Developing Accomplished Teaching Practices

Assignment Tasks for 30 Hour CPDU Option for the Initial to Standard Certificate

Maximum Total of Eight Pages

Written Commentary—Read the Reflective Rubric for Instruction as a guide to writing the written commentary.

1. Submit a written lesson plan and a fifteen-minute videotape of that lesson that shows evidence of how you meet the NBPTS standards in your certificate. (No more than 2 double-spaced pages) The lesson should include the following:

  • Learning goals aligned to the Illinois Learning Standards
  • Instructional Strategies
  • Grouping Strategies
  • Instructional Resources
  • Student Assessment Strategies
  • Provisions for Diversity
  1. Analyze the videotape and describe how what you did or said shows evidence of the following standards (No more than 2 pages double-spaced):
  • Aligned Instructional Design
  • Ways to Engage Students
  • Higher Order Thinking Skills
  • Questioning Techniques

Use specific examples of interaction between students and you as evidence.

  1. Evaluate what students did and did not learn as evidenced in the videotape (No more than 2 pages double-spaced).
  1. Reflect on next steps for particular students and the whole class. Link specific examples of strengths and gaps in student learning on the videotape to justify your decisions (No more than 1 page double-spaced).
  1. Reflect on future professional development experiences that will help you to support students to improve learning (No more than 1 page double-spaced)

Peer Review

  1. Meet with at least one other teacher to collaboratively analyze your videotaped instruction sequence for evidence of the reflective rubric.
  2. Meet with at one other teacher to collaboratively analyze that teacher’s videotaped instruction sequence for evidence of the reflective rubric.
  3. Complete the Peer Review Documentation Form.

Peer Review Documentation Form

Name:______Email: ______

School: ______School District______

ROE: ______

Peer Review Sessions—Complete the following information for the time you reviewed your videotape and the time you reviewed your partner teacher’s videotape. You may review and analyze both videotapes during one or more sessions but the combined length of time should equal 2 hours.
Analysis of Your Videotape
/ Analysis of Partner Teacher’s Videotape
Date:
Time:
Length of Time:
Location:
Your Name:
Partner Teacher’s Name:

Reflective Rubric for Instruction

1 / 2 / 3 / 4
Knowledge of Students / The plan does not provide a variety of learning opportunities that address the diversity of students’ levels of development / The plan
may address one or two levels of development, but it is not clear how it will provide learning opportunities for students’ many developmental levels / The plan allows for a small range of developmental levels, but it is not clear
how it will provide learning opportunities for students’ many developmental levels / The plan allows for flexibility for a wide range of studen developmental levels.
Goals / Goals are either not clear and/or are stated as student activities. / Goals are only somewhat clear and/or include a combination of goals and activities. / Most goals are clear but may include a few activities. / All the goals are clear, written in the form of student learning.
Goals and Students / Goals are not suitable for the students in this grade. Goals do not take into account the learning needs of some students or groups. / Some of the goals are suitable for some students in the class. Goals take into account the learning needs of some students or groups. / Most of the goals are suitable for most students in the class. Goals take into account the varying needs of most individual students or groups. / All the goals are suitable for the students in the class. Goals take into account the varying learning needs of individual students or groups.
Goals and Instruction / Most of the components of the plan are not related to the goals. Learning activities, materials and resources are not suitable and do not support the instructional goals. Instructional groups are not congruent with the instructional goals and offer no variety. / The plan refers o the goals. Only some of the goals are suitable. Materials and resources support the instructional goals. Instructional groups are inconsistent to the instructional goals and offer minimal variety. / Most of the components of the plan refer to the instructional goals. Most of the materials and resources support the instructional goals. Instructional groups are varied, and consistent with the instructional goals. / All components of the plan align to the goals. All materials and resources support the instructional goals. Instructional groups are varied, as appropriate to the different instructional goals. There is evidence of student choice in selecting different patterns of instructional groups.
Instruction and Students / It is difficult to know what the teacher and students will be doing throughout this plan. There is no link between the procedures and the goals. Students have no opportunities to explore or practice using knowledge and skills. Learning activities are not suitable to students. The assessment results affect planning for these students only minimally. / Some parts of the instruction are unclear as to what the teacher and/or students will be doing throughout the plan. Most steps in the instructional procedures are included, but not adequately developed. There is little explanation of how teaching and learning will occur. Students have little opportunity to explore or practice using the knowledge and skills defined in the goals. Teacher uses assessment results to plan for the class as a whole. / Some explanations of what the teacher and students will be doing throughout the plan are included. Most steps in the instructional procedures are included; however, some rearrangement or further explanation of the steps may be needed. The procedures inconsistently give students opportunities to explore, learn and practice using the knowledge and skills defined in the goals. Teacher uses assessment results to plan for individuals and groups of students. / It is evident what both the teacher and students will be doing throughout the lesson. The descriptions of the instructional procedures are clear. Students have opportunities to explore, learn and practice using the knowledge and skills defined in the goals. Students are aware of how they are meeting the established standards and participate in planning the next steps.

Rubrics for Instruction (Continued)

Sequence / The learning activities do not follow an organized progression. The plan has no clearly defined structure or the structure is chaotic. / Progression of activities in the unit is uneven. The plan has a recognizable structure that is not uniformly maintained throughout. / Progression of activities in the unit is fairly even. The plan has a clearly defined structure of activities. / Progression of activities is coherent and logical, producing a unified whole. The plan’s structure is clear and allows for different pathways according to student needs.
Instructional Design / The description inaccurately explains the different approaches to learning that students exhibit. The description shows no connections between the approaches and strategies. / The teacher displays general understanding of the different approaches to learning that students exhibit. The description shows sketchy connections between the approaches and instruction. / The teacher shows a solid understanding of the different approaches to learning that students exhibit, but inconsistently connects the instruction to approaches. / The teacher uses the knowledge of students’ appropriate approaches to learning that students exhibit (learning styles, modalities, multiple intelligences, etc.) to plan interaction.
Ways To Cognitively Engage Students / The teacher describes activities or assignments that do not engage the students cognitively. / The teacher describes a limited number of activities and assignments that are appropriate to engage some students cognitively. / The teacher describes activities and assignments that are appropriate to engage most students cognitively. Students have opportunities to make choices. / The teacher describes activities and assignments that engage students in exploration and discovery. Students initiate or adapt activities and projects to enhance their understanding.
Questions and Discussion Strategies / The teacher’s questions require low level thinking responses. Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers. / The teacher’s questions require a combination of low and high level thinking responses. / Most of the teacher and student’s questions require high level thinking responses. Classroom interaction is designed so that the teacher steps aside facilitating discussions when appropriate. / The teacher and student’s questions uniformly require high level thinking responses. Students have opportunities to develop their own high level thinking questions. Students assume considerable responsibility for the success of the discussion, initiating the topics and making unsolicited contributions.
Monitoring Student Progress / Describes the progress of the student’s learning based on numbers, percentages, and or grades only. / Identifies some students’ areas of need and a limited number of strengths with few or no examples from the videotape. The description is confusing in showing how instruction impacted student learning. / Identifies the strength and areas of needs for some students with limited examples from the videotape. Describes general progress. Describes how some instructional strategies impacted some students. / Clearly analyzes and describes the relationship between strengths and areas of need in learning of individual and the class of students. Specifically cites examples of how the students progressed during instruction.