Assessment C- Dispositions
Data Report: Spring 2022 & Fall 2021
The data below reflects the score candidates received during student teaching with regards to dispositions. These ratings were submitted from clinical supervisors. The data shows that candidates received “effective” and “highly effective” score mostly, which is pleasing to the EPP. Data are not disaggregated by programs because of confidentiality for completers
Component | Spring 2022 Ineffective | Spring 2022 Developing | Spring 2022 Effective | Spring 2022 Highly Effective | Fall 2021 Ineffective | Fall 2021 Developing | Fall 2021 Effective | Fall 2021 Highly Effective |
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1. Addressing Individual Student Needs | | 2 (8%) | 12 (46%) | 12 (46%) | | | 20 (100%) | |
2. Cultural and Linguistic Awareness | | | 18 (69%) | 8 (31%) | | | 20 (100%) | |
3. Openness to Technology | | 2 (8%) | 10 (38%) | 14 (54%) | | | 20 (100%) | |
4. Support All Students | | 1 (4%) | 17 (65%) | 8 (31%) | | | 19 (95%) | 1 (5%) |
5.* Student-centered Classroom Management | | 2 (8%) | 17 (68%) | 6 (25%) | | | 19 (95%) | 1 (5%) |
6. Collaboration | | 1 (4%) | 12 (46%) | 13(50%) | | | 19 (95%) | 1 (5%) |
7. Professional Interactions | | 3 (12%) | 10 (38%) | 13(50%) | | | 20 (100%) | |
8. Problem Solving | | 1 (4%) | 13 (50%) | 12 (46%) | | | 20 (100%) | |
9. Professional Ethics | | 1 (4%) | 12 (46%) | 13(50%) | | | 19 (95%) | 1 (5%) |
10. Timeliness | | 4 (15%) | 14 (54%) | 8 (31%) | | | 20 (100%) | |
11. Responsible for student learning | | 2 (8%) | 15 (58%) | 9 (35%) | | | 20 (100%) | |
12. Lifelong Learner | | | 12 (46%) | 14 (54%) | | | 20 (100%) | 1 (5%) |
13. Openness Feedback | | | 11 (42%) | 15 (58%) | | | 20 (100%) | 1 (5%) |
14. Reflective Practice | | 1 (4%) | 12 (46%) | 13(50%) | | | 20 (100%) | |
*Data was not provided for one student
Assessment I: Lesson Evaluation
Part A: Lesson Plan Evaluation
Data Report: Spring 2022 & Fall 2021
Part A assesses the candidate’s ability to compose a lesson plan. Clinical supervisors submitted the data below during the respective semester when candidates student taught. The data shows that candidates received mostly “effective” and “highly effective” scores, which is pleasing to the EPP. It is noted that there were a few candidates who earned developing and one candidate earned ineffective. Data are not disaggregated by programs because of confidentiality for completers.
Component | Spring 2022 Ineffective | Spring 2022 Developing | Spring 2022 Effective | Spring 2022 Highly Effective | Fall 2021 Ineffective | Fall 2021 Developing | Fall 2021 Effective | Fall 2021 Highly Effective |
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1. The plan is clearly articulated. | | 1 (4%) | 18 (69%) | 7 (27%) | | 1 (7%) | 9 (64%) | 4 (29%) |
2. The plan reflects pedagogical content knowledge. | | 1 (4%) | 18 (69%) | 7 (27%) | | 1 (7%) | 12 (86%) | 1 (7%) |
3. The plan reflects content knowledge. | | 1 (4%) | 20 (77%) | 5 (19%) | | 1 (7%) | 10 (71%) | 3 (21%) |
4. The plan follows an organized progression of activities - a logical flow. | | 3 (11%) | 14 (54%) | 9 (35%) | | | 12 (86%) | 2 (14%) |
5. The plan includes a variety of instructional strategies. | | 2 (8%) | 16 (61%) | 8(31%) | | 1 (7%) | 10 (71%) | 3 (21%) |
6. The plan includes the deliberate grouping of students when appropriate. | | | 22 (85%) | 4 (15%) | | | 9 (64%) | 2 (14%) |
7. The plan includes differentiation for students based on an understanding of the different needs of the students in the classroom. | | 3 (11%) | 18 (69%) | 5 (19%) | | | 9 (64%) | 2 (14%) |
8. The plan includes academic language. | | 1 (4%) | 20 (77%) | 5 (19%) | | 1 (7%) | 10 (71%) | 3 (21%) |
9.The plan includes the implementation of digital technology. | | 1 (4%) | 17 (68%) | 7 (27%) | | 1 (7%) | 11 (79%) | 1 (7%) |
10.The plan cites research/theory. | | 1 (4%) | 15 (60%) | 9 (36%) | | 1 (7%) | 10 (71%) | 3 (21%) |
Assessment I: Lesson Evaluation
Part B: Observation Evaluation
Data Report: Spring 2022 & Fall 2021
Part B assesses the candidate's ability to execute a lesson plan and support students, as observed by the clinical supervisor/cooperating teacher. Clinical supervisors submitted the data below during the respective semester when candidates student taught. The data below shows that candidates received mostly “effective” and “highly effective” scores which is pleasing to the EPP. It is noted that there were a few candidates who earned developing and one candidate earned ineffective. Data are not disaggregated by programs because of confidentiality for completers.
Component | Spring 2021 Ineffective | Spring 2021 Developing | Spring 2021 Effective | Spring 2021 Highly Effective | Fall 2020 Ineffective | Fall 2020 Developing | Fall 2020 Effective | Fall 2020 Highly Effective |
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1. Establishes a positive learning environment. Respect and rapport are evident. | | 1(5%) | 10(53%) | 8(42%) | | 1(5%) | 7(37%) | 11(58%) |
2. Demonstrates flexibility and responsiveness to students’ diverse needs. | | | 14(74%) | 5(26%) | | 1(5%) | 12(63%) | 6(32%) |
3. Demonstrates pedagogical content knowledge. | | 1(5%) | 15(79%) | 3(16%) | | 2(11%) | 9(47%) | 8(42%) |
4. Demonstrates content knowledge. | | 1(5%) | 15(79%) | 3(16%) | | 2(11%) | 11(58%) | 6(31%) |
5. Effectively models and/or uses demonstration or representation (chart/picture/poster) to support learning a strategy or skill. | | 2(11%) | 12(63%) | 5(26%) | | 2(11%) | 11(58%) | 6(31%) |
6. Presents learning tasks in a manner that engages students. | | 1(5%) | 13(68%) | 5(26%) | | 2(11%) | 9(47%) | 8(42%) |
7. Engages students in learning tasks to support the mastery of academic language. | | 2(11%) | 17(89%) | | | 2(11%) | 10(52%) | 7(37%) |
8. Uses a variety of questions to elicit and build on student responses to deepen content understanding. | | 4(21%) | 15(79%) | | | 4(21%) | 8(42%) | 7(37%) |
9. Uses questioning to monitor student learning. | | 2(11%) | 17(89%) | | | 1(5%) | 11(58%) | 7(37%) |
10. *Appropriately responds to formative assessment data with instructional decisions and feedback to students. ** | | 2(11%) | 16(84%) | 1(5%) | | 3(17%) | 8(44%) | 7(39%) |
11. Connects new content to prior learning as well as cultural and personal assets. | | | 13(68%) | 6(32%) | | 2(11%) | 12(63%) | 5(26%) |
12. Engages students in challenging work and conveys his/her high expectations for the students. | | 2(11%) | 14(73%) | 3(16%) | | 1(5%) | 11(58%) | 7(37%) |
13.* Demonstrates an ability to manage time (closure). | | 1(6%) | 11(61%) | 6(33%) | | 4(21%) | 7(37%) | 8(42%) |
14. Demonstrates an ability to manage classroom rules, routines, and materials. | | | 12(63%) | 7(37%) | | 1(5%) | 9(47%) | 9(47%) |
15.* Demonstrates an ability to manage classroom space. | | 1(6%) | 7(39%) | 10(55%) | | | 11(58%) | 8(42%) |
16. Demonstrates an ability to use technology effectively. ** | | 1(5%) | 10(53%) | 8(42%) | | 1(5%) | 7(39%) | 10(56%) |
17. Makes a positive impact on student learning. | | | 8(42%) | 11(58%) | | | 9(47%) | 10(53%) |
*n=18 (SP 22); ** n=18 (SP22)
Assessment I: Lesson Evaluation
Part C: Reflection Evaluation
Data Report: Spring 2022 & Fall 2021
Part C assesses the candidate’s ability to reflect on his/her instruction and respond to feedback from his/her clinical supervisor. Clinical supervisors submitted the data below during the respective semester when candidates student taught. The data below shows that candidates received mostly “effective” and “highly effective” scores, which is pleasing to the EPP. Data are not disaggregated by programs because of confidentiality for completers.
Component | Spring 2022 Ineffective | Spring 2022 Developing | Spring 2022 Effective | Spring 2022 Highly Effective | Fall 2021 Ineffective | Fall 2021 Developing | Fall 2021 Effective | Fall 2021 Highly Effective |
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1. The reflection covers the assigned topic(s). | | | 10(71%) | 4(29%) | | | 11(85%) | 2(15%) |
2. The reflection includes an analysis (using assigned questions for guidance) of how classroom events connect with theory/research. | | | 11(79%) | 3(21%) | | | 12(92%) | 1(8%) |
3.The reflection includes an analysis of the candidate’s impact on student learning. | | 1(7%) | 9(64%) | 4(29%) | | | 11(85%) | 2(15%) |
4. The reflection includes the consideration of multiple perspectives, such as those from the students, the cooperating teacher, clinical supervisor, parents, and school administration. | | | 14(100%) | | | | 12(92%) | 1(8%) |
5. The reflection includes a clear plan for improvement, in which specific goals have been set for the candidate’s instruction/assessment practices. | | 2(14%) | 9(64%) | 3(21%) | | | 11(85%) | 2(15%) |