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Student Learning Module:: College of Education & Human Development

The document provides an overview of a student learning module that teacher candidates complete to demonstrate their ability to facilitate student learning through designing and teaching a comprehensive unit. The module includes standards for 7 teaching processes and requires candidates to describe contextual factors, set learning goals, design a pre-, formative, and post-assessment plan, plan instruction, analyze student learning, and reflect on teaching. Candidates must meet specific formatting requirements and are evaluated using rubrics for each teaching standard.
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0% found this document useful (0 votes)
40 views16 pages

Student Learning Module:: College of Education & Human Development

The document provides an overview of a student learning module that teacher candidates complete to demonstrate their ability to facilitate student learning through designing and teaching a comprehensive unit. The module includes standards for 7 teaching processes and requires candidates to describe contextual factors, set learning goals, design a pre-, formative, and post-assessment plan, plan instruction, analyze student learning, and reflect on teaching. Candidates must meet specific formatting requirements and are evaluated using rubrics for each teaching standard.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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College of Education & Human Development

Responsive Educators

Student Learning Module:


・ Performance Prompt

・ Teaching Process Standards

・ Scoring Rubrics
Overview of Student Learning Module (SLM)
The Vision

Successful teacher candidates support learning by designing a Teacher Work Sample that employs a range of strategies and builds on each 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 SLM standards:

 The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction
and assessment.
 The teacher sets significant, challenging, varied, and appropriate learning goals.
 The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during, and after
instruction.
 The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.
 The teacher uses regular and systematic evaluations of student learning to make instructional decisions.
 The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.
 The teacher reflects on his or her instruction and student learning in order to improve teaching practice.

Your Assignment

The SLM contains seven teaching processes identified by research and best practice as fundamental to improving student learning. Each Teaching
Process is followed by a SLM 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 SLM. The Prompts (or directions) help you document the extent to which you have met each the standard.
The underlined words in the Rubric and Prompts are defined in the Glossary. You are required to teach a comprehensive unit. Before you teach the
unit, you will describe contextual factors, identify learning goals based on your state or district 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 student 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. Write J-Number on each page of the entire document.
 Table of Contents. Provide a Table of Contents that lists the sections and attachments in your SLM document with page numbers.
 Charts, graphs and attachments. Charts, graphs and assessment instruments are required as part of the
 SLM 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 SLM standards and your 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”.
Contextual Factors
SLM 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 school population, socio-economic profile and
race/ethnicity. You might also address such things as stability of community, political climate, community support for education, 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 classroom rules and routines, grouping patterns, scheduling and classroom arrangement.
 Student characteristics. Address student characteristics you must consider as you design instruction and assess learning. Include factors such
as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, 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 community, classroom and students have implications for
instructional planning and assessment. 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
SLM 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 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 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 development; pre –requisite knowledge, skills; and other student needs.

Suggested Page Length: 1-2


Assessment Plan

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

Task

Design an assessment plan to monitor student progress toward learning goal(s). Use multiple assessment modes and approaches aligned with learning
goals to assess student learning before, during, and after instruction. These assessments should authentically measure student learning and may
include 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 students 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 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 students’ 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 student 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.
Example of Assessment Plan Table: Kindergarten
Learning Goals  Assessments Format of Assessment Adaptations

Learning Goal 1 Pre-Assessment Checklist: game with animal masks Repeat and modify instructions, as
& centers representing habitats needed. Demonstrate and assist
Example: The student will link wild (tree, lake, burrow, with cutting, gluing, etc. Provide
animals with their habitats cave) model of a mask and model how to
Formal Assessment move to habitat centers. Keep all
activities high-interest and brief.
animal puppets and habitats (e.g.,
bird and nest) anecdotal records Provide concrete models and
Post Assessment
REQ&A picture journals assistance with fine motor tasks, as
needed. Provide multiple
explanations and model
Checklist: game with animal masks performances. Process writing
&centers (i.e., dictations) when needed.
representing habitats Provide verbal cues and plenty of
wait time for Q&A.

Suggested Page Length: 2 + pre- and post-assessment instruments, scoring rubrics/keys, and
assessment plan table
Design for Instruction

SLM 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, students’ characteristics and needs, and the specific 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 earning 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 unit plan clear. Include
the topic or activity you are planning for each day/period. Also indicate the 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 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 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

SLM Standard
The teacher uses on-going analysis of 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:

o Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a
planned formative assessment or another source (not the pre-assessment).
o 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:

o Describe the student’s learning or response that caused you to rethink your plans. The student’s learning or response may come from a
planned formative assessment or another source (not the pre-assessment).
o Describe what you did next and explain why you thought this would improve student progress toward the learning goal.

Suggested Page Length: 3-4


Analysis of Student Learning

SLM 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
section, “Reflection and Self-Evaluation.”

Suggested Page Length: 4 + charts and student work examples


Reflection and Self-Evaluation

SLM 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 teacher and link your performance to student learning results. Evaluate your performance and identify future
actions for improved 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 student characteristics and other contextual 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 professional development. Describe at least two professional learning goals that emerged from your insights
and experiences with the SLM. Identify two specific steps you will take to improve your performance in the critical area(s) you identified.

Suggested Page Length: 2


STUDENT LEARNING MODULE ASSESSMENT RUBRIC
CONTEXTUAL FACTORS RUBRIC
Rating Indicator  Expectation Not Met  Partially Meets Expectations  Meets Expectations  Exceeds expectations 
1  2  3  4 
1.  Knowledge of Community,  Teacher displays some  Teacher displays some knowledge of  Teacher displays some knowledge  Teacher displays a comprehensive 
School, and Classroom Factors  knowledge of the characteristics  the characteristics of the community,  of the characteristics of the  understanding of the characteristics of 
of the community, school, or  school, or classroom that may affect  community, school, and classroom  the community, school, and classroom 
classroom that may affect  learning  that may affect learning  that may affect learning 
learning. 
2.  Knowledge of  Teacher displays minimal,  Teacher displays general knowledge  Teacher displays general knowledge  Teacher displays general & specific 
Characteristics of Students  stereotypical or irrelevant  of student differences (e.g.,  of student differences (e.g.,  understanding of student differences 
  knowledge of student  development, interests, culture,  development, interests, culture,  (e.g., development, interests, culture, 
abilities/disabilities) that may affect  abilities/disabilities) that may affect  abilities/disabilities) that may affect 
differences (e.g. Development, 
learning without in‐depth  learning.   learning.  
interests, culture, disabilities)  description.  
3.  Knowledge of Students’  Teacher displays minimal,  Teacher displays general knowledge  Teacher displays general knowledge  Teacher displays general & specific 
Varied Approaches to Learning   stereotypical or irrelevant  about the different ways students  about the different ways students  understanding of the different ways 
knowledge about the different  learn (e.g., learning styles, learning  learn (e.g., learning styles, learning  students learn (e.g., learning styles, 
ways students learn  (e.g.  modalities) without in‐depth  modalities).  learning modalities) that may affect 
learning styles, learning  description.  learning. 
modalities) 
4.  Knowledge of Students’  Teacher displays little or  Teacher displays general knowledge  Teacher displays general knowledge  Teacher displays general & specific 
Skills and Prior Learning  irrelevant knowledge of  of students’ skills or prior learning  of students’ skills and prior learning  understanding of students’ skills and prior 
  students’ skills and prior  that may affect learning.   that may affect learning.   learning that may affect learning.  
learning.  
5.  Implications for  Teacher does not provide  Teacher provides general  Teacher provides general  Teacher provides specific implications for 
Instructional Planning and  implications for instruction and  implications for instruction or  implications for instruction and  instruction and assessment based on 
Assessment   assessment based on student  assessment based on student  assessment based on student  student individual differences and 
individual differences and  individual differences or community,  individual differences and  community, school, and classroom 
community, school, and  school, and classroom  community, school, and classroom  characteristics.  
classroom characteristics OR  characteristics.   characteristics.    
provides inappropriate     
implications.  
LEARNING GOAL RUBRIC
Rating Indicator  Expectation Not Met  Partially Meets Expectations  Meets Expectations  Exceeds expectations 
1  2  3  4 
6.  Significance, Challenge and  Goals and objectives reflect no  Goals and objectives reflect 1 or 2  Goals and objectives reflect several  Objectives reflect several types or levels 
Variety  type or level of learning.   types or levels of learning but lack  types or levels of learning but lack  of learning and are significant and 
  significance or challenge.  significance or challenge.  challenging. 
  Goals and objectives are not  Most of the goals and objectives are  Some of the goals and objectives  Most of the goals and objectives are 
7.  Clarity   stated clearly and are activities  not clearly stated as learning  are clearly stated as learning  clearly stated as learning outcomes.  
rather than learning   outcomes.   outcomes.  
 
8.  Appropriateness for  Goals and objectives are not  Some goals and objectives are  Some goals and objectives are  Most goals and objectives are 
Students  appropriate for the  appropriate for the development;  appropriate for the development;  appropriate for the development; pre‐
  development; pre‐requisite  pre‐ requisite knowledge, skills,  pre‐ requisite knowledge, skills,  requisite knowledge, skills, experiences; 
knowledge, skills, experiences;  experiences; or other student needs  experiences; and other student  and other student needs.  
or other student needs.   but does not address all components.  needs.   
9.  Alignment with National,  Goals and objectives are not  Most goals and objectives are not  Some goals and objectives are  Most of the goals and objectives are 
State, or Local Standards  aligned with MCF and  aligned with MCF and appropriate  aligned with MCF and appropriate  explicitly aligned with MCF and 
appropriate national standards.   national standards.   national standards.   appropriate national standards.  
ASSESSMENT PLAN RUBRIC
Rating Indicator  Expectation Not Met  Partially Meets Expectations  Meets Expectations  Exceeds expectations 
1  2  3  4 
10.  Alignment with Learning  Content and methods of  Some of the instructional objectives  Most of the instructional objectives  Each instructional objective is assessed 
Goals and Instructional  assessment lack congruence  are assessed through the assessment  are assessed through the   through the assessment plan; 
Objectives   with instructional objectives or  plan, but many are not congruent  assessment plan, but some are not  assessments are congruent with the  
lack cognitive complexity.   congruent with learning goals in  learning goals in content and cognitive 
with learning goals in content and 
  content and cognitive complexity.  complexity. 
cognitive complexity 
  The assessments contain no  Assessment criteria have been  Assessment criteria have been  Assessment criteria are clear and are 
11. Clarity of Criteria and  clear criteria for measuring  developed, but they are not clear or  developed, but some are not clear  explicitly linked to the instructional 
Standards for Performance   student performance relative to  are not explicitly linked to  or are not explicitly linked to the  objectives. 
the instructional objectives.   instructional objectives. 
instructional objectives. 

  The assessment plan includes  The assessment plan includes  The assessment plan includes  The assessment plan includes multiple 


12.  Multiple Modes and  only one assessment mode and  multiple modes but all are either  multiple modes but all are either  assessment modes (including 
Approaches   does not assess students before,  pencil/paper based (i.e. they are not  pencil/paper based (i.e. they are not  performance assessments, lab reports, 
during, and after instruction.   performance assessments) and/or do  performance assessments) and/or 
  research projects, etc.) and assesses 
  not require the integration of  require only moderate the 
knowledge, skills and reasoning  integration of knowledge, skills and  student performance throughout the 
ability.   reasoning ability.   instructional sequence. 
  Assessments are not valid;  Assessments appear to have some  Assessments appear to have some  Assessments appear to be valid; scoring 
13.  Technical Soundness  scoring procedures are absent  validity. Some scoring procedures are  validity. Most scoring procedures  procedures are explained; most items or 
  or inaccurate; items or prompts  explained; some items or prompts  are explained; most items or  prompts are clearly written; directions 
are poorly written; directions  are clearly written; some   prompts are clearly written; most   and procedures are clear to students.  
 
and procedures are confusing to  directions and procedures are clear  directions and procedures are clear   
students.   to students.   to students.  
  Teacher does not adapt  Teacher makes adaptations to some  Teacher makes adaptations to  Teacher makes adaptations to 
14.  Adaptations Based on the  assessments to meet the  assessments that are appropriate to  assessments that are appropriate to  assessments that are appropriate to meet 
Individual Needs of Students  individual needs of students or  meet the individual needs of some  meet the individual needs of some  the individual needs of most students.  
these assessments are  students.   students.    
inappropriate.  
DESIGN FOR INSTRUCTION RUBRIC
Rating Indicator  Expectation Not Met  Partially Meets Expectations  Meets Expectations  Exceeds expectations 
1  2  3  4 
15.  Alignment with Learning  Few lessons are explicitly linked  Half of the lessons are explicitly  Most lessons are explicitly linked to  All lessons are explicitly linked to learning 
Goals and Instructional  to learning goals and objectives.  linked to learning goals and  learning goals and objectives. Most  goals and objectives. All learning 
Objectives   Few learning activities,   objectives. Half of the learning  learning activities, assignments and  activities, assignments and resources are 
assignments and resources are  activities, assignments and resources  resources are aligned with  aligned with instructional objectives. All 
aligned with instructional  are aligned with instructional  instructional objectives. Most  instructional objectives are covered in the 
objectives. Not all learning goals  objectives. Half of the instructional  instructional objectives are covered  design.  
objectives are covered in the  in the instructional design.  
are covered in the instructional 
instructional design.  
design.  
  Teacher’s use of content  Teacher’s use of content appears to  Teacher’s use of content appears to  Teacher’s use of content appears to be 
16.  Accurate Representation  appears to contain numerous  be mostly accurate but teacher  be mostly accurate. Shows some  accurate. Focus of the content is 
of Content  inaccuracies. Content seems to  shows some awareness of the big  awareness of the big ideas and  congruent with the big ideas or structure 
be viewed more as isolated skills  ideas or structure of the discipline.   structure of the discipline.   of the discipline.  
 
and facts rather than as part of       
a larger conceptual structure.  

  The lessons within the unit are  The lessons within the unit have  The lessons within the unit have  All lessons within the unit are logically 


17. Lesson and Unit Structure  not logically organized (e.g.,  some logical organization but only  some logical organization and  organized and appear to be useful in 
  sequenced).   appear to be somewhat useful in  appear to be useful in moving  moving students toward achieving the 
moving students toward achieving  students toward achieving the  learning goals.  
the learning goals.   learning goals.  
18. use of a Variety of  Little variety of instruction,  Some variety in instruction, activities,  Some variety in instruction,  Significant variety across instruction, 
Instruction, Activities,  activities, assignments, and  assignments, or resources but with  activities, assignments, and/or  activities, assignments, and/or resources. 
Assignments, and Resources  resources. Heavy reliance on  limited contribution to learning.   resources that contribute to  This variety makes a clear contribution to 
textbook or single resource  learning.   learning.  
 
(e.g., work sheets).  
19. Use of Contextual  Instruction has not been  Some instruction has been designed  Some instruction has been designed  Most instruction has been designed with 
Information and Data to Select  designed with reference to  with reference to contextual factors  with reference to contextual factors  reference to contextual factors and pre‐ 
Appropriate and Relevant  contextual factors and pre‐  and/or pre‐ assessment data. Some  and pre‐ assessment data. Some  assessment data. Most activities and 
assessment data. Activities and  activities and assignments may not  activities and assignments appear  assignments appear productive and 
Activities, Assignments, and 
assignments do not appear  appear productive and/or  productive and appropriate for each  appropriate for each student.  
Resources  productive and appropriate for  appropriate for each student.   student.  
  each student.  
  Teacher does not use  Teacher uses technology  Teacher uses technology but it does  Teacher integrates appropriate 
20.  Use of Technology  technology, and no (or  inappropriately to contribute to  not make a significant contribution  technology that makes a significant 
  inappropriate) rationale is  teaching and learning OR teacher  to teaching and learning OR teacher  contribution to teaching and learning OR 
provided.   provides limited rationale for not  provides limited rationale for not  provides a strong rationale for not using 
using technology.   using technology.   technology.  
 
 
DECISION-MAKING RUBRIC
Rating Indicator  Expectation Not Met  Partially Meets Expectations  Meets Expectations  Exceeds expectations 
1  2  3  4 
21.   Sound Professional  Most instructional decisions  Some Instructional decisions are  Instructional decisions are  Most instructional decisions are 
Practices   are inappropriate and not  inappropriate, but some  mostly appropriate, but some  pedagogically sound (i.e., they are 
pedagogically sound.   decisions are not pedagogically  decisions are not pedagogically  likely to lead to student learning).  
sound.   sound.  
  Teacher treats class as “one  Some modifications of the  Some modifications of the  Appropriate modifications of the 
22. Modifications Based on  plan fits all” with no  instructional plan are made to  instructional plan are made to  instructional plan are made to 
Analysis of Student Learning  modifications.   address individual student needs,  address individual student  address individual student needs. 
but these are not based on the  needs, but these are based on  These modifications are informed by 
analysis of student learning, best  the analysis of student learning,  the analysis of student learning/ 
practice, or contextual factors.   best practice, or contextual  performance, best practice, or 
factors. Include explanation of  contextual factors. Include 
why the modifications would  explanation of why the modifications 
improve student progress.   would improve student progress.  
23.  Congruence Between  Modifications in instruction  Modifications in instruction are  Modifications in instruction are  Modifications in instruction are 
Modifications and Learning  lack congruence with  somewhat congruent with  mostly congruent with learning  congruent with learning goals and 
Goals and Objectives   Lesson  learning goals and  learning goals and objectives.   goals and objectives.   objectives.  
and Unit Structure  objectives.  
 
ANALYSIS OF STUDENT LEARNING RUBRIC
Rating Indicator  Expectation Not Met  Partially Meets Expectations  Meets Expectations  Exceeds expectations 
1  2  3  4 
  Presentation is not clear and  Presentation is not clear and  Presentation is understandable  Presentation is easy to understand 
24.  Clarity and Accuracy of  accurate; it does not   accurate or it does not accurately  and contains few errors.   and contains no errors of 
Presentation    accurately reflect the data.   reflect the data.   representation.  
25.  Alignment with Learning  Analysis of student learning  Analysis of student learning is  Analysis of student learning is  Analysis is fully aligned with learning 
Goals and Objectives   is not aligned with learning  partially aligned with learning  mostly aligned with learning  goals and objectives and provides a 
goals and objectives.   goals and objectives and/or fails  goals and provides a  comprehensive profile of student 
to provide a comprehensive  comprehensive profile of  learning for the whole class, 
profile of student learning  student learning relative to the  subgroups, and two individuals.  
relative to the goals and  goals for the whole class, 
objectives for the whole class,  subgroups, and two individuals.  
subgroups, and two individuals.  
26. Interpretation of Data   Interpretation is inaccurate,  Interpretation is technically  Interpretation is technically  Interpretation is meaningful, and 
and conclusions are missing  accurate, but conclusions are  accurate, but conclusions are  appropriate conclusions are drawn 
or unsupported by data.   missing or not fully supported by  not fully supported by data.   from the data.  
data.    
27.  Evidence of Impact on  Analysis of student learning  Analysis of student learning  Analysis of student learning  Analysis of student learning includes 
Student Learning   fails to include evidence of  includes very little evidence of  includes some evidence of the  evidence of the impact on student 
impact on student learning in  the impact on student learning in  impact on student learning in  learning in terms of number of 
terms of numbers of  terms of numbers of students  terms of numbers of students  students who achieved and made 
students who achieved and  who achieved and made progress  who achieved and made  progress toward each learning goals 
made progress toward  toward learning goals and  progress toward learning goals  and objectives.  
learning goals and  objectives.   and objectives.  
objectives.  
 
 
REFLECTION AND SELF-EVALUATION RUBRIC
Rating Indicator  Expectation Not Met  Partially Meets Expectations  Meets Expectations  Exceeds expectations 
1  2  3  4 
28.  Interpretation of Student  No evidence or reasons  Provides incomplete evidence  Provides evidence but no (or  Uses evidence to support conclusions 
Learning   provided to support  and very few (or simplistic,  simplistic, superficial) reasons or  drawn in  
conclusions drawn in  superficial) reasons or  hypotheses to support  “Analysis of Student  
“Analysis of Student  hypotheses to support  conclusions drawn in   Learning” section. Explores multiple 
Learning” section.   conclusions drawn in   “Analysis of Student   hypotheses for why some students 
“Analysis of Student   Learning” section.   did not meet learning goals.  
Learning” section.  
29. Insights on Effective  Provides no rationale for why  Identifies successful and  Identifies successful and  Identifies successful and unsuccessful 
Instruction and Assessment  some activities or  unsuccessful activities or  unsuccessful activities or  activities and assessments and 
assessments were more  assessments and superficially  assessments and explores  provides plausible reasons (based on 
successful than others.   explores reasons for their success  reasons for their success or lack  theory or research) for their success 
or lack thereof (no use of theory  thereof (no use of theory or  or lack thereof.  
or research).   research).  
30. Alignment Among Goals,  Does not connect learning goals  Connects learning goals and  Connects learning goals and  Logically connects learning goals and 
Instruction and Assessment   and objectives, instruction, and  objectives, instruction, and  objectives, instruction, and  objectives, instruction, and assessment 
assessment results in the  assessment results in the discussion  assessment results in the discussion  results in the discussion of student 
discussion of student learning  of student learning and effective  of student learning and effective  learning and effective instruction.  
and effective instruction and/or  instruction, but misunderstandings or  instruction, and misunderstandings 
the connections are irrelevant  conceptual gaps are present.   or conceptual gaps are not present.  
or inaccurate.  
31.  Implications for Future  Provides no ideas or  Provides ideas for redesigning  Provides ideas for redesigning  Provides ideas for redesigning 
Teaching   inappropriate ideas for  instruction, and assessment but  instruction, and assessment and  instruction, and assessment and 
redesigning instruction and  offers no rationale for why these  offers some rationale for why  explains why these modifications  
assessment.   changes would improve student  these changes would improve  would improve student learning.  
learning.   student learning.  
32. Implication for  Provides no professional  Presents professional learning goals  Presents professional learning goals  Presents a small number of professional 
Professional Development   learning goals or goals that are  that are not strongly related to the  that are related to the insights and  learning goals that clearly emerge from 
not related to the insights and  insights and experiences described in  experiences described in this  the insights and experiences described in 
experiences described in this  this section and/or provides a vague  section and/or provides a plan for  this section. Describes specific steps to 
section.   plan for meeting the goals.   meeting the goals.   meet these goals.  
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 SLM. 

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