€¦ · web viewthis tool is based on the washington state pedagogy assessment and is designed...

APPENDIX F – PROGRESS MONITORING TOOL

Progress Monitoring Tool for Secondary Science & Mathematics

Teacher Candidate Name: Field Supervisor Name: Mentor Teacher Name: School:

Observation and Review Dates:

Observation 1 Date: Observation 2

Date: Observation 3 Date

Observation 4 Date (optional)

Review 1 Date: Review 2

Date: Review 3 Date: Review 4 Date

(optional):

Field Supervisor Signature Date Teacher Candidate Signature Date

Progress Monitoring Tool Instructions

This tool is based on the Washington State Pedagogy Assessment and is designed to assist the Field Supervisor, Mentor Teacher, and Teacher Candidate to collaborate and review on the Teacher Candidate’s progress. The following section provides a brief set of directions for completing this assessment. This is a permanent record and must be kept a) current, based on observation, b) confidential, c) in a safe location (Field Supervisor’s files) and d) be available for observation review meetings with the Teacher Candidate. Observations 3 and 4 of this ongoing assessment will be used to fill out the final TCP assessment. The Teacher Candidate must meet the “met” criteria in each of the ten standard areas in order to complete the program, in accordance with WAC 180-78A-264(10).

Scoring:

Each user will enter data for each observation into the form by looking at the columns for each standard and rate the Teacher Candidate based on the following scale:

N/A: Not applicable IP: In Process NE: No Evidence M: Met E: Emerging

There is also an option of “O” for Comments. The comments should be limited to 200 words or less. This commentary can be hand-written, if you are using a paper version, or can be typed, if you are using an electronic version of this tool. Circle or check the appropriate rating for each standard in the applicable column. Rubrics are available to help you (see below).

Rubrics:

Each choice has a descriptor (from rubric) to help you make the right selection. A link is available to take you to a more comprehensive rubric for each standard that can give more explanation. This link only works if you are completing this on your computer, in other words, it is an embedded hyperlink to be used with Microsoft Word. If you are using a paper version you will need to look up the correct rubric section.

Feedback:

Each monitoring period also contains a section for feedback (eg. Things that are going especially well, areas for improvement, and a plan for working toward improvement in problem areas). This is an important area for you to discuss with your Teacher Candidate during conferencing. Each scoring standard has an accompanying section of “comments” for each observation and a “plan” section. If you need to work on a plan for improvement in any area you should note the plan in that section including what needs to be done and who will be involved in doing it.

Standards: Purposes of Assessment

Standards 1-5 should be evaluated during each observation. The first five standards represent the “Sources of Evidence” and constitute the preparation and design that the Teacher Candidate put into the lesson.Standards 6-10 may have elements that do or do not apply. In that case a section can be chosen to focus on for that particular lesson, in other words, you may not fill all of these out each observation if they are not applicable. The second five standards (6-10) relate to the actual lesson/teaching observation.

Progress Monitoring Tool

Standard One The Teacher Candidate sets learning targets that address the NGSS and Common Core Mathematics Standards.Description: Teacher Candidate has included specific targets that directly correspond to the lesson.

(Circle or check box)

Observation 1Date:

Observation 2Date:

Observation 3Date:

Observation 4Date (optional):

S1A:Alignment

N/A NE E IP M N/

A NE E IP M N/A NE E IP M N/

A NE E IP M

S1B:Meaningfulness/Importance

N/A NE E IP M N/


A NE E IP M

S1C:Developmental Instructional Appropriateness

N/A NE E IP M N/


A NE E IP M

S1D:Accuracy

N/A NE E IP M N/


A NE E IP M

S1E:Multicultural Perspectives

N/A NE E IP M N/


A NE E IP M

Standard Two The Teacher Candidate demonstrates knowledge of the characteristics of students and their communities.Description: Teacher Candidate has planned a lesson that takes into account the students he/she is serving and can explain this in detail.


Observation 1Date:

Observation 2Date:

Observation 3Date:


S2A:Developmental Characteristics

N/A NE E IP M N/


A NE E IP M

S2B:Exceptionalities

N/A NE E IP M N/


A NE E IP M

S2C:Background

N/A NE E IP M N/


A NE E IP M

S2D:Approaches to Learning

N/A NE E IP M N/


A NE E IP M

S2E:Prior Knowledge and Skills

N/A NE E IP M N/


A NE E IP M

S2F:Community Factors/ Impact

N/A NE E IP M N/


A NE E IP M

Standard Three The Teacher Candidate plans and establishes effective interactions with families to support student learning and well-being.Description: Teacher Candidate has considered the diverse needs of families and student backgrounds when planning this lesson.


Observation 1Date:

Observation 2Date:

Observation 3Date:


S3A:Appropriateness

N/A NE E IP M N/


A NE E IP M

S3B:Purpose

N/A NE E IP M N/


A NE E IP M

S3C:Cultural Responsiveness

N/A NE E IP M N/


A NE E IP M

S3D:Two-way communication

N/A NE E IP M N/


A NE E IP M

Standard Four The Teacher Candidate designs assessment strategies that measure student learning.Description: Teacher Candidate demonstrates appropriate plans for assessment related to this lesson including how assessment information will be used to inform instruction.


Observation 1Date:

Observation 2Date:

Observation 3Date:


S4A:Alignment

N/A NE E IP M N/


A NE E IP M

S4B:Technical soundness

N/A NE E IP M N/


A NE E IP M

S4C:Formative and Summative Assessment

N/A NE E IP M N/


A NE E IP M

S4D:Multiple Modes and Approaches

N/A NE E IP M N/


A NE E IP M

S4E:Feedback

N/A NE E IP M N/


A NE E IP M

Standard Five The Teacher Candidate designs instruction based on research and principles of effective practice.Description: Teacher Candidate uses evidence-based practice in lesson as evidenced in their pedagogy design, use of technology, and including culturally responsive strategies.


Observation 1Date:

Observation 2Date:

Observation 3Date:


S5A:Alignment

N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M

S5B:Lesson Sequence

N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M

S5C:Research-BasedPedagogy

N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M

S5D:Academic Knowledge & Perspective

N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M

S5E:Culturally Responsive Activities

N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M

S5F:Materials and Resources

N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M

S5G:Use of technology

N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M

S5H:Heterogeneous Grouping

N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M

S5I:Student Engagement

N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M N/A

NE E IP M

Standard Six The Teacher Candidate aligns instruction with the plan and communicates accurate content knowledge.Description: Instruction is aligned with the lesson plan and reflects instructional pedagogy designed to meet all learners’ needs.


Observation 1Date:

Observation 2Date:

Observation 3Date:


S6A:Alignment

N/A NE E IP M N/


A NE E IP M

S6B:Meaningful Opportunities to Learn

N/A NE E IP M N/


A NE E IP M

S6C:Accuracy

N/A NE E IP M N/


A NE E IP M

S6D:Interdisciplinary Instruction

N/A NE E IP M N/


A NE E IP M

S6E:Cultural and Gender Responsive Instruction

N/A NE E IP M N/


A NE E IP M

Standard Seven Teacher Candidates participate in a learning community that supports student learning and well-being.Description: Teacher Candidate has designed an instructional environment that considers the needs of all learners, is empowering, and is inclusive.


Observation 1Date:

Observation 2Date:

Observation 3Date:


S7A:Democratic Classroom

N/A NE E IP M N/


A NE E IP M

S7B:Respect

N/A NE E IP M N/


A NE E IP M

S7C:Learning Community

N/A NE E IP M N/


A NE E IP M

S7D:Self-Directed Learning

N/A NE E IP M N/


A NE E IP M

S7E:Diverse Perspectives

N/A NE E IP M N/


A NE E IP M

S7F:Heterogeneous Grouping

N/A NE E IP M N/


A NE E IP M

Standard Eight Teacher Candidates engage in learning activities that are based on research and principles of effective practice.Description: Lesson is designed and implemented to encourage meaningful and active participation and engagement from all learners and is paced to cover all subject matter.


Observation 1Date:

Observation 2Date:

Observation 3Date:


S8A:Questioning and Discussion Techniques

N/A NE E IP M N/


A NE E IP M

S8B:Delivery and Pacing

N/A NE E IP M N/


A NE E IP M

S8C:Differentiated Instruction

N/A NE E IP M N/


A NE E IP M

S8D:Active Learning

N/A NE E IP M N/


A NE E IP M

S8E:Technology

N/A NE E IP M N/


A NE E IP M

Standard Nine Teacher Candidates experience with effective classroom management and discipline.Description: Teacher Candidate evidences classroom management techniques and provides positive behavior support across all students during lesson.


Observation 1Date:

Observation 2Date:

Observation 3Date:


S9A:Use of Classroom Materials

N/A NE E IP M N/


A NE E IP M

S9B:Equitable Discipline

N/A NE E IP M N/


A NE E IP M

S9C:Transitions

N/A NE E IP M N/


A NE E IP M

S9D:Response to Intervention

N/A NE E IP M N/


A NE E IP M

S9E:Democratic Practices

N/A NE E IP M N/


A NE E IP M

Standard Ten The Teacher Candidate and students engage in activities that assess student learning.Description: The Teacher Candidate evidences use of multiple modes of assessment and can articulate how they will involve students as well as use assessment to determine instructional impact. Teacher Candidate can articulate the purposes of assessment.


Observation 1Date:

Observation 2Date:

Observation 3Date:


S10A:Alignment

N/A NE E IP M N/


A NE E IP M

S10B:Multiple Modes and Approaches

N/A NE E IP M N/


A NE E IP M

S10C:Feedback

N/A NE E IP M N/


A NE E IP M

S10D:Understanding of Assessment

N/A NE E IP M N/


A NE E IP M

S10E:Self Assessment

N/A NE E IP M N/


A NE E IP M

S10F:Candidate Reflection

N/A NE E IP M N/


A NE E IP M

S10F:Positive Impact on Student Learning

N/A NE E IP M N/


A NE E IP M

€¦ · web viewthis tool is based on the washington state pedagogy assessment and is designed...

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