Teaching Episodes (2):  

Portfolio Entry IV (30%)

Context:

In this assignment you will demonstrate the ability to plan and teach two in-depth, standards-based lessons and reflect on student learning, and their teaching and growth over time.

We will be looking for evidence that you: 

1. Have knowledge and skills in the content of your endorsement(s) at a level that enables students to meet or exceed the standards represented in both the Fields of Knowledge and the Vital Results of Vermont’s Framework of Standards and Learning Opportunities.
2. Understands and use a variety of instructional strategies (Marizano) to provide opportunities for all students to meet or exceed the expectations in Vermont’s Framework of Standards and Learning Opportunities.
3. Create a classroom climate that encourages respect for self and others positive social interaction, and personal health and safety.
4. Use multiple assessment strategies to evaluate student growth and modify instruction to ensure the continuous intellectual, social, physical, and emotional development of every student.

Required Documentation

• Two Brain-Based lesson plans
•  One taught during your field experiences.
• Samples of student work with analysis
• Analyzed digital video of lessons
• Mentors or Supervisor’s notes of lessons taught with evaluations of lesson by supervisor and/or mentor teacher

Analysis of lesson taught:

For each of the two lessons:

• Describe each lesson and the classroom context including:
• Grade level and curricular materials
• Classroom
• Number and ability levels of students
• Point in the teaching sequence the lesson takes place
• Rationale for lesson plan
• Summary of lesson, assessment(s), and student work

Analyze the effectiveness of your teaching and the level of student learning. Use the evidence from the video, transcription, or supervisor’s notes and your analysis of the students’ work when considering the following questions: 

• How appropriate were the standards/grade equivalents you selected for each lesson?
• How did your goals, assessments, activities and teaching materials align with the standards/grade equivalents?
• What information did your student work or assessments provide about student learning?
• In what ways were your teaching and management strategies effective or not effective in helping students meet or exceed the expectations for
• each lesson?
• How did you create a positive learning environment?
• How did your planning and preparation impact your teaching and student participation?
• How did this lesson demonstrate strength in your endorsement area?

Reflect on each lesson. Within the context of your reflection consider the following questions:

1. If you taught this lesson again what changes would you make to improve the effectiveness of your teaching?
2. How did your knowledge and skills in your content area enable your students to meet the standards or Grade Expectations?
3. What are your strengths and challenges in providing opportunities for all students to meet or exceed the standards or grade equivalents?

Reflect on the two lessons together. Within the context of your reflection address the following questions:

1. What changes did you make in your teaching between the two lessons and what impact did those changes have on student learning?
2. What are your strengths and challenges in providing opportunities for all students to meet or exceed the standards or grade equivalents?

Framework: Lesson template.doc & Brain Based Lesson plan template- to be shared in class

Exemplar: The Lesson Plan without student work.docx

Rubric: Brain-Based Lesson write-up Rubric.docx

Video Analysis Rubric.pdf  

Percentage of Course Grade: 20%

(2) UBD Units:

Portfolio Entry V (60%)

In this assignment you will demonstrate the ability to plan instruction over time through creating (2) cohesive UBD unit.

We will be looking for evidence that you:

• Have the knowledge and skills in the content of your endorsement(s) at a level that enables students to meet or exceed the standards represented in both the Fields of Knowledge and the Vital Results of Vermont’s Framework of Standards and Learning Opportunities.
• Understand how individuals learn and grow and provides learning opportunities that support intellectual, physical, social, and emotional development.
• Understand how individuals and groups differ and creates equitable instructional opportunities that respond to the needs of all students.
• Understand and uses a variety of instructional strategies to provide opportunities for all students to meet or exceed the expectations in Vermont’s Framework of Standards and Learning Opportunities.
• Use multiple assessment strategies to evaluate student growth and modify instruction to ensure the continuous intellectual, social, physical, and emotional development of every student.
• Integrate current technologies in instruction, assessment, and professional productivity.

Stage I- Identifying Desired Results

This component describes the understandings that students will have, the essential questions they will explore, and the knowledge and skills they will develop as a result of the unit. 

Stage II- Determine Acceptable Evidence

This stage describes the final performance/product that students will complete for the unit, and any other assessments that reflect other desired results.          

Stage III - Plan Learning Experiences and Instruction

This last component includes all of the activities, experiences and lessons that will lead students to the desired results and success of the assessments.

Rubric: UBD Unit rubric.doc

Participation  Self-Evaluation (10%)

Participation rubric.doc