Education Department
Childhood Education
Clinical Practice Assessment - Reading
PLANNING, IMPLEMENTATION, AND OUTCOMES
Assessments of and Reflections on Student Work; Reflections on Lesson |
Conceptualizing Essays & Lesson Plans |
Implementation of Lessons |
Semester: [ ] Fall [ X ] Spring Year: 2013
Candidate’s Name: MONIQUE NEYSMITH
Early Field Site: PS 249 Grade/Level: 3RD Other:_________
Date of Formal Observation: 3/18/2013
Name of Person Completing Assessment: Diaz
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PLANNING
Conceptualizing Essays & Lesson Plans |
CANDIDATE PERFORMANCE SUMMARY DATA
The Candidate Performance Summary Data form reflects the scores that candidates receive as they are assessed on Planning.
Undergraduate Clinical Practice Assessment of Planning | RATING ON STANDARDS Fall/2011: N= |
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1: Knowledge of Development, Learning, & Motivation | U | EM | C | EX |
Candidates have in-depth knowledge of childhood development. |
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| X |
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Candidates have in-depth knowledge of learning theories. |
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| X |
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2.1: Knowledge of Content: (Reading) |
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Candidates’ Conceptualizing Essays include their knowledge of how elementary children develop and learn to read. |
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Candidates’ Conceptualizing Essays reflect their knowledge of a balanced approach to reading and to the workshop model of reading teaching and learning that includes an emphasis on use of letter/sound relationships (phonics), content (semantic & syntactic), and text that has meaning for children. |
| X |
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Candidates’ Conceptualizing Essays include their knowledge of formal and informal reading assessments and when to use each of these appropriately to assist children to comprehend texts and grow as readers and how to use these assessments to inform their reading instruction. |
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| X |
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Candidates’ Lesson Plans show that they know how to teach children to read competently and how to encourage children’s enjoyment of reading through multiple instructional strategies and a variety of language activities. |
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| X |
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Candidates’ Lesson Plans indicate that they know how to teach children a variety of strategies to monitor their own reading comprehension. |
| X |
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Their Lesson Plans accurately reflect that they know how to conduct the various components of the workshop model, including their demonstrations, use of accountable talk, and relevant assessment. |
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| X |
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Candidates’ Lesson Plans show that they know they must use and can recommend various genres of texts so children can apply appropriate reading strategies to comprehend different kinds of texts. |
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| X |
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Candidates’ Lesson Plans indicate they incorporate the strategy of using children’s personal responses to what they read and how those responses are shared with peers. |
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| X |
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Candidates’ Lesson Plans include assessment rubrics that are aligned with the lesson teaching point and NY state reading standard they are addressing in the lesson. |
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| X |
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IMPLEMENTATION |
CANDIDATE PERFORMANCE SUMMARY DATA
The Candidate Performance Summary Data form reflects the scores that candidates receive as they are assessed on Implementation.
Undergraduate Clinical Practice Assessment of Implementation | RATING ON STANDARDS Fall/2011: N= |
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2.1 Knowledge of Instruction (Reading) | U | EM | C | EX |
Candidates’ Lessons indicate they design instruction and implement strategies that build on children’s experiences, state of development and current abilities as readers. |
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| X |
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Candidates’ Lessons reflect that they teach children to read using a balanced instructional program. |
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| X |
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Candidates’ lessons show they use and recommend to students many reading materials. |
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Candidates use written responses to encourage children’s understanding of what they are reading and to assist them to develop their writing abilities. |
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| X |
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Candidates encourage children to share their responses to what they are reading orally and to share their responses with their peers and to use these opportunities to develop other language skills, particularly listening. |
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| X |
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3.2: Knowledge: Instruction: Adaptation to Diverse Students | U | EM | C | EX |
Candidates identify differences in approaches to learning & performance and ways students demonstrate learning. |
| X |
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Candidates’ lessons include cultural responsive approaches and activities, including making sure there is validation of a wide array of diverse cultural contributions to different content areas. |
| X |
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3.3: Knowledge: Instruction: Development of Critical Thinking & Problem Solving |
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Candidates’ lessons include various appropriate processes for stimulating children’s minds. |
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| X |
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Candidates’ lessons include multiple strategies for learning. |
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| X |
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Candidates enhance learning by using a wide variety of materials, human resources, and learning strategies that promote development of critical thinking, problem solving, and performance capabilities. |
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| X |
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3.4: Knowledge: Instruction: Active Engagement in Learning |
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Candidates create communities of learners in their classrooms. |
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Candidates use appropriate and effective interpersonal and small group communication techniques to create effective learning environments. |
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3.5: Knowledge: Instruction: Communication to Foster Collaboration |
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Candidates model effective communication strategies in conveying ideas and information and asking questions. |
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| X |
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Candidates use various media and technological tools to enhance and enrich learning. |
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| X |
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OUTCOMES
Assessments of and Reflections on Student Work; Reflection on Lessons |
CANDIDATE PERFORMANCE SUMMARY DATA
The Candidate Performance Summary Data form reflects the scores that candidates receive as they are assessed on Outcomes.
Undergraduate Clinical Practice Assessment of Outcomes | RATING ON STANDARDS Fall/2011: N= |
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4: Knowledge of Assessment for Instruction | U | EM | C | EX |
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Candidates use formal and informal assessment strategies to evaluate and strengthen instruction that will promote continuous growth and to enhance their knowledge of individual students’ learning and progress in learning. |
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| X |
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Candidates’ use different types of assessment appropriate for evaluating how K-6 students learn, what they know, and what they are able to do in each subject area. |
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| X |
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Candidates use formal and informal assessments in order to adjust teaching. |
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| X |
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COLLABORATION
Conceptualizing Essays and Reflections on Lesson |
CANDIDATE PERFORMANCE SUMMARY DATA
The Candidate Performance Summary Data form reflects the scores that candidates receive as they are assessed on Collaboration.
Undergraduate Clinical Practice Assessment of Collaboration | RATING ON STANDARDS Fall/2011: N= |
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5.1: Professional Growth, Reflection, & Evaluation | U | EM | C | EX |
Candidates reflect on their practice and they continually evaluate the effects of their professional decisions and actions on students. |
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| X |
5.2: Collaboration with Families, Colleagues, & Community Agencies |
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Candidates know the importance of establishing and maintaining a positive collaborative relationship with school colleagues to promote the intellectual, social, emotional, physical growth and well-being of children. |
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| X |
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