Middle Level Teacher Work Sample (TWS) Assignment

The Vision Successful middle level teacher candidates support learning by designing a Teacher Work Sample for teaching adolescents that employs a range of strategies and builds on each middle level student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: • The teacher uses information about the implications of middle school organization and individual differences of all young adolescents to set learning goals and plan instruction and assessment. • The teacher sets personally motivating and academically challenging learning goals for adolescents in multiple disciplines. • The teacher uses multiple assessment modes and integrated approaches aligned with learning goals to assess student learning before, during, and after instruction. • The teacher designs instruction for specific learning goals, needs, interests, and experiences of young adolescents and appropriate learning contexts. • The teacher uses developmentally responsive assessment measures and systematic evaluations of student learning to make instructional decisions. • The teacher uses assessment data knowledgeably and responsibly to profile student learning and communicate information about student progress and achievement. • The teacher reflects on his or her instruction and the young adolescent’s learning profile to improve teaching practice.

Your Assignment The Middle Level TWS contains seven teaching processes identified by research and best practice as fundamental to improving adolescent learning. Each Teaching Process is followed by a TWS Standard, the Task, a Prompt, and a Rubric that defines various levels of performance on the standard. The Standards and Rubrics will be used to evaluate your Middle Level TWS. The Prompts (or directions) help you document the extent to which you have met each of the standards.

You are required to teach a comprehensive unit of integrated instruction. Before you teach the unit, you will describe contextual factors, identify learning goals based on your state or district middle level content standards, create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment) and after (post-assessment), and plan for your instruction. After you teach the unit, you will analyze student learning and then reflect upon and evaluate your teaching as related to adolescent learning. Format • Ownership. Complete a cover page that includes (a) your name, (b) date submitted, (c) grade level taught, (d) subject taught, (d) your university, (e) course number and title. • Table of Contents. Provide a Table of Contents that lists the sections and attachments in your TWS document with page numbers. • Charts, graphs and attachments. Charts, graphs and assessment instruments are required as part of the Middle Level TWS document. You may also want to provide other attachments, such as student work. However, you should be very selective and make sure your attachments provide clear, concise evidence of your performance related to the Middle Level TWS rubric and your adolescent students’ learning progress. • Narrative length. A suggested page length for your narrative is given at the end of each component section. You have some flexibility of length across components, but the total length of your written narrative (excluding charts, graphs, attachments and references) should not exceed twenty (20) word-processed pages, double-spaced in 12-point font, with 1-inch margins. • References and Credits (not included in total page length). If you referred to another person’s ideas or material in your narrative, you should cite these in a separate section at the end of your narrative under References and Credits. You may use any standard form for references; however, the American Psychological Association (APA) style is a recommended format (explained in the manual entitled “Publication Manual of the American Psychological Association”). • Anonymity. In order to insure the anonymity of students in your class, do not include any student names or identification in any part of your TWS.

Contextual Factors

TWS Standard The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.

Task Discuss relevant factors and how they may affect the teaching-learning process. Include any supports and challenges that affect instruction and student learning.

Prompt In your discussion, include: • Community, district and school factors. Address geographic location, community and middle school population, socio-economic profile and race/ethnicity. You might also address such things as stability of community, political climate, community support for middle level education and organization, mentoring, business partnerships, and other environmental factors. • Classroom factors. Address physical features, availability of technology equipment and resources and the extent of parental involvement. You might also discuss other relevant factors such as teaming, integration of content, service-learning, advisory, exploratory activities, classroom rules and routines, flexible instructional time and classroom arrangement. • Adolescent learner characteristics. Address young adolescent characteristics you must consider as you design instruction and assess learning to meet their needs. Include factors such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, and role of media, interests, learning styles/modalities or students’ skill levels. In your narrative, make sure you address student’s skills and prior learning that may influence the development of your learning goals, instruction and assessment. • Instructional implications. Address how contextual characteristics of the total school curriculum: advisory, co-curricular and exploratory courses, community, classroom and students have implications for instructional planning and assessment. Consider these elements as they are grounded in the ideas, interests, and experiences of young adolescents. Include specific instructional implications for at least two characteristics and any other factors that will influence how you plan and implement your unit.

Suggested Page Length: 1-2 Learning Goals

TWS Standard The teacher sets significant, challenging, varied and appropriate learning goals.

Task Provide and justify the learning goals for the unit.

Prompt • List the learning goals (not the activities) that will guide the planning, delivery and assessment of your unit. These goals should define what you expect adolescent students to know and be able to do at the end of the unit. The goals should be significant (reflect the big ideas or structure of the discipline), challenging, varied and appropriate. Number or code each learning goal so you can reference it later. • Show how the goals are aligned with middle level local, state, or national standards. (identify the source of the standards). • Describe the types and levels of your learning goals. • Discuss why your learning goals are appropriate in terms of adolescent development; pre-requisite knowledge, skills; and other adolescent learning needs.

Suggested Page Length: 1-2 Assessment Plan TWS Standard The teacher uses multiple assessment modes and approaches aligned with learning goals to assess middle level student learning before, during and after instruction.

Task Design an assessment plan to monitor middle level student progress toward learning goal(s). Use multiple assessment modes and approaches aligned with learning goals to assess learning before, during, and after instruction. These assessments should authentically measure student learning and may include integrated content, formal and informal assessments, performance-based tasks, paper-and-pencil tasks, or personal communication. Describe why your assessments are appropriate for measuring learning.

Prompt • Provide an overview of the assessment plan. For each learning goal include: assessments used to judge student performance, format of each assessment, and adaptations of the assessments for the individual needs of adolescents based on pre-assessment and contextual factors. The purpose of this overview is to depict the alignment between learning goals and assessments and to show adaptations to meet the individual needs of middle level students or contextual factors. You may use a visual organizer such as a table, outline or other means to make your plan clear. • Describe the pre- and post-assessments that are aligned with your learning goals. Clearly explain how you will evaluate or score pre- and post-assessments, including criteria you will use to determine if the adolescents’ performance meets the learning goals. Include copies of assessments, prompts, and/or student directions and criteria for judging student performance (e.g., scoring rubrics, observation checklist, rating scales, item weights, test blueprint, answer key). • Discuss your plan for formative assessment that will help you determine student progress during the unit. Describe the assessments you plan to use to check on young adolescent progress and comment on the importance of collecting that particular evidence. Although formative assessment may change as you are teaching the unit, your task here is to predict at what points in your teaching it will be important to assess students’ progress toward learning goals.

Design for Instruction TWS Standard The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

Task Describe how you will design your unit instruction related to unit goals, adolescents’ characteristics and needs, and the specific middle school learning context.

Prompt • Results of pre-assessment. After administering the pre-assessment, analyze student performance relative to the learning goals. Depict the results of the pre-assessment in a format that allows you to find patterns of student performance relative to each learning goal. You may use a table, graph, or chart. Describe the pattern you find that will guide your instruction or modification of the learning goals. • Unit overview. Provide an overview of your unit. Use a visual organizer such as a block plan or outline to make your integrated unit plan clear. Include the topic or activity you are planning for each day/period. Also indicate the integrated goal or goals (coded from your Learning Goals section) that you are addressing in each activity. Make sure that every goal is addressed by at least one activity and that every activity relates to at least one goal. • Activities. Describe at least three unit activities that reflect a variety of adolescent instructional strategies/techniques and explain why you are planning those specific activities. In your explanation for each activity, include:

- how the content relates to your instructional goal(s), - how the activity stems from your pre-assessment information and contextual factors, - what materials/technology you will need to implement the activity, and - how you plan to assess student learning during and/or following the activity (i.e., formative assessment).

• Technology. Describe how you will use state-of-the-art technology in your planning and/or instruction. If you do not plan to use any form of technology, provide your clear rationale for its omission.

Suggested Page Length: 3 + visual organizer

Instructional Decision-Making TWS Standard The teacher uses on-going analysis of middle level student learning to make instructional decisions.

Task Provide two examples of instructional decision-making based on students’ learning or responses.

Prompt • Think of a time during your unit when a student’s learning or response caused you to modify your original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following: • Describe the adolescent’s learning or response that caused you to rethink your plans. The adolescent’s learning or response may come from a planned formative assessment or another source (not the pre- assessment). • Describe what you did next and explain why you thought this would improve student progress toward the learning goal. • Now, think of one more time during your unit when another student’s learning or response caused you to modify a different portion of your original design for instruction. (The resulting modification may affect other students, as well.) Cite specific evidence to support your answers to the following: - Describe the young adolescent’s learning or response that caused you to rethink your plans. The adolescent’s learning or response may come from a planned formative assessment or another source (not the pre-assessment). - Describe what you did next and explain why you thought this would improve the adolescent’s progress toward the learning goal.

Suggested Page Length: 3-4

Analysis of Student Learning

TWS Standard The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.

Task Analyze your assessment data, including pre/post assessments and formative assessments to determine students’ progress related to the unit learning goals. Use visual representations and narrative to communicate the performance of the whole class, subgroups, and two individual students. Conclusions drawn from this analysis should be provided in the “Reflection and Self-Evaluation” section.

Prompt In this section, you will analyze data to explain progress and achievement toward learning goals demonstrated by your whole class, subgroups of students, and individual students.  Whole class. To analyze the progress of your whole class, create a table that shows pre- and post- assessment data on every student on every learning goal. Then, create a graphic summary that shows the extent to which your students made progress (from pre- to post-) toward the learning criterion that you identified for each learning goal (identified in your Assessment Plan section). Summarize what the graph tells you about your students' learning in this unit (i.e., the number of students met the criterion).  Subgroups. Select a group characteristic (e.g., gender, performance level, socio-economic status, language proficiency) to analyze in terms of one learning goal. Provide a rationale for your selection of this characteristic to form subgroups (e.g., girls vs. boys; high- vs. middle- vs. low-performers). Create a graphic representation that compares pre- and post-assessment results for the subgroups on this learning goal. Summarize what these data show about student learning.  Individuals. Select two students that demonstrated different levels of performance. Explain why it is important to understand the learning of these particular students. Use pre-, formative, and post-assessment data with examples of the students’ work to draw conclusions about the extent to which these students attained the two learning goals. Graphic representations are not necessary for this subsection.

Note: You will provide possible reasons for why your students learned (or did not learn) in the next

Suggested Page Length: 4 + charts and student work examples

Reflection and Self Evaluation

TWS Standard The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.

Task Reflect on your performance as a middle level teacher and link your performance to adolescent learning results. Evaluate your performance and identify future actions for improved middle level practice and professional growth.

Prompt • Select the learning goal where your students were most successful. Provide two or more possible reasons for this success. Consider your goals, instruction, and assessment along with adolescent characteristics and other middle school factors under your control. • Select the learning goal where your students were least successful. Provide two or more possible reasons for this lack of success. Consider your goals, instruction, and assessment along with student characteristics and other contextual factors under your control. Discuss what you could do differently or better in the future to improve your students’ performance. • Reflection on possibilities for middle level professional development. Describe at least two middle level professional learning goals that emerged from your insights and experiences with the Middle Level TWS. Identify two specific steps you will take to improve your performance as a teacher of adolescents in the critical area(s) you identified.

Suggested Page Length: 2 T eacher Work Sample with AMLE Professional Standards TWS Contextual Factors Rubric

TWS Standard: The teacher uses information about the learning/teaching context and student individual differences to set learning goals and objectives and plan instruction and assessment.

1 3 Rating → 2 Does Not Meet Exceeds Meets Expectations Score Expectations Expectations Indicator ↓

Middle level Middle level Middle level Knowledge of candidate displays candidate displays candidate displays a Community, School and minimal, irrelevant, some knowledge of comprehensive Classroom Factors or biased knowledge the characteristics of understanding of the (S1.K4,7) of the characteristics the community, characteristics of the (S1.P7) of the community, school, and community, school, (S2.K4) school, and classroom that may and classroom that classroom. affect learning. may affect learning.

Middle level Middle level Middle level candidate displays candidate displays candidate displays minimal, general knowledge of general & specific Knowledge of stereotypical, or young adolescent understanding of Characteristics of irrelevant knowledge differences (e.g., young adolescent Students of young adolescent development, differences (e.g., differences (e.g. interests, culture, development, (S1.K2) development, abilities/disabilities) interests, culture, interests, culture, that may affect abilities/disabilities) abilities/disabilities). learning. that may affect learning.

Middle level Middle level Middle level candidate displays candidate displays candidate displays minimal, general knowledge general & specific Knowledge of Students’ stereotypical, or about the different understanding of the Varied Approaches to irrelevant knowledge ways young different ways Learning about the different adolescents learn young adolescents ways young (e.g., learning styles, learn (e.g., learning (S1.P3) adolescents learn learning modalities). styles, learning (e.g., learning styles, modalities) that may learning modalities). affect learning. Middle level Middle level Middle level candidate displays candidate displays candidate displays Knowledge of Students’ little or irrelevant general knowledge of general & specific Skills knowledge of young young adolescents’ understanding of And Prior Learning adolescents’ skills skills and prior young adolescents’ and prior learning. learning that may skills and prior (S1.P3) affect learning. learning that may affect learning.

Middle level Middle level Middle level candidate does not candidate provides candidate provides provide implications general implications specific implications Implications for for instruction and for instruction and for instruction and Instructional Planning assessment based on assessment based on assessment based on and Assessment young adolescent young adolescent young adolescent diversity and diversity and diversity and (S2.P3) community, school, community, school, community, school, (S6.K2) and classroom and classroom and classroom characteristics OR characteristics. characteristics. provides inappropriate implications. TWS Learning Goals Rubric

TWS Standard: The teacher sets significant, challenging, varied and appropriate learning goals and objectives.

1 3 Rating → 2 Does Not Meet Exceeds Score Meets Expectations Expectations Expectations Indicator ↓

Significance, Goals/objectives Goals/objectives Goals/objectives Challenge and reflect only one type reflect several types reflect several types Variety or level of learning. or levels of learning or levels of learning but lack significance and are significant (S3.K10) or challenge. and challenging.

Goals/objectives are Some of the Most of the Clarity not stated clearly and goals/objectives are goals/objectives are are activities rather clearly stated as clearly stated as than learning learning outcomes. learning outcomes. outcomes.

Some Most Goals/objectives are goals/objectives are goals/objectives are not appropriate for appropriate for the appropriate for the Appropriateness the development; development; pre- development; pre- For Students pre-requisite requisite knowledge, requisite knowledge, knowledge, skills, skills, experiences; skills, experiences; (S1.P4) experiences; or other and other young and other young young adolescent adolescent needs. adolescent needs. needs. Rationale is Insufficient rationale Appropriate rationale missing or provided. provided. inappropriate.

Goals/objectives are Some Most of the not aligned with goals/objectives are goals/objectives are Alignment with national, state or aligned with national, explicitly aligned National, State or local standards. state or local with national, state or Local Standards All goals/objectives standards. local standards. link to only one Some goals and Some goals and (S1.K4) curriculum area. objectives are linked objectives are linked (S3.P2) to one other to more than one curriculum area. other curriculum area. TWS Assessment Plan Rubric

TWS Standard: The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.

1 3 Rating → 2 Does not Meet Exceeds Score Meets Expectations Indicator ↓ Expectations Expectations

Content and methods Some of the learning Each of the learning of assessment lack goals/objectives are goals/objectives is congruence with assessed through the assessed through the Alignment with learning assessment plan, but assessment plan; Learning Goals and goals/objectives or many are not assessments are Instruction lack cognitive congruent with congruent with the complexity. learning learning (S5.K2) goals/objectives in goals/objectives in content and cognitive content and complexity. cognitive complexity.

The assessments Assessment criteria Assessment criteria Clarity of Criteria contain no clear have been developed, are clear and are and Standards for criteria for measuring but they are not clear explicitly linked to Performance young adolescent or are not explicitly the learning performance relative linked to the learning goals/objectives. (S5.P10) to the learning goals/objectives. goals/objectives.

The assessment plan The assessment plan The assessment plan includes only one includes multiple includes multiple assessment mode and modes but all are assessment modes Multiple Modes and does not assess young either pencil/paper (including Approaches adolescents before, based (i.e. they are performance during, and after not performance assessments, lab instruction. assessments) and/or reports, research ((S5.K2) do not require the projects, etc.) and (S5.D5) integration of assesses young (S5.P8) knowledge, skills and adolescent reasoning ability. performance throughout the instructional sequence. Assessments are not Assessments appear Assessments appear valid; scoring to have some validity. to be valid; scoring Technical procedures are absent Some scoring procedures are Soundness or inaccurate; items procedures are explained; most or prompts are poorly explained; some items or prompts are written; directions items or prompts are clearly written; (S5.K2) and procedures are clearly written; some directions and (S5.P10) confusing to young directions and procedures are clear adolescents. procedures are clear to young to young adolescents. adolescents.

Middle level Middle level Middle level Adaptations Based candidate does not candidate makes candidate makes on the Individual adapt assessments to adaptations to adaptations to Needs of Students meet the needs of assessments that are assessments that are young adolescents or appropriate to meet appropriate to meet (S5.D8) these assessments are the individual needs the individual needs inappropriate. of some young of most young adolescents. adolescents. TWS Design for Instruction

TWS Standard: The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

1 Rating → 2 3 Does not Meet Score Meets Expectations Exceeds Expectations Indicator ↓ Expectations

Few lessons are Most lessons are All lessons are explicitly linked to explicitly linked to explicitly linked to learning goals. Few learning goals. Most learning goals. All Alignment with learning activities, learning activities, learning activities, Learning Goals assignments and assignments and assignments and resources are aligned resources are aligned resources are aligned (S3.P2) with learning goals. with learning goals. with learning goals. Not all learning goals Most learning goals All learning goals are are covered in the are covered in the covered in the design. design. design. Middle level Middle level Middle level candidate’s use of candidate’s use of candidate’s use of content appears to content appears to be content appears to be contain numerous mostly accurate. accurate. Focus of inaccuracies. Shows some the content is Accurate Content seems to be awareness of the big congruent with the Representation of viewed more as ideas or structure of big ideas or structure Content isolated skills and the discipline. of the discipline. facts rather than as Link to cross- Link to cross- (S3.D1) part of a larger curricular areas is curricular areas is (S4.K3) conceptual structure. appropriate/accurate. insightful. No connections across curriculum or inappropriate connections.

The lessons within The lessons within All lessons within the the unit are not the unit have some unit are logically logically organized logical organization organized and appear Lesson and Unit (e.g., sequenced). and appear to be to be useful in Structure somewhat useful in moving young moving young adolescents toward (S4.P1) adolescents toward achieving the achieving the learning goals. learning goals. Little variety of Some variety in Significant variety instruction, activities, instruction, activities, across instruction, assignments, and assignments, or activities, resources. Heavy resources but with assignments, and/or Use of a Variety of reliance on textbook limited opportunity resources. This Instruction, Activities, or single resource for participation, variety makes a clear Assignments and Resources (e.g., work sheets). active inquiry, and contribution to Strategies encourage critical thinking that participation, active (S3.K1) passive rather than contribute to young inquiry and critical active learning. adolescent learning. thinking that lead to young adolescent learning.

Instruction has not Some instruction has Most instruction has been designed with been designed with been designed with Use of Contextual reference to reference to reference to Information and Data to contextual factors contextual factors contextual factors Select Appropriate and and pre-assessment and pre-assessment and pre-assessment Relevant Activities, data. Activities and data. Some activities data. Most activities Assignments and assignments do not and assignments and assignments Resources appear productive appear productive appear productive and appropriate for and appropriate for and appropriate for (S3.K6) each young each young each young adolescent. adolescent. adolescent.

Technology is Middle level Middle level inappropriately used candidate uses candidate integrates OR teacher does not technology but it appropriate use technology, and does not make a technology that Use of Technology no (or inappropriate) significant makes a significant rationale is provided. contribution to contribution to (S3.P9) teaching and learning teaching and learning OR teacher provides OR provides a strong limited rationale for rationale for not not using technology. using technology. TWS Instructional Decision-Making Rubric TWS Standard: The teacher uses on-going analysis of student learning to make instructional decisions.

1 3 Rating → 2 Does Not Meet Exceeds Score Meets Expectations Indicator ↓ Expectations Expectations

Many instructional Instructional Most instructional Sound Professional decisions are decisions are mostly decisions are Practice inappropriate and not appropriate, but some pedagogically sound pedagogically sound. decisions are not (i.e., they are likely (S5.K2) pedagogically sound. to lead to student learning).

Appropriate Middle level Some modifications modifications of the candidate treats class of the instructional instructional plan as “one plan fits all” plan are made to are made to address with no address individual individual student modifications. student needs, but needs. These these are not based on modifications are Modifications Based the analysis of young informed by the on Analysis of adolescent learning, analysis of young Student Learning best practice, or adolescent contextual factors. learning/performanc (S1.P5) e, best practice, or contextual factors. Include explanation of why the modifications would improve student progress.

Congruence Between Modifications in Modifications in Modifications in Modifications and instruction lack instruction are instruction are Learning Goals and congruence with somewhat congruent congruent with Objectives learning goals and with learning goals learning goals and objectives. and objectives. objectives. (S5.K9) TWS Analysis of Student Learning Rubric

TWS Standard: The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.

1 3 Rating → 2 Does Not Meet Exceeds Score Meets Expectations Indicator ↓ Expectations Expectations

Clarity and Presentation is not Presentation is Presentation is easy Accuracy of clear and accurate; it understandable and to understand and Presentation does not accurately contains few errors. contains no errors of reflect the data. representation. (S4.K3)

Analysis of student Analysis of student Analysis is fully learning is not learning is partially aligned with learning aligned with learning aligned with learning goals and provides a goals. goals and/or fails to comprehensive Alignment with provide a profile of young Learning Goals comprehensive adolescent learning profile of young for the whole class, (S5.P4) adolescent learning subgroups, and two relative to the goals individuals. for the whole class, subgroups, and two individuals.

Interpretation is Interpretation is Interpretation is Interpretation of inaccurate, and technically accurate, meaningful, and Data conclusions are but conclusions are appropriate missing or missing or not fully conclusions are (S5.P10) unsupported by data. supported by data. drawn from the data.

Analysis of student Analysis of student Analysis of student learning fails to learning includes learning includes include evidence of incomplete evidence evidence of the Evidence of Impact impact on student of the impact on impact on student on Student Learning learning in terms of student learning in learning in terms of numbers of young terms of numbers of number of young (S5.P10) adolescents who young adolescents adolescents who achieved and made who achieved and achieved and made progress toward made progress toward progress toward each learning goals. learning goals. learning goal. TWS Reflection and Self-Evaluation Rubric TWS Standard: The teacher analyzes the relationship between his or her instruction and student learning in order to improve teaching practice.

1 3 Rating → 2 Scor Does Not Meet Exceeds Meets Expectations e Indicator ↓ Expectations Expectations

No evidence or Provides evidence but Uses evidence to reasons provided to no (or simplistic, support conclusions Interpretation of support conclusions superficial) reasons drawn in “Analysis Student Learning drawn in “Analysis of or hypotheses to of Student Learning” Student Learning” support conclusions section. Explores section. drawn in “Analysis of multiple hypotheses (S5.P9) Student Learning” for why some section. students did not meet learning goals.

Provides no rationale Identifies successful Identifies successful Insights on for why some and unsuccessful and unsuccessful Effective activities or activities or activities and Instruction and assessments were assessments and assessments and more successful than superficially explores provides plausible Assessment others. reasons for their reasons (based on success or lack theory or research) (S5.D8) thereof (no use of for their success or theory or research). lack thereof.

Does not connect Connects learning Logically connects learning goals, goals, instruction, and learning goals, Alignment instruction, and assessment results in instruction, and Among Goals, assessment results in the discussion of assessment results in Instruction and the discussion of student learning and the discussion of student learning and effective instruction, student learning and Assessment effective instruction but effective instruction. and/or the misunderstandings or (S5.P3) connections are conceptual gaps are irrelevant or present. inaccurate. Provides no ideas or Provides ideas for Provides ideas for inappropriate ideas redesigning learning redesigning learning Implications for for redesigning goals, instruction, and goals, instruction, Future Teaching learning goals, assessment but offers and assessment and instruction, and no rationale for why explains why these assessment. these changes would modifications would improve student improve student learning. learning.

Provides no Presents professional Presents a small professional learning learning goals that number of goals or goals that are are not strongly professional learning Implications for not related to the related to the insights goals that clearly Professional insights and and experiences emerge from the Development experiences described described in this insights and in this section. section and/or experiences (S5.P5) provides a vague plan described in this for meeting the goals. section. Describes specific steps to meet these goals.