, in completing assigned tasks that resemble pedagogical assessment tasks in the TPA. Each candidate clearly understands her/his assignments and tasks in the supervised fieldwork sequence. Supervisors and advisors are available to clarify and review the programs expectations for candidates responsibilities. Each member of the program staff assists and supports candidates in learning a broad range of the TPEs in Appendix A. Candidates are supported by their cooperating teachers, university supervisors, STEP faculty and staff throughout the academic year, as detailed earlier. Frequent informal consultations and weekly meetings ensure that candidates clearly understand the criteria that underlie the assessments of their practice by the supervising team. The STEP Graduation Portfolio and the PACT Teaching Event included in it serve as evidence to document candidates teaching performance. The assignments and tasks included in the Graduation Portfolio detail the programs expectations for candidates responsibilities (see  HYPERLINK "SupportingDocuments/STEP_GraduationPortfolio_2008.doc" STEP Graduation Portfolio). 18(f) In the supervised fieldwork sequence, candidates regularly receive performance feedback that addresses the TPEs as specified in Elements (b) and (c); accurately portrays observed performance levels in relation to adopted scoring rubrics; and occurs soon after tasks and assignments have been completed. University supervisors and cooperating teachers use the Quarterly Assessment instrument (see  HYPERLINK "SupportingDocuments/QuarterlyAssessment_07-08.doc" Quarterly Assessment) described earlier to evaluate candidates performance and provide performance feedback that addresses the CSTPs and TPEs. To increase accuracy and to ensure consistency of these measures, efforts are made to enhance shared knowledge about the standards and to develop inter-scorer agreement on these instruments. The university supervisors attend quarterly workshops and meet regularly to discuss issues related to the standards and to the assessments (see Supervisors Workshop agendas in binder in Documents Room). Cooperating teachers are invited early in the academic year to meet STEP faculty and staff and to build professional relationships. They become acquainted with the university coursework, as well as with the goals and expectations related to the field placement of the candidates. In frequent three-way meetings during the school year, cooperating teachers and university supervisors discuss with the candidate his or her accomplishments and goals for future performance. In addition to this formal process, numerous opportunities exist for informal observation, discussion, and reflection on practice. STEP courses include self-reflection and peer observation as a means to connect coursework with clinical practice. Starting in the summer quarter, candidates write observation protocols and keep logs and journals; they conduct reciprocal observations of peers, complete with follow-up conferences in both the fall and spring. 18(g) Program sponsors and collaborating school administrators provide for frequent consultation among course instructors, program-based supervisors and school-based supervisors in planning candidates pedagogical assignments and tasks in required coursework and supervised fieldwork. The first major event designed to enhance communication and consultation among STEP faculty and staff, university supervisors, and cooperating teachers is held early in the school year. It is a reception attended by cooperating teachers, university supervisors, course instructors, candidates and administrators from selected schools. A similar event occurs at the beginning of winter quarter for the administrators and faculty from the second field placement for Multiple Subject candidates. As part of the evening event, instructors of the curriculum and instruction sequence, cooperating teachers, university supervisors and candidates meet in subject matter groups to review course syllabi and assignments for the curriculum and instruction sequence. They also exchange information about the schools and the classrooms where candidates are teaching and share experiences as well as challenges. University supervisors and cooperating teachers are invited to attend STEP courses, continuing education courses, as well as the Summer Teacher Institute (SSTI), sponsored by STEP and Teachers for a New Era. Sessions at the Institute are led by teachers from STEPs placement schools, STEP and faculty, and invited speakers.      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