Writing in the Discipline ELEC Department Undergraduate PK-4 Certification Ideas for Assessing Outcomes

Aristotle says: Good writing happens when one Knows the purpose (why are we writing?) Knows the audience (to whom are we writing?) Knows the situation (what is the context and the medium in which we are writing?)

ELEC decided: The purposes and audiences for writing for early childhood teachers include 1. Communicating goals and activities with stakeholders, including families; 2.Planning for instruction and informing principals; 3. Sharing professional knowledge with colleagues and peers.

The situations include: 1.Newsletters and web-based content to inform; 2.Letters to communicate classroom and student progress or permission needed; 3.Lesson plans for self and principal; 4. Professional presentations at school or conferences.

If these are the types of writing situations, then what needs to happen in the program? When will we teach skills? When will the teacher candidates have opportunity to practice ? When and how will we assess outcomes?

Lesson Plans Introduced during ELEC 288 Early Literacy and ELEC 238 Assessment classes. Taught during methods classes (teaching of math, reading, social studies, science and curriculum integration). Practiced during field experiences. Assessed during student teaching.

Family Communication Introduced during ELEC 281 Family and Community Diversity. Taught during ELEC 440 Curriculum Integration. Assessed during ELEC 455 student teaching.

Professional Presentation Introduced during ELEC 420 Field Experience Taught during ELEC 455 Student Teaching Assessed during project-based presentation to faculty and stakeholders on “Impact on Student Learning through Teacher Action Research.”

How will the outcomes be evaluated? Key program assessments and rubrics have been approved and are being added to the master syllabi for all appropriate courses. Programmatic assessments will be used to evaluate Specialized Program Area (NAEYC), PA Department of Education and Writing in the Disciplines.

Lesson Plan Rubric NAEYC Standards ExemplaryAt StandardNeeds ImprovementScore Description of Setting & Learners 1a,1c, 2aDetailed description of learning environment and the cultural, linguistic, and developmental diversity of the learners. Description of the learning environment and/or the cultural, linguistic, and developmental diversity of the learners lack detail. Description of the learning environment and/or the cultural, linguistic, and developmental diversity of the learners are not stated. Rationale4b, 4cIncludes an accurate and detailed statement of theory /research to support the selected instructional practices. Includes an accurate statement of theory/research to support the selected instructional practices, but lacks a detailed description. An accurate statement of theory/research is not included. Objectives/Standards5cAll objectives are written in both measurable and observable terms. All relevant national/state standards are included, showing mastery of standards-based application. All or some of the objectives are written in measurable or observable terms. Most relevant national/state standards are included, or mixed with irrelevant standards. None or few of the objectives are written in measurable and observable terms. Not all relevant standards are included, showing a lack of focus on the appropriate standards.

Lesson Plan Rubric, continued Assessment3a, 3c, 3dProvides assessment (formally/informally) of students on each stated objective & includes the use of an effective and appropriate assessment tool (rubric, checklist, etc.). Provides assessment (formally or informally) of students on each stated objective or includes the use of an effective and appropriate assessment tool, but not both. Does not assess students on each stated objective and does not include the use of an assessment tool. Materials & Resources 5aLists all materials required for the lesson & includes directions for advance preparation if necessary and quantities. Appropriate materials are attached. Includes references to published ideas utilized & is listed in APA format. Lists most materials required for the lesson. Includes some but not all applicable aspects considered essential. Includes references to published ideas but lacks use of APA format. Some materials required are not included and/or important advanced preparation directions are missing. References are not included. Motivational Technique 4b, 4cIncludes a technique (or use of open-ended questions to create cognitive dissonance) to gain student attention/interest at the opening of the lesson and includes a technique to elicit prior-knowledge. Includes a technique (or use of open-ended questions to create cognitive dissonance) to gain student attention/interest at the opening of the lesson or includes a technique to elicit prior-knowledge, but not both aspects. Does not include a technique to gain student attention/interest at the opening of the lesson and does not include a technique to elicit prior-knowledge.

Lesson Plan Rubric, continued Procedures and Instructional Activities 4b, 4c, 5a, 5b, 5c Procedures are easy to follow, flows in a logical manner, lists (numerically) the steps, and uses effective transitions between parts of the lesson. Accommodations /adaptations for all learners are included. Teacher-centered: A thorough amount of correct content is identified. Questions used for student interaction are included. Student-centered: An engaging and appropriate student-centered task is identified. Prompts, scaffolding and behaviors to observe are thoroughly described. Accommodations/adapta tions for all learners are appropriate and detailed. Procedure lacks one key element such as: easiness to follow, flows in a logical coherent manner, listing of the steps, and use of effective transitions between parts of the lesson. Accommodations /adaptations may not be included for all learners. Teacher-centered: An adequate amount of correct content is identified. Questions used for student interaction are included. Student-centered: An engaging and appropriate student-centered task is attempted. Prompts, scaffolding and behaviors to observe are adequately described. Accommodations/adapta tions are not provided in a detailed manner. Procedure lacks two or more key elements: easiness to follow, flow in a logical coherent manner, listing of the steps, and use of effective transitions between parts of the lesson. Accommodations/adapta tions are not included for all learners. Teacher-centered: Very little or no content is identified or content is incorrect. No student interaction identified. Student-centered: minimally engaging or inappropriate task is identified. Prompts, scaffolding and behaviors to observe are inadequate. Accommodations/adapta tions for all learners are not included for all learners. Closure4b, 4c, 5b, 5c Reviews important points at the end of the lesson via discourse or interaction. Mostly student-centered but may contain a summary of key ideas by the teacher. Student-centered closure to the lesson is attempted, but key points are not reviewed or closure is mostly teacher- centered. No closure is evident and the lesson ends in an awkward manner.

Lesson Plan Rubric, continued Family Involvement or Communication 2b,2cEvidence of a method to involve families in the lesson’s objective(s) through a reinforcement or enrichment activity and/or communicate the key points of the lesson with the family (i.e. letter, message, newsletter). Evidence of a method to involve families through a reinforcement or enrichment activity and/or communicate with the families (i.e. letter, message, newsletter), but method does not align with the lesson’s objective(s). No evidence of a method to involve families in the lesson. Professional Presentation 6bTyped and written in a professional manner with no grammatical, punctuation, capitalization, or spelling errors. Typed and written in a professional manner with minor grammatical, punctuation, capitalization, and/or spelling errors. Typed and written in a professional manner with numerous grammatical, punctuation, capitalization, and/or spelling errors.

Communicating with Families Rubric ExemplaryAt StandardNeeds Improvement Description of the Setting, Learners, & Families NAEYC 2a Detailed descriptions of the learning environment and the cultural, linguistic and developmental diversity of the learners and families are attached to the artifact. Descriptions of the learning environment and the cultural, linguistic and developmental diversity of the learners and families are attached to the artifact, but lack detail. Descriptions of the learning environment and the cultural, linguistic and developmental diversity of the learners and families are not attached to the artifact. Description of the topic or concept for the families of P-4 learners NAEYC 2b Artifact includes: accurate and thorough description of the topic or concept; specific examples to support the ideas presented; and language appropriate for the families that is free of educational jargon. Artifact includes: accurate description of the topic/ concept, but thorough detail is not included; some examples to support the ideas presented; and/or some educational jargon. Artifact includes: only a general description of the topic/concept, lack of specific examples, and/or multiple examples of educational jargon. Information to support and/or extend children’s learning at home NAEYC 2c Artifact provides multiple methods/strategies and activities for families to use at home. Clear directions for families are provided. Artifact provides some methods/strategies and activities for families to use at home. Directions for families are provided, but lack clarity or detail. Artifact provides minimal methods/strategies and activities for families to use at home. Directions for families are not presented in way that would allow the families to implement the task. Proficient use of written language and professional presentation NAEYC 6b Artifact is typed and free of errors in conventions. Images (photos, clipart, etc.) complement the written text. Artifact is typed and includes minimal errors in conventions. Images (photos, clipart, etc.) complement the written text. Artifact is not typed OR has multiple errors that detract from the reader’s ability to comprehend the text OR images do not complement the text.

Professional Presentation Rubric CATEGORY Advanced (3 Points) Introduction (SRU Framework: 1b) -Thoroughly explains the setting and characteristics of the school/ students without specifically identifying the school. -The reasoning that led to the selection of the question and why the question is important to the teacher candidate is also thoroughly explained. Literature Review (SRU Framework: 4e) -Clearly connects the professional literature reviewed to the research question. -Discusses how the review of the literature aided in the completion of the project. -Thorough synthesis of related literature (i.e. 5 or more appropriate sources discussed and listed on the PPT.) Study Design/ Methodology (SRU Framework: 1a, 1b, 1c, 1d, 1e, 1f, 3c, 3d) -Description of methodology is thorough and logical. -Multiple sources of assessment are collected. -Presented logically using a graphic organizer.

Professional Presentation Rubric (cont.) CATEGORY Advanced (3 Points) Organization of Data (SRU Framework: 4b) -Thorough amount of data gathered relative to research question. -Appropriate choice of graphs, tables and charts. -Graphs, tables and charts are thoroughly designed. Interpretation of Data & Conclusions (SRU Framework: 4a, 4e) -Interpretations and conclusions are appropriate given the data collected. -Conclusions do not exceed the scope of the data collected and displayed. -Conclusions are related to findings of literature review. Implications For Self &Other Teachers (SRU Framework: 1a, 1e, 4a, 4e) -Suggests specific instructional practices or strategies for self & fellow educators to implement. -Suggestions are clearly related to the results of the study.

Professional Presentation Rubric (cont.) CATEGORY Advanced (3 Points) Application of Technology (SRU Framework: 1d, 3a) -Technology is appropriately utilized and enhances the presentation of information. -PPT slides are easy to read and organized. -All presentation materials are free of typos, spelling errors, and grammatical errors. -Slides contain an appropriate amount of text. Oral Communication (SRU Framework: 3a, 4e) -Uses voice effectively through proper enunciation, volume, pitch, and grammar. -Expresses ideas clearly and concisely. -Utilizes appropriate eye contact, posture, and other nonverbal gestures. -Avoids merely “reading” words off of the PPT. Presentation Length -Presentation length conveys the research in detail, within minutes, and allows several minutes for questions from the audience.

What’s next? Ensuring our current rubrics adequately assess university writing in the discipline outcomes. Ensuring each instructor who is responsible for some aspect of the teaching, practicing or assessing writing outcomes has the knowledge, skill and dispositions to do so effectively. Collecting and evaluating programmatic data that will ensure the process is working effectively for teacher candidates.