University Accelerated Certification for Teachers (U-ACT) Student Handbook 2011-2012 Cohort

College of Education 211 Miller Hall, Box 3536000 Seattle, WA 98195-3600 (206) 543-1754; FAX (206) 211-3296 College of Education
UW Teacher Education

Dr. Kenneth Zeichner Joan Lesh Stuart Sweazey Michael Nielsen Patrick Sexton U-ACT Morva McDonald Megan Kelley-Peterson Daniel Novak U-ACT Team Leads: Humanities

Director, TEP TPA Coordinator Program Assistant Certification Specialist Managing Director, TEP

kenzeich@uw.edu jlesh@uw.edu ssweazey@uw.edu mnielsen@uw.edu pgsexton@uw.edu

U-ACT Director

morva@uw.edu

U-ACT Program Coordinator meg199@uw.edu Technology Lead danovak@uw.edu

Karen Mikolasy Sarah Kavanagh

mikolasy@uw.edu skav@uw.edu teresakd@uw.edu amy.baeder@gmail.com katiedan@uw.edu meg199@uw.edu

Mathematics Science Elementary

Teresa Dunleavy Amy Baeder Katie Danielson Megan Kelley-Peterson

Office of Teacher Education Office of Student Services edinfo@uw.edu

206.543.1754 206-543-1754

The remainder of this handbook describes program procedures and essential information students will follow to attain their teaching certificate. This handbook is written for the UACT student, but will serve as a reference for University faculty and staff, Partner School personnel, and others involved with the U-ACT program. Should you have any questions of comments, please contact: Teacher Education Office University of Washington 211 Miller Hall, Box 353600 Seattle, Washington 98195-3600 (206)543-1754; FAX (206)211-3296 We will identify the best person to respond to your inquiry.

U-ACT Student Handbook Table of Contents

I.

Introduction to U-ACT a. Conceptual Framework U-ACT Program Design a. U-ACT Program Overview b. Role Descriptions c. Framework for Inquiry-Based Professional Development d. Teacher Development Planning e. Framework for Candidate Self-Assessment, Progress Monitoring, and Professional Development f. Assessment of Work Samples for U-ACT g. Open-Exit Option The Washington Teacher Performance Assessment (WA TPA) a. TPA Overview b. TPA Preview U-ACT Essential Professional Attributes and Responsibilities a. Essential Professional Attributes b. Professional Responsibilities i. Responsibilities to Students ii. Responsibilities to the Profession iii. Responsibilities to the U-ACT Faculty, Staff, and Cohort Student Concern Policy Focus of Concern Responsible Use of Technology a. b. c. d. Introduction/Mission Educational Use and Benefits Personal Responsibility Unacceptable Use

II.

III.

IV.

V. VI. VII.

VIII. IX. X. XI. XII. XIII.

Appendix A: A Typical Month in U-ACT Appendix B: U-ACT Teacher Development Plan Appendix C: Open-Exit Request Form Appendix D: Suggested Timeline for TPA Appendix E: TPA Rubrics Appendix F: Parent/Guardian Waiver for Photography and Video

Section I: Introduction to U-ACT

U-ACT is built for candidates pursuing their WA residency teacher certification via Alternative Route 4. The program is a residency model of teacher preparation. This approach to teacher development enables candidates to learn in the contexts of direct and daily practicerather than through traditional coursework. U-ACT is designed to support candidates who are teachers of record in local public schools. The program grounds learning in the context of the school community and the realities of daily teaching practice. The U-ACT program attends to the following set of guiding principles for residency programs adapted from, Urban Teacher Residency Models and Institutes of Higher Education generated by the National Council for the Accreditation of Teacher Education (NCATE) and Center for Teacher Quality (CTQ): 1. We weave education theory and classroom practice tightly together in a year-long residency model of highly relevant teacher education. 2. We focus on candidate learning with support from a district mentor and support from a University based teacher education program. 3. We prepare candidates in cohorts to cultivate a professional learning community, foster collaboration, and promote social change 4. We serve school districts by attending to both their teacher supply challenges as well as their curricular goals and instructional approaches 5. We work with partnering districts to establish incentives and support differentiated career goals to retain candidates and reward accomplished and experienced teachers. Through engagement with the resources and learning opportunities that U-ACT provides, candidates are challenged to continuously improve their practice as they teach on a daily basis. We provide candidates with a broad array of resources, including: District mentors, TFA Program Directors, UW staff, and a collection of online resource banks. We also provide candidates with a wide selection of learning opportunities: a variety of face-to-face workshops, collaborative work groups, and online learning experiences all of which are aligned with candidates individual self-assessments. All U-ACT candidates are organized in collaborative Learning Teams determined by content area. For example, the elementary candidates participate together in both an online professional learning community as well as face-to-face UW events as a cohort. The intent is to help candidates develop a collaborative and public disposition toward analysis of their work, as they engage in the day-to-day work of their first year of teaching.

Section I a. Conceptual Framework

All teacher education programs at the University of Washington share a common conceptual framework for high quality teaching (see Figure 1 below). This framework identifies the following inter-related dimensions of teachers knowledge, practices, and dispositions that support student learning: content knowledge, pedagogy, and assessment; social relationships and classroom management; equity and inclusion; student identity, language, and culture; inquiry, collaboration, and professionalism. The U-ACT programits structure, curriculum, and pedagogysupports candidates to develop their teaching practice across these dimensions. The learning opportunities related to these various dimensions are integrated into a series of Instructional Performance Challenges (IPCs). These are also the contexts through which the candidates are assessed. IPCs require that candidates draw on their content knowledge, their pedagogical repertoire, their knowledge of students English language proficiencies as well as the language demands of the task, and their classroom management skills. Using online and face-to-face problems of practice workshops, an ongoing teaching and learning seminar, and a regular special topics colloquium, U-ACT supports candidates in developing their knowledge, practices, and dispositional stances across all of these dimensions. In addition, the U-ACT program allows candidates to self assess their progress using the TPA Preview (See Section III b) and shape their learning targets and goals around each of these dimensions. Candidates are held accountable to high standards through the successful completion of the IPCs as well as successful completion of the Teacher Performance Assessment (See Section III and Appendix B), which is also in alignment with the larger conceptual framework of the UW teacher education programs (See Figures 1 and 2).

Figure 1.

UW Teacher Education Conceptual Framework

Socio-Political Environment School/Community Context

Content Knowledge, Pedagogy, & Assessment

Social Relationsh ips & Classroom Managem ent

Student Learning
Academic SocialEmotional

Equity and Inclusion Inquiry, Collaboration & Professionalism

Student Identity, Language , and Culture

Candidate expectations as organized by the conceptual framework above are linked explicitly in Figure 2 (below) to relevant national standards (NTASC), and state knowledge and skills standards for teacher preparation programs (Standard V).

Figure 2: Alignment of Expectations with State and National Standards

U-ACT Conceptual Framework
Content knowledge, pedagogy, assessment

NTASC Standards
The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. (Std 1) The teacher understands how children learn and develop, and can provide learning opportunities that support a childs intellectual, social, and personal development. (Std 2) The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. (Std 4) The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. (Std 7) The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner. (Std 8)

Standard V
Standard 5.1: Knowledge of Subject Matter and Curriculum Goals A. Content driven. All students develop understanding and problem-solving expertise in the content area(s) using reading, written and oral communication, and technology B. Aligned with curriculum standards and outcomes. All students know the learning targets and their progress toward meeting them. C. Integrated across content areas. All students learn subject matter content that integrates mathematical, scientific, and aesthetic reasoning. Standard 5.2: Knowledge of Teaching A. Informed by standards-based assessment. All students benefit from learning that is systematically analyzed using multiple formative, summative, and self-assessment strategies. C. Influenced by multiple instructional strategies. All students benefit from personalized instruction that addresses their ability levels and cultural and linguistic backgrounds. D. Informed by technology. All students benefit from instruction that utilizes effective technologies and is designed to create

technologically proficient learners. Social Relationships, and Classroom Management The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and selfmotivation. (Std 5) The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. (Std 6) Student identity, language, and culture The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. (Std 3) The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students learning and well-being. (Std 10) Standard 5.3: Knowledge of Learners and their Development in Social Contexts B. Classroom/School centered. Student learning is connected to communities within the classroom and the school, including knowledge and skills for working with others.

Standard 5.3: Knowledge of Learners and their Development in Social Contexts A. Learner centered. All students engage in a variety of culturally responsive, developmentally, and age appropriate strategies. B. Classroom/School centered. Student learning is connected to communities within the classroom and the school, including knowledge and skills for working with others. C. Family/Neighborhood centered. Student learning is informed by collaboration with families and neighborhoods. D. Contextual community centered. All students are prepared to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society.

Equity and inclusion

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. (Std 3)

Standard 5.3: Knowledge of Learners and their Development in Social Contexts B. Classroom/School centered. Student learning is connected to communities within the classroom and the school, including knowledge and skills for working with others. C. Family/Neighborhood centered. Student learning is informed by collaboration with families and

neighborhoods. D. Contextual community centered. All students are prepared to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society. Inquiry, collaboration and professionalism The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally. (Std 9) The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students learning and well-being. (Std 10) Standard 5.4: Understanding Teaching as a Profession A. Informed by professional responsibilities and policies. All students benefit from a collegial and professional school setting. B. Enhanced by a reflective, collaborative, professional growthcentered practice. All students benefit from the professional growth of their teachers. C. Informed by legal and ethical responsibilities. All students benefit from a safe and respectful learning environment.

Section II: U-ACT Program Design

After completion of the TFA summer institute, candidates will provide data to their U-ACT Team Leads indicating their competencies in the content delivered during the summer institute. These data take the form of candidates self-assessment completed during the summer institute, the TPA Preview (See Section III b) delivered at the start of the U-ACT program, and the Teacher Development Plans (See Appendix B) with which the candidates enter the U-ACT program. If these assessments indicate that candidates have not achieved competence in one or more areas covered during the summer institute, they need to display competence in these areas through their completion of the IPCs in order to be recommended for certification. IPCs along with other requirements will provide candidates with the opportunity to learn about each competency required for state certification in Washington and specific attention is paid to those competencies insufficiently covered in TFAs summer institute.

Section II a: U-ACT Program Overview

The structure and the curriculum give students opportunities to develop their knowledge of teaching through activities and events that are oriented around the framework for inquiry-based professional development described below. The program balances the urgent needs of daily teaching practice with learning theories, frameworks, and principles that guide that practice, while affording candidates opportunities to develop their capacity to learn from their own practice.

During the TFA pre-program institute candidates begin to draft individual Teacher Development Plans (See Appendix B). At the very beginning of the UW program students take a performance assessment (See Section III b). The assessment is a modified version of the Teacher Performance Assessment (TPA). The results of the initial assessment inform and shape the next draft of the individual Teacher Development Plans (See Appendix B). These plans are completed in collaboration with the internship support team, comprised of a U-ACT Team Lead, a district mentor, and a TFA Program Director. Upon entering the program U-ACT candidates are assigned to a subgroup according to their classroom teaching assignment - Elementary, Secondary Science, Secondary Mathematics, etc. Each subgroup has a Team Lead with primary responsibility for supporting candidate progress through the program. The curriculum is organized around a set of dimensions of instruction including: assessment for learning, differentiation of instruction, rigorous intellectual engagement, sense-making of students thinking, and discourse for civic participation. Candidates explore these dimensions of instruction through their completion of the IPCs. IPCs are set in an instructional improvement cycle (See Figure 3) and comprise the core of the curriculum.

Figure 3. Instructional Improvement Cycle

Representations of Practice: Video recordings

Assessment of Practice: Professional Growth Plan, TPA Previews (1 & 2), TPA

Resources for Learning: TFA resources District resources U-ACT: On Campus Instructional Sessions, Online instructional sessions, resources including videos, texts, experienced instructors

Analysis of Practice: Online analysis of artifacts of practice (i.e. video recording of candidate teaching) done by self, peers, and team leads

Enactment: Classroom teaching

CoE faculty and program personnel utilize participants personalized Teacher Development Plans (See Appendix B) and experiences in their own classrooms to customize and further develop program curriculum to ensure students are able to meet all certification competencies. As this is a performance-based program, each year the curriculum will be tailored to the learning needs of the cohort of students entering the program.

Section II b: Role Descriptions

The U-ACT Associate Director is responsible for oversight of the entire program. The Associate Director supports both the Program Coordinator and the Team Leads around the development or curriculum. The U-ACT Program Coordinator is responsible for the overall day-to-day coordination of the program. The Program Coordinator facilitates coordinated planning for the Team Leads on a quarterly basis, coordinates communication and collaboration between Team Leads and other teacher mentors, develops and manages all whole-program U-ACT activities, provides program advisement and support to U-ACT students, coordinates administration of program performance assessments, and recruits, trains, and supervises the work of the Team Leads. The U-ACT Technology Coordinator is responsible for the development and use of technology in U-ACT and is the primary person responsible for supporting U-ACT candidates and Team Leads as they negotiate technology. The Technology Coordinator provides technical support and trouble-shooting services to the U-ACT program and related College of Education programs, serves as a liaison between the U-ACT program and other technological service providers within and outside of the College of Education, develops technological support materials (i.e. instructional videos, websites, technological system) that support the teachers, faculty, and staff related to U-ACT activities, and collects, sorts, archives, and analyzes digital and physical artifacts for the purposes of theoretical and applied research and publication. The U-ACT Team Leads are the primary instructors for U-ACT candidates as they negotiate their first year of teaching. There are Team Leads in each of the following certification areas: Elementary, Secondary Mathematics, Secondary Science, Secondary Humanities, and Secondary Language Arts. The Team leads are responsible for delivering the curriculum program to the U-ACT candidates in meaningful and responsive ways; providing on-site coaching support to the U-ACT candidates in their classrooms; facilitating an on-line professional learning community, and collaborating with other TAs, and U-ACT and University of Washington faculty on the development, design, and delivery of the program curriculum. 12

Non-University Teacher Mentors: Internship support will be provided in a coordinated effort between districts, TFA, and UW. Each will draw on its unique perspective and resources to form internship support teams mentioned previously in this section. The districts have internal support structures for first year teachers (e.g. the Staff Training, Assistance, and Review (STAR) mentor program in Seattle, and the Beginning Teacher Assistance Program (BTAP) in Federal Way). TFA employs Program Directors to work directly with program participants in a coaching relationship focused on setting and meeting goals for improving student learning. The U-ACT team leads will connect their classroom support to the candidates Teacher Development Plans and the UW challenge-based curriculum.

Section II c: Framework for Inquiry-based Professional Development

Our approach to instruction in U-ACT is grounded in the Instructional Improvement Cycle (see Figure 3, above) model in which candidates play a very active role in defining their own needs, planning opportunities to learn and evaluating their own learning. It is important to realize that the motive for learningthat is, the point in the process at which candidates might enter a cycle, can occur at any point. For example, many learning cycles will be initiated through the process of selfassessment that is structured through one or more of the Performance Challenges that organize the U-ACT curriculum. However, we also recognize that the motivations for learning often arise in the context of seeing exemplary models of teachingto which candidates will regularly be exposed. Learning cycles also often begin with troublewhen a candidates hopes or expectations for student participation and learning in a particular unit or lesson collide with the realities of life in classrooms. Regardless of whether the motivation to learn proceeds from systematic self-assessment, or other experiences, we see each element of the Learning Cycle as playing an important part in a comprehensive programmatic strategy for addressing learning needs.

Section II d: Teacher Development Planning

Upon entering the U-ACT program candidates meet individually with the U-ACT Team Lead to build their initial Teacher Development Plan (See Appendix B) based on the evidence they are able to present from their work in the TFA summer institute. The rest of the Internship Support Team will review and provide input. Candidates review their Teacher Development Plan (See Appendix B) with their Team Lead on a regular basis throughout the program. The plan continues to be refined until the candidate completes the IPCs and is ready to take the TPA (See Section III and Appendix E).

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Section II e: Framework for Candidate Self-Assessment, Progress Monitoring, and Professional Development
The U-ACT program is organized around a comprehensive set of Instructional Performance Challenges (IPCs), which are grounded in the programs conceptual framework, state teaching standards and the requirements of the Teacher Performance Assessment (See Section III and Appendix E). IPCs are conceptualized as formative assessment processes that both document candidate competence and allow candidates to predict their performance on the TPA.

Two types of IPCs are included in program: Comprehensive Teaching Assessments and Professional Work Samples. Comprehensive Teaching Assessments occur at three points in the program, and are organized around the requirements of the TPA. The first of these, termed the TPA Preview I (See Section III b), occurs early in the program. This assessment requires candidates to gather and evaluate artifacts of their first months of teaching, including lesson and unit plans, classrooms assessments, and samples of student work. These artifacts are evaluated using the rubrics of the Washington State Teacher Performance Assessment (See Appendix E). Based on these data, candidates develop individual priorities for professional learning and development. Each candidate subsequently meets with their Learning Team Leader to identify learning resources relative to their self assessed needs and update the Teacher Development Plan (See Appendix B) according to their progress and learning needs.

Half-way through the year, a second set of artifacts from candidates classrooms will be collected and evaluated in the same fashion (TPA Preview II). Based on this second self-assessment, candidates may elect to proceed immediately to completion of the formal Washington State Teacher Performance Assessment (See Section III and Appendix E).

A second type of Performance Challenge for the U-ACT program is based on what we have termed Professional Work Samples. These consist of artifacts of regularly occurring routines and requirements of classroom practice. In this way, candidates assessments and opportunities to learn are infused into the normal demands of classroom practice, rather than imposing artificial requirements such as papers, projects or assignments.

While Professional Work Samples are organized around artifacts of normal classroom work routines and activities, they are also designed as opportunities for demonstration, evaluation and development of specific Targeted Instructional 14

Practices. These are drawn from the research literature on preparing novice teachers to use high leverage teaching practices, and including a number of studies done here at University of Washington (Windshitl & Thompson, 2006; Kazemi, et al, 2011). Examples of targeted instructional practices include strategies related to sense making with students, scaffolding student participation, and differentiation of instruction.

Section II f: Assessment of Work Samples for U-ACT

Candidates will be assessed by their team leads based on the evidence they present related to each of the U-ACT Performance Challenges. Results of the work sample assessment will be used to make modifications in the candidates Teacher Development Plan (See Appendix B) as needed. TPA performance will be evaluated using the regular state-defined evaluation process. Although U-ACT will provide a schedule for completing Performance Challenges based on the naturally occurring sequence of teaching activities for the academic year, candidates will be invited to complete the challenges independently if they have opportunity or desire to do so. Candidates should see their Team Leads for further information regarding independent IPC completion.

Section II g: Open Exit Option

It is possible to be recommended for certification before the end of the academic year. In order to do so, a candidate must show that s/he has met the competencies embedded in the IPCs and pass the Teacher Performance Assessment (TPA) (See Appendix E). All candidates will take the assessment in the third term of the program. In the event that there is sufficient evidence that a candidate could successfully complete the TPA prior to the end of the third term, individual candidates can request to take the TPA early by submitting an Open Exit Request Form (see Appendix C). All U-ACT teachers must pass the TPA before exiting the program and being recommended for certification.

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Section III: The Washington Teacher Performance Assessment (WA TPA)

Section III a: TPA Overview
The Washington Teacher Performance Assessment (WA TPA) is a performance based assessment tool that teacher candidates in U-ACT complete during their first year teaching. All candidates in UW teacher education programs must pass the TPA as a requirement of program completion. Beginning in 2012-2013 this will be true for every candidate in an approved teacher preparation program in Washington state. This assessment was modeled after the PACT and the National Board Certification process and has similar components to the Washington State ProCert. Passing the WA TPA is a requirement for becoming certified to teach in WA through the U-ACT program. The purpose of this assessment is to determine candidates ability to: use what they know about learning objectives, instructional strategies, academic contexts, and their students sociocultural backgrounds, language needs, and special educational needs to plan instruction use instructional practices that support student learning support students development of academic language use evidence of student learning to design, implement, and adjust instruction to support students future learning ensure that students understand what they are supposed to be learning and what they need to achieve the targeted learning objectives A secondary purpose of the WA TPA is to: provide feedback to candidates internship support team on whether they are able to implement the tools they have gained through their participation in the U-ACT program. To help candidates prepare for this assessment, the IPCs have been created with the WA TPA in mind. help candidates begin the process of professional development that leads to WA Professional Certification and National Boards qualification. For the WA TPA, a learning segment is a set of connected lessons that build upon one another toward a central purpose. The WA TPA consists of four tasks related to a selected learning segment: 1. Context for Learning (a description of the class, the school, and the students) 2. Planning Instruction and Assessment (this section also includes Reflections on Teaching and Learning) 3. Engaging Students and Supporting Learning 4. Assessing Student Learning U-ACT candidates complete the tasks for one learning segment. There are specific directions as to the big/central idea of the learning segment. Figure 5 (below) 16

shows examples from the WA TPA from 2010-2011. Figure 5: Required Performances for Each Content Area English/ Provide opportunities to support students in understanding and Language interpreting complex features of a text and creating a written Arts product responding to text Demonstrate understanding of academic language relevant to the literacy learning objectives Mathematics Provide opportunities to support students in building conceptual understanding, computational/ procedural fluency, and mathematical reasoning skills Demonstrate understanding of academic language relevant to the mathematics learning objectives Provide opportunities to develop abilities to use scientific concepts to make sense of one or more real world phenomena by using key scientific inquiry skills Demonstrate understanding of academic language relevant to the science learning objectives Provide opportunities to support students in using facts, concepts, and interpretations to make and explain judgments about a significant historical event or social science phenomenon Demonstrate understanding of academic language relevant to the social studies learning objectives

Science

Social Studies

Assessments used to evaluate student learning related to the targeted skills and strategies must allow for assessment of each individual student; no group projects may be used for the assessments. Two types of evidence are collected: 1) Teaching artifacts including lesson plans, a teaching video, student work samples, and daily reflections of teaching 2) Commentaries for each task in which U-ACT candidates document and reflect upon the context, their planning (including contextual information), their instructional/engagement and assessment strategies, their analyses of student work and teaching artifacts, and their understanding of how their work relates to theories about and research on teaching. The WA TPA assessment is focused on candidate impact on student learning. To complete the assessment, candidates describe their plans and what they did to 17

impact student learning (the what), provide a rationale for their plans and an analysis of the effects of their teaching on their students learning (the so what), and analyze and reflect on the resulting student learning to plan next steps in instruction or improvements in their teaching practice (the now what). The WA TPA will be scored on six dimensions of teaching: planning, engaging students, assessment, reflection, student voice, and academic language. There is an additional pilot rubric for Washington State, which assesses student-based evidence and is embedded in commentary prompts throughout the WA TPA. Scoring sessions will use state of the art scoring procedures to help ensure reliable WA TPA scores for U-ACT candidates. A U-ACT candidates WA TPA will not be scored by someone who directly mentors, coaches, or teaches the candidate. CONTACT INFORMATION: Joan Lesh WA TPA Coordinator, UW TEP 425-486-5529 (Home) 206-375-0634 (Cell) jlesh@u.washington.edu

Section III b: TPA Preview: A Formative Assessment and Program Planning Process
Purpose: To orient U-ACT candidates to the requirements and standards of the Washington State Teacher Performance Assessment (TPA) as a context for selfassessment of professional growth needs and priorities for the year. Overview of the Process: Candidates will use materials and artifacts from their emerging classroom practice at the end of the first 6 weeks of the school year to conduct a guided self-assessment of their developing practice using the rubrics of the TPA. The process will be based on collaborative analysis, discussion and evaluation artifacts from (K-12) student assessment data, unit and lesson plans, video records of instruction and student work samples collected over a period of 3-5 days. Results of the self-assessment will be used a) as input for the larger TFA process of reviewing Big Goals for students, and b) as the basis for personalized planning of priorities for professional learning during the academic year. Steps and Procedures 1) Collection of artifacts of classroom practice. a. Summaries of student assessment data, including district assessments, classroom assessments and observations in a specific content area (math or literacy at the elementary level) b. Copies of relevant state and district curriculum standards (including those related to academic language development) c. Unit plan, and related lesson plans covering 3-5 days of instruction 18

d. Video record of two ten minute samples of instruction related to one or more of the lessons e. Samples of student work produced during the unit f. Summary of student learning outcomes for the class, and three individual students 2) Formative Assessment of Practice workshop a. Candidates work in triads within their Learning Teams to review and discuss each case using the assessment protocols from the Washington Teacher Performance Assessment. Strengths and Stretches are identified for each case, and priorities for individual candidate learning and professional development are identified b. Each candidate develops a professional growth plan based on the results and discussion of the self-assessment process. c. Based on individual and collective goals and priorities, candidates identify preferred learning modalities and related resources within their teams, TFA and U-ACT . 3) Program Planning and Professional Growth Plans a. Learning Team leaders meet with program administrators and UW faculty to identify relevant learning resources and plan activities based on identified professional growth priorities. Opportunities to learn will include those from university, district, building and online sources. b. Learning Team leaders review personalized Professional Growth Plans based on the goals and priorities that have been identified through the self-assessment process c. A Progress Monitoring Plan is developed for each candidate to allow evaluation of the pace of each candidates learning and development relative to the formal administration of the TPA in April.

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Section IV: U-ACT Essential Professional Attributes and Responsibilities

Section IV a: Essential Professional Attributes
The education of a teacher requires the learning of complex knowledge and skills along with development of appropriate professional, behavioral, and social dispositions needed to become both an independent and collaborative teacher in any public or independent school in the State of Washington. Teacher candidates enrolled in U-ACT must: be able to reason and make decisions appropriate for a classroom teacher. be able to effectively communicate orally and through writing. Interpersonal, listening and responding skills must be at a level sufficient for the teacher candidate to understand and respond appropriately to different perspectives represented in diverse university and school classrooms. be dependable and be able to work calmly and flexibly under stress, e.g., work under time constraints, concentrate in distracting situations, make timely subjective judgments and ensure students safety at all times. work a teacher's contracted day and perform extended additional duties of a classroom teacher such as parent conferences, open houses and other school related activities. be able to organize time and materials, prioritize tasks, perform and supervise several tasks at once, and adapt to changing situations in order to develop skills to assess and attend to the needs of all his/her students. act in a professional manner that demonstrates integrity, responsibility, and tolerance. He/she must treat all with compassion, dignity, and respect. * be able to work collaboratively with other teacher candidates, school and university faculty, parents and the school community. * complete satisfactorily all required courses in the program at a level deemed appropriate by the faculty, as well as meet eligibility requirements for a teaching credential including a negative criminal background history as provided by state law. These essential attributes identify the requirements for admission, satisfactory progress, and certification of applicants and candidates in the U-ACT Program. U-ACT endeavors to select applicants who have the ability to become highly 20

competent teachers. As an accredited teacher education program, the curriculum adheres to the standards and guidelines of a pre-service program outlined in the Washington Administrative Code (WAC). Within these guidelines, the Teacher Education faculty has the freedom and ultimate responsibility for the selection and evaluation of its candidates; the design, implementation, and evaluations of its curriculum; and the determination of who should be recommended for state certification and a degree. Admission and retention decisions are based not only on prior satisfactory academic and performance achievement, but also on a range of factors that serve to ensure a candidate for degree can demonstrate the essential attributes required in the U-ACT Program. The College of Education, as part of the University of Washington, is committed to the principle of equal opportunity. The College does not discriminate on the basis of race, color, creed, religion, national origin, gender, sexual orientation, age, marital status, disability, and disabled veteran or Vietnam era veteran status. The essential attributes have been developed in compliance with the American Disabilities Act (PL 101-336), and when requested, the University will provide reasonable accommodations to otherwise qualified teacher candidates with disabilities. If you would like to request academic accommodations due to a disability, please contact Disabled Student Services, 448 Schmitz (206) 543-8924 (V/TTY). If you have a letter from Disabled Student Services indicating you have a disability that requires academic accommodations, please present the letter to your instructor so we can discuss the accommodations you might need for the class.

Section IV b: Professional Responsibilities

As a U-ACT teacher, you have accepted the responsibility to adhere to the highest ethical standards. A Washington State Code of Conduct and State Professional Standards (http://www.k12.wa.us/ProfPractices/CodeConduct.aspx) guide your actions and you should familiarize yourself with them. The following expectations should also guide you as you deal with students, faculty and staff in the schools, with your peers in the U-ACT program, and with the faculty and staff of the program.

Section IV b i: Responsibilities to students

As a U-ACT teacher you will be interacting with students in schools. As you are teaching and learning to teach you will be exposed to information and situations in which there may be concern for the health, safety, privacy, or psychological wellbeing of these students. Your responsibilities to all the students you encounter, whether they are in your direct charge or not, include the following: Treat all students with dignity. All students must be treated with dignity and respect at all times regardless of their race, color, creed, gender, age, disability, sexual orientation, political or religious belief, or social, cultural, or linguistic status. Students, including those with disabilities, must be allowed to participate on an 21

equal basis in any program or activity for which they are otherwise qualified. Students must be free from harassment by teachers or other students. Students must have physical privacy - including freedom from unwanted or punitive touching or physical restraint. If any student needs physical guidance or assistance in performing any activity, the assistance must be provided in the most dignified and private manner possible. Students and their families have the right to be referred to in respectful terminology when discussing race, religion, disability, or any other social or physical characteristics. Students should be corrected for academic or disciplinary problems in a respectful, non--punitive manner and not subjected to humiliation in front of peers or staff. Maintain privacy and confidentiality. All students and their families have the right to privacy and to confidentiality of all records, verbal and written information, or information from a third party. While you may need to know certain private information for the purpose of your own academic learning or in order to prepare appropriate instruction, this information is not to be shared with others outside the academic or school community except as required by law. When sharing information within the school community, make sure you are doing so with the ultimate benefit of the students in mind. Gossip is never appropriate. Written information should be shared only in the most limited distribution possible to attain your goal. Be especially cautious in using e-mail to convey information about students. E-mail is considered a public medium. Treat anything you write on e-mail as though it were publicly available. Information shared with fellow teacher candidates and faculty through papers and classroom documents or discussions should avoid personal identifiers that might enable someone to connect the information with a specific student, family, teacher, or school. Safeguard the physical and emotional safety of students. Do not engage in any activity that could reasonably be thought to jeopardize the health, safety, or wellbeing of students. If you have questions or concerns about a situation ask the principal of your school, your team lead, the program coordinator, or the director of teacher education programs. If you see or hear something which threatens the physical or emotional health or safety of a student OR if you witness an event that threatens the health or safety of a student you must report this to the proper authorities at once. In cases of imminent danger know and follow school emergency policies. Know and follow your schools policy on the appropriate person to notify. Keep a record of when, how, and to whom you have talked about the situation. Examples of situations that may fall under this principle are: o Suspected child abuse. o Weapons on campus. o Physical or sexual contact among students or between students and adults. 22

o Drugs, alcohol, or tobacco being offered to students by adults or other juveniles or being consumed by minors on school premises. o Sexual harassment or harassment based on disability, sexual orientation, race or religion. o Derogatory name-calling or other verbal or physical humiliation. Students who threaten to do themselves or others bodily harm are always to be taken seriously and reported to the proper authorities immediately. Where a students health or safety is threatened, individual confidentiality cannot be respected. You are obligated by law to report these matters to the proper authority. You should tell the student about your obligation if your knowledge of their situation has come about because they have confided in you.

Section IV b ii: Responsibilities to the Profession

As a U-ACT teacher you have the responsibility to present yourself and act at all times as a professional. This responsibility includes the following: Maintain a respectful professional distance from your students and their families. You must maintain a professional relationship with students and their families. You cannot be their personal friend. Respect personal boundaries. Consult a trusted advisor if students are attempting to cross a personal boundary. Know your limitations and refer students and families to appropriate professionals when they need assistance that you are not qualified to provide. It is always inappropriate to be involved in peer relationships with K-12 students, whether you have direct professional responsibility for them or not. Always meet with students in open and visible classrooms or meeting rooms where your actions cannot be misinterpreted. Be professional in behavior, demeanor and appearance. Your appearance and behavior should set you apart from the K-12 students and give a professional impression to the faculty, parents, and students. Follow the behavior and dress standards of the school district and profession. In your oral and written communication with others, present yourself as a good citizen and a literate, knowledgeable, caring individual. Never make false or malicious statements about colleagues in the university or school community. Be honest about your qualifications and those of others. Understand your strengths and limitations. Do not falsely represent your work at the university or at your school. If you know of someone who is falsifying his/her record in some way, it is your obligation to report him/her to the proper authorities.

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Section IV b iii: Responsibilities to the U-ACT Faculty, Staff, and Cohort

Treat your field placement schools, field faculty and course instructors with respect. Be sensitive to your position as a learner and as a novice teacher in a partner school. While you may not agree with all the philosophies, policies, and practices you will encounter, refrain from public criticism of partner schools or personnel. If you have concerns about situations in the schools, discuss them with your Team Lead or Program Coordinator they will help you navigate these situations. You may also find that you disagree with Team Leads, administrators, and/or staff members in the U-ACT program. They also deserve your respect. In general, follow the University of Washington Student Conduct Code, which encourages the free expression of ideas, but also expects that U-ACT teachers will conduct themselves as responsible members of the academic community. The Code further allows instructors to exclude from class anyone who is disorderly or disruptive. If you have a concern or issue with a given team lead, make an appointment to discuss the matter with him/her. If that doesnt seem possible, discuss the matter with the Program Coordinator or the Program Director (See the Problem Resolution Procedure for Students). Refrain from spreading rumors or engaging in free-floating complaint either in conversation or in written/electronic communication. Attend and participate in all scheduled academic and professional meetings and/or events. If an illness or other emergency situation arises that necessitates an absence, the relevant persons should be notified as soon as possible. In case of absence from a scheduled U-ACT event, notify your Team Lead. For absence from or late arrival to your teaching placement, observe the stated protocols of your school along with notifying anyone else who will be affected by your absence. Please note that attendance in your teaching placement is required and that partner school colleagues hold these expectations of you. Multiple absences may result in a performance contract. Make appropriate arrangements for missed work with your Team Lead. Plan for instruction and observation in a timely manner. In order to help insure that students benefit from your instruction, lesson plans must be prepared for every lesson taught. Plans should always be complete enough that another teacher could step in and function as a substitute. Scheduled Observations - It is the U-ACT teachers responsibility to arrange formal observations by the Team Leads, TFA program directors, District Mentors and the building administrator and to do so in a timely manner. Participate actively in community building. You have joined a profession that depends on collaboration. That means everyone must work together, take leadership responsibilities, and contribute to the good of 24

the group. Be ready to do your part.

25

Section V: Student Concern Policy

Problem Resolution Procedures for Students Teacher candidates who have professional problems or concerns during the course of the U-ACT Program should take the following steps when attempting to resolve the problem. (See this policy on the College of Ed website for the latest version.) Step 1: Discuss the problem with the person concerned. As an individual entering a people-related profession it is important that you develop skills in providing feedback directly to those with whom you are having a problem, whether they are peers, university faculty, school faculty, or others. In many cases this direct contact resolves the problem, and both individuals gain important insights into the kind of responsibility each has for the behavior of him/herself and of others. If you are having difficulties with your team lead, discuss your concerns with him/her directly; if the difficulties involve colleagues at your school, your TFA mentor, or your district mentor, approach them directly as well. If your are concerned about something else related to the U-ACT program, discuss the matter with the Program Coordinator. Step 2: Ask for advice in solving the problem. If you are uncomfortable meeting with the individual alone, you may ask for confidentiality in discussing the issue with your Team Lead, the Program Coordinator, or the U-ACT Director. They may assist you in meeting with the individual involved or recommend other approaches to problem resolution. The Office of the Ombudsman of the University of Washington has been established to assist in the protection of the rights of all members of the University community. In order to facilitate early and informal resolution of grievances, the Ombudsman will be available, at the request of any party concerned, to act as impartial conciliator. The Office of the Ombudsman may be called upon to intervene in the problem resolution procedure at any stage. Step 3: Refer the problem to the Assistant Dean. If Steps 1 and 2 are not successful in resolving the issue, the problem may be referred to the Assistant Dean for Academic and Student Affairs. This step represents the effort of a third party to examine the situation with some degree of objectivity and attempt to resolve the issue in an informal way. (See Note 1) Step 4: Petition for a committee review. If the Assistant Dean cannot resolve the issue to the satisfaction of all parties, s/he may, at her/his initiative, or upon petition by any of the parties involved, appoint a three-person ad-hoc committee to hear and review the matter. This committee shall then advise the Assistant Dean who shall then advise all parties of the outcome of their review and the grounds on which their recommendation was based. The recommendation of the committee must be received within 10 school days after the conclusion of the committee review. 26

Step 5. File a formal grievance. If all efforts at informal resolution of the problem prove to be unsuccessful, a formal written grievance complaint may be filed with the Dean of the Graduate School. Thereafter, the procedures to be followed are those outlined in Graduate School Memorandum #33. This document is available in the Graduate School (G-1 Communications Building), online at: http://www.grad.washington.edu/acad/gsmemos/gsmemo33.htm or in the College of Education Student Services Office 206 Miller Hall. NOTE 1: For issues relating to a state regulation for certification, if the denial is upheld in Step 3/4, the student may appeal this decision directly to the Office of the Superintendent of Public Instruction in Olympia. The University of Washington and the College of Education have no jurisdiction over state regulations NOTE 2: Appeals are acted upon during Autumn, Winter and Spring quarters. An appeal begun late in Spring quarter, or during the summer, will be acted upon before Autumn only if the required faculty are available.

27

Section VI: Focus of Concern

A U-ACT student may be referred for a Focus of Concern if he/she appears to be experiencing difficulty with program expectations. The purpose of the Focus of Concern is to determine strategies to help the student succeed in the program. The U-ACT faculty or staff member who has a concern has responsibility to discuss the concern with the student and to work on strategies to address the problem. A student also may be notified that an advisory team, representing various strands of the program, will meet to determine a course of action to help the student succeed in the program. The Director of Teacher Education, the U-ACT Director, the U-ACT Program Coordinator and/or representative(s) of the advisory group will meet with the student as soon as possible after the Focus of Concern meeting and then continue to work with the student to carry out any recommendations. All decisions about progress in the program for U-ACT candidates are made through collaboration of a team including the TEP Director, U-ACT Director, Program Coordinator, Team Leads, and other mentors. The following outline identifies the series of steps that will be taken to address issues that occur both in the field and in courses. I. IDENTIFICATION IN ONE ISOLATED CONTEXT a. Concern occurs in isolated context b. Intervention: Local Response by team lead or other mentor c. Documentation kept of communication and response to concern II. IDENTIFICATION AND REFERRAL a. Concern occurs across a number of contexts OR is not resolved by previous intervention b. Intervention: Program Coordinator is notified; next steps determined c. Documentation kept (by Program Coordinator AND those identifying concern) of communication, response to concern, and next steps i. Paper trail must be kept of problem(s), strategies used, and results ii. Emails can include low inference information (i.e., uncompleted or incomplete requirements, excessive absences, tardiness) III. FOCUS OF CONCERN MEETING REQUEST a. Concerns reach level that are not resolved despite numerous attempts at intervention b. Focus of Concern meeting is planned that includes, but is not restricted to, at least one relevant faculty member, program coordinator, and U-ACT candidate, (TEP Director participation to be determined based on gravity of problem) c. Documentation: Program Improvement Plan is developed and signed by all meeting attendees i. Plan includes: 1. Detailed description of concerns 2. Specific changes U-ACT candidate must make 28

3. Specific supports for U-ACT candidate in making changes 4. Time line for changes to be accomplished and maintained (check-ins) 5. Consequences for lack of change d. Graduate School is notified of Change to Status to Warn status (see the Graduate Schools policy on Unsatisfactory Performance and Progress (Memo 16 at www.grad.washington.edu/policies/memoranda/memo16.shtml) IV. EVALUATION OF PROGRESS a. Team determines if adequate progress has been made (if adequate progress, no action) b. Consequences are determined based on plan developed and meeting held with U-ACT candidate to either counsel out of program or develop new plan c. Change of Status moves to Probation or Final Probation OR Director determines that U-ACT candidate should be dropped from program.

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Section VII: Responsible Use of Technology

Section VII a: Introduction/Mission
U-ACT aims to prepare teachers to thrive in professional environments that are complex and rapidly changing. We believe that the use of digital technology can enrich the teaching and learning experience through access to information, research, interpersonal communication, training, and collaboration for all members of our community. While we are committed to helping teachers use digital tools and technology to reach their students and improve their own teaching practice, we also believe it is equally important that teachers develop a code of ethics and responsibility when using these tools. Increasingly our lives are lived online, and as future professional contacts are created and developed, it is important that we each create a positive digital footprint.

Section VII b: Educational use and benefits

The hardware, software, and the network used in and through the University of Washington are the property of the University and are for the educational and professional use of the University of Washington community. The computing resources made available through the University of Washington should be understood as an extension of the Universitys physical environment. Use of these resources entails the same privileges, obligations, and responsibilities that come with using any University facility. It should also be clearly understood that the scope of this Responsible Use Policy extends to the use of computers outside of the University of Washington network and to all electronic communications devices used within or outside the University of Washington network as such use connects and/or impacts members of the University of Washington community. The network is the property of the University of Washington and there can be no expectation of full privacy. The University of Washington reserves the right to check users' network activity and/or remove any files on the system without prior notification to system users.

Section VII c: Personal responsibility

Members of the U-ACT community have access to a broad array of computing resources and equipment including unfiltered Internet access. Use of the equipment and resources, online and off, is guided by the same basic expectations of responsible behavior that guide student behavior in other areas of life in the program. These guidelines apply as well to personal computers or mobile devices accessing University of Washington resources, including e-mail and bandwidth. 30

Access to the Universitys shared resources is a privilege, not a right, and the community should keep this in mind when using them. Access entails responsibility. Students are responsible for everything that happens during their sessions. When students leave the computer, they should be sure to log out of their account and/or quit any applications they are using. Students are responsible for keeping their password private. For their own safety and the safety of others, students should not share any personal information online, including home address or phone number, or the personal information of others. Under no circumstances should candidates share any information online (personal or not) about their students or their students families. The only exception to this is that if parents or guardians sign waivers, candidates can share any information detailed in those waivers in private sites (like Edthena) that are only accessible to members of the U-ACT community. If, under these limited circumstances, information is shared about students, they can only be shared for the purposes of professional growth. Every user is personally responsible for his/her actions. Interacting with people online should be no different than interacting face-to-face, as far as respect and kindness go. Honesty and academic integrity are expected. Candidates are responsible for what they post and what they do online. Candidates must understand clearly that most online interactions such as email, chat rooms, instant messages, and personal profiles are public and permanent once they are posted or sent.

Section VII d: Unacceptable Use

Use of U-ACT technology resources, including those that occur on external networks and/or other electronic communication devices that have a direct and negative impact on individual members of the U-ACT community and/or the larger University of Washington community are not permitted.

Below is list of examples of unacceptable uses of technology:

Writing about students or families on a public website (whether you use names or not) Uploading pictures or videos of your students to public websites

This is not an exhaustive list. It is only a list of examples of unacceptable uses to give U-ACT community members a sense of how the Responsible Use Policy might constrain their online life.

31

Appendix A

A Typical Month in
Sunday Monday Tuesday Wednesday Thursday

UACT
Friday Saturday 8:3012:30 on the UW Campus.

4:30-8:00 on the UW Campus Online Participation is Due 8:3012:30 on the UW Campus

4:30-8:00 on the UW Campus Online Participation is Due

32

33

Appendix B
U-ACT Teacher Development Plan
Name: School District, Building and Grade Level Assignment: Standard/Criterion Ive chosen based on my TFA TAL Evaluation:

Revisions based on TPA Preview I data:

Revisions based on TPA Preview II data:

Step 1 - Needs Assessment and Goal Selection A. Area of Focus

From the self-assessment above, identify the content area relevant to your assignment that will focus your professional growth activities and increase your capacity to impact student learning.

B. Rationale
What will your students be able to do as a result of your professional development that they are not able to do now?

34

Step 2 Targets for New Learning

What new skills and knowledge will you need to build your capacity in this area? Be specific.

Step 3 - Professional Development Plan

What specific growth activities will you engage in to achieve your identified learning target? For example, continuing education course, revisiting a course text, continued reading, visiting another classroom, attend professional development session(s), participate in a study group of professional learning community). ACTIVITIES TARGET DATE RESOURCES NEEDED

Step 4 - Evidence Proposed

What evidence will you gather to demonstrate the impact of your professional growth on student learning as defined in step 1?

35

Step 5 Evidence Presented

Describe evidence of how student learning has been impacted because of your professional development.

Professional Development Plan Reflection Step 6 Reflection/Implications

As you reflect on your progress in this area of focus, your context for teaching, and your evidence of student learning, what are some of the implications and next steps that might guide your future learning? What changes to your practice have you made? How has this impacted student learning? What are your next steps in your professional development? Refer to the evidence to support your evaluation.

36

Appendix C
U-ACT Open Exit Request Form Form 1.0

Candidate Name_____________________________________________ Candidate Signature________________________________________ Date____________________________________________________________

Please indicate in one paragraph your reasons for requesting to exit early from the U-ACT program. Please indicate in your own words how you have met the competency requirements of the State.

Also indicate the dates that you intend to complete the Teacher Performance Assessment. Your successful completion of this assessment is a requirement for completing the program.

Please submit this form to the U-ACT program director

37

Appendix D:
Suggested Timeline for TPA ***Read ALL directions in the TPA Handbook for your content area before completing these tasks. 2-3 Months before you plan to submit: -Document the context information for the Context for Learning form -Develop plans for the instructional unit (including lesson plans and assessments) for the Planning Instruction and Assessment Task 2 Months before you plan to submit: -Select 35 lessons from the unit that will be the focus of the learning segment -Teach the lessons for the unit -Video the lessons that are the focus of the selected learning segment demonstrating teacher directed interactive instruction (e.g., mini-lessons, demonstrations, modeling) and interactions between the teacher and students during the lessons that focus on discourse that extends student understanding -Keep a daily reflection log of your teaching -Collect evidence of your focus on academic language -Implement at least one assessment during the learning segment -Collect evidence of student learning relevant to the targeted learning objectives and that shows the students abilities to do the types of work described in Table 1 above (e.g., written essays, videos, lab books, projects) -Collect evidence of student voice 1 Month before you plan to submit: -Select and review the two video segment(s) that will be the focus of reflection -Review the Context for Learning Form and Planning Instruction and Assessment Commentary for any revisions -Analyze and reflect on the instructional artifacts and evidence of student learning (student work samples) from one assessment during the learning segment that demonstrates the subjectspecific understandings (given above) -Complete the commentaries for the final two tasks: Engaging Students and Supporting Learning and Assessing Student Learning.

38

Appendix E

Planning Rubrics
NOTE: Text representing key differences between adjacent score levels is bolded. PLANNING PLANNING FOCUSED, SEQUENCED INSTRUCTION

EL1: How do the plans support student learning of skills and strategies to comprehend and/or compose text? Level 1
Standards/targets, learning tasks, and assessments are loosely aligned to a big idea or essential question. Candidate plans a focus solely on facts/conventions/skills or strategies for comprehending or composing text, with no connections between the two. OR There are significant content inaccuracies that will lead to student misunderstandings.

Level 2
Standards/targets, learning tasks, and assessments are clearly aligned to a big idea or essential question. Planned connections among facts, conventions, skills and strategies for comprehending or composing text are vague. Learning tasks build on each other to promote an understanding of the designated skills and strategies for comprehending and/or composing text. Learning tasks (or their adaptations) are justified by

Level 3
Standards/targets, learning tasks, and assessments are clearly aligned to a big idea or essential question. The learning tasks and assessments represent differing depths of understanding Candidate plans how to make clear connections among facts, conventions, skills and strategies for comprehending or composing text. Learning tasks build on each other to promote an understanding of the

Level 4
Standards/targets, learning tasks, and materials, and assessments are clearly aligned to a big idea or essential question and with each other. The learning tasks and the assessments represent similar levels of some depth of understanding. Candidate plans how to lead students to make clear connections among facts, conventions, skills and strategies for comprehending or composing text. Learning tasks build on each

explaining their appropriateness for the students.

designated skills and strategies for comprehending and/or composing text. Learning tasks (or their adaptation) are justified by explaining their appropriateness for students with references to relevant research and/or theory.

other to promote an understanding of the designated skills and strategies for comprehending and/or composing text. Learning tasks (or their adaptations) are justified by explaining their appropriateness for students with references to anticipated effects on student learning based on relevant research and/or theory.

PLANNING

USING KNOWLEDGE OF STUDENTS TO INFORM TEACHING

EL2: How does the candidate use knowledge of his/her students to target support for students development of skills and strategies for comprehending and/or composing text? Level 1
Learning tasks and materials reflect characteristics of student academic development, experiential backgrounds, prior learning, and/or interests that are not closely related to learning targets OR that reflect only deficits and ignore strengths of struggling students.

Level 2
Learning tasks and materials draw upon students academic development AND social/emotional development, or experiences, or interests to help students reach the learning targets. Planned support consists of general strategies and

Level 3
Learning tasks and materials draw upon students academic and social/emotional development, including strengths, as well as experiences and interests to help students reach the learning targets. Planned support consists of

Level 4
Learning tasks and materials draw upon students academic and social/emotional development, including strengths, as well as experiences and interests to help students reach the learning targets. Planned support consists of

 Little support for students who might struggle or opportunities for students needing greater challenge1 are planned.

modifications, which are not closely tied to learning targets.

strategically selected or modified tasks/materials and/or scaffolding of instruction that is closely tied to specific learning targets. It is appropriate for specific individuals or subgroups.

multiple ways of engaging with content2 that are integrated to support students to meet or exceed the standards/targets. These are appropriately designed to address a variety of student learning needs tied to specific learning targets.

These will vary with the class, but typically include English learners, gifted students, students with IEPs or 504 plans, and students who generally struggle or who are not challenged. 2 This might include different groupings, different tasks, or using different modes to represent content and making connections between them to help students understand.
1

PLANNING

PLANNING ASSESSMENTS TO MONITOR AND SUPPORT STUDENT LEARNING

EL3: How do the informal and formal assessments provide information to understand student progress toward the standards/targets? Level 1
The set of assessments will provide little evidence to allow the candidate to monitor student learning relative to the standards/targets for each lesson.

Level 2
The set of assessments will provide evidence of student learning relative to the standards/targets for each lesson. Assessments are focused on what students do and do not understand relative to each lessons targets.

Level 3
The set of assessments will provide evidence of student learning relative to the standards/targets for each lesson. At least one lessons assessments provide evidence of student learning that extends beyond the formulaic application of literacy skills or strategies. Assessments are aligned to clearly defined benchmarks or criteria for student performance. Assessments are modified or adapted to be appropriate for students having difficulty demonstrating their learning.

Level 4
The set of assessments will provide evidence of student learning relative to the standards/targets for each lesson. Each lessons assessments provide evidence of student learning that extends beyond the formulaic application of literacy skills or strategies. Assessments are aligned to clearly defined benchmarks or criteria for student performance. Assessments are modified, adapted, and/or designed in light of the standards/targets to allow students with special needs opportunities to demonstrate their full progress toward meeting or exceeding the standards/targets.

Engaging Students Rubrics

ENGAGING STUDENTS ENGAGING STUDENTS IN LEARNING

EL4: How does the candidate actively engage students in their own understanding of skills and strategies to comprehend or compose text? Level 1
Strategies for intellectual engagement seen in the clip(s) limit opportunities for students to develop an understanding of literacy skills and strategies to comprehend and/or compose text. Candidate accurately identifies successful and unsuccessful teaching practices. OR Student behavior or candidates disrespect for one or more students severely limits students engagement in learning.

Level 2
Strategies for intellectual engagement seen in the clip(s) offer opportunities for students to develop an understanding of literacy skills and strategies to comprehend and/or compose text. These strategies reflect attention to students academic or language development, social/emotional development, and/or cultural and lived experiences. Candidate accurately identifies successful and unsuccessful teaching practices and proposes reasonable improvements.

Level 3
Strategies for intellectual engagement seen in the clip(s) offer structured opportunities for students to develop their own understanding of literacy skills and strategies to comprehend and/or compose text. These strategies reflect attention to students academic or language development, social/emotional development, and/or cultural and lived experiences. Candidate identifies successful and unsuccessful teaching practices. The proposed improvements are reasonable and address the learning of a subgroup or individual students.

Level 4
Strategies for intellectual engagement seen in the clip(s) offer structured opportunities for students to develop their own understanding of literacy skills and strategies to comprehend and/or compose text. These strategies are explicit, and clearly reflect attention to students with diverse development, social/emotional development, and/or cultural and lived experiences. Candidate identifies successful and unsuccessful teaching practices. The proposed improvements are reasonable and address the learning of diverse students

ENGAGING STUDENTS

DEEPENING STUDENT LEARNING DURING INSTRUCTION

EL5: How does the candidate elicit and monitor students responses to deepen their understanding of literacy skills and strategies to comprehend or compose text? Level 1
Candidate primarily asks surface-level questions and evaluates student responses as correct or incorrect. Few connections are observed being made between and among literacy skills, strategies, and the text being composed or discussed. OR Materials or candidate responses include significant content inaccuracies that will lead to student misunderstandings.

Level 2
The candidate elicits student responses that require thinking. Candidate makes connections between and among literacy skills, strategies, and the text being composed or discussed.

Level 3
Candidates and/or other students build on what students are saying and/or doing to improve the application of literacy skills or strategies. Candidate and/or other students prompt students to make connections between and among literacy skills, strategies, and the text being composed or discussed.

Level 4
Candidates and/or other students interactions help develop or reinforce students abilities to evaluate their own application of literacy skills or strategies. Candidate and/or other students prompt students to make connections between and among literacy skills, strategies, and the text being composed or discussed.

Assessment Rubrics
ASSESSMENT ANALYZING STUDENT WORK EL6: How does the candidate demonstrate an understanding of student performance with respect to standards/targets? Level 1
Criteria are not aligned with the identified standards/targets. OR The conclusions in the analysis are not supported by either student work samples or the summary of learning..

Level 2
Criteria are well-defined and aligned with the indicated standards/targets from the learning segment. The analysis focuses only on listing what students did right or wrong in relationship to identified standards/targets. The analysis is supported by work samples and the summary of learning. The analysis of whole class performance describes some differences in levels of student learning for the content assessed.

Level 3
Criteria are well-defined and reflect the depth of understanding stated in of the indicated standards/targets from the learning segment. The analysis focuses on patterns of student errors, skills, and understandings in relation to standards and learning targets. The analysis uses these patterns to understand student thinking. The analysis is supported by work samples and the summary of learning. Specific patterns are identified for individuals or subgroup(s) in addition to the whole class.

Level 4
All components of Level 3 plus: The candidate is able to see areas of strength in a predominantly weak sample and/or areas for improvement in a predominantly strong sample.

ASSESSMENT

USING ASSESSMENT TO INFORM INSTRUCTION

EL7: How does the candidate use conclusions about what students know and are able to do to plan next steps in instruction? Level 1
Next steps are not relevant to the standards/learning targets assessed. OR

Level 2
Next steps follow from the analysis and are related to the standards/learning targets.

Level 3
Next steps follow from an accurate analysis of student learning and aim at improving student understanding of important features of the standards/learning targets. Next steps focus on improving student performance through targeted support to individuals and groups to address specific identified needs. Next steps are based on whole class patterns of performance and some patterns for individuals and/or subgroups and are described in sufficient detail to understand them.

Level 4
All components of Level 3 plus:

Next steps are vaguely related to Next steps focus on improving improving student student performance through performance related to the new or slightly modified identified standards/learning strategies for general support targets or use the same, that addresses some identified unmodified strategies. student needs. OR Next steps are not described in sufficient detail to understand them. Next steps described in sufficient detail to understand them.

Next steps demonstrate a strong understanding of both the identified content and language standards/targets and of individual students and/or subgroups.

ASSESSMENT

USING FEEDBACK TO GUIDE FURTHER LEARNING

EL8: How does the candidate provide students feedback to guide their further learning? Level 1
Feedback focuses solely on errors with no elaboration or is vague. Opportunities for applying feedback are not described. OR The feedback contains significant inaccuracies.

Level 2
Feedback accurately identifies what students did well and areas for improvement related to specific learning targets. Candidate describes how students will use feedback to correct their errors.

Level 3
Specific and accurate feedback helps the student understand what s/he did well, and provides guidance for improvement. Candidate describes how students will use feedback to improve their work or their understanding.

Level 4
Specific and accurate feedback on content and academic language helps the student understand what s/he did well, and provides guidance for improvement. Candidate describes how students will use feedback to improve their work or their understanding and to evaluate their own work.

Reflection Rubric
REFLECTION MONITORING STUDENT PROGRESS AND ADJUSTING INSTRUCTION

EL9: How does the candidate monitor student learning and make appropriate adjustments in instruction during the learning segment? Level 1
Daily reflections indicate inconsistent monitoring of student performance.

Level 2
Daily reflections identify what students could or could not do within each lesson.

Level 3
Daily reflections identify what students could or could not do within each lesson and consider the implications for meeting the standards/targets at the

Level 4
All components of Level 3 plus:

Adjustments to instruction are

 There is limited evidence of adjusting instruction in response to observed problems, e.g., student confusion, a lack of challenge, time management.

end of the learning segment. Adjustments to instruction are focused on improving directions for learning tasks, time Adjustments to instruction are management, or reteaching. appropriate and focused on addressing some individual and collective learning needs.

focused on deepening students development of skills and strategies to comprehend and/or compose text.

Academic Language Rubrics

ACADEMIC LANGUAGE EL10: Level 1 UNDERSTANDING LANGUAGE DEMANDS3 AND RESOURCES How does the candidate identify the language demands of learning tasks and assessments relative to the students current levels of academic language proficiency? Level 2 Level 3 Level 4

Language demands might include: speaking in whole sentences; decoding words or sentences; writing paragraphs; summarizing the plot of a story; writing a list of descriptors of a character; distinguishing uses of words used in everyday language from their use in disciplinary texts (e.g., balance, product, simplify, ruler); using formal language to explain intuitive understandings; using precise language in descriptions; persuading an audience to accept a proposal.
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 Candidates description of students academic language proficiency at lower levels is limited to what they CANNOT do. Language genre(s)4 discussed are only tangentially related to the academic purposes of the learning segment. Candidate identifies unfamiliar vocabulary without considering other linguistic features. OR

Candidate describes academic language strengths and needs of students at different levels of academic language proficiency. The language genre(s) discussed are clearly related to the academic purposes of the learning segment and language demands are identified. Candidate identifies vocabulary that may be problematic for students.

Candidate describes academic language strengths and needs of students at different levels of academic language proficiency. The language genre(s) discussed are clearly related to the academic purpose of the learning segment and language demands are identified. One or more linguistic features and/or textual resources of the genre are explicitly identified. Candidate identifies essential vocabulary for students to actively engage in specific language tasks.

Candidate describes academic language strengths and needs of students at the full range of academic language proficiency. The language genre discussed is clearly related to the academic purpose of the learning segment and language demands are identified. One or more genrerelated linguistic features or textual resources of the specific tasks/materials are explicitly identified and related to students varied levels of academic language proficiency. Candidate identifies for instruction related clusters of vocabulary.

Candidate did not identify any language demands of the learning and assessment tasks.

Key genres in literacy might include: interpreting or representing the meaning of texts with greater precision; recounting what happened on a field trip; evaluating or constructing arguments about characters in a story; explaining what an author meant; defining new vocabulary; engaging in collaborative and oral interpretation of texts.

ACADEMIC LANGUAGE EL11: Level 1

The candidate gives little or sporadic support to students to meet the language demands of the learning tasks. OR Language and/or content is oversimplified to the point of limiting student access to the core content5 of the curriculum.

DEVELOPING STUDENTS ACADEMIC LANGUAGE REPERTOIRE

How do the candidates planning, instruction, and assessment support academic language development? Level 2
The candidate uses scaffolding or other support 6 to address identified gaps between students current language abilities and the language demands of the learning tasks and assessments, including selected genres and key linguistic features. Candidate articulates why instructional strategies chosen are likely to support aspects of

Level 3
The candidates use of scaffolding or other support provides access to core content while also providing explicit models, opportunities for practice, and feedback for students to develop further language proficiency for selected genres and key linguistic features. Candidate articulates why the instructional strategies chosen are likely to support specific

Level 4
The candidates use of scaffolding or other support provides access to core content while also providing explicit models, opportunities for practice, and feedback for students to develop further language proficiency for selected genres and key linguistic features. Candidate articulates why the instructional strategies chosen are likely to support specific aspects of students language

Core content is the set of facts, concepts, skills, and abilities that are absolutely necessary to participate at least minimally in the learning/assessment tasks in the learning segment. 6 Such support might include one or more of the following: modeling of strategies for comprehending or composing texts; explicit communication of the expected features of oral or written texts (e.g., using rubrics, models, and frames); use of strategies that provide visual representations of content while promoting literacy development (e.g., graphic organizers); vocabulary development techniques (context cues, categorization, analysis of word parts, etc.); opportunities to work together with students with different kinds of language and literacy skills, etc.
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students language development.

aspects of students language development for different levels of language proficiency.

development for the full range of language proficiency and projects ways in which the scaffolds can be removed as proficiency increases.

Washington State Specific Rubrics7

WA TPA Student-Based Evidence Rubrics
Student-based evidence: PLANNING FOR AND ENGAGING STUDENTS IN OPPORTUNITIES TO ARTICULATE THE LEARNING TARGET(S), MONITOR THEIR OWN PROGRESS, AND IDENTIFY SUPPORT NEEDED TO ACHIEVE THE LEARNING TARGET. Level 1 Candidate demonstrates little or no evidence in planning for, or engaging students in, lessons that promote on-going meaningful dialogue between teacher and student. Candidate demonstrates little or no evidence that both teacher AND student understand and are able to explain...
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Level 2 Candidate demonstrates limited evidence of planning for, or engaging students in, lessons that promote on-going meaningful dialogue between teacher and student. Candidate demonstrates limited evidence that both teacher AND student understand and are able to explain...

Level 3 Candidate demonstrates clear evidence of planning for, and engaging students in, lessons that promote ongoing meaningful dialogue between teacher and student. Candidate demonstrates clear evidence that both teacher AND student understand and are able to explain...

Level 4 Candidate demonstrates clear, consistent and convincing evidence of planning for, and engaging students in, lessons that promote on-going meaningful dialogue between teacher and student. Candidate demonstrates clear, consistent and convincing evidence that both teacher AND student

Washington states emphasis on student-based evidence is embedded in commentary prompts throughout the Washington version of the TPA. Candidates will be prompted and provide evidence demonstrating their knowledge and skill related to this construct in Planning, Engaging and Assessing. The preliminary rubric found here will be piloted during the 2010-11 TPAC pilot in Washington and revised for future use.

1. The learning target 2. How to proceed to the learning target 3. The kinds of support needed to reach the learning target

1. The learning target 2. How to proceed to the learning target 3. The kinds of support needed to reach the learning target

1. The learning target 2. How to proceed to the learning target 3. The kinds of support needed to reach the learning target

understand and are able to explain... 1. The learning target 2. How to proceed to the learning target 3. The kinds of support needed to reach the learning target

Date ____________________

Dear _____________________ School Students and Families:

This letter is to provide you notice that students in Mr/Ms __________________ classroom will be photographed and/or videotaped. Your childs teacher is a University of Washington teacher candidate. The purpose of the photographs and videos is to support the learning and continued preparation of your childs teacher during the course of the 2011-2012 school year. Video may also be used for the education of future University teacher candidates. If you do not want videotapes of your child participating in classroom activities to be used for candidate learning purposes, please sign and return the form below.

Sincerely,

Morva McDonald, Director, Accelerated Certification for Teachers Program College of Education, University of Washington

If you would not like your child to be videotaped, please complete this form and return it to your childs teacher.

Please do not videotape my child participating in classroom activities to be used for candidate learning purposes.

______________________________________________ PRINT Childs full name _______________________________________________ PRINT Parent/Guardians full name _______________________________________________ Parent/Guardians signature