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The Evergreen State CollegeMaster in Teaching ProgramPositive Impact on Student Learning ProjectThis project description was developed using MiT’s Student Teaching Rubric, guidelines for the Positive Impact on Student Learning Project, guidelines for the State of Washington Performance-Based Pedagogy Assessment of Teacher Candidates, and The Renaissance Partnership for Improving Teacher Quality Project http://edtech.wku.edu/rubric11. Contextual FactorsStandard PPA 2: The teacher candidate demonstrates knowledge of the characteristics of students and their communities. Standard MIT Student Teaching Rubric 1b: Demonstrating Knowledge of Students and 1d: Demonstrating Knowledge of Resources Guidelines: Community, district, and school factors. Address geographic location, community and school population, socio-economic profile and race/ethnicity. Factors such as stability of community, political climate, community support for education, and other environmental factors should be included in this section. Classroom factors. Address physical features, availability of technology equipment and resources, and the extent of parental involvement. You might also discuss other relevant factors such as classroom rules and routines, grouping patterns, scheduling, and classroom arrangement.Student characteristics. Address student characteristics for all students in the class that you must consider as you design instruction and assess learning. Include factors such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, and interests, learning styles/modalities or students’ skill levels. In your narrative, make sure you address student’s skills and prior learning that may influence the development of your learning goals, instruction, and assessment. Individual Student Profiles. Include profiles for the three case study students to be followed in during this unit, and whose work and progress you will be analyzing in this project. For eachindividual, descriptions should include: culture/ethnicity, SES, gender, personality, academic patterns (strength/weaknesses), personal interests and the grade they have so far in the class.Use pseudonyms. This means blanking out the names on papers and replacing with pseudo names or numbers.Instructional implications. Address how contextual characteristics of the community, classroom, and students have implications for instructional planning and assessment. Include specific instructional implications for both the whole class and your case study students specifically. Explain the steps you've taken to ensure that the learning targets, assessments, and learning activities are culturally and developmentally appropriate for ALL of the students in your classroom.Family Involvement Plan. Describe your plan for collaboration with families to support students learning. Your plan must address how you will use personal contact (e.g., telephone, home visit, written correspondence) to involve families in the instructional process. 22. Learning GoalsStandard PPA 1: The teacher candidate sets learning targets that address the Essential Academic Learning Requirements and the state learning goals.Standard MIT Student Teaching Rubric 1c: Selecting instructional goals in the context of key concepts. Guidelines: List the learning goals (not the activities) that will guide the planning, delivery, and assessment of your unit. In the language of the student teaching rubric this means to list your “instructional goals and key concepts”. Expressing the same idea using different words, the WA state rubric asks you to list your “learning targets”.Show how the goals are aligned with state standards. Identify the Washington Grade Level Expectations, Performance Expectations, or Frameworks most central to this lesson’s outcomes (match the lesson’s concepts, goals, or objectives to one or more of these standards).Describe the types and levels of your learning goals. Use Bloom's taxonomy to describe the types of thinking your learning goals requires the students to engage in. Describe your essential questions for unit. Be sure to address how these relate to the learning goals for the unit. Describe the appropriateness of your learning goals. Discuss how your learning goals and essential questions are appropriate in terms of student development; necessary pre-requisite knowledge, skills, and other student needs. This should be a continuation of the discussion of your “instructional implications” in the Contextual Factors section, and you are encouraged to refer back what you've covered in that section. 33. Assessment PlanStandard PPA 4: The teacher candidate designs assessment strategies that measure student learning.Standard MIT Student Teaching Rubric 1f: Assessing Student Learning Guidelines: Provide an overview of the assessment plan. For each learning goal include: assessments used tojudge student performance, format of each assessment, and adaptations of the assessments for the individual needs of students based on pre-assessment and contextual factors. You will create a visualorganizer such as a table, outline or other means to make your plan clear. Describe the pre and post assessments that are aligned with your learning goals. State the plan for pre assessing students’ knowledge and abilities in relation to the lesson targets or goals. Describe the summative assessment procedures that will be used to gather feedback on student learning at the conclusion of the lesson. Clearly explain how you will evaluate pre and post assessments, including criteria you will use to determine if the students’ performance meets the learning goals. For this section, write a short summary about how each pre and post assessment addresses the above factors. You must also include copies of assessments, prompts, and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key) in Appendix I. Describe the formative assessments used to gather feedback on student learning during the unit. Provide a short summary for each of the assessments you plan to use to check on student progress and comment on the importance of collecting that particular evidence. You must also includecopies of assessments, prompts, and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating


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EVERGREEN MIT 2010 - Positive Impact on Student Learning Project

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