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EVERGREEN MIT 2008 - Definition and Description of the EALRs Project

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Essential Academic Learning Requirements Project (EALR Project)Definition and Description of the EALRs ProjectThrough the EALR Project the Teacher Candidate systematically documents the learning of arepresentative sample of students during a unit of instruction and the teacher candidate’s positiveimpact on student learning.. The EALR project is typically done during the solo student teachingexperience. The Teacher Candidate selects 3-5 students of various ability levels and closelymonitors the students’ development towards mastery of some of the unit’s Essential AcademicLearning Requirements (EALRs), Grade Level Expectations (GLEs), or Frameworks. Theplanning of the curricular unit, its assessment, the teacher candidate’s positive impact on studentlearning, and the teacher candidate’s reflections are documented through this project. Thepurpose of this project is to demonstrate positive impact on K-12 student growth in thechosen EALRs as a result of the Teacher Candidate’s teaching.Assessment DocumentationThis is primarily a student assessment project. It determines students’ growth toward targetEALRs, GLEs, and Frameworks as well as the candidates’ positive impact on student learning.The core assessment documentation includes:• Pre-assessment instruments and results, showing each selected student’s knowledge andskills in relation to the unit’s EALRs, GLEs, or Frameworls;• Formative assessment instruments and assessment results showing student learning atmultiple points during the delivery of the curricular unit;• Summative assessment instruments and assessment results documenting student learning atthe conclusion of the unit;• A written narrative, supported by the assessment data, which describes the unit’s impact onstudent learning. This narrative should include information gathered in the interviewsdescribed below as well as the candidate’s reflections about how this information mightinform his/her teaching.• Written notes from interviews with each of the 3 – 5 targeted students (two interviews perstudent at different times during the project) describing their responses to the followingquestions: What learning outcome are you working toward? Why is this learning important?How is your learning being evaluated? What progress have you made with regards to thislearning? How do you know? What steps would you need to take next? What resourcesmight you use?Background Information and Planning DocumentationThe EALRs project is integrated with the written sources of evidence required for the State ofWashington’s Pedagogy-Based Assessment. The information you provide about your classroom,students, planning rationale, lesson/unit plans will meet the needs of both the EALR project andthe state pedagogy assessment. We strongly urge you to design your EALR project toinclude the lessons to be observed as part of the Pedagogy Assessment. (See pages 50-56 inSection 2 of the MIT Student Teaching Handbook). Specifically, the EALRs projectdocumentation must also include:• Classroom characteristics: describe the classroom in which you are teaching the unit. Youshould also describe the classroom rules and routines, physical arrangements, and groupingpatterns that affect learning and teaching;• Student characteristics: describe the students in the classroom, including the number ofstudents and their ages and gender, range of abilities, cultural and socioeconomicbackgrounds, native language(s) and levels of English proficiency, and special needs. Youshould specifically note students who are on Individualized Education Plans (IEPs) and anyobjectives cited in the IEPs that pertain to the unit you are teaching.• Instructional Plans for each of the lessons related to the EALR project that follow theguidelines of the State Pedagogy Assessment Instrument.• One Instructional Plan Rationale for the lessons related to the EALR project that follows thePedagogy Assessment guidelines.• Some samples of your students’ work during the unit that provide visual evidence of theirlearning and/or degree of mastery of the intended learning outcomes.You can find additional instructions in Section 2 of the Student Teaching Handbook: Classroomand Student Characteristics on page 52, the Instructional Plan on pages 53-54 and theInstructional Plan Rationale on page 55.The completed EALR project documentation should be placed in the Student Teaching Portfolio.Teacher Candidates are required to also submit an electronic version of the EALR project – thisversion need not contain the documentation (student work) that is included in the written version.Teacher Candidates are also encouraged to make a copy for their own professional records of theentire document that they eventually submit to their faculty.CLASSROOM AND STUDENT CHARACTERISTICSTeacher Candidate: Date: Cooperating Teacher: School/District: Grade: Supervisor: Lesson Title: 1. Classroom rules and routines that affect the lesson: 2. Physical arrangement and grouping patterns that affect the lesson: 3. Total number of students: 4. Females: Males: 5. Age range: 6. Describe the range of abilities in the classroom: 7. Describe the range of socio-economic backgrounds of the students: 8. Describe the racial/ethnic composition of the classroom, and what is done to make theteaching and learning culturally responsive: 9. How many students are limited English proficient? 10. Describe the range of native languages and what, if any, modifications are made for LEPstudents:


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EVERGREEN MIT 2008 - Definition and Description of the EALRs Project

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