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Initial Report

Response Set: FS14SS15_SocialStudies_EPD

1. Intern's Information..
First Name

Last Name

Email

Sergent

Taylor

sergentt@msu.edu

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2. Field Instructor's Information...


First Name

Last Name

Email

Heather

Simon

simonhea@msu.edu

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Total Responses

3. Mentor Teacher's Information...


First Name

Last Name

Email

Troy

Pottenger

tpotteng@grandblancschools.org

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Total Responses

Value
1

Last Modified: 04/13/2015

4. Intern's Major...
Text Response
Social Studies
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1

5. Select the Name of the School District


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Answer

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Response

Barkley School District

0%

Caledonia Community Schools

0%

Chicago Public Schools

0%

Detroit Public Schools

0%

East Lansing Public Schools

0%

Ferndale Public Schools

0%

Grand Blanc Community Schools

100%

Grand Ledge Public Schools

0%

Grand Rapids Public Schools

0%

10

Holt Public Schools

0%

11

Howell Public Schools

0%

12

Kentwood Public Schools

0%

13

Laingsburg Community Schools

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14

Lansing School District

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15

Mason Consolidated Schools

0%

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Owosso Public Schools

0%

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Plymouth-Canton Community Schools

0%

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Southfield Public Schools

0%

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Troy School District

0%

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Utica Community Schools

0%

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Walled Lake Consolidated Schools

0%

22

Waterford School District

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23

West Bloomfield School District

0%

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Mean

7.00

Variance

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Total Responses

6. Enter the Name of the School Building...


Text Response
Grand Blanc West High School
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7. Report Prepared for...


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Response

Fall and Spring Semester

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Fall Semester

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Spring Semester

100%

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3.00

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0.00

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0.00

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8. Report is based on the school year... ( FS14-SS15)


Text Response
2014-2015
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1

9. Teaching Situation Example: INTERN NAME completed her internship at SCHOOL NAME in CITY, Michigan during the 2014-2015 academic year.
INTERN NAME completed the internship while taking two graduate-level courses per semester at Michigan State University. [Go on to describe the context
of the internshipwhat sorts of students, subject matters, age and ability levels the intern worked with.]
Text Response
Taylor Sergent completed his internship at Grand Blanc High School in Grand Blanc, Michigan during the 2014-2015 academic year. Taylor completed the internship while taking two graduate-level courses per semester at Michigan State
University. Throughout the academic year, Taylor worked with sophomore high school students in three sections of a required U.S. History course and one section of a required World History course. During his lead-teaching period, which took place
from January through the first of April, 2015, Taylor assumed all responsibilities of these four sections. Students at Grand Blanc High School are diverse in socioeconomic status, interest, future life goals, and abilities. Taylor worked closely with his
mentor teacher, in all areas of his practice. His mentor was an outstanding educator and had high expectations for Taylor. On April 13, Taylor presented his professional portfolio, showcasing the work he has done in the MSU program, and hi-liting
his understanding of the five Enduring Understandings of Social Studies education as defined by the MSU program. His examining committee included his mentor teacher, Troy Pottenger, his field instructor, Heather Simon, and the building
administrator, Dr. Hammond. The following document serves as a summative evaluation for Taylors work in the program through the lens of the Enduring Understandings. His electronic portfolio can be viewed by going to this website:
http://taylorsergent.weebly.com/.
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10. EU1: Teachers Create a Curriculum that is Purposeful, Thoughtful, Engaging and Student Centered A meaningful curriculum and its accompanying
pedagogy are interactive among students and teachers. Such a curriculum embraces the what, how, and why of learning. Teachers use resources,
materials, and student ideas to create learning opportunities that are meaningful, authentic, content rich, problem-based, socially-responsible and relevant.
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Bar

100%

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Min Value

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Mean

7.00

Variance

0.00

Standard Deviation

0.00

Total Responses

11. EU1: Teachers Create a Curriculum that is Purposeful, Thoughtful, Engaging and Student Centered A meaningful curriculum and its accompanying
pedagogy are interactive among students and teachers. Such a curriculum embraces the what, how, and why of learning. Teachers use resources,
materials, and student ideas to create learning opportunities that are meaningful, authentic, content rich, problem-based, socially-responsible and
relevant. Mentors and Field Instructors, Please provide a narrative here of the way in which the artifacts, abstracts, and presentation spoke to the enduring
understanding. (NOTE: The third member of the committee is welcome to fill out this section as well.)
Text Response
Taylors electronic portfolio displays how his Gallery Walk lesson, Origins of WWII lesson plan, and the resources he sought out and used, met this Enduring Understanding. He met all of the criteria for the portfolio, which means: The artifacts and
abstracts demonstrate exceptional knowledge of the enduring understanding. The artifacts and abstracts provide evidence of critical assessment and synthesis. The analysis across abstracts is exceptionally clear in demonstrating the relationship
of the artifacts to the enduring understanding. The artifacts reflect a thoughtful selection process and evidence of professional competency. The artifact was used to foster learning in students, and/or used to facilitate self-learning. Question for
Taylor: How do you discern as a teacher when to use technology to enhance student understanding rather than just to use it because students prefer it? Taylors Response: Taylor first wants his students to be comfortable using the technology.
Taylor has used it to help with ELL students or struggling readers. He has used it as tool in student learning, or as a tool to help them think outside the box. Taylor also used Google Docs, and he first had them use it with a simple task to gain
proficiency. So, he scaffolds them to have success with technology before using it at a deeper level. During the question-and-answer period, Taylor had opportunities to answer questions about this EU, and the following is the criteria he met: Taylor
communicated the integrated application of the enduring understandings to his educational practice. Taylor related the enduring understandings to future practice. Taylor demonstrated competency with relevant content and pedagogical
knowledge, as well as professional protocol. The structure, breadth and depth of the content of responses provides evidence of the reflective organization of information. The intern responds with an appropriate, thoughtful answer that directly
addresses all parts of the question. Taylor met all of the following criteria for this Essential Understanding in the presentation: The presentation addresses and demonstrates mastery of this enduring understanding. He articulated the pedagogical
impact of the enduring understandings. The interns beliefs about teaching and learning are clear, and supported throughout the presentation. The interns presentation demonstrated competency (overall organization of thought; grammar;
structure, adequacy of content, etc.).
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Total Responses

12. EU2: Teachers Value the Cultural, Social, and Intellectual Funds that Students Bring to School Teachers value and purposefully structure learning by
using students prior knowledge, life experiences, perspectives, learning strengths, and talents.
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100%

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Min Value

Max Value

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7.00

Variance

0.00

Standard Deviation

0.00

Total Responses

13. EU2: Teachers Value the Cultural, Social, and Intellectual Funds that Students Bring to School Teachers value and purposefully structure learning by
using students prior knowledge, life experiences, perspectives, learning strengths, and talents. Mentors and Field Instructors, Please provide a narrative
here of the way in which the artifacts, abstracts, and presentation spoke to the enduring understanding. (NOTE: The third member of the committee is
welcome to fill out this section as well.)
Text Response
Taylors electronic portfolio displays how his lesson using Winston Churchills Speech, the variety of assessments used, and the Gallery Walk experience, met this Enduring Understanding. He met all of the criteria for the portfolio, which means:
The artifacts and abstracts demonstrate exceptional knowledge of the enduring understanding. The artifacts and abstracts provide evidence of critical assessment and synthesis. The analysis across abstracts is exceptionally clear in
demonstrating the relationship of the artifacts to the enduring understanding. The artifacts reflect a thoughtful selection process and evidence of professional competency. The artifact was used to foster learning in students, and/or used to facilitate
self-learning. Question for Taylor: As an educator, what do you do specifically, with your new students each year, to learn about their cultural, social, and intellectual funds? There was not enough time to answer this question. Question for Taylor: As
professional or human, when have you felt like an other? How do you relate that to the classroom? Taylors Response: Taylor has felt like an other when he was trying to get into the College of Education. It inspired him to find the motivation to
work hard and make connections that will help him achieve what he set out to do. Taylor then related this to one of his students who has been an other and how he connected with her to help her achieve her goals. During the question-and-answer
period, Taylor had opportunities to answer questions about this EU, and the following is the criteria he met: Taylor communicated the integrated application of the enduring understandings to his educational practice. Taylor related the enduring
understandings to future practice. Taylor demonstrated competency with relevant content and pedagogical knowledge, as well as professional protocol. The structure, breadth and depth of the content of responses provides evidence of the
reflective organization of information. The intern responds with an appropriate, thoughtful answer that directly addresses all parts of the question. Taylor met all of the following criteria for this Essential Understanding in the presentation: The
presentation addresses and demonstrates mastery of this enduring understanding. He articulated the pedagogical impact of the enduring understandings. The interns beliefs about teaching and learning are clear, and supported throughout the
presentation. The interns presentation demonstrated competency (overall organization of thought; grammar; structure, adequacy of content, etc.).
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14. EU3: Teaching is a Learning and Reflective Profession that is Bolstered by Intellectual Curiosity Teachers continue to learn and grow in collaboration
with others. Teachers learn as they use critical experiences to solve professional problems and use that knowledge to refine future practice.
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7.00

Variance

0.00

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0.00

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15. EU3: Teaching is a Learning and Reflective Profession that is Bolstered by Intellectual Curiosity Teachers continue to learn and grow in collaboration
with others. Teachers learn as they use critical experiences to solve professional problems and use that knowledge to refine future practice. Mentors and
Field Instructors, Please provide a narrative here of the way in which the artifacts, abstracts, and presentation spoke to the enduring understanding. (NOTE:
The third member of the committee is welcome to fill out this section as well.)
Text Response
Taylors electronic portfolio displays how he is always monitoring for student misunderstandings, asking for student feedback and critique, and using professional discourse with his experienced mentor and other colleagues, to meet this Enduring
Understanding. He met all of the criteria for the portfolio, which means: The artifacts and abstracts demonstrate exceptional knowledge of the enduring understanding. The artifacts and abstracts provide evidence of critical assessment and
synthesis. The analysis across abstracts is exceptionally clear in demonstrating the relationship of the artifacts to the enduring understanding. The artifacts reflect a thoughtful selection process and evidence of professional competency. The
artifact was used to foster learning in students, and/or used to facilitate self-learning. Question for Taylor: You demonstrated in your electronic portfolio how you adjust your lessons using student misunderstandings or colleague and student
feedback. What specifically are you listening or looking for to know you need to make an adjustment in the student learning experience? There was not enough time to answer this question. During the question-and-answer period, Taylor had
opportunities to answer questions about this EU, and the following is the criteria he met: Taylor communicated the integrated application of the enduring understandings to his educational practice. Taylor related the enduring understandings to
future practice. Taylor demonstrated competency with relevant content and pedagogical knowledge, as well as professional protocol. The structure, breadth and depth of the content of responses provides evidence of the reflective organization of
information. The intern responds with an appropriate, thoughtful answer that directly addresses all parts of the question. Taylor met all of the following criteria for this Essential Understanding in the presentation: The presentation addresses and
demonstrates mastery of this enduring understanding. He articulated the pedagogical impact of the enduring understandings. The interns beliefs about teaching and learning are clear, and supported throughout the presentation. The interns
presentation demonstrated competency (overall organization of thought; grammar; structure, adequacy of content, etc.).
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16. EU4: Social Studies Teaching is Interdisciplinary and Connects Students to the World Around Them While learning is often divided into disciplines
(e.g. history, geography, science, the arts, English etc.) the world that we teach about is not. Social studies teachers connect students to the world around
them through exploring events and experiences outside of the classroom that are current and relevant, incorporating all subject areas and promoting
further growth and learning.
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Answer

Response

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100%

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Value

Min Value

Max Value

Mean

6.00

Variance

0.00

Standard Deviation

0.00

Total Responses

17. EU4: Social Studies Teaching is Interdisciplinary and Connects Students to the World Around Them While learning is often divided into disciplines
(e.g. history, geography, science, the arts, English etc.) the world that we teach about is not. Social studies teachers connect students to the world around
them through exploring events and experiences outside of the classroom that are current and relevant, incorporating all subject areas and promoting
further growth and learning. Mentors and Field Instructors, Please provide a narrative here of the way in which the artifacts, abstracts, and presentation
spoke to the enduring understanding. (NOTE: The third member of the committee is welcome to fill out this section as well.)
Text Response
Taylors electronic portfolio displays how he used a QR Reader Gallery Walk, social media and media in general to shed light on discrimination, and a letter of recommendation from a student, to meet this Enduring Understanding. He met all of the
criteria for the portfolio, but not to an exceptional level, which means: The artifacts and abstracts demonstrate knowledge of the enduring understanding. The artifacts and abstracts provide evidence of critical assessment and synthesis. The
analysis across abstracts is clear in demonstrating the relationship of the artifacts to the enduring understanding. The artifacts reflect a thoughtful selection process and evidence of professional competency. The artifact was used to foster learning
in students, and/or used to facilitate self-learning. Question for Taylor: It could be inferred from your 2nd artifact on using media to have a classroom discourse on discrimination, and its accompanying explanation, that our views as a society will just
change, because that is what perspectives do change. What is your responsibility as an educator to help shape students mindsets regarding discrimination? Taylors Response: Taylor believes looking at multiple moments when people have
been discriminated against in history, and then critically thinking about it (the reasons it happened), and then having the students look within and ask what they believe regarding it. Then question why they believe as they do. Having that selfreflection on who they are will help them understand their impact on others. Students should answer what their impact is on others regarding their actions. Regarding World History, Taylor really appreciates the idea of teaching thematically to help
students connect world history to their own lives. During the question-and-answer period, Taylor had opportunities to answer questions about this EU, and the following is the criteria he met: Taylor communicated the integrated application of the
enduring understandings to his educational practice. Taylor related the enduring understandings to future practice. Taylor demonstrated competency with relevant content and pedagogical knowledge, as well as professional protocol. The
structure, breadth and depth of the content of responses provides evidence of the reflective organization of information. The intern responds with an appropriate, thoughtful answer that directly addresses all parts of the question. Taylor met all of the
following criteria for this Essential Understanding in the presentation: The presentation addresses and demonstrates mastery of this enduring understanding. He articulated the pedagogical impact of the enduring understandings. The interns
beliefs about teaching and learning are clear, and supported throughout the presentation. The interns presentation demonstrated competency (overall organization of thought; grammar; structure, adequacy of content, etc.).
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Total Responses

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1

18. EU5: Teachers and Students are Citizens Citizens make informed choices and are aware of the impact their decisions and actions have on others
(locally and globally). Citizens care both about the common good and the unique needs of individuals. Teachers and students recognize and respect each
other as citizens of the classroom, school, community, nation and the world Mentors and Field Instructors, Please provide a narrative here of the way in
which the artifacts, abstracts, and presentation spoke to the enduring understanding. (NOTE: The third member of the committee is welcome to fill out this
section as well.)
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Answer

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Response

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6.00

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19. EU5: Teachers and Students are Citizens Citizens make informed choices and are aware of the impact their decisions and actions have on others
(locally and globally). Citizens care both about the common good and the unique needs of individuals. Teachers and students recognize and respect each
other as citizens of the classroom, school, community, nation and the world Mentors and Field Instructors, Please provide a narrative here of the way in
which the artifacts, abstracts, and presentation spoke to the enduring understanding. (NOTE: The third member of the committee is welcome to fill out this
section as well.)
Text Response
Taylors electronic portfolio displays how he used a QR Reader Gallery Walk to help meet the needs of all his students, positive communication home, and having discourse about racism and discrimimation with his students, to meet this Enduring
Understanding. He met all of the criteria for the portfolio, but not to an exceptional level, which means: The artifacts and abstracts demonstrate knowledge of the enduring understanding. The artifacts and abstracts provide evidence of critical
assessment and synthesis. The analysis across abstracts is clear in demonstrating the relationship of the artifacts to the enduring understanding. The artifacts reflect a thoughtful selection process and evidence of professional competency. The
artifact was used to foster learning in students, and/or used to facilitate self-learning. Question for Taylor: How have your students learned that their decisions and actions have an impact on humanity, locally and globally? Taylors Response: Taylor
had the students use their clothing and shoes, or items they looked at when shopping, to compare the price to the same product made in America. Taylor had the students think about how American-made products compare to their purchased items.
He had students consciously think about their belief on owning American-made items compared to their actual actions. He asked supplemental questions about supporting companies who treat their employees poorly. So, using globalization and
belief systems, Taylor helped students consider the impact their decisions have on others. Taylor answered this question without his personal opinion. He does not tell students what to think, but he teaches them how to think. During the questionand-answer period, Taylor had opportunities to answer questions about this EU, and the following is the criteria he met: Taylor communicated the integrated application of the enduring understandings to his educational practice. Taylor related the
enduring understandings to future practice. Taylor demonstrated competency with relevant content and pedagogical knowledge, as well as professional protocol. The structure, breadth and depth of the content of responses provides evidence of
the reflective organization of information. The intern responds with an appropriate, thoughtful answer that directly addresses all parts of the question. Taylor met all of the following criteria for this Essential Understanding in the presentation: The
presentation addresses and demonstrates mastery of this enduring understanding. He articulated the pedagogical impact of the enduring understandings. The interns beliefs about teaching and learning are clear, and supported throughout the
presentation. The interns presentation demonstrated competency (overall organization of thought; grammar; structure, adequacy of content, etc.).
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1

20. Summative Comments...


Text Response
Taylors presentation was well received by his committee members, and it was extremely thoughtful and creatively prepared. Taylor was exceptional he used a lock and key and puzzle analogy to illustrate how students can feel when the five EUs
(or keys) are not used in a lesson compared to when they are used. He made this presentation interactive for us presenters by using the locks and keys and puzzle pieces throughout the presentation. Taylor also had Learning Targets, a quote, and
a hook to start his presentation. Taylor was very well prepared, and it was evident that he had practiced his timed portion to fit the 20 minute limitation. Taylor showed an excellent understanding of the Enduring Understandings as they relate to his
own practice. He made his presentation thematic, by using one example from his teaching to meet all EUs, and that example was a lesson all three of us committee members had witnessed. This lesson /evidence of the EUs, had Blooms Taxonomy,
primary sources, critical thinking, explicit learning targets, assessment of student understanding, student relevancy and connection, and other effective instructional practices. The only criteria I would have liked Taylor to share more about is: The
intern is aware of areas of potential improvement, demonstrates evidence of growth, self-assessment, and critical reflection. I asked Taylor how he could improve this lesson if he taught it again, and this is a paraphrased version of his response:
One way to improve the lesson is to have more opportunity for students to engage in critical thinking. The stations had a final question for the wrap-up, and there were a couple questions that gave them this opportunity, but he would like to have all of
the questions connect to their lives, and help them think more critically. Taylor spoke to his understandings and strengths, as well as his growth throughout the Q&A session. He responded to the questions with professionalism, appropriateness, and
thoroughness. A complete list of his artifacts and explanations showcasing his understanding of the Enduring Undestandings can be seen on the website Taylor created (http://taylorsergent.weebly.com/). This website is also his electronic portfolio
displaying the many parts of his internship, as well as his Teaching Philosophy, resume, sample student work, professional evaluations, certifications, and other important information about him as an educator. Taylors Teaching Philosophy
satisfactorily mirrors who Taylor is as an educator. In short, Taylors electronic portfolio shows he is a passionate teacher with high expectations for himself in creating meaningful and quality learning experiences for his students. He is a highly
competent teacher of instruction and planning. One of Taylors most admirable traits is his high level of care and respect for his students. He values them as human beings as well as learners, and he models empathy and comfort in risk-taking for his
students to follow. Taylor also requests constructive criticism and then reflects. Afterward, he would always adapt and make revisions to be better. Taylor is extremely hard working, he exceeded all expectations of his mentor, and he is truly an
impressive intern.
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21. Summative Evaluation...


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1
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EU1. Teachers Create a Curriculum that is Purposeful, Thoughtful, Engaging and Student Centered(You selected a rating of : ${q://QID11/ChoiceGroup/SelectedChoices} )

7.00

7.00

7.00

0.00

EU2. Teachers Value the Cultural, Social, and Intellectual Funds that Students Bring to School(You selected a rating of :${q://QID13/ChoiceGroup/SelectedChoices} )

7.00

7.00

7.00

0.00

EU3. Teaching is a Learning and Reflective Profession that is Bolstered by Intellectual Curiosity(You selected a rating of : ${q://QID15/ChoiceGroup/SelectedChoices}

7.00

7.00

7.00

0.00

EU4. Social Studies Teaching is Interdisciplinary and Connects Students to the World Around Them(You selected a rating of : ${q://QID17/ChoiceGroup/SelectedChoices})

6.00

6.00

6.00

0.00

EU5. Teachers and Students are Citizens (You selected a rating of : ${q://QID19/ChoiceGroup/SelectedChoices} )

6.00

6.00

6.00

0.00