Assessing Performance in Pre-Student Teaching Field-Based Experiences.
PROFESSIONAL STANDARDS/TEACHER EDUCATION
A critical component of the recently restructured teacher preparation program at Southwest Texas State University (SWT SWT - Standard Widget Toolkit ) involves the placement of preservice teachers in actual public school classrooms long before student teaching. Through this early placement, students gain valuable experiences working with children in real-life situations. The course content is integrated. Preservice students actively plan and teach lessons, while being supervised su·per·vise
tr.v. su·per·vised, su·per·vis·ing, su·per·vis·es
To have the charge and direction of; superintend.
[Middle English *supervisen, from Medieval Latin by mentor Mentor, in Greek mythology
Mentor (mĕn`tər, –tôr'), in Greek mythology, friend of Odysseus and tutor of Telemachus. teachers and the university faculty, who teach the content of their courses in the field.
The expectations for student performance in SWT courses have changed to fit this new program structure. The role of assessment is now viewed as a positive contribution to the growth of our students (i.e., a tool for learning). Evaluation of preservice teachers includes recitation rec·i·ta·tion
a. The act of reciting memorized materials in a public performance.
b. The material so presented.
a. Oral delivery of prepared lessons by a pupil.
b. of course content on oral exams Noun 1. oral exam - an examination conducted by spoken communication
oral, oral examination, viva, viva voce
exam, examination, test - a set of questions or exercises evaluating skill or knowledge; "when the test was stolen the professor had to make a new , demonstrations of lesson planning, and teaching performances with children.
One important component of assessment in field-based programs is observation. Both the university supervisor and mentor teacher conduct ongoing observation of students' teaching performances, and provide constructive feedback regarding lesson planning, interactions with children, and professionalism professionalism
the upholding by individuals of the principles, laws, ethics and conventions of their profession. issues. Frequent dialogue creates a less threatening review of performance than do more formal discourses that were standard in former programs, thus creating a community of learners. Performance measures (e.g., lesson planning and implementation) are tied to the TEKS TEKS Texas Essential Knowledge and Skills (Texas educational standards for K-12) (Texas Essential Knowledge and Skills), which serve as the core for state curriculum guidelines guidelines,
n.pl a set of standards, criteria, or specifications to be used or followed in the performance of certain tasks. .
Reflection is a second important component of assessment in our field-based program. Through specific assignments and activities, our students engage in reflecting on their own growth and developing insights as teachers. For example, students write weekly papers in which they reflect on their learning through readings, teaching experiences, and classroom observations. Video-taped lessons provide students with opportunities to prepare a self-evaluative reflection that helps them recognize their own strengths and weaknesses, as they identify ways to improve. Finally, each student prepares a portfolio to demonstrate growth over time.
Rubrics based on university exit outcomes, which are tied to state certification competencies, provide guidelines for professors responsible for assessing performance. Benchmarks address understanding and/or application of critical elements, such as ethics ethics, in philosophy, the study and evaluation of human conduct in the light of moral principles. Moral principles may be viewed either as the standard of conduct that individuals have constructed for themselves or as the body of obligations and duties that a , curriculum design, instructional diversity, classroom management, technology, and communication and collaboration Working together on a project. See collaborative software. skills.
There are numerous advantages to immersing college students in the public school environment earlier in their program and providing specific and ongoing feedback. Students become keenly aware of the requirements of good teaching and are more prepared to commit to the profession. Frequent interaction with children in classroom situations, curriculum planning, and assessment activities strengthen students' skills. Weaknesses can be identified and corrected earlier in the program. Ongoing dialogue and performance assessment allow students to hone skills under less threatening conditions. The reflection process encourages students to take responsibility for recognizing success and failure, and to learn to be thoughtful in striving for improvement.
--Kathy Fite and Jennifer Battle, Professional Standards/ Teacher Education Committee