13 Jul 2019 Page 1 of 3

Intern Name: Neely Parsons

Internship: SEDU 495 - 002

Submitted: Mar 8, 2019 Supervisor(s): John Ziegler

Course/Term: SEDU 495 - 2 : STUDENT TEACHING ( Spring Mentor(s): Bethany Kissel
2019 )
Assessor: John Ziegler (Supervisor) Site: Cambridge Springs High School 7 to 12, 641 Venango Avenue, Cambridge Springs
PA 16403
Comments: Subject(s): Social Studies
Grade(s): 9th, 10th, 11th, 12th

Use, Purpose and Directions

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IAP - Student Teaching Instructional Assessment Plan V3 (201720)

Developing: Candidate Unacceptable: Candidate

Target: Candidate
Acceptable: Candidate performs at a level that performs at a level that
performs at a level that
performs at a level that demonstrates the need demonstrates a lack of
demonstrates an ability to
demonstrates an ability to for more practice in order understanding or
successfully and
successfully design, to gain the ability to willingness to N/A
independently design,
implement and assess successfully design, successfully design,
implement and assess
student learning in P-12 implement and assess implement and assess
student learning in P-12
settings with support student learning in P-12 student learning in P-12
settings
settings settings
Teacher candidate displays Teacher candidate displays Teacher candidate lists Teacher candidate displays
a comprehensive knowledge of contextual contextual factors such as minimal, stereotypical, or
understanding of the factors affecting learner location and demographics irrelevant knowledge of
contextual factors affecting development but does not but fails to reflect on school student differences (e.g.
learner development include all of the necessary or factors that may affect ethnicity, age,
Knowledge of including location, school,
factors such as location & learning. Teacher abilities/disabilities).
Characteristics & demographics. Teacher
demographics. Teacher candidate displays limited Teacher candidate lists
candidate displays candidate displays knowledge of student factors unrelated to those
of Students
and Learning understanding of student
understanding of student differences and focuses on affecting student learning
Differences learning differences learning differences but is more obvious aspects such Candidate does not
CAEP-ACC- including cognitive, not complete in reflecting as interests and identified attempt to connect
2013.3.4, linguistic, social, emotional, on all aspects including abilities/disabilities than on differences to planning and
INTASC-2013.1, and physical development; cognitive, linguistic, social, other developmental assessment.
CAEP-ACC- interests; culture; abilities; emotional, and physical factors such as emotional,
2013.1.1
and learning style. development; interests; cultural or learning style
Candidate appropriately culture; abilities; and differences. Candidate
connects differences to learning style. Candidate loosely connects or
implications for planning connects differences to displays a disconnect for
and assessment. implications for planning implications for planning
and assessment. and assessment.
Comments: Neely's knowledge of his students is an important ingredient of each and every lesson.
Goals and objectives are: Goals and objectives are: Goals and objectives are: Goals and objectives are:
Planning
both long and short term; both long and short term only long or short term; are consistently missing; or are
Goals and
aligned to state standards but are not balanced; not fully aligned to state aligned to inappropriate
Objectives
including PA Common aligned to state standards standards or align only to standards or not aligned;
CAEP-ACC-
2013.3.4, Core; written at a variety of including PA Common PA Academic standards; are consistently too easy or
INTASC-2013.7, cognitive levels; are Core; focus on a limited focus on lower cognitive too challenging for the
CAEP-ACC- developmentally number of cognitive levels; levels; vary on being developmental level of the
2013.1.4, appropriate. vary on being developmentally students.
CAEP-ACC-
developmentally appropriate.
2013.1.1
appropriate.
Comments: Neely's dedication and sustained planning is a professional example that hard work with an emphasis on planning impacts student learning.
13 Jul 2019 Page 2 of 3
Assessments are aligned Assessments are aligned Assessments are aligned Assessment of any type is
to goals and objectives; to goals and objectives; to goals and objectives; limited and not aligned with
every objective is goals are assessed but goals and objectives are goals and objectives.
assessed; candidate uses some objectives are not assessed in a limited
a multiple methods of assessed; candidate uses fashion; candidate uses
Use of
Assessment assessment; formative a multiple methods of one main type of
CAEP-ACC- assessments are used to assessment but uses one assessment; assessments
2013.3.4, inform teaching and main type; formative may be informal but not
INTASC-2013.6, learning; summative assessments are used to use formatively; summative
CAEP-ACC- assessments are valid inform teaching or learning; assessments used to
2013.1.1
measures of goals and summative assessments measure progress toward
objectives. used to measure progress goals and objectives, but
toward goals and are developed
objectives, however validity inappropriately.
is not established.
Comments: Alignment is part of each and every lesson from broad goals to learning objectives, sequential activities, and targeted assessments.
Assessment criteria are Assessment criteria are Assessment criteria are Assessments are not valid;
clear and explicitly linked to clear and explicitly linked to presented but are not scoring procedures are
objectives; scoring objectives; scoring explicitly linked to absent or inaccurate; items
Assessment procedures are explained; procedures are explained; objectives; scoring or prompts are poorly
all items or prompts are items, prompts, and/or procedures, items, written; directions and
Development
CAEP-ACC- clearly written; directions directions lack clarity or prompts, and/or directions procedures are confusing
2013.3.4, and procedures are clear technical soundness. lack technical soundness. to students. No formative
INTASC-2013.6, to students. Formative Formative assessments There is a lack of formative or summative assessments
CAEP-ACC- assessments are and summative and summative developed for the unit.
2013.1.1
developed for each lesson; assessments are assessments.
summative assessments developed throughout unit
are developed throughout but not consistently or
unit. appropriately placed.
Comments: Neely has continued to experiment and refine his use of formative and summative assessments.
Teacher candidate makes Teacher candidate makes Teacher candidate only Teacher candidate does
adaptations to adaptations to makes limited adaptations not make adaptations to
Adaptations
assessments that are assessments that are and accommodations assessments to meet the
Based on
appropriate to meet all appropriate to meet the based on the assessment needs of students or these
Individual
needs of all students. needs of students. or instruction. assessments or lessons
Needs of
Candidate employs Candidate makes Differentiation is not are inappropriate.
Students
CAEP-ACC- appropriate necessary apparent in the lesson.
2013.3.4, accommodations for all accommodations but lacks
INTASC-2013.6, students with defined differentiation for all
INTASC-2013.2, needs. Candidate students.
CAEP-ACC- differentiates appropriately
2013.1.1
to meet the needs of all
students.
Comments: Neely has developed a manageable format for prioritizing individualized classroom procedures for students who need it the most.
Teacher candidate Teacher candidate Teacher candidate has a Teacher candidate
Content demonstrates demonstrates an core understanding of the demonstrates a complete
understanding of central understanding of the concepts but demonstrates misunderstanding of the
knowledge
CAEP-ACC- concepts, tools of inquiry, central concepts shows a some misunderstandings or concepts which lead to
2013.3.4, and structures of the lack of confidence in the misrepresentations which pedagogical choices that
INTASC-2013.4, discipline. Lessons reflect a concept or lack of deeper lead to inappropriate result in inaccurate student
CAEP-ACC- connection between understanding which leads pedagogical choices that learning.
2013.1.1
content and pedagogical to limited or inappropriate hinder student learning.
knowledge. pedagogical choices.
Comments: Neely demonstrates mastery of his discipline and is able to break specific content into understandable sequential parts.
Lessons reflect an Lessons reflect an Lessons show inconsistent Lessons show minimal
organized structure based organized structure based use or inappropriate use of planning and/or do not
on the UbD theory of on the UbD theory of the UbD theory of reflect an organized
Lesson instructional design; instructional design; instructional design; structure or philosophy.
structure
lessons demonstrate a lessons include all sections lessons are
CAEP-ACC-
2013.3.4 planned flow and timing, required by the program underdeveloped and lack
and include all sections but reflect a “choppy” flow specifics necessary for
required by the program. or lack of reflection on successful implementation.
timing.
Comments: Neely embraces the value of consistency by following the steps of an effective lesson.
13 Jul 2019 Page 3 of 3
Use of a Significant variety across Some variety in instruction, Strategies are limited in Little variety or instruction,
Variety of instruction, activities, activities, assignments, or scope (e.g. predominantly activities, assignments, and
Instruction, assignments, and/or resources. Though multiple lecture/discussion or resources. Heavy reliance
Activities, resources. Variety includes strategies are used, not all presentation style) The lack on textbook or single
Assignments, opportunities for strategies are effective in of variety reduces student resource (e.g. worksheets).
and meaningful learning. producing deeper learning. engagement and fails to Learning is hindered due
Resources Multiple strategies lead to invoke deeper learning. to strategy choice.
CAEP-ACC- deeper learning.
2013.3.4,
INTASC-2013.8,
CAEP-ACC-
2013.1.1

Comments: Utilized a plethora of instructional activities designed to maximize learning.

Appropriate Pre- and Post-
assessments are used to
measure progress of
Evidence of
students toward learning
Impact on
goals and objectives; Data
Student
from assessments has
Learning
CAEP-ACC- been collected and
2013.1.2, organized; Analysis
CAEP-ACC- demonstrates statistical
2013.3.4, evidence of impact on
CAEP-ACC- student learning.
2013.4.1
Comments: The analysis demonstrates a keen sense of effective instruction.
Uses evidence to support
conclusions drawn in
"Analysis of Student
Learning" section. Explores
multiple hypotheses for
Interpretation why some students did not
of Student meet learning goals.
Learning Accurately reflects on
CAEP-ACC- instruments or assessment
2013.1.2,
development, instructional
CAEP-ACC-
2013.3.4,
choices, and contextual
CAEP-ACC- factors. Evidence of
2013.4.1 reflection on formative
assessment data and
examples of how
adjustments to instruction
were made based on this
data.
Comments: Learning has been applied in meaningful ways. The evidence illustrates strong scaffolding and support from the teacher.
Provides ideas for
redesigning learning
Implications for
objectives, instruction, and
Future
assessment and explains
Teaching
CAEP-ACC-
why these modifications
2013.1.2, would improve student
CAEP-ACC- learning.
2013.3.4,
CAEP-ACC-
2013.4.1
Several future-oriented truisms will change the ways teachers teach and students learn. 1) Teachers’ and student relationships are changing.
Comments: teachers' roles and shifting from owners of information to facilitators of learning. 2) Educators are finding different ways of delivering content
while students are finding new ways to learn in and outside of class.
Appropriate Pre- and Post-
assessments are used to
measure progress of
students toward learning
goals and objectives,
however some goals or
objectives may not be
represented; Data from
assessments has been
collected and organized;
Analysis is unclear with
regard to statistical
evidence of impact on
student learning.
Uses evidence to support
conclusions drawn in
"Analysis of Student
Learning" section.
Accurately explores at least
one hypothesis for why
some students did not
meet learning goals
including at least of the
following: instruments or
assessment development,
instructional choices, and
contextual factors.
Evidence of reflection of
formative assessment data.
Provides ideas for
redesigning learning
objectives, instruction, and
assessment and explains
why these modifications
would improve student
learning, however the
explanations for redesign
are not based in evidence,
are not complete, or would
not result in improvement.
Uses only selected pieces Pre- and Post-
of evidence to support assessments were not
conclusions drawn in used appropriately (or at
"Analysis of Student all) in order to measure
Learning" section or uses impact on student learning.
evidence not included in
previous sections. Explores
at least one hypothesis for
why some students did not
meet learning goals but
chooses to reflect on
unrelated factors.
Uses only selected pieces No evidence for reasons
of evidence to support provided to support
conclusions drawn in conclusions drawn in
"Analysis of Student "Analysis of Student
Learning" section or uses Learning" section. Does
evidence not included in not attempt to explore any
previous sections. Explores hypotheses or the
at least one hypothesis for explanations presented are
why some students did not illogical or uninformed.
meet learning goals but
chooses to reflect on
unrelated factors. Does not
attempt to or
inappropriately discusses
the use of formative
assessment data.
Provides ideas for Provides no ideas or
redesigning learning inappropriate ideas for
objectives, instruction, and redesigning learning
assessment but offers no objectives, instruction and
rational for why these assessment.
changes would improve
student learning.
0.000 pts