Program Objective #1: Students will develop and enhance their leadership and administrative skills, which include promoting and implementing professional and state standards.
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Unacceptable |
Acceptable |
Excellent |
| Core Course: TE 804 Curriculum Development in Multicultural Education |
Little or no evidence that the student describes and presents the curriculum analysis assignment; Offers generalized information with few or no specific examples; reads from prepared material, either in hand or on screen. |
Clear evidence that the student presents the curriculum analysis assignment by listing/ reading the criteria used in the analysis; commentary relating to most of the items in the guide indicate comprehension of the criteria and include specific examples from the curriculum analyzed. |
Clear and consistent evidence that the student references the curriculum analysis assignment, explaining clearly the criteria associated with quality MC curriculum content and the degree to which materials evaluated support school district and state MC curriculum framework. |
| Core Course: TE 803 Philosophy of Education |
Little or no evidence that the student identifies three different philosophical perspectives; identifies personal style or preference, e.g., I am an executive-type teacher; I have a judicial style; I am an existentialist; Does not demonstrate knowledge of operationalized effects of belief systems in school settings. |
Clear evidence that the student clearly describes at least three different philosophical perspectives and is able to describe at least two implications for schooling processes; addresses differences in curriculum content and instructional practices which would reflect various perspectives; describes the manner in which philosophical perspective(s) are operationalized at the school district level. |
Clear and consistent evidence that the student clearly describes the officially proclaimed philosophical perspective of the school district of employment and describes implications for schooling processes; addresses the degree of fit between the theoretical position and the operationalized curriculum. |
| Instructional Component: |
Little or no evidence that the student cannot clarify belief system connections with artifacts selected for presentation; Does not relate instructional component study or artifacts to relevant curriculum frameworks. |
Clear evidence that the student can identify and illustrate links between curriculum content and district or state frameworks; able to communicate this information to others; |
Clear and consistent evidence that the student demonstrates examples of choices about technology resources that are aligned with district and state standards. communicates this information clearly; |
Program Objective #2: Students will effectively design instruction and materials for all learners.
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Unacceptable |
Acceptable |
Excellent |
| Core Course: TE 804 Curriculum Development in Multicultural Education |
Little or no evidence that the student presents artifacts from the curriculum application assignment; some links to do open; does not identify specific curriculum connections; Lack of fit between curriculum described and application demonstrated; |
Clear evidence that the student presents artifacts from the curriculum application assignment; able to explain the manner in which the materials developed or selected support the curriculum; gives specific examples of the manner in which these materials will be used in the classroom setting. |
Clear and consistent evidence that the student presents the curriculum application assignment clarifying criteria for quality content and the manner in which the materials developed or selected extend or enhance the existing curriculum, support curriculum adaptations and accommodations and contribute to student growth. |
| Core Course: TE 803 Philosophy of Education |
Little or no evidence that the student identifies three different philosophical perspectives; identifies personal style or preference, e.g., I am an executive-type teacher; I have a judicial style; I am an existentialist; Does not demonstrate knowledge of operationalized effects of belief systems in school settings. |
Clear evidence that the student clearly describes at least three different philosophical perspectives and is able to describe at least two implications for schooling processes; addresses differences in curriculum content and instructional practices which would reflect various perspectives; describes the manner in which philosophical perspective(s) are operationalized at the school district level |
Clear and consistent evidence that the student clearly describes the officially proclaimed philosophical perspective of the school district of employment and describes implications for schooling processes; addresses the degree of fit between the theoretical position and the operationalized curriculum. |
| Core Course: (research ) |
Little or no evidence that the student is able to create at least one research-based instructional module for diverse learners |
Clear evidence that the student will create at least one research-based instructional module for diverse learners |
Clear and consistent evidence that the student will create more than one research-based instructional module for diverse learners |
| Core Course: (Assistive Technology) |
Little or no evidence that the student cannot provide two exemplars of instructional modules in which instruction is differentiated and adaptable for all learners |
Clear evidence that the student can provide two exemplars of instructional modules in which instruction is differentiated and adaptable for all learners |
Clear and consistent evidence that the student provides more than two exemplars of instructional modules in which instruction is differentiated and adaptable for all learners |
| Instructional Component: |
Little or no evidence that the student can describe and explain what was required in the different courses within the instructional component; Describes what was done to fulfill the requirements; |
Clear evidence that the student clearly describes and provides specific examples of professional growth in relation to planning for instruction; |
Clear and consistent evidence that the student can demonstrate instructional strategies, i.e., technology strategies, grouping strategies, assessment strategies, instructional strategies, which provide evidence of continuing growth in the ability to plan for successful learning experiences of diverse student groups; |
Program Objective #3: Students will demonstrate use of a variety of productivity, research, and software tools in various instructional settings.
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Unacceptable |
Acceptable |
Excellent |
| Core Course: TE 804 Curriculum Development in Multicultural Education |
Little or no evidence that the student identifies productivity tools available; does not address potential applications; does not demonstrate tools or applications. Reads from prepared material, either in-hand or on a projection screen. |
Clear evidence that the student identifies productivity tools used in the process of completing the curriculum application assignment but does not demonstrate them during the portfolio presentation. Can describe potential applications. |
Clear and consistent evidence that the student demonstrates productivity tools or software tools which were used during the course of the semester, i.e., rubrics generators, web-quests, inspiration software, telecollaborations. |
| Core Course: (research ) |
Little or no evidence that the student is able to engage in scholarly inquiry demonstrating ability to collect, analyze, interpret and report educational data |
Clear evidence that the student will engage in scholarly inquiry demonstrating ability to collect, analyze, interpret and report educational data |
Clear and consistent evidence that the student can engage in scholarly inquiry demonstrating ability to collect, analyze, interpret and report educational data |
| Core Course: (Assistive Technology) |
Little or no evidence that the student have at least five exemplars demonstrating their ability to evaluate, select, and implement a variety of productivity, research, and software tools in various instructional settings. |
Clear evidence that the student have five exemplars demonstrating their ability to evaluate, select, and implement a variety of productivity, research, and software tools in various instructional settings. |
Clear and consistent evidence that the student has more than five exemplars demonstrating their ability to evaluate, select, and implement a variety of productivity, research, and software tools in various instructional settings. |
| Instructional Component: |
Little or no evidence that the student descriptions of productivity and software tools available for use in instructional settings are generalized; specific examples are not presented. |
Clear evidence that the student can describe tools which can be used to collect, analyze, interpret, represent and communicate data. |
Clear and consistent evidence that the student presents tools used in the instructional component coursework to collect, analyze, interpret, represent and communicate data. |
Program Objective #4: Students will be knowledgeable consumers and generators of research.
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Unacceptable |
Acceptable |
Excellent |
| Core Course: TE 804 Curriculum Development in Multicultural Education |
Little or no evidence that the student presents archived reflective writing relating to the literature base; content is generalized and superficial; assertions are not substantiated; does not appear to have a grasp of the various issues surrounding the topic; focuses on personal opinion. Presents by reading to the group. |
Clear evidence that the student presents archived reflective writing relating to the literature base; Assertions are offered as self-evident with some analysis; can identified generalized implications; |
Clear and consistent evidence that the student presents archived reflective writing relating to the literature base, demonstrating the ability to substantiate assertions with logic, clearly and specifically identify logical implications for teaching and learning. |
| Core Course: TE 803 Philosophy of Education |
Little or no evidence that the student identifies issues in research findings; reacts in a personalized, simplistic manner, e.g., I am " for" or "against", "agree" or "disagree"; May not clearly distinguish between fact, opinion, and judgment; |
Clear evidence that the student demonstrates ability to evaluate information; can differentiate between fact, opinion, and judgment; clarifies underlying assumptions which influence generalizations. |
Clear and consistent evidence that the student documents ability to evaluate information, i.e., ability to infer philosophical perspective, ability to suspend personally held beliefs/preferences in the analysis/review process; ability to identify the interests served by various curriculum content or initiatives support |