APPENDIX D
SUMMARY OF THE GEORGIA STATE UNIVERSITY MODEL
FOR ASSESSING TEACHER IMPACT
ON PUPIL LEARNING

The Georgia State University model is based on a cycle of teaching and learning that includes PLAN, TEACH, ASSESS, and REFLECT as the basic acts of teaching. These acts do not occur in a specific order and each part of the model influences the others.

Georgia State University built its model around meeting INTASC standards. Each component of the cycle of teaching and learning is aligned with the INTASC standards. INTASC Standard 8 is aligned with each of the components. THE TEACHER UNDERSTANDS AND USES FORMAL AND INFORMAL ASSESSMENT STRATEGIES TO EVALUATE AND ENSURE THE CONTINUOUS INTELLECTUAL, SOCIAL AND PHYSICAL DEVELOPMENT OF THE LEARNER.

In the model, the rectangles represent the performances related to each component of the cycle. These performances are measured through production of a teacher work sample and assessment based on the rubric.

The INTASC standards and performance assessments and benchmarks are aligned with general education courses, teacher education program courses, and years of teaching to show how a teacher education student is making progress toward attainment of the standard.

Critical benchmark periods are admission to teacher education, completion of half the teacher education program, prior to student teaching, after student teaching and after two years of teaching.

THE WORK SAMPLE
AT END OF TEACHER PREPARATION PROGRAM

Each student will develop a unit for teaching lessons over a one or two week period.

The criteria for the unit are described in the assessment rubric. Each program will develop more specific criteria for the unit.

The directions for development of the unit will be around the PLAN, TEACH, ASSESS AND REFLECT TEACHING AND LEARNING CYCLE.

The unit and work samples from teaching the unit are assessed using the attached rubric (additional rubrics for other INTASC standards will also apply to the unit).

THE WORK SAMPLE
AT THE END OF TWO YEARS OF TEACHING

Same as above.

Gain scores on state curriculum tests.

Evidence of progress on/attainment of standards over the year.

INTASC STANDARD 8 ASSESSMENT TASK: TEACHER EDUCATION STUDENT WORK SAMPLE

TEACHING CYCLE PLAN TEACH ASSESS REFLECT
RUBRIC FOR WORK SAMPLE The standard and relevant objectives, student learning outcomes for lesson(s), are clearly described.

There is a description of classroom context and student population.
Instructional plans are aligned with outcomes. Assessments are conducted throughout the lesson(s) and impact teaching.

The teacher makes adjustments in teaching based on assessments. Pre-assessment is based on knowledge of students or pre-assessment tasks.

Post-assessments are aligned with learning outcomes and instruction.

There is evidence of student learning and analysis of data.

At least 3 assessment tasks are utilized. The teacher reflects on planning, teaching , and assessment; on the results; on content; and on management
and uses knowledge to inform future instruction.
ADVANCED PROFICIENT

The standards addressed in the lesson and the objective(s) for the lesson are clearly stated, measurable, and indicate student outcomes. They are related to state curriculum standards (QCC), to professional standards, to local standards, etc.

The content and activities in the lesson(s) are clearly related to the objectives and standard. They are sufficient for all students to meet the standard/objectives. They are developmentally appropriate.

The class description includes

1) grade level, ages, number of students,
2) time available, resources available, assistance available, physical arrangements of class,
3) individual differences in the class (ESOL students, IEP students, Title I students, average typical performance, etc.) and
4) diversity in ages, languages, achievement levels, and cultures. The differences are related to instructional choices. Multiple assessments are conducted for each objective during the lesson.

The teacher makes adjustments in teaching where appropriate OR no adjustments are necessary. Assessments are clearly aligned with outcomes and instruction. The teacher education student

1) describes pre- and post- assessments,
2) multiple and continuous assessments,
3) informal and formal assessments.

Assessment results are described, tabulated, and analyzed for each student for each objective. The analysis is consistent with the data.

Data are disaggregated so that individual learning can be addressed.
The reflection includes a

1) summary of accomplishments of students and their implications,
2) identification of students who had poor achievement of the outcomes (little or no gains) and explanations for these results,
3) plans for helping those students achieve the outcomes, and
4) implications for future planning and teaching.

The reflection is consistent with the assessment data and with best teaching practice.

TEACHING CYCLE PLAN TEACH ASSESS REFLECT PROFICIENT

The standard and objective are stated. Most are clearly stated and most of the objectives are related to the QCC or professional or system standards.

Most of the content and activities in the lessons are clearly related to the standards and objectives. They are sufficient for meeting standard/objectives.

The class description is missing no more than 1 of the items required. The differences are related to instructional choices. At least one assessment for each objective is conducted.

The teacher makes appropriate adjustments in teaching based on the assessments most of the time. Most assessments are aligned with standards/objectives and instruction. The student describes assessments but has only 2 of the types of assessment required.

Assessment results are described, tabulated, and analyzed for each student and for most objectives. The analysis is consistent with the data.

The reflection includes 3 of the 4 required items.

The reflection is mostly consistent with the achievement data and with best practice.

PARTIALLY PROFICIENT The standard and objectives are stated. They are not clear and most are not related to the QCC, professional, or local standards.

Some of the content and activities in the lessons are clearly related to the standards and objectives. They are not sufficient for meeting standard/objectives.

The class description is missing no more than 2 of the items required. The differences are not clearly related to instructional choices.

No assessments are conducted for one r more objectives.

The teacher rarely makes appropriate adjustments in teaching based on assessments. Most assessments are not aligned with standards/objectives and instruction. The student describes assessments but has only one of the types of assessment required.

Assessment results are described, tabulated, and analyzed for each student and for most objectives. The analysis is not consistent with the data.

The reflection includes 2 of the 4 required items.

The reflection is mostly inconsistent with the achievement data and with best practice.