Urgent 7
Assignment 1
After you have implemented each lesson in the unit, as well as completed the post-assessment, collaborate with your cooperating teacher/mentor to analyze the results of the post-assessment and determine student learning. Review your data and whether there is a student or group of students who have not mastered the objectives, and discuss what you will do to further develop students’ knowledge and skills.
Complete the Post-Test and Post-Assessment tables in STEP Standard 6. Respond to the questions in Standard 6 based on the assessment results.
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Assignment 2
Review the InTASC standards as they apply to this evaluation. Be prepared to discuss the standards with your GCU faculty supervisor during the second observation and the importance to the professional educator.
The GCU faculty supervisor will observe your teaching performance and complete the Clinical Practice Evaluation 2. For this assignment, you will submit the completed Clinical Practice Evaluation 2 to the LMS. The final score on your evaluation will determine your total points for this assignment.
Assignment 3
At this stage in the unit development, you have aligned student learning to state, national, and technology standards, and assessed your students’ knowledge and abilities related to your targeted content.
Collaborate with your cooperating teacher/mentor to design a unit of instruction that aligns to state content standards. Include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students. Implement your unit and analyze data to determine learning outcomes.
Follow the instructions found in the STEP Template. Complete STEP Standards 3-5 that includes the following:
- Assessment and Data Literacy
- Unit and Lesson planning
- Implementation of Instructional Unit: Create a video using any video recording device. Choose one of the lesson activities to video record a 5-10 minute segment to review and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Assignment 4
Reflective practice is crucial in education and becomes the foundation for ongoing growth and development as a professional. Once you have implemented the lessons within your unit, you should reflect on how the instructional practices influenced the learning outcomes. The assessment data provides tangible evidence that you can use to tie outcomes back to instruction. You should also determine what revisions you could make to the design of the unit in order to improve student learning.
After analyzing and reflecting on your experiences developing and delivering your instructional unit, complete STEP Standard 7. In the template, list three short-term goals to improve specific areas of your teaching practice based on the unit of instruction, as well as your plan to reach each short-term goal.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Include your “STEP Template” in your “Professional Teaching Portfolio” under the section “Instruction/Classroom Management.”
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| SEC-590 | SEC-590-O102 | STEP Standard 6 – Analysis of Student Learning | 30.0 | |||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% | |||||||
| Post-Assessment Data Analysis: Whole Class | 20.0% | Not addressed. | Post-assessment data collection and analysis insufficiently interprets student learning outcomes and includes unrelated examples of student learning that do not sufficiently support analysis. | Post-assessment data collection and analysis inexplicitly interprets student learning outcomes and includes artificial examples of student learning that superficially support analysis. | Post-assessment data collection and analysis logically interprets student learning outcomes and includes concise examples of student learning to support analysis. | Post-assessment data collection and analysis comprehensively interprets student learning outcomes and includes thoughtful examples of student learning to substantiate analysis. | ||
| Post-Assessment Data Analysis: Subgroup | 20.0% | Not addressed. | Post-assessment data collection and analysis insufficiently interprets subgroup’s learning outcomes and includes unconvincing examples of student learning that do not support analysis. | Post-assessment data collection and analysis inexplicitly interprets subgroup’s learning outcomes and includes artificial examples of student learning that superficially support analysis. | Post-assessment data collection and analysis logically interprets subgroup’s learning outcomes and includes concise examples of student learning to support analysis. | Post-assessment data collection and analysis comprehensively interprets the subgroup’s learning outcomes and includes thoughtful examples of student learning to substantiate analysis. | ||
| Post-Assessment Data Analysis: Remainder of Class | 20.0% | Not addressed. | Post-assessment data collection and analysis insufficiently compares subgroup to remainder of class. | Post-assessment data collection and analysis inexplicitly compares subgroup to remainder of class. | Post-assessment data collection and analysis sufficiently compares subgroup to remainder of class. | Post-assessment data collection and analysis thoughtfully compares the subgroup to remainder of class. | ||
| Effect on Student Learning | 20.0% | Not addressed. | Effect of instruction and assessment on student learning, as well as future implications, is unrealistically analyzed and lacks examples to support claims. | Effect of instruction and assessment on student learning, as well as future implications, is vaguely analyzed with a lack of strong examples to support claims. | Effect of instruction and assessment on student learning, as well as future implications, is clearly analyzed with sufficient examples to support claims. | Effect of instruction and assessment on student learning, as well as future implications, is comprehensively analyzed with well-crafted examples to support claims. | ||
| Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 20.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistent language or word choice is present. Sentence structure is lacking. | Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. | Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. | ||
| Total Weightage | 100% |
