Unit 1: Student Development (InTASC Standard 1)

Project Description

Overview

Teachers and teacher candidates have found that observing themselves teaching and reflecting on the effectiveness of their teaching are powerful tools in improving their practice. In Module 8, you will submit a total of five 15-20 minute videos of your teaching that demonstrates your ability to meet the InTASC standards covered in the Clinical Practice Rubric. In addition, you will submit a reflection on how you are meeting the standards in the video recorded lesson. Each of the video submissions requires a lesson plan using the Teach-Now Lesson Plan Template, a video recording of the lesson edited to 15 to 20 minutes, an in-depth reflection of what you learned by teaching the lesson, and an audio or video recording of a debriefing session with your mentor. 

You can do the debrief with your mentor in Zoom and upload the link with the rest of your assignment. Your instructor and mentor will evaluate your teaching practice using the Clinical Practice Rubric found in the Resources section of this activity. 

This week you will be recording a video based on Standard 1, Student Development, and discussing the role you as an educator play in student growth and development. You will create a video that is an example of your best practice. Moreover, you will be contributing to an ongoing library of best practices that Moreland University candidates will utilize in the future.

Performance outcomes

• Candidates record their lessons as a means of examining and reflecting upon their teaching practice

• Candidates understand how students grow and develop across the cognitive, linguistic, social, emotional, and physical areas

• Candidates design and implement developmentally appropriate and challenging learning experiences in their classroom

• Candidates assess their skills for designing and implementing developmentally appropriate and challenging learning experiences in their classroom

What will you do?

1. Review Standard 1 - Learner Development in the Clinical Practice Rubric and Ways of Thinking about Clinical Practice documents. Also, review the Tips and Strategies for Clinical Practice Lesson Submissions in the Activity Resources. 

2. Record a video of you teaching a lesson to your mentor’s or your own classroom based on the lesson plan you created in Module 7, addressing Standard 1, Student Development. This video will be used as a baseline video to compare all the other videos you submit during Clinical Practice. 

3. Edit your video to showcase 15-20 minutes of the highlights of your lesson, including the beginning of your lesson. Annotate the video (or write in a separate document with timestamps recorded) stating where the elements of InTASC Standard 1, Student Development are addressed. Describe or discuss your role in creating developmentally appropriate and challenging learning experiences for your students and meeting each student’s individual needs. 

4. Write or record a reflection on the lesson (approximately 500 words or 3-5 minutes). Reflect on how each element of the lesson went and what you would do to change the lesson if you were to teach the lesson again. If you feel you would need to reteach the concept, please mention that and tell what strategies you would use to reteach. Your reflection should be a deeper analysis of each aspect of the lesson instead of a simple recap of what happened. Include both what you did well and what needs improvement. If your video does not demonstrate how you met each element of Standard 1, discuss how you are meeting that element as part of your reflection.

   • Note: If your instructor feels you need to demonstrate growth based on feedback, they may request that you resubmit teaching videos for additional evidence.

5. Record your debriefing session with your mentor (video or audio) and submit the link. See the example of a mentor/mentee debriefing in the Resource section of this activity. You may conduct the meeting in Zoom. Save the recording to post with the rest of your assignment. While an audio recording is permitted, a video recording is preferred.

6. Save your videos in the YouTube Video library by clicking on the Upload to YouTube button on the Submission page. Label each video appropriately to help your instructor find the relevant videos.

  Report requirements

• Edited and annotated video of your teaching based on Standard 1, Student Development

• Lesson plan for the lesson taught in the video

• Comprehensive reflection about how you demonstrated in the video that you met Standard 1, Student Development.  

• Video or audio of debriefing with your mentor

 Notes

Some schools may require video permission forms in order to record students. If your school requests them, use the template form in the Resources named Video Permission Forms & Directions. Check with your school to see if video permission forms have already been collected. You do not need to send home video permission forms unless the school requires you to do so. In the US, many schools routinely send home such a permission form on the first-day information that goes home. Check to see if the form was included in that packet. Moreland University does not collect these forms, they are simply for use between the school and families. 

Project Description

Overview

Teacher performance is assessed regularly by administrators or other teachers against a set of standards developed by a school, school district, or state to help teachers improve their teaching practice. These assessments may lead to the development of a plan to help educators become more effective teachers. Following the same model, your teaching performance will be assessed periodically by your instructor and mentor in Module 8 using the InTASC standards in the Clinical Practice Rubric. Furthermore, we would like you to practice becoming a reflective practitioner by completing a self-assessment of your teaching practice based on your baseline video. 

This will be the baseline against which you can measure your progress as you develop your skills throughout the next 12 weeks. The intent is for you to see your growth as you progress through Clinical Practice. Whether you are currently teaching or have not taught in the past, you may score below the proficient level when you begin Clinical Practice. Over the 12-weeks, you will learn to become more confident and proficient, leading to higher scores on the rubric. By the time of the final overall evaluation of your performance in Unit 12, you are expected to be proficient in each of the 10 InTASC standards in the Clinical Practice Rubric. This method of scoring encourages you to improve your teaching performance as you progress through the module. Instructors are looking for candidates to maintain a positive growth mindset over the 12 weeks.  

Performance outcomes

• Candidates demonstrate an understanding of the InTASC standards by using the Clinical Practice Rubric to assess their own teaching performance.

What will you do? 

1. Review the Clinical Practice Rubric thoroughly.

2. View the video you submitted in Activity 1 at least two times. For the first viewing, watch the video from start to finish in one session without interruption. For the second viewing, pause the video and note the specific time you demonstrate evidence of a particular InTASC Standard.  Justify the ratings that you give, making specific reference to the examples and how you demonstrated mastery of the standard. 

3. Utilize your notes to reflect and evaluate your current level of mastery on InTASC standards 1 to 9. 

Report requirements

• Self-assessment using the Clinical Practice Rubric 

• Notes with explanation for each rating with timestamp references

Notes

Your overall module score in other modules is an average of unit scores. In Module 8, your instructor will assign you a score based on your performance in the following five areas, as these are critical skills for the teaching profession:

• Teaching performance and growth (Mentor & Self Evaluations) 

• Practice & application (VC assignments)

• Ability to reflect & positively implement feedback 

• Engagement, participation & collaboration

• Dispositions & professionalism