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Standard #8 InTASC

InTASC/ESPB Standards

Syllabi with links on the right side of page

Assessment (from among those listed under item 4: Evidence of Meeting the Standard)

Standard #8: Instructional Strategies

The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

EDUC 250 - Intro to Education

EDUC 283 - Understanding Cultural Diversity

EDUC 350/351 - Practicum and Classroom Management

EDUC 480/490 - Student Teaching

InTASC 8 - Student Teaching Data

InTASC 8 - Exit Surveys

InTASC 8 - 1st Year Teachers

InTASC 8 - Employer Survey

InTASC 8 - Praxis II - PLT Data

Education Abilities - Senior Portfolio Data

EDUC 350/351 - Methods data on implementation

EDUC 283 - Lesson Plan Template and Collaborative Rubric

Big Ideas Rubric

TLC Template

TLC Handbook and Rubric

Co-Teaching Handbook

Co-Teaching Data from Exit Survey

Strategies for Teacher Education Handbook

 

Narrative for Standard 8

Standard #8: Instructional Strategies: The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.  These skills are developed in a progression starting with EDUC 250 - Introduction to Education, and continuing in EDUC 283- Understanding Cultural Diversity, EDUC 350/351 - Practicum and Classroom Management, and culminating with EDUC 480/490 - Student Teaching.

In EDUC 250, teacher candidates build skills to apply knowledge in meaningful ways through big ideas of instruction presentations on instructional methods used in a variety of classrooms.  Students are assessed with a rubric, which includes the content of the specific instructional method and the modeling of the instructional strategy within the presentation.  In EDUC 283 teacher candidates complete a group vocabulary lesson, utilizing the jigsaw method, by developing a multicultural resource based on trade-books. Instructors model different teaching methodologies and explain the strategies implemented.  Assessment measures for both the vocabulary and teaching methodologies are assessed on learner knowledge through the use of rubrics. EDUC 350/351 requires candidates to plan and implement a variety of instructional strategies to engage learners within their practicum experience.  Exit interviews guide students through a reflective practice to debrief on the instructional strategies incorporated into their lessons. (methods course data is linked to the right of this narrative)

During student teaching, candidates have many opportunities to use a variety of instructional strategies that encourage learners to understand the content and apply knowledge in meaningful ways.  Cooperating teacher ratings of VCSU student teachers in the area of varying strategies to engage learners are positive. 97.3% of student teachers received a rating of proficient or higher.

Data from student teacher evaluations and other assessments consistently indicate the use of technology to be a strong point for VCSU teacher candidates and also the university's graduates. An area that the data indicates needs improvement is not surprising for teacher education candidates. The ratings for "Differentiates instruction" are at 93.1% proficient and have a mean score of 3.45.  Overall, the ratings are positive, yet not as high as other assessment items.

The action steps VCSU has taken to improve its preparation of teacher candidates in the area of implementing instruction, specifically in the area of differentiated instruction involve three primary efforts. VCSU organized a workgroup of VCSU methods instructors and K-12 educators who discussed and developed strategies for differentiated instruction. The information became part of a "Strategies for Teacher Education" booklet for VCSU methods teachers to use in the classroom.

A second action step involves an increase in embedded field experiences integrated into courses. The elementary education majors have more methods courses due to the varying content aspects they teach. The elementary education faculty members have been involved in math field day and other field experiences that enable the candidates to teach in the schools more often. The secondary education majors take a course EDUC 351 that is titled Classroom Management.  EDUC 351 involves additional field experience hours for secondary majors with an emphasis on classroom management. The lessons learned about managing a classroom have an impact on teacher candidates' ability to successfully implement the lessons they have worked hard to prepare. Another data driven decision involves the efforts of methods teachers and the Teaching for Learning Capstone (TLC) unit. VCSU's version of the edTPA requires teacher candidates to thoroughly write out their plans for implementation including a section on differentiating instruction.  The candidates also are required to video their instructional strategies while teaching their TLC unit. (You can view the implementation section on page 5 of the TLC template linked on right side of this narrative)

The Exit Survey that student teachers complete at the time of graduation indicate that 97.2% of candidates were satisfied with the training they received in the ability to select instructional strategies to align with learning goals and standards. Instructional strategies for ELL students are emphasized in EDUC 283 for all students.  Method courses, field experiences, co-teaching strategies, and TLC units completed during student teaching all impact candidate preparation in instructional strategies. (Exit Survey data is linked on the right side of this narrative)

InTASC

InTASC

InTASC 8 Student Teacher Data

InTASC 8 Exit Survey Data

InTASC 8 1st Year Teachers

InTASC 8 Employer (Supervisor) Survey

Education Abilities Senior Portfolio Data

Method Courses Data - Planning

EDUC 283 - Lesson Plan and Research Project

EDUC 250 Syllabus

EDUC 283 Syllabus

EDUC 350 Syllabus

EDUC 351 Syllabus

EDUC 480/490 - Syllabus

Co-Teaching Handbook

Co-Teaching Data from Exit Surveys

Rubrics for Assessing Senior Portfolio TLC

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