ࡱ> egd} {"bjbj55 4R__{     !!!!,M!`>>>>>>>> @Bf> >  >  >>7:=@\j]!S;"=0>0`>u;CXCD=C =`>>@X`>C : PLA Evaluation MSED 7002: Content Methods MSED 7002 Rubric for Prior Learning Assessment (PLA) Submissions Candidates must score at the minimum level of able in each element of the rubric. ITEMMasterfulAbleDevelopingSOURCES OF LEARNING (EXPERIENCES)Documentation and description of experiences as a basis for PLA.Sources of Learning section succinctly narrates and describes the significance of the candidates relevant learning experiences and establishes the candidate as qualified to write on the subject. EVIDENCE OF LEARNING (COMPETENCIES)Evidence (overall)Candidate provides evidence of effective teaching practices (video, lesson plans, and/or instructional artifacts). Evidence aligned with specific learning outcomesCandidate appropriately represents all CFS indicators and learning outcomes on course syllabus. Candidate can illustrate history of appropriate pedagogical practices Candidate can illustrate ability to accurately and properly write and create curriculum materials. Materials must include: Complete unit of instruction Must include a specific standard or goal as defined in the candidates major or subject mastery (state and national) Unit must be of a generalized length (minimum) of 4 weeks to a maximum of 6 weeks Unit must have an appropriate sequence and scope as defined by the candidate Appropriate number of lesson plans within unit of instruction Must be a lesson plan for each objective or standard within the scope and sequence of the unit Lesson plans must be complete and include all facets of an inclusive model of instruction Proper alignment of standards and objective to, and from lessons to unit Appropriate and diverse assessments Include pre and post assessment materials Include informal assessment techniques such as questioning, reflective or inquiry based essays, etc. Include answer keys and Rubrics Candidate can illustrate a history of teaching to special needs and/or other defined exceptional children Illustrate modifications of differentiated instruction Illustrate modifications of pedagogical techniques and instruction Illustrate modifications of assessments, both formal and informal, including tests and quizzesEvidence aligned with personal experienceFrom the candidates discussion of personal examples, it is clear that the learning arose from the candidates experience and/or experience represents the candidates understanding of the subject. Evidence aligned with academic theoryAppropriate amount and use of academic theory is integrated within the submission, so that the candidates learning is grounded in the academic frameworks of the topic. QUALITY OF PRESENTATION OF SUBMISSIONBreadth / Depth of SubmissionThere is an appropriate depth and breadth of discussion related to requested credits (upper vs. lower division, and amount).Introduction / ConclusionIntroduction effectively introduces the topic in general and the contents of the essay specifically. Conclusion effectively summarizes main points and states significance of the essay topic.Citation of Source MaterialIn-text and end-of-text citations of all sourced materials are correct and complete.DocumentationDocumentation is effective evidence of experience; documentation is effectively referred to within submission, and its significance and relevance is clear.Sentence Structure, Mechanics, and Overall PresentationPLA submission is well-organized, uses adequate subheadings clearly aligned with competencies, and progresses in logical, convincing order. Each sentence structured effectively; rich, well-chosen variety of sentence styles and length. Virtually free of punctuation, spelling, capitalization errors; appropriate format and presentation for assignment. Exceptional vocabulary range, accuracy, and correct and effective word usage. PLA submission is professionally presented, complete, and clear. Course Objectives Numbers in parentheses following each objective refer to the College of Education Conceptual Framework Principles for Graduate Programs based on the National Board Propositions for Accomplished Teachers Develop instructional plans that reflect content appropriate goals based on Ӱý޹˾վ Performance Standards (Quality Core Curriculum) and identify content appropriate essential questions (2) Design instructional plans that include authentic and alternative assessment(s) of student achievement (1,2,3,4) Develop instructional plans that include class appropriate differentiated instructional strategies (1,2,3,4) Implement effective integration of culturally appropriate instruction practices (1,4) Demonstrate use of appropriate, effective teaching strategies to meet the needs of exceptional children (1,4,5) Identify basic concepts and generalizations to develop teaching strategies for each content area (1,2,4,5) College of Education Conceptual Framework CONTENT AND CURRICULUM: Teachers demonstrate a strong content knowledge of content area(s) that are appropriate for their certification levels. The candidate will establish high, worthwhile, and appropriate goals for students based on state and national standards. KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Teachers support the intellectual, social, physical, and personal development of all students. The candidate will analyze the needs and achievements of diverse learners. LEARNING ENVIRONMENTS: Teachers create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. The candidate will provide varied learning opportunities to promote learning content and skills that are relevant and meaningful to students. ASSESSMENT: Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners. The candidate will implement varied strategies to assess students learning and will demonstrate the ability to positively impact all students achievement. PLANNING AND INSTRUCTION: Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment. The candidate will plan and implement varied instruction appropriate for students abilities and subject content area. PROFESSIONALISM: Teachers recognize, participate in, and contribute to teaching as a profession. The candidate will communicate professionally (includes writing and speaking in Standard English with students, parents, administrators, and supervisors; maintaining adequate records). Course Evaluation Candidates will receive a U or S for Internship. 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