Physics Department Assessment Plan

August 20, 2008

Common Core Learning Objectives (Shared By All Sequences)

Common Core Introductory Level (PHY 107, 110, 110, 112)
The learning objective is: Basic understanding of physical laws Become comfortable and competent with required tools: math, computer and experimental analysis Math (calculus and vector analysis) The assessment tools to be used are: Exams, online exercises, other assignments, pre/post tests Accomplishment of this objective will be judged by and in: Successful completion, with 'C' or better, of PHY 110,111, and 112.

Computer analysis (elementary programming and graphical visualization of data) Experimental analysis (elementary measurement techniques) Begin to be able to model and solve realworld problems.

Begin to be able to communicate methods and results.

Successful completion of pre-and corequisite math courses (MAT 145, 146, 147) and competent use of those methods in physics courses. Computer assignments in physics courses. Successful completion of programming Assignments and exams in ITK 165 assignments in PHY 107 -112. Successful programming course (highly recommended completion of ITK165 for those who take for all sequences) it. Reports of basic lab assignments in physics Successful completion of the laboratory courses. component of PHY 110, 111, and 112. Qualitative problems (exams, quizzes, Successful solution of qualitative and online exercises) focused on translating integrative problems in PHY 110, 111, problems into physics models. Integrative 112. Progress on research projects for problems covering several aspects of real- those students participating in research. world physics. Out-of-class assignments and projects in some classes. Initiation of research experiences for some students. Written lab and computer project reports Successful performance on PHY 107 and homework writing assignments. writing assignments and lab and computer project reports in PHY 110, 111, and 112.

Exams and other assignments

Common Core Intermediate Level (PHY 213, 220, 240, 270, 284)
Acquire an understanding of physical laws at the next deeper level, further strengthening physical intuition. Deepen skills with tools: math, computer and experimental analysis. Math (vector calculus, linear algebra, elementary differential equations) Computer analysis (more sophisticated numerical methods, symbolic computing, 2-D visualization) Experimental analysis (error analysis, more sophisticated measurement techniques) Sharpen modeling and approximation skills and the ability to use symmetry as a tool for understanding and problem solving. Sharpen communication skills More sophisticated homework problems, exams, and other assignments Successful completion of PHY 217, 220, 240, 270, 284.

Homework problems involving proofs and/or rigorous derivations, exams, and other assignments Computer projects involving analysis and solution of physics problems by numerical methods. Experiments and lab reports

Successful completion of MAT 175, PHY 217, and MAT 340 and competent use of those methods in physics courses. Successful solution of computer assignments in physics courses and in research projects. Successful completion of PHY 270, in which assessment mainly involves formal lab reports. Homework problems requiring these skills, Successful completion of PHY 217, 220, exams, and other assignments 240, 270, 284. Performance on research projects for those involved in them. Explanatory writing in homework problems, lab reports and computer project reports. Oral and poster presentations in some classes and for research experience participants. Competent writing of lab reports and other written reports in PHY 217, 220, 240, 270, 284. Giving quality presentations (oral or poster) for in-class assignments or for research. Research presentations at regional undergraduate physics conferences, for research participants.

Advanced Learning Objectives for Physics Teacher Education Sequence

The Physics Teacher Education sequence has developed a well-developed assessment plan in concert with the National Science Teachers Association. The latest assessment matrix is included in this document, beginning on the next page. NSTA STANDARD #1: CONTENT
The student teacher understands and can articulate the knowledge and practices of contemporary science; can interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can conduct scientific investigations. Dimensions 1a. Concepts and principles understood through science. Unacceptable (0) Shows through teaching performance and inadequate or very limited understanding of physics content knowledge; makes frequent mistakes in terms of scientific concepts and principles; fails to prepare adequately to teach science content. Rarely if ever demonstrates or draws attention to the broad applicability of science to real-world phenomena; fails to interrelate science content areas. Basic (1) Demonstrates strong and significant understanding of the major concepts in all fields for which licensure is sought, consistent with the National Science Education Standards, recommendations of the NSTA, and an assessment of the needs of teachers at each level of preparation. Proficient (2) Exhibits a conceptual understanding of concepts in all fields taught and demonstrates a progressive ability to identify and link major organizing concepts. Accomplished (3) Presents a strong, flexible understanding of the major conceptual interrelationships in the field, identifies recent significant changes in the field, and applies this understanding to planning and instruction. Regularly unifies science concepts from diverse disciplines of natural science, facilitating development of an interdisciplinary understanding of science. Shows skill in creating a context for science that includes the students' personal worlds and knowledge from other fields to create a comprehensive educational framework for learning. Regularly incorporates, designs and uses investigation and problem solving as the context for instruction in the classroom; engages students in research projects. Actively and regularly employs mathematics and statistics to develop fundamental concepts in science, to analyze and explain data, and to convey the nature of science to students. M F

1b. Concepts and relationships unifying science domains.

Demonstrates ability to develop a thematically unified framework of concepts across the traditional disciplines of science in keeping with the National Science Education Standards. Shows no regard for student interests Relates science to the personal lives and 1c. Relevance and importance of science and/or concerns in relation to subject interests of students, to potential careers, and to knowledge in other domains. matter being addressed; does not and technological address job prospects; does not applications to the address ramifications of scientific personal lives of students. knowledge on society. 1d. Processes of investigation in a science discipline. Fails to provide or draw attention to the scientific problem-solving process; does not speak metacognitively about nature of the process; expects students to learn merely from observation of examples. Places very considerable emphasis on the mathematical problemsolving process to the exclusion of the inquiry process; over emphasis on verification labs; little emphasis on the use of mathematics to derive new knowledge. Conducts limited but original research in science, demonstrating the ability to design and conduct open-ended investigations and report results in the context of one or more science disciplines. Provides evidence of the ability to use mathematics and statistics to analyze and interpret data in the context of science.

1e. Applications of mathematics in science research.

Thematically unifies concepts from the different traditional disciplines of science in a relevant and appropriate manner. Personalizes science where appropriate and works with teachers from other fields, including social science and technology education to incorporate interdisciplinary activities into instruction. Significantly incorporates design and use of investigation and problem solving as the context for instruction in the classroom; engages students in research projects. Uses activities employing mathematics and statistics to develop fundamental concepts in science and to analyze and explain data as appropriate for the teaching field and the level of the student.

Please write comments here or on a separate sheet; clearly distinguish midterm from final evaluation comments.

NSTA STANDARD #2: THE NATURE OF SCIENCE

The student teacher engages students effectively in studies of the history, philosophy, and practice of science, and enables students to distinguish science from non-science, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. Dimensions 2a. Evolution of knowledge in science, including historical and cultural developments. Unacceptable (0) Fails to emphasize the empirical nature of science and the relationship of observation to principles, law, hypotheses, and theories; fails to apply rules of acceptable evidence. Fails to note the limitations naturally imposed by the empirical nature of the scientific process; does not distinguish scientific ways of knowing from other ways of knowing; fails to distinguish belief from knowledge. Basic (1) Provides examples of changes in science knowledge over time, referring to the historical development of foundational concepts in the teaching field. Proficient (2) Regularly refers to historical events to illustrate fundamental aspects of the nature of science including the durable but tentative character of knowledge. Accomplished (3) Systematically involves students in inquiries pertaining to the nature of science including historical and philosophical changes that have shaped subsequent knowledge and the social interpretation of knowledge and events Consistently integrates activities and lessons to convey the nature of basic and applied sciences, including multiple ways to create scientific knowledge, the tentativeness of knowledge, and creativity based on empirical evidence. Designs effective lessons distinguishing science and non-science and referring to the continuum of criteria for evidence; provides case studies that allow students to analyze knowledge and actions against the tenets of science. Designs lessons showing how research questions, design, and data interpretation are guided by contemporary conventions of science. Includes evaluation of experimental design and researcher conclusions. M F

2b1. Characteristics distinguishing science from other ways of knowing.

2b2. Characteristics distinguishing basic science, applied science and technology.

2c. Processes and conventions of science as a professional activity.

Uses activities and lessons designed to convey the nature of basic and applied sciences, including multiple ways to create scientific knowledge, the tentativeness of knowledge, and creativity based on empirical evidence. Focuses exclusively on basic Compares and contrasts rules of Involves students regularly in science; rarely if ever relates science evidence and distinguishes comparing and contrasting content to real-world applications; characteristics of knowledge in scientific and nonscientific ways of fails to distinguish basic from science to rules and knowledge in knowing; integrates criteria of applied science; fails to relate the other domains. science in investigations and case importance of science to the studies. development of technology. Makes inappropriate or no use of Explains and provides examples Shows how research questions, terminology of science; fails to of conventions for research, design, and data interpretation are discriminate between such things as evidence and explanation, guided by contemporary principle, prediction, hypothesis, distinguishing laws, theories and conventions of science. Evaluates theory, and fact. hypotheses, including historical research design and conclusions. examples of false science assertions.

Plans activities to convey the nature of basic and applied sciences, including multiple ways to create scientific knowledge, the tentativeness of knowledge, and creativity based on empirical evidence.

Please write comments here or on a separate sheet; clearly distinguish midterm from final evaluation comments.

NSTA STANDARD #3: INQUIRY

The student teacher engages students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. Dimensions 3a1. Questioning and formulating solvable problems. Student analysis of data and conclusions. 3a2. Questioning and discussion to analyze data and draw conclusions from diverse perspectives. Unacceptable (0) Places emphasis on answers rather than questions; uses a didactic pedagogy rather than one that is inquiry oriented; teacher-centered classroom rather than student-centered. Acts more like a sage on the stage rather than a guide on the side; little emphasis on the questioning and answer-finding process; teacher monopolizes classroom discussion or lectures excessively; individual activities emphasized over group activities. Tells student what they need to know rather than helping students to learn through scientific processes what they need to know; fails to make use of data collection and interpretation. Basic (1) Plans and implements databased activities requiring students to reflect upon their findings, make inferences, and link new ideas to preexisting knowledge. Uses questions to encourage inquiry and probe for divergent student responses, encouraging student questions and responding with questions when appropriate. Plans and implements activities with different structures for inquiry including inductive (exploratory), correlational and deductive (experimental) studies. Encourages productive peer interactions and plans both individual and small group activities to facilitate inquiry. Proficient (2) Regularly requires students to collect, reflect upon and interpret data, to report the results of their work, and to identify new problems for investigation. Regularly uses divergent and stimulating questioning to define problems and stimulate reflection; leads students to develop questions appropriate for inquiry in a given are Involves students in diverse investigations, analysis of investigative structures and discussion of criteria for analyzing outcomes. Accomplished (3) Consistently engages students in critical discussion about the results of their inquiry, interpretations of their results, the implications of their conclusions and possible new problems. Skillfully facilitates classroom discourse through questioning, reflecting on, and critically analyzing ideas, leading students toward a deeper understanding of the inquiry process itself. Uses questions to define problems and potential solutions. Systematically integrates investigations with different formats into classroom work, and relates student work to research traditions that typify the various sciences. M F

3b1. Reflecting on and constructing knowledge from observations and data, utilizing multiple strategies. 3b2. Developing concepts and relationships from observations and data.

Conveys information rather than helps students construct it from observation and analysis.

Systematically provides students with opportunities to engage in inquiry with peers using a variety of formats.

Skillfully meshes opportunities for science-related inquiry with critical reflection on the role of the individual as an inquirer in a collective context.

Please write comments here or on a separate sheet; clearly distinguish midterm from final evaluation comments.

NSTA STANDARD #4: ISSUES

The student teacher recognizes that informed citizens must be prepared to make decisions and take action on contemporary science- and technology-related issues of interest to the general society and requires students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values. Dimensions 4a. Relationships among systems of human endeavor including science and technology. 4b. Relationships among scientific, technological, personal, social and cultural values. Basic (1) Engages students in activities Ignores the broad applicability of and projects in which they science to real-world settings; fails examine important social or to make relevant and interesting technological issues related connections to community interests their discipline(s) and concerns. Treats science and its applications as Analyzes values and processes being entirely value free; does not in of decision-making about any way address technological issues science and technological issues and applications. pertinent to subject matter being addressed. Unacceptable (0) Proficient (2) Regularly engages students in examination of local issues related to applications of scientific and technological knowledge. Engages students in discussions about scientific problems and cost/risk considerations. Accomplished (3) Makes substantial and continual use of local and national problems, issues, and concerns as a context for teaching scientific and technological concepts and processes. Integrates scientific problem analysis, including alternative solutions, through the course. M F

Please write comments here or on a separate sheet; clearly distinguish midterm from final evaluation comments.

NSTA STANDARD #5: GENERAL SKILLS OF TEACHING

The student teacher creates a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning. Dimensions 5a. Science teaching actions, strategies and methodologies. Unacceptable (0) Teaches in a way that suggests that a variety of students arent present in classroom. Basic (1) Plans and incorporates science teaching strategies appropriate for learners with diverse backgrounds and learning styles. Proficient (2) Plans for and regularly includes alternative activities to teach the same concept; is able to identify primary differences in learners in the student population. Accomplished (3) Demonstrates a command of alternative strategies to meet diverse needs and systematically provides activities that meet those needs. Readily articulates sound reasons for actions and is able to switch strategies quickly to take advantage of "teachable moments" and sudden insights. Has a well developed set of thematically related materials and learning cycles used to teach concepts from different perspectives. M F

5b. Use of multiple teaching methodologies to enhance learning for a diverse student population. 5c. Interactions with students that promote learning and achievement in collaborative experiences. 5d. Use of advanced technology to extend and enhance learning.

Inflexible and unvarying teaching style; fails to take multiple approach to help students learn; fails to include important learning activities. Aloof from students; does not actively engage students intellectually or emotionally; fails to encourage maximum student learning. Fails to take advantage of appropriate and available teaching technology such as demonstration materials, laboratory equipment, and computer resources. Does not link current learning with prior learning; fails to take into account students preconceptions; does not engage students with incongruity when possible to do so. Maintains a cold and/or threatening classroom atmosphere where student participation is neither appreciated nor encouraged.

Uses diverse teaching methods to address important concepts from different perspectives; and uses learning cycles for some instruction. Demonstrates the ability to effectively engage students in learning science, both individually and in group work of various kinds. Uses appropriate technology, including computers, to provide science instruction

Builds a repertoire of teaching materials and learning cycles to address a concept from several perspectives. Regularly includes group as well as individual activities to teach science, allowing learners latitude in organizing groups according to their age and background. Regularly incorporates available technology into instruction. Involves students in the use of technology for investigating, retrieving information and processing data; relates technology to the process of inquiry. Begins to systematically identify and anticipate student misconceptions or naive conceptions and plans activities and discussions to address and modify them.

Addresses the role of social and group interactions as a basis for conceptual learning and inquiry, and uses strategies to facilitate student abilities to form and organize their own groups. Identifies information technologies as fundamental to teaching, learning and practice of science and engages students both in use of technologies and understanding of their use in science and learning.

5e. Use of prior conceptions and student interests to promote new learning.

Identifies common student misconceptions or naive conceptions in the teaching field, their source, and appropriate teaching responses.

Regularly anticipates misconceptions and naive conceptions and uses assessment as the basis for constructing more scientifically acceptable concepts and relationships.

5f. Psychological and social environment of the student engaged in learning science.

Maintains a classroom Periodically encourages students in atmosphere conducive to non-threatening ways to become student engagement, but rarely more involved in class activities, encourages students to and maintains classroom participate, or allows certain atmosphere reasonably conducive student to monopolize to student engagement. classroom activities. Please write comments here or on a separate sheet; clearly distinguish midterm from final evaluation comments.

Maintains strongly supportive and engaging classroom atmosphere; promotes full participation by all students regardless of ability, gender, race, religion, or other exceptionality.

NSTA STANDARD #6: CURRICULUM

The student teacher plans and implements an active, coherent, and effective curriculum that is consistent with the goals and recommendations of the National Science Education Standards. Dimensions 6a. An extended framework of goals, plans, materials, and resources for instruction. Unacceptable (0) Does not develop any form of unit plan; does not relate daily lesson plans to unit plan; fails to adequately identify goals and objectives; does not consider appropriate rationales. Does not effectively facilitate active inquiry, collaboration and supportive classroom interactions. Basic (1) Relates instructional goals, materials and actions to state and national science education standards, analyzing strengths and weaknesses in a particular classroom context. Supports active inquiry, collaboration and supportive classroom interactions from time to time but has difficulty directing them. Uses some authentic assessments in addition to traditional assessments to successfully assess knowledge other than content knowledge. Understands the role of technology in education and can define a rationale and long-range strategy for including technology in science education. Designs and implements learning activities that thematically relate science with other school subjects and community resources. Develops and implements longrange and unit plans, with clear rationales, goals, methods, materials and assessments. Proficient (2) Systematically develops a framework for instructional goals, materials and actions consistent with state and national science education standards. Skillfully supports active inquiry, collaboration and supportive classroom interactions. Uses a variety of assessment instruments and methods to assess attitudes, understanding and skill development as well as content knowledge. Begins to plan and implement along-term strategy and plan for incorporating technology into science teaching. Accomplished (3) Has a well-defined rationale for instructional goals, materials and actions in relation to state and national science education standards and student achievement. Skillfully integrates active inquiry, collaboration and supportive classroom interactions as the basis for science instruction. Meets standard for proficient and incorporates student self-assessment with teacher assessments and makes use of such assessments to motivate and direct student learning. Has a developed inventory of technology to use effectively to develop interest and excitement during inquiry and learning and uses technology to enhance student understanding of the relationship between science and technology. Creates a curriculum that integrates concepts, ideas and skills from many subject areas and the community, allowing students to take advantage of their strengths and interests in other fields to learn science. Links experiences in the classroom to the broader world beyond; takes advantage of events and topics of interest; can redefine goals skillfully. M F

6b. Facilitates active inquiry, collaboration and supportive interactions.

6c. Uses a variety of Uses a very limited number and assessments including type of assessment, primarily authentic assessments. traditional assessments of content knowledge (subject matter). 6d. Utilization of Does not utilize available and technology to enhance appropriate classroom technology; pedagogy. places too much emphasis on seat work and not enough emphasis on laboratory work. 6e. Integration of realworld problems to show broad applicability of discipline. 6f. Instructional planning, including rationales, goals, and objectives. Places too much emphasis on the learning of science content knowledge, and not enough emphasis on how this knowledge is applied to real-world problems. Fails to regularly plan lessons appropriately; does not prepare and work from daily lesson plans; lesson plans inadequate.

Adapts learning activities to consistently and systematically connect science with other school subjects and community resources. Interrelates concepts and experiences among units to create courses with thematic elements and well-defined goals in the teaching field.

Please write comments here or on a separate sheet; clearly distinguish midterm from final evaluation comments.

NSTA STANDARD #7: SCIENCE IN THE COMMUNITY

The student teacher relates their discipline to their local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching and actively engages students in science-related studies or activities related to locally important issues. Dimensions 7a. Social, family, and community support network within which science teaching and learning occur. Unacceptable (0) Teaches course in a vacuum; does not take advantage of reasonably available community or school resources; fails to network with people who could be of assistance. Does not make obvious connections between content being taught and surrounding community environment and/or concerns. Basic (1) Identifies people and institutions in the community who are willing to assist in teaching certain topics, and plans for their involvement in teaching. Plans activities that involve families in the science teaching/learning process and communicates effectively with families of students. Uses data about a community, its culture and its resources to plan science lessons that are appropriate for, and relevant to, students from that community. Proficient (2) Involves members and institutions of the community with appropriate expertise or relevance in science instruction. Selects or designs activities to involve family members in the teaching and learning of science, and communicates systematically and effectively with parents or guardians. Collects data about the community, its resources, and the students and experiments with ways to use that data to plan science lessons that are most appropriate for those students. Accomplished (3) Develops a network of community members and institutions to call upon to help in science instruction. Designs and employs a range of activities to cultivate a relationship with families in support of science instruction. Regularly uses information about the community, its resources, and the students to plan relevant and appropriate science instruction. M F

7b. Relationship of science teaching and learning to the needs and values of the community.

Please write comments here or on a separate sheet; clearly distinguish midterm from final evaluation comments.

NSTA STANDARD #8: ASSESSMENT

The student teacher constructs and uses effective assessment strategies to determine the backgrounds and achievements of learners and facilitate their intellectual, social, and personal development. They assess students fairly and equitably, and require that students engage in ongoing self-assessment. Dimensions Unacceptable (0) 8a. Alignment of goals, Formal and informal assessments instruction and improperly aligned or not aligned outcomes. with stated teaching goals and student performance objectives; non-existent or incomplete objectives. 8b1. Use of outcome data to guide and change instruction. Basic (1) Identifies and uses the most appropriate methods for gathering information about student learning, based on student needs and characteristics and the goals of instruction. Does not alter teaching on the basis of Demonstrates the ability to use multiple strategies to assess teaching assessed learning outcomes; fails to and learning authentically, consistent remediate inadequate learning as with national standards and goals for evidenced by poor student science education. performance. Engages in reflective self-assessment Does not reflect upon teaching experiences that might otherwise help and develops a system for selfto improve practice; fails to complete assessment as a practicing teacher. daily and/or weekly reflections with cooperating teacher. Aligns assessment with goals and Uses a very limited variety of means actions and uses results to alter to assess student knowledge and teaching. intellectual process skills. Proficient (2) Employs multiple methods to systematically gather data about student needs, abilities and understanding and reflects upon goals of instruction. Uses multiple resources for assessment and can cite changes in practices made because of assessment. Engages in reflective selfassessment and uses a system to self-assess, modifying practice and the system of assessment as required. Guides students in formative self-assessment, relating each tool to specific learning outcomes. Accomplished (3) Creates new methods for helping students demonstrate knowledge, and uses results to alter classroom practices. M F

8b2. Demonstrates effectiveness as reflective practitioner.

Continuously experiments with new assessment techniques, including those suggested in the literature, and reflects on its meaning for altered practice. Regularly modifies and informs practice through multiple selfassessment indicators.

8c. Measurement and evaluation of student learning in a variety of dimensions.

Regularly and consistently provides students with varied opportunities to demonstrate their individual learning and reflect on their own learning.

Please write comments here or on a separate sheet; clearly distinguish midterm from final evaluation comments.

NSTA STANDARD #9: SAFETY AND WELFARE

The student teacher organizes safe and effective learning environments that promote the success of students and the welfare of all living things, requires and promotes knowledge and respect for safety, and oversees the welfare of all living things used in the classroom or found in the field. Dimensions 9a. Prudent and professional practice with due regard to safety and liability. Unacceptable (0) Seems to be unaware or shows disregard for rules of prudent and professional conduct; puts self, cooperating teacher, or school district at risk of liability; fails to quickly remediate hazardous situations once identified. Shows disregard for commonly accepted rules of safety. Basic (1) Proficient (2) Understands liability and Takes action to prevent hazards and negligence, especially as applied communicates needs and potential to science teaching and can take problems to administrators action to prevent potential problems. Accomplished (3) Stays informed of potential hazards and legal concerns and communicates with other teachers to maintain a school environment free of potential problems. M F

9b. Safety in regards to science teaching materials. 9c. Safety in all areas related to science instruction.

Some gaps in safety knowledge. Actively working to increase knowledge of safe practices. Understands and sets up procedures for safe handling, labeling and storage of chemicals, and electrical equipment. Knows actions to take to prevent or report an emergency. Knows the standards and recommendations of the science education community for the safe and ethical use and care of animals for science instruction.

Consistently exercises safe practices in classroom and storage of materials. Demonstrates that safety is a priority in science and other activities; can take appropriate action in an emergency.

Shows positive disregard to student health and safety; fails to implement safety procedures or conduct cost-tobenefit evaluations.

Always practices safe techniques in the preparation, storage, usage, and disposal of materials. Emphasizes safety practices to students. Systematically ensures safety in all areas and takes whatever steps are necessary to ensure that the school science program is conducted safely.

9d. Treatment and Shows little care for living specimens; ethical use of living does not follow accepted norms for organisms. ethical maintenance and use of living organisms.

Adheres to the standards of the science education community for ethical care and use of animals; uses preserved or live animals appropriately in keeping with the age of students and the need for such materials.

Adheres to the standards of the science education community for ethical care and use of animals; uses preserved or live animals appropriately in keeping with the age of students and the need for such materials.

Please write comments here or on a separate sheet; clearly distinguish midterm from final evaluation comments.

NSTA STANDARD #10: PROFESSIONAL GROWTH

The student teacher strives continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession and has a desire and disposition for growth and betterment. Dimensions 10a. Knowledge of, and participation in, the activities of the professional community. Unacceptable (0) Fails to participate with cooperating teachers and/or school faculty in professional development activities, even after encouraged to do so. Does not participate in regular professional grow activities such as meetings, workshops, and/or membership in professional organizations. Basic (1) Understands the concept of a community of learners and interacts with instructors and peers as a member of such a community. Participates in student associations, workshops and activities related to science teaching and reads journals of professional associations in the field. Documents personal strengths and weaknesses and seeks opportunities to improve his or her preparation to teach science. Proficient (2) Applies the concept of a community of learners to science teaching and learning in the school environment. Joins state and national professional associations for science teachers and regularly reads publications to improve teaching and stay abreast of current events in the field. Pursues and documents formal and informal learning opportunities, to strengthen his or her ability to teach science. Accomplished (3) Works with others science professionals to develop opportunities for continuous learning as members of a professional education community. Attends regional, state and some national conventions, conferences and workshops in science education; takes leadership or participates as a presenter in such gatherings. Shows a record of professional growth and development and demonstrates an ongoing commitment to improving science teaching practice. M F

10b. Reflection on professional practices and continuous efforts to ensure the highest quality of science instruction. 10c. Incorporation of constructive criticism and feedback.

Fails to conduct personal selfassessments using provided reflection activities and instruments.

Unable or unwilling to accept personal responsibility for own actions or actions of students when accountable for such; blames others for own failings; focuses more on placing blame that in finding practical solutions to problems. Fails to interact with peers either inside or outside of school events/activities.

Works well with direction, but lacks initiative or is uncertain about what needs to be done; completes promised work, but efforts appear to leave something to be desired.

Incorporates information from students, supervisors, and colleagues to make adjustments to instruction when give.

10d1. Willingness to work with students and new colleagues as they enter the profession. 10d2. Willingness to work with cooperating teacher, other teachers, staff, parents and students.

Takes personal responsibility for growth and for assisting others who are preparing to teach science. Demonstrates the ability to handle problems and tension calmly and effectively, and to relate to peers, instructors, supervisors, and students with integrity.

Fails to comply with reasonable directives promulgated by cooperating teacher or other competent and authorized school officials.

Takes responsibility for assigned classes and students and works with other teachers to develop high quality learning experiences in science. Treats colleagues, students, parents, and supervisors with respect and takes action to solve problems amenable to solution.

Accepts responsibility for own actions and for getting work done and sees to it that students are learning to the greatest extent possible. Views feedback as an opportunity to learn and grow professionally and actively seeks out input from students, supervisors, and colleagues. Takes responsibility for new science teachers, student teachers and practicum students and works with them collegially to facilitate their growth and entry into the profession. Demonstrates a record of professional integrity and the respect of colleagues, administrators, parents and students.

Please write comments here or on a separate sheet; clearly distinguish midterm from final evaluation comments.

OTHER ASPECTS OF TEACHING

STUDENT LEARNING

The main goal of teaching can be said to be the achievement of student learning. How hard has the student teacher worked on getting students to learn and supporting them in that effort? How well have students learned under the tutelage of the student teacher? Evaluate your student teachers performance in light of classroom students learning. Dimensions Student performance. Unacceptable (0) Students appear to have learned little to nothing following interaction with student teacher; test results generally poorer than expected. Students fail, in any measurable way, to have achieved stated goals and learning objectives. Basic (1) Student performance suggestive of the fact that more could have been learned from learning experiences. Clear expression of daily lesson objectives; makes strong effort to achieve them though may fall short of doing so for lack of experience. Exhibits appropriate classroom management skills, but unable to establish and maintain an engaging learning environment. Students understand subject matter to a limited degree; unbalanced treatment of subject matter knowledge and scientific process skills. Proficient (2) Students performance on tests and other formal assessments demonstrate that stated goals and objectives are being achieved. At the close of daily lessons, informal assessment generally demonstrates that the goals and/or objectives stated in the lesson plan have been achieved. The classroom atmosphere is suggestive of the belief that students are seriously engaged in learning. Balanced treatment of scientific knowledge and intellectual process skills required to apply information to novel situations, but application infrequently tested. M F Accomplished (3) Students performance suggestive of overachievement, at least by some students in some areas; students strongly motivated to learn.

Achievement of goals and objectives.

At the close of unit, formal assessment generally demonstrates that the goals and/or objectives stated in the lesson plan have been achieved.

Engaged learning.

Deep versus surface learning.

Classroom management skills lacking; considerable lack of student engagement; inappropriate student classroom behaviors. Students basically memorize information and, while they are able to provide parrot-like answers, they are unable to apply to this information in novel situations.

Efforts of student clearly demonstrate that they are fully and regularly engaged in the provided learning experiences. Students exhibit a deep analytical and conceptual understanding of the subject matter and are able to apply this knowledge in novel situations.

Please write comments here or on a separate sheet; clearly distinguish midterm from final evaluation comments.

STUDENT READING

The competent science teacher understands the process of reading and demonstrates instructional abilities to teach reading in the content area of science. Dimensions Reading Environment Accomplished (3) Makes regular and concerted effort to promote the development of a literate classroom environment that fosters student willingness and ability to read science texts. Use of Book Fails to use course text in class in Periodically makes use of textbook Periodically teaches students to use a Makes regular and concerted effort to Features any meaningful fashion other than in class as an educational assistant, variety of book features such as charts, teach students how to use a variety of as a source of end-of-chapter but fails to make use of or encourage graphs, sidebar stories, table of book features such as charts, graphs, problems or questions. use of assistive features. contents, glossary, and index. sidebar stories, table of contents, glossary, and index. Organization Fails to address subject matter Infrequently brings organizational Periodically teaches students to Makes regular and concerted effort to al Patterns from an overview perspective. patterns to attention of students and recognize organizational patterns teach students how to recognize Does not provide overview or to use those patterns for improved common to informational texts in organizational patterns common to summary of reading assignments. comprehension and retention. science and to use those patterns for informational texts in science and to use improved comprehension and retention. those patterns for improved comprehension and retention. Graphic Does not use graphic organizers in Infrequently promotes graphic Periodically teaches students to use Makes regular and concerted effort to Organizers any fashion to improve organizers as an aid for improving graphic organizers as an aid for teach students how to use graphic comprehension of text and recall of comprehension of text and recall of improving comprehension of text and organizers as an aid for improving information. information. recall of information. comprehension of text and recall of information. Student Provides no meaningful assistance Infrequently assists students to read Periodically assists students to read Makes regular and concerted effort to Assistance to students in relation to reading texts effectively, how to monitor texts effectively, how to monitor assist students to read texts effectively, text effectively. comprehension, summarize and comprehension, summarize and how to monitor comprehension, analyze critically, evaluate, synthesize, summarize and analyze critically, analyze critically, evaluate, synthesize, and integrate information and integrate information read. evaluate, synthesize, and integrate read. information read. Reading Never plans and teaches lessons Infrequently plans and teaches Periodically plans and teaches lessons Makes regular and concerted effort to that require reading-related inquiry that plan and teach lessons that require Resources that require reading-related inquiry lessons that require reading-related that requires the use of multiple inquiry that requires the use of requires the use of multiple texts and reading-related inquiry that requires the other sources of information including use of multiple texts and other sources of texts and other sources of multiple texts and other sources of information including electronic information including electronic electronic resources. information including electronic resources. resources. resources. Writing Never makes an effort to get Infrequently requires students to Periodically requires students to write Makes regular and concerted effort to get Requirements students to write about what they write about what they read, observe, about what they read, observe, or students to write about what they read, read, observe, or conclude in or conclude in science in order to conclude in science in order to improve observe, or conclude in science in order science in order to improve and improve and demonstrate and demonstrate understanding (e.g., to improve and demonstrate demonstrate understanding. understanding. lab reports, research papers, book understanding. reports). Please write comments here or on a separate sheet; clearly distinguish midterm from final evaluation comments. Unacceptable (0) Fails to encourage or promote reading in any form. Basic (1) Proficient (2) Only recommends readings; provides Periodically promotes the development little additional resources beyond of a literate classroom environment that textbook. fosters student willingness and ability to read science texts. M F

TEACHER QUALITIES

The teacher education standards cited thus far touch on the intangibles of teaching -- those personal traits of excellent teachers that are hard to put a finger on. As experience has shown, a student teacher can perform all of the mechanics of teaching well and still not be a good teacher! Teaching is more than the sum of its parts. With this in mind, please assess your student teachers intangible qualities according to the characterizations below. Please note that it is not the purpose of this section to judge personality. Rather, the purpose of this section is to help determine whether or not the student teacher possesses and illustrates holistically the qualities of an excellent teacher. Dimensions Unacceptable (0) Commitment Unwilling to commit time and to profession. effort required to do even an acceptable job of teaching; fails to exhibit both intellectual and moral virtues outlined in Universitys conceptual framework Realizing the Democratic Ideal. Enthusiasm Lacks any sense of enthusiasm; for teaching. imparts a sense of listlessness and disinterest for subject and/or students; fails to spark interest for subject in students; presentations are lack luster; fails to show the wide range of excitement about subject or teaching; unable to actively and intellectually engage students. Maturity. Unable or unwilling to accept personal responsibility for own actions, or actions of students when accountable for such; blames others for own failings; focuses more on placing blame that in finding practical solutions to problems. Basic (1) Commits minimal amount of time to task at hand, and willing to accept good enough in practice; relies too much on student desire for good grades to promote student learning; fails to impart desire to learn for its own worth Exhibits a limited desire to teach; work demonstrates an uncertain enthusiasm for teaching; relatively low degree of interaction with and interest in students; creates modest interest in subject matter among students. Proficient (2) Commits acceptable amount of time to task of teaching; responds quickly and well to advice from cooperating teacher and university supervisor; is conscious of the goals of science teaching, and includes these in his teaching. Exhibits a moderate desire to teach, appears to enjoy teaching and interacting with students and fellow faculty members, but to a limited degree; sees teaching as a professional activity. Accomplished (3) Shows dedication and effort, responds well to recommendations, is helpful, shows evidence of background preparation, exhibits dedication to task, makes use of available resources, interacts well with peers and superiors, takes direction well, is a hard worker. M F

Exhibits a strong desire to teach, appears to truly enjoy teaching and interacting with students and fellow faculty members; sees teaching as a meaningful and rewarding profession; can interest students in the subject matter being taught, has an ability to motivate the unmotivated and interest the uninterested through exciting and sometimes entertaining, but always engaging lessons.

Classroom and school leadership.

Incapable of self-direction; rarely comes prepared to present own lesson; lacks and sense of selfdirection; waits to be told what to do; rarely comes up with own ideas; lacks initiative; frequently has difficulty getting students to follow lead. Focus more on content coverage than student learning; does not employ metacognitive instructional practices; does not promote student self-regulation.

Commitment to student learning.

Works well with direction, but lacks initiative or is uncertain about what needs to be done; completes promised work, but efforts appear to leave something to be desired; has difficulty working with students in groups or one-on-one; teaching of greater concern than student learning. Has a minimal classroom stage presence; sets personal goals, but nothing out of the ordinary; fails to enforce high standards for students, and might not come fully up to expectations of cooperating teacher; somewhat lax in enforcing school policies and/or regulations. Uses a limited array of metacognitive instructional practices such as provides learning objectives to students; provides for guided practice; addresses preconceptions; sets

Independent in thought and action, but sometimes leaves something to be desired in terms of appropriateness of behavior; is concerned about student learning equally as much as about self as a teaching professional; acceptable classroom learning environment. Has an acceptable teacher personality; able to adequately direct students; is well accepted by students; follows directions well and takes decisive action or introduces new approaches that are not too risky; more of a follower than a risk taker; students follow lead. Uses a wide array of metacognitive practices such as those to the left as well as directly addresses student selfregulation; teachers mastery skills; focuses informal

Accepts responsibility for own actions and for getting work done, sees to it that students are learning to the greatest extent possible, carries through on promises, has a classroom management style that is conducive to good learning atmosphere; uses appropriate pacing and relevant lessons to eliminate and prevent student management problems.

Has a commanding classroom presence, is selfdirected, shows drive and initiative, is independent in thought and action, has creative ideas, sets lofty goals and high standards for self and students, respects authority and enforces school regulations; can readily get students to follow lead.

Uses a wide array of metacognitive practices during instruction, and promotes self-regulatory practices among students such as emphasizing the role of motivation and effort on learning; characterizing A and C type student behaviors; helping students perform self assessments; encourages reciprocal reading/teaching;

high expectations; teaches using various contexts; involves students in complex tasks, etc.

assessment on making student thinking practices visible; provides useful and timely feedback, etc.

notes the importance of learning from mistakes, etc.

Please write comments here or on a separate sheet; clearly distinguish midterm from final evaluation comments.

GUIDELINES FOR ACCEPTABLE PERFORMANCE: STUDENT TEACHING PRACTICUM

In order to receive a passing grade for student teaching (e.g. anything above an F), each student teacher MUST successfully demonstrate ALL competencies. No competency may be considered not applicable. Student teachers are well aware of all competencies and requirements to demonstrate them regularly and to the best of their ability during the student teaching practicum. In order to successfully demonstrate a competency, the student teacher must not have any unresolved unacceptable performances; that is, all dimensions of each standard must be exhibited at the proficient level or above. The average score for each standard (each consisting of a number of dimensions), must rank 2.0 or above in order for a student to have successfully demonstrated a given standard. Grades generally will be assigned on the following basis. Exceptional performance in specific areas may also be taken into account when recommending grades. A/A = average score on all standards in the range of 2.2 and above; no deficiency* in any standard. A/B = average score on all standards in the range of 2.1 to 2.2; no more than one deficiency* among standards. B/B = average score on all standards in the range of 2.1 to 2.2; no more than two deficiencies* among standards. B/C = average score on all standards in the range of 2.0 to 2.1; no more than one deficiency* among standards. C/C = average score on all standards in the range of 2.0 to 2.1; no more than two deficiencies* among standards. F = average score on all standards below 2.0; three or more deficiencies* among standards or presence of any unresolved unacceptable performances.

* A deficiency is defined as a mean score of less than 2.0 among all dimensions of any one standard.

Circle Recommended Mid-Term STT Grade: (See rubric above.) Rationale for Mid-Term Student Teaching Grade:

A/A

A/B

B/B

B/C

C/C

Circle recommended Final Grade: (See rubric above.) Rationale for Final Grade:

A/A

A/B

B/B

B/C

C/C

Required Additional Assessments

Realizing the Democratic Ideal Final Assessment Instructions for cooperating teacher: Please circle the descriptor that characterizes the student teachers practice. Exceeds Expectation is equivalent to the practice of an experienced teacher and not expected of the typical student teacher. Student teacher must transfer this information to the last two pages of their version of this form, cite and provide three types of hard evidence for each virtue, and secure required signatures before turning in their version of this form to the University Supervisor.

Moral Virtue 1: The teacher candidate demonstrates sensitivity toward the varieties of individual and cultural diversity. Dimension A. Develops learning goals and activities that are suitable for diverse learners. Unacceptable Candidate displays little knowledge for preparing activities for diverse learners. No evidence of planning experiences appropriate for students with diverse learning needs is available. Candidate is uncertain of his/her interest in or capability of teaching. Meets Expectation Candidate modifies goals and activities to meet the needs of diverse students. Exceeds Expectation Candidates goals and learning activities consistently take into account the distinctive needs of individual students. Candidate incorporates and celebrates aspects of student diversity in lessons. Candidate is confident in his/her ability to help children learn and realizes the impact will vary among students. Possible Evidence Goal statements Individual lesson plans Unit plans Teacher work sample Teacher-made materials IEP Articulated statement of their mission as a teacher Reflections Video of lesson

B. Demonstrates a belief that he/she can impact student learning.

Candidate displays enthusiasm and commitment to entering the teaching profession and believes he/she can help students learn.

Moral Virtue 2: The teacher candidate demonstrates a disposition and ability to collaborate ethically with others. Dimension A. Develops positive working relationships with other teachers, educational support personnel, the university supervisor. Unacceptable Candidates relationship with colleagues is negative, selfserving or non-collaborative. Meets Expectation Candidate supports and cooperates with colleagues and behaves in a courteous and civil manner. Exceeds Expectation Candidate no only supports and cooperates with colleagues, but also take the initiative to develop professional relationships. Candidate display sensitivity and demonstrates professional courtesy. Candidate arranges multiple opportunities for family participation in the educational process. Evidence Involvement in team or other professional meetings Cooperating teacher reports University supervisor reports Written communications Peer critique Team developed and taught lesson plans Attendance at PTO meeting or other family school functions Phone logs Newsletters

B. Includes families in the educational process.

Candidate rejects parental involvement and displays a negative attitude toward family interaction.

Candidate encourages families to participate in educational program and builds rapport with families.

Moral Virtue 3: The teacher candidate demonstrates a reverence for learning and a serious personal, professional, and public purpose. Dimension A. Enhances content knowledge and pedagogical skills. Unacceptable Candidate declines to participate in professional development activities to enhance knowledge or pedagogical skill. Candidate makes decisions based on self-serving interests, on emotion, or on folklore rather than the best interests of the students, school, or community. Candidate does not make subsequent changes to future lessons based on information gained from previous lessons. Meets Expectation Candidate seeks out opportunities for professional development to enhance content knowledge and pedagogy. Candidate makes decisions that reflect research-based principles of education, the needs of the students, and school policies. Candidate reflects and writes action statements showing intent to improve learning experiences based on information gained from previous lessons and supervisor feedback. Candidate can discuss a personal philosophy of education and provide expels of instruction supports by that philosophy. Exceeds Expectation Candidate applies new knowledge gained from professional development. Candidate always bases decision on what is best for students and forward ideas for ongoing decision-making. Candidate not only responds to written reflective analyses, but can respond with appropriate changes during lessons. Evidence Reflections on attendance at professional conferences Membership in professional organizations. Reflective journal Lesson plans

B. Makes appropriate, sound, fair, and logical decisions.

C. Uses reflections to improve instruction.

Lesson plans Video, reflective essays Cooperating teacher and university supervisors feedback.

D. Has a developed philosophy of education that influences professional practice.

Candidate cannot articulate a personal philosophy of education.

Candidate has a personal philosophy of education based on best practices in current research and all professional activities demonstrate that philosophy.

Portfolio including essay (position paper) Reflections Supervisor reports Lesson plans

Moral Virtue 4: The teacher candidate demonstrates a respect for learners of all ages and a special regard for children and adolescents. Dimension A. Advocates for all children. Unacceptable Candidate accepts school practices that result in some students being ill served by the school. Meets Expectation Candidate works within the classroom and school to ensure that all students received a fair opportunity to succeed. Exceeds Expectation Candidate takes action to challenge negative attitude and practices and helps ensure that all student, particularly those underserved, are provided opportunities to succeed. Candidate uses an extensive repertoire of strategies and resources to encourage all students to develop their potential. Evidence Reflective journal Lesson plans Video of lessons Supervisors report

B. Demonstrates persistence in helping all students learn.

Candidate either gives up or blames the student or the environment for students lack of success or learning difficulties.

Candidate persists in seeking effective approaches for students who need help, using a variety of strategies and soliciting additional resources.

Reflections Lesson plans IEPs Referrals Supervisor reports

Intellectual Virtue 1: The teacher candidate demonstrates a wide general knowledge and a deep knowledge of the content to be taught. Dimension A. Demonstrates knowledge of content. Unacceptable Candidate makes content errors, does not correct students content errors, or correct those found in other resources. Candidate writes and speaks without expression, succinctness and professional language. Meets Expectation Candidate displays accurate content knowledge and makes connections between the content and other parts of the discipline and other disciplines. Candidate models professional communication skills such as good grammar and spelling to engage students in active learning. Exceeds Expectation Candidate displays accurate and extensive (depth and breadth) content knowledge and makes connections within and across disciplines. Candidate demonstrates enthusiasm, fluency, and accuracy across curriculum areas and shows pride use of proper communication tools. Evidence Lesson/Unit/Curriculum plans Bulletin boards Student work samples Goal statements Enhancement activities Bulletin boards Lesson videos Letters to parents Notes to students Candidate-made materials.

B. Demonstrate effective use of written, verbal and nonverbal communication tools.

Intellectual Virtue 2: The teacher candidate demonstrates knowledge and an appreciation of the diversity among learners. Dimension A. Demonstrates knowledge of individual students skills and knowledge. Unacceptable Candidate disregards all information such as information from parents, IEPs, other professionals, concerning individual students skills and learning needs. Meets Expectation Candidate makes accommodations in lesson activities for individual student needs. Accommodations required in IEPs are implemented. Exceeds Expectation Candidate assesses individual needs and appropriateness of accommodations and incorporates that knowledge in planning and teaching. Evidence Lesson plans Assessments Reflections Curriculum plans Observation plans

Intellectual Virtue 3: The teacher candidate demonstrates an interest in and ability to seek out informational, technological, and collegial resources. Dimension A. Uses appropriate guidance and discipline strategies to create a positive environment for student learning. Unacceptable Candidate has not established nor maintained a standard a appropriate student conduct. Student behavior is not monitored. Candidates response to misbehavior is inconsistent. Meets Expectation Candidate maintains a classroom with appropriate student behavior. Standards of conduct are clear to all students. The candidate is alert to student behavior and responds to student misbehavior in a way that respects the students dignity. Exceeds Expectation Candidate considers all variable that impact student behavior. Standards of conduct have been developed with student participation. Monitoring of behavior is subtle and preventative and responds to misbehavior is highly effective and sensitive to individual needs. Candidate develops lessons that are creative, innovation, and capture students interests. Evidence Supervisors reports Video of lesson Reflections

B. Lessons are well planned and designed to meet instructional goals.

Candidate develops lessons that are incomplete, superficial, or not aligned with objectives.

Candidate develops lessons that have clearly defined structure, with materials and activities that support instructional goals. Time allocations are reasonable, and assessment is included.

Lesson plans University supervisor reports Cooperating teacher reports Student assessment results

C. Utilizes multiple assessment strategies effectively.

Candidate uses only one method of assessment. Candidate does not make instructional decisions based on assessments.

Candidate uses a variety of materials, media, and strategies to assess individual and group achievement. Assessments are formative and summative. Candidate can show student work samples and assessments that demonstrate growth in students learning.

D. Has a positive impact on student learning.

Candidate cannot show evidence that students have met instructional goals.

Candidate uses a variety to materials, media and strategies to continually assess student learning and uses reflections of assessment findings to guide future instruction. Candidate can show significant evidence of learning by all students.

Portfolio Assessments Projects Bulletin Boards Student work samples Teacher-made materials Observations, journal writing Pre-test/Post-test Teacher work samples Student work samples

Intellectual Virtue 4: The teacher candidate demonstrates a contagious intellectual enthusiasm and courage enough to be creative. Dimension A. Integrates a range of available instructional resources, including technology, to enhance student learning. Unacceptable Candidate does not use multiple resources, including technology, for instructional purposes or uses resources in a way that does not support student learning. Meets Expectation Candidate selects and effectively uses a variety of instructional resources, including technology, to enhance student learning. Exceeds Expectation Candidate uses a wide variety of instructional resources, including technology, consistently and effectively in designing, implementing, and assessing student learning. Evidence Computer programs Essays, interviews Individual plans Observation reports Journals, Pictures, Lesson Plans

Intellectual Virtue 5: The teacher candidate demonstrates sensitivity toward the varieties of individual and cultural diversity. Dimension A. Models enthusiasm for learning. Unacceptable Candidate displays minimal energy, affect, and verbal intonation to motivate student learning. Meets Expectation The candidate is positive, energetic, upbeat and displays excitement and sincere interest in the content. Exceeds Expectation Candidate demonstrates an interest in exploring new content, making connections, and questioning ideas. Evidence Video Observation during lessons Lesson plans One-on-one interactions with students.

FINAL STUDENT TEACHING EVIDENCE (showing compliance with the Democratic Ideal standards immediately above) is due in LiveText one week before the end of student teaching. The FINAL DISPOSITIONS ESSAY is also due in LiveText. PHYSICS STUDENTS: In addition to the above requirements, Physics majors must also put the MULTICULTURAL LESSON PLAN requirement on LiveText. See the requirements on the next page.

Multicultural* Lesson Plan Requirements and Rubric The physics teacher education major must prepare and implement at least one lesson that has a multicultural emphasis. The student teacher designates which lesson will be assessed using this rubric. Student teacher candidates who receive an unsatisfactory rating on any of the indicators will be expected to redo or redesign the lesson until they score a minimum of developing or better on all indicators. Dimension Objectives: The objective(s) is/are grounded in multiculturalism and diversity, and is/are related to moral virtues 1, 4, and 6 of Realizing the Democratic Ideal. Implementation: The teacher candidate effectively delivers the lesson. Unsatisfactory MC/D objective(s) is/are trivial or absent (e.g., food day, making African breads; no mention of culture, race, class, gender, sexual orientation, linguistic differences, ethnicity, religion, exceptionality); stereotypes and/or bias present in objectives; objective(s) minimize or ignore differences related to diversity/multiculturalism. Developing Objective(s) involve(s) factual information about cultures, but does not address human interactions and understanding; no stereotypes/bias evident in objectives; objective(s) reflect a general acceptance of differences. Proficient Objective(s) center(s) on human interaction and understanding; conscious effort made to overcome/counteract stereotypes and bias; objective(s) respect, affirm, and celebrate individual differences with regard to diversity/multiculturalism. Scoring and Evidence

Students show no evidence of understanding that the lesson includes multicultural/diversity concepts; most students appear to be disinterested in the lesson; the teacher candidate fails to use language that values and includes groups and individuals that are pertinent to the content of the lesson; the content of the lesson and the multicultural/diversity emphasis are disconnected; learning assistance for non-English speaking students (if present) is inappropriate, unreasonable, or nonexistent.

Students understand the lesson includes multicultural issues; some student show active involvement; teacher candidate uses language that values and includes most groups and individuals connected to the lesson; connections between the content of the lesson and the multicultural/diversity emphasis are apparent; more than one differing mode of assistance is applied when English language learners are present in the classroom. The teacher candidate articulates how the content of the lesson relates to issues of multiculturalism/diversity.

Students are able to articulate concepts related to multiculturalism/diversity; most students are actively participating in the lesson; teacher candidate uses language that values and includes all groups and individuals connected to the lesson; the multicultural emphasis is infused/embedded within the content of the lesson; learning assistance is available in different formats appropriate for classroom needs when English language learners are present in the classroom. The teacher candidate makes multiple connections between multicultural/diversity concerns and the content of the lesson.

Rationale/Reflection: During a conference with the cooperating teacher who evaluates the lesson, the teacher candidate articulates how the content, activities, and assessment of the lesson relate to multicultural and diversity concerns.

The teacher candidates is unable to make reasonable connection between such topics as race, class, gender, and religion and the lesson content are forced, superficial, or absent.

Note: *Multicultural education is a structured process designed to foster understanding, acceptance, and constructive relations among people of many different cultures. Ideally, it encourages people to see different cultures as a source of learning to respect diversity in the local, national, and international environment. It stresses cultural, ethnic, racial, and linguistic differences, and includes socio-economic differences (urban, rural, age/youth, worker/middle class), sex and religious differences, and awareness of one's own cultural heritage, and understanding that no one culture is intrinsically superior to another; secondly, to acquiring those skills in analysis and communication that help one function effectively in multicultural environments. Stress Is place on experiencing cultural differences in the classroom and in society, rather than simply studying about them. Multicultural education is not just a set of ethnic or other area study programs, but an effort to demonstrate the significance of similarities and differences among culture groups and between individuals within those groups.