P.L. 200-297

TITLE II

IMPROVING TEACHER QUALITY GRANT

GRANT APPLICATION

THE ITQ PROJECT

IMPROVING TEACHER QUALITY: TEACHER PERFORMANCE Û STUDENT LEARNING

The ITQ Project

Improving Teacher Quality: Teacher PerformanceÛStudent Learning

Program Narrative

In his introduction to the national initiative, No Child Left Behind (2001), President George W. Bush states, “The federal role in education is not to serve the system. It is to serve the children.” This national initiative calls for increased accountability for student performance, closing the achievement gap, and improving teacher quality. Although teacher training is an ongoing process, the focus on teacher performance and how it affects student learning is at the forefront of accountability. As practicing educators engage in professional development activities, they must be provided with the opportunities to actively involve their own students in order to effect change. The process of practitioner action research is one means of enabling educators to utilize their professional development activities as a relevant and meaningful process to ensure student success.

According to Calhoun (2002), action research can change the social system in schools and other educational organizations. The process provides the continual formal learning that should be expected and supported. By using a structured model of action research, teachers can actually see a connection between professional development and student performance. In addition, by involving public school students as well as preservice teachers, the continuous process of learning and achievement is developed.

Employ the Teacher Work Sample Methodology as part of the integral teacher training and instruction component,
Utilize teacher training and instruction—via two graduate level courses as well as training session—to analyze 6-8^th grade student learning and assessment,
Explore and analyze curriculum as it relates to student needs, instruction, and standards, and
Align curriculum standards with content, methods, and assessment strategies for teacher implementation in the 6-8^th grade setting.

In this process, “work sampling” resembles what teacher educators typically acquire with the assumption of full responsibility for classroom instruction. The work sample procedure requires a teacher to plan for instruction in any given content area. The plan or unit, includes a description of the learning outcomes students are expected to accomplish, the classroom organization and learning activities that are to lead to these outcomes, and the means by which student learning will be assessed to determine whether the outcomes intended have in fact been accomplished. The administrator usually makes the evaluation of the instructional plan. Feedback to the teacher is provided on the basis of observations and evaluations discussed. Following the implementation of the teacher work sample, teachers are asked to reflect upon their teaching from the their own perspective of perceived strengths and weaknesses of their teaching and delivery.

Because of the natural flow of the work sample into a normal school day, many teacher preparation programs include work sampling as part of the graduation requirements for the preservice teachers. These preservice teachers design units of instruction—“teacher work samples,”—and then identify and sequence learning goals for a classroom of students which reflect state standards for learning; align instruction and assessment with learning goals to be accomplished; monitor the progress each student is making toward these goals; adapt instruction to accommodate where each student stands in his or her journey toward their accomplishment; and meaningfully summarize and report the progress made by each child. As such, teacher work samples provide an organizing framework for evaluation, assessment, and reflection of a unit of instruction.

To be effective as facilitators of learning, teachers must vary their instructional plans and procedures to accommodate differences in students, subject matter, learning goals, available resources for instruction, and time available for teaching. The teacher that is always searching for the appropriate approach to accommodate the various aspects of instruction, content area knowledge, and pedagogical methods must use a decision-making process that provides for continuous change and updates (Doyle, 1986; Corno & Snow, 1986).

Effective teaching is more than implementing a few basic skills. It also requires the ability to implement a large number of diagnostic, instructional, managerial, and therapeutic skills, and tailoring behavior in specific contexts and situations to the specific needs of the moment. Effective teachers must multifunction and select the correct function for the appropriate moment and perform that function correctly and effectively (Brophy and Evertson, 1976). This is a conception of teaching that represents the reality of the decisions that confront a teacher who assumes responsibility for student learning (Schalock, 2000). A misrepresentation of the reality of teaching occurs when what is to be learned as well as the context in which learning will transpire is not considered.

Student learning is the yardstick for both teacher and teacher educators. Proceeding to best practices will occur when teachers are able to nurture the kind of student learning that is deemed essential by parents, teachers, schools, states, and the nation. When effective teaching is combined with student progress as the focus of staff development or school improvement efforts, assessment reveals an increase in learning gains occur (Darling-Hammond, 1996; Elmore, 1996; Marshall, 1996). The following table illustrates the components involved in Middle Tennessee’s Work Sample design for preservice teachers. These components are continuous and recursive in order to encourage preservice teachers to address student needs, learning preferences, curriculum requirements, and the implications for instruction.

Table 1 Middle Tennessee’s Work Sample Components

Middle Tennessee’s Work Sample

1. Contextual Factors-The teacher uses information about the learning-teaching context and student individual differences to set learning goals and plan instruction and assessment.

2. Learning Goals-The teacher sets significant, challenging, varied and appropriate learning goals.

3. Assessment Plan-The teacher uses multiple assessment modes and approaches aligned with learning goals to assess student learning before, during and after instruction.

4. Design for Instruction-The teacher designs instruction for specific learning goals, student characteristics and needs, and learning contexts.

5. Instructional Decision-Making-The teacher uses ongoing analysis of student learning to make instructional decisions.

6. Analysis of Student Learning-The teacher uses assessment data to profile student learning and communicate information about student progress and achievement.

7. Reflection and Self-Evaluation-The teacher reflects on his or her instruction and student learning in order to improve teaching practice.

The Middle Tennessee’s Work Sample Components were developed in conjunction with eleven other colleges of education involved in a partnership project (Renaissance Group). This Renaissance Partnership is engaged in ongoing research to promote and develop teacher quality and student learning. The Renaissance Partnership is finding evidence to support teacher work sampling as a method to document the effects of teacher performance on student learning outcomes. The work sample uses whatever form of assessment—authentic or standardized—the teacher develops to document increase or decrease in student learning.

Demonstration of Need

Teacher performance is evident in student learning. Improving Teacher Quality: Teacher Performance Û Student Learning (ITQ: TPÛSL) Project provides the framework for best practices in teacher education to help train teachers to evaluate content knowledge, pedagogical skills, and assessment techniques—all of which are linked to student learning. Continued preparation of teachers will be integrated throughout the project which will include in-depth content matter preparation and development both general and content-specific teaching methodology. This project will allow schools to provide:

a. high-quality training for teachers which is rich in content knowledge and

b. appropriate models for implementation of classroom technology, which will enhance student learning.

ITQ is concerned with providing participating LEAs with assistance in showing that teacher performance impacts student learning. The proposed project reflects reforms taking place in the accountability systems at the state, national, and local levels and supports assessment reforms that many states and districts are already implementing for licensure, accreditation, and certification. The project’s courses, workshops and activities will support curriculum and standards alignment that is at present ongoing in the represented school systems. ITQ will offer a method for equating teacher performance to student learning for other school systems in the middle Tennessee area. The following table (Table 2) reflects collaborative planning efforts with participating schools. Please see Curriculum Alignment document – Table 5.

Table 2 Planning and Identified Needs for Professional Development

Participating School

Area Identified in SIP

Planning Sessions

Kittrell School

Grades 6-8

Rutherford County Schools

1. Preparation for Gateway Tests – Algebra and Biology

2. Writing Assessment

3. Curriculum Alignment – Standards, Content, and Resources

2002 State-Wide TCAP Results

System

School

Grade

Total

Ruth/Co.

Kittrell

Elemen

September 2002

Onsite Planning Session with Mr. J. Herbert and Ms. Donna Williams

Onsite Planning Sessions with participating teachers

Antioch High School

Metro-Davidson County Schools

Page High School

Williamson County Schools

1. Preparation for Gateway Tests – Algebra and Biology

2. Strategies for Aligning Gateway Objectives, Content, and Assessment

September 2002

Teleconference Planning Sessions with principals and selected participating teachers

Campus meeting with participating teachers

Freedom Middle School

Grades 6-8

Franklin Special Schools District

1. Curriculum Alignment – Standards, Content, and Assessment

2. Professional Development in Content Area Instruction

2002 State-Wide TCAP Results

System

School

Grade

Total

Frank SSD

Freedom

Middle

September 2002

Teleconference Planning Session – (enhanced by technological advancements) with principal and Director of Schools

St. Rose of Lima

Faith-Based School

Murfreesboro

1. Writing Assessment

2. Curriculum Alignment – Standards, Content, and Resources

September 2002

The activities within the project will incorporate current research in work sampling methodology. The project will also focus on specific content areas as outlined by the Tennessee State Curriculum Standards (2002). The project will help teachers evaluate skills for improvement and increase student learning in the classroom. Through assessment schools are held accountable for student learning and teachers are held accountable for student performance in the classroom. According to the Council of Chief State School Officers, forty-eight states have adopted statewide testing programs and thirty-six states issued a school performance “report card” to parents and the public. The ITQ Project is interested in the ability of a teacher to impact and show documentation of this impact on student learning because the business community, citizen groups and policy makers are requesting such evidence. ITQ also realizes that accreditation standards, licensure requirements, and National Broad Certification demand such evidence. Most importantly, effective teachers want to have credible evidence that they advance learning in their classrooms and have a creditable source for reflective practices.

School improvement plans have shifted in focus from development of highly effective teachers to an evolving balance between effective teaching and increases in student learning. According to Bar and Tagg (1995), the fundamental problem with the focus on instruction rather than on learning is that it “mistakes a means for and end.” It is like saying the primary function of a baker is to knead the dough rather than produce quality bread. To focus on learning accepts accountability for the learning of all students, which is usually shown by assessment. With a focus on instruction (teaching), increasing outcomes requires an increase of resources and reconfiguring resources to make learning more efficient. A focus on both effective teaching and increases in student learning encourages both teacher and learner to experiment with and adjust the learning process to achieve best results.

There are key differences in the shift from highly effective teaching to a balance approach of effective teaching and student learning (Schalock and Myton, 2000). The fundamental differences between a focus on instruction and a focus on learning relate to seven attributes as shown in Table 3.

Table 3 Seven Attributes

Defining Attribute	Focus on Effective Teaching	Focus on Student Learning
· Mission or purpose	Offer teaching	Produce learning
· Expectations	Different for different students	High standards for
· Progress in the system	Grade-to grade completion of courses	Performance on defined standards
· The learning environment	The class	Varies on the learner, learning target and learning context
· Nature of instruction	Same for all	Varies on the learner, learning target and learning context
· Time for teaching and learning	Same for all	Flexible
· Nature of assessment	Local, single form, teacher’s objectives	Public, multiple forms, state or national standards
· Program evaluation	End-of-course evaluation	Comprehensive assessment of all components of the system

The ITQ Project does propose a support in the shift of focus from effective teaching to a balance between effective teaching and increases in student learning through a collaborative cohort with the College of Education and Behavioral Science and local public and private schools serving under-served and/or underrepresented student populations by:

1. Collecting data on teachers’ impact on student learning that links teacher performance to student achievement and then use this information to influence change in pedagogical skills, content knowledge, and assessment techniques.

2. Developing and implementing “Teacher Work Sample Methodology (TWSM)”(Renaissance 2003) for instruction where teachers may produce credible evidence that they can facilitate learning for all students in their classes.

3. Developing and providing content-specific teaching methodology to support growth in subject (content) area of teaching while engaging in an intense professional development experience.

4. Providing a support network through mentoring clusters for teachers, alternative route teachers, and pre-service teachers through technology, workshops, and

5. Developing and maintaining appropriate program evaluation and assessment that provide data analysis and a knowledge base for best practice in linking teacher performance and student learning.

ITQ Project will collect and report data on the impact of teachers on students they teach and how this data can effect improvements in their instruction that permit teachers to facilitate learning at high levels for all children. The ITQ Project plans four strategies (or program components) to produce teachers with credible evidence of their ability to facilitate learning of the students they teach. These four are briefly described below:

1. The development and use of “Teacher Work Sample Methodology” by the teacher to provide evidence of effectiveness in producing student learning in the classroom. The teacher will be ask to design and implement a instructional unit with defined learning targets and to measure and report on the learning progress of all students in the class. Teacher Works Sample Methodology is used as the basis for teacher licensing in Oregon an Washington and support the National Board Standards, South Eastern Association of Schools and Colleges goals, and INTASC principles with respect to requiring ten teaching indicators with one additional requirement: measuring, analyzing, and reporting on the progress of all students. The process requires mentoring clusters of a teacher educator, and a content area specialist to support and assess the teacher’s performance.

2. The development of mentoring clusters consisting of teacher educators, content area specialists, and in the case of pre-service teachers a school practitioner to support the pre-service teachers and provide professional development. The best way to aid in the development of improvement is to form clusters of support for the practicing teacher and the pre-service teacher. These clusters should be form of teacher educators, content areas specialists, and in the case of pre-service teachers, school practitioners to help develop best practices in facilitating learning while providing sound content knowledge. While assisting the practicing teacher and the pre-service teacher, this process will also provide key professional development experiences for all three members of the mentoring cluster.

3. The scheduling of course work for teacher educator, to develop best practice for teacher performance and enrich content area knowledge. The purpose of the ITQ Project is to improve the quality of teachers, teacher performance and assessment of student learning by equating teacher performance to student learning, refocusing on a balance between effective teaching and increase in student learning and providing credible evidence that teachers and pre-service teachers can facilitate learning for all students.

The expected changes that will be evident at the conclusion of the project include:

1. The teacher will become more accountable for the impact of their teaching on student learning in schools.

2. Schools and teachers will become more focused on teacher performance linked to student learning, enriched teaching methods, and content area standards.

3. Teachers will have an enhanced content area and opportunity for professional development in the areas of content and methods.

4. Support systems, networking, and resources through cohorts and clusters will be enhanced.

5. The data and knowledge base related to teacher performance equating student learning will increase.

Recruitment Plan

The ITQ Project participants will be selected by their school systems in collaboration with the project director. Teacher selection criteria will be (a) preference to middle school teachers (6-8), (b) preference to minority teachers to include under-served and/or underrepresented groups, (c) teachers seeking alternative licensure, and (d) teachers working with at-risk and under-served populations. In an attempt to reach this targeted group, teachers seeking alternative licensure who are presently enrolled at Middle Tennessee State University will be given consideration. A special invitation to participate will be extended to minority teachers in the form of individual letters, personal interviews and phone calls. In order to secure middle school teachers in the sixth through the eight grades invitations will be extended to the principals of the represented school systems. To promote the project, meetings will be scheduled on school sites for school system personnel, administrators, and teachers to be invited to participate and to discuss the elements of the project. In order to serve middle Tennessee region better the project will be open to both public and private school teachers. The cohort group to date includes:

a. Public LEA Teachers, Administrators, and Counselors – Kittrell School (Rutherford County Schools, Freedom Middle School (Franklin Special Schools District), Antioch High School (Metro-Davidson County Schools), and Page High School (Williamson County Schools) and

b. Faith-Based School – St. Rose of Lima Elementary and Middle School (Rutherford County Schools.

School Administrator and Counselor Participation

The school administrators of the schools represented have issued a statement of support. The administrators, counselors, and teacher participants will engage in ongoing collaborative project planning. This planning will reflect and support the school improvement plans and will work toward the goal of enhanced educational opportunities and experiences for the 6-8^th population. Administrators, counselors, and faculty have already engaged in preliminary project planning.

Plan of Operation-Instructional Plan

Specific project objectives include:

· Collecting data on teachers’ impact on student learning that links teacher performance to student achievement and then use this information to influence change in pedagogical skills, content knowledge, and assessment techniques.

· Developing and implementing “Teacher Work Sample Methodology (TWSM)”(Renaissance 2003) for instruction where teachers may produce credible evidence that they can facilitate learning for all students in their classes.

· Developing and providing content-specific teaching methodology to support growth in subject (content) area of teaching while engaging in an intense professional development experience.

· Providing a support network through mentoring clusters for teachers, alternative route teachers, and pre-service teachers through technology, workshops, and

· Developing and maintaining appropriate program evaluation and assessment that provide data analysis and a knowledge base for best practice in linking teacher performance and student learning.

Coursework will address expressed needs of the schools represented. This will entail development of a new course for the project that will feature curriculum alignment with Tennessee State Curriculum Standards. SPSE 6520-Studies in Education: Curriculum will review curriculum development and how it relates to the instructional process. Teachers will have the opportunity to develop diversity and variety in their pedagogical skills and content areas. The course will incorporate discovery learning, Socratic seminar, integrated instruction, discussion, problem based, and cooperative learning. Also, the teachers will be able to develop metacognitive and cognitive learning attributes and diagnosis others’ metacognitive and cognitive attributes.

The preservice teachers will be enrolled in YOED 4000-Managing the Classroom for Instruction. This course focuses on managing the classroom for instruction and the demands and intricacies of the classroom environment. The preservice teacher will prepare and implement a work sample with the aid of an assigned teacher participant. Then they will analyze and discuss the assessment data and how it is related to teacher performance while reflecting on future changes to improve student performance. The YOED 4110-Field Experience will pair the same preservice teacher and teacher participant during the student teaching experience. The preservice teacher will be involved in the field-based classroom experience for an 8-week time span and develop and teacher several units. They may select one unit to construct a work sample and analyze the results for the future integration of teacher performance and student learning. This allows the preservice teacher to identify specific need for content knowledge and pedagogical improvement and form a plan of improvement. They will document the determined needs and improvement plan in the reflection component of the teacher work sample process.

The topic of educational tests and measurements and how they relate to the instructional and reflective decision-making process will be the focus of FOED 6630-Educational Tests and Measurements Preparing Reflective Decision Makers. The teachers will construct assessments—authentic and traditional—that correspond with the instructional units they will design and implement. Gateway and TCAP testing will be discussed. Strategies for specific curriculum alignment with the tests will be explored and incorporated into the process. The skills that the teachers develop will assist them with teacher performance and student achievement. The final workshop will be an avenue for engaging in an analysis of the work samples. The participants will have the opportunity to rate all work samples using rubrics design for work sample evaluation. The scoring will range from standards not met to standards met. This will be a time of sharing and reflection of successes and failures, which will add to the artifacts of the work sampling research.

The proposed project will begin in the spring semester (2003) with the selected teachers (Group A) enrolling in FOED 6630-Educational Tests and Measurements Preparing Reflective Decision Makers. This course will provide a research-informed knowledge base relating to assessment and evaluation. From this knowledge base, teachers and administrators will be able to make professional judgments and decisions for the purpose of directing teaching and learning. FOED 6630 will allow the teachers to develop and implement teacher work sample methodology. During the May Intersession (2003) pre-service teachers will be placed with Group A to develop and implement a unit plan and work sample. Group A will enroll in FOED 6520 for the subsequent June/July summer term. The second group of selected teachers (Group B) will begin FOED 6630 in the June/July summer term. The fall semester Group A will have pre-service teachers during a student teaching experience. Group B would take pre-service teachers from the YOED 4000 to develop and implement a unit and work sample.

Group A will finish the cycle fall semester and Group B finishing the complete cycle in spring semester. Both groups A& B would participants in a final worship which would target assessment and evaluation. The basic project cycle is shown in the table below.

Table 4 Project Cycle

Project Cycle Courses And Workshops	1^st Spring Semester	1^st Summer May Intercession	June/July Summer Session	Fall Semester	2^nd Spring Semester	2^nd Summer May Intercession
FOED 6630	Group A		Group B
YOED 4000		Group A		Group B
FOED 6520			Group A		Group B
YOED 4110				Group A	Group B
Workshop						Group A & Group B

The outcomes of the project will be as follows:

¨ The teacher will develop the skills and competencies needed to become more accountable for the impact of their teaching on student learning in schools.

¨ By engaging in the work sample process, schools and teachers will become more focused on teacher performance linked to student learning, enriched teaching methods, and content area standards.

¨ Teachers will develop enhanced content area knowledge and will be provided with an opportunity for professional development in the areas of content and methods.

¨ Support systems, networking, and resources through cohorts and clusters will be enhanced.

¨ The data and knowledge base related to teacher performance equating student learning will increase.

Evaluation Plan

In order to determine the effectiveness of the project, an outside evaluator will be employed. Dr. Tom Cheatham, Dean of the College of Basic and Applied Sciences, will conduct both formative and summative evaluations. Multiple forms of data will be collected in order to create an accurate picture of the total effectiveness of the project. Dr. Cheatham is an experienced math and computer science educator and has engaged in evaluative activities for several previously funded projects. Data will be collected and reported on the following:

Evidence of practicing teacher, alternative licensed teacher, and pre-service teacher impact on student learning.
Document improved pedagogical skills and content area knowledge by practicing teacher, alternative licensed teacher, and pre-service teacher.
Expanded roles for content area specialist as well as school practitioners for mentoring and professional development that result in improved student learning.
Document results of sharing and networking among members of the mentoring clusters that show an increased capacity to improve student learning.
Develop information that adds to the knowledge base on the relationship of teacher performance to student learning.

Due to the design and nature of the project, assessment and evaluation will employ pre-assessment, formative, and summative techniques. Evaluation will not only be conducted throughout the grant but will extend beyond the grant period and will provide a model for participants as they: a) move from preservice teacher to practicing teachers, b) design content-rich instructional units and work samples, c) utilize a variety of sound educational methods and techniques, d) utilize the work sample as a method to link teacher performance to student learning. In order to glean rich and accurate information, assessment and evaluation of the grant’s effectiveness will involve all parties-teachers, administrators, public school students, preservice teachers, and university personnel. Utilizing both quantitative and qualitative methods, a variety of data will be collected in order to collect viable evident as a means of true and authentic assessment. Data will be collected throughout the project and will consist of:

Quantitative Data

Û Public school students’ responses to pre and post-instructional unit assessments, which offer insights regarding previous knowledge of instructional unit.

Û Public school students’ test scores-both standardized scores and classroom scores-pre and post-project

Û Pre and post-project needs assessment, through interviewing, of school desired of areas of instructional improvement

Û Evaluation of performance standards met for 80% of the finished work samples

Qualitative Data

Û Instructional unit artifacts collected from teacher, preservice teacher, and public school students.

Û Teacher-created instructional materials and activities focusing on specific content area.

Û Preservice instructional materials and activities focusing on specific content area.

Û Work samples prepared by preservice and practice teachers.

Due to the amount of data needed to accurately assess the project’s effectiveness, university faculty and school administrators and personnel will assist participants as they build on the working body of knowledge concerning work sampling methodology that will be utilized in the assessment process.

Data Analysis:

With the assistance of participating schools, 6-12^th grade student test scores will be analyzed-both pre and post-project. Statistical analyses will be conducted on data gathered from the rating of the work samples. This linkage between teacher performance and student learning will enable a true assessment of the activities within the classroom environment and provide another means for evaluating the project. The multiple forms of qualitative data will be examined carefully in order to detect: a) changes in student achievement-based on teaching practices, standardized test scores, in-class performance, and classroom tests, and d) success in designing and implementing an instructional unit aligned with Tennessee Curriculum Standards. The qualitative analysis results will be compared with quantitative findings gleaned from test scores and survey results and will assist in determining the degree of effectiveness, strengths, and weaknesses of the project.

The ITQ: TPÛSL project is committed to the alignment of state standards to local school curriculum and supporting student learning through the teaching of these standards. Also the project seeks to strength specific content areas with enhanced academic content and pedagogical skills. ITQ: TPÛSL seeks to provide model for use for continuous performance evaluation and improvement through the year for the development of effective teachers who impact student learning.

State Framework Alignment

The following table reflects projects alignment with the state of Tennessee’s curriculum standards.

Table 5 Curriculum Alignment – Tennessee Curriculum Standards, Coursework, Teacher Training Sessions

Project Objective/Project Strategy

Area of Need Identified by LEA

Project Activity/Instructional Strategy and Content Area

Tennessee Curriculum Standards – Content Standards and Curriculum Area to be Utilized

S.1 - Develop and utilize Teacher Work Sample Methodology to provide evidence of effectiveness in producing student learning in the classroom setting.

Obj. 1 – Collect data on teaches’ impact on student learning

Obj. 2 – Develop and implement Teacher Work Sample Methodology

Preparation for Gateway Tests – Algebra and Biology

Content Area Instruction

SPSE 6520 – Studies in Education: Curriculum (3 credit hours – graduate)

Teacher Training Sessions - Summer

Topics:

· Exploration of current practices

· Orientation to Teacher Work Samples

· Analysis of Curriculum Standards and Instructional Practices

· Content, Student Needs, Instruction, and Assessment

Problem-Based Learning Session

Discovery Learning Session

Problem-Based Learning Session

Discovery Learning Session

Integrated Instruction Session

Socratic Seminar Sessions

Locating Text Material

Designing Questions for Seminars

Pre-reading and Seminar Prep

Reading for Meaning

Post-Seminar Activities

Mathematics – Content Standards Covered in Grade 6 Sessions and/or Graduate Coursework

Content Standard 6.2.1 – Understand patterns, relations, and functions

Content Standard 6.2.2 – Represent and analyze mathematical situations and structures using algebraic symbols

Content Standard 6.2.3. – Use mathematical models to represent and understand quantitative relationships

Content Standard 6.2.4 – Analyze change in various contexts

Science – Content Standards Covered in Grade 7 Sessions and/or Graduate Coursework

Life Science

Content Standards 7.1.1 – 7.1.4 - Structure and Function

Content Standards 7.3.2 – 7.3.3 - Food Production and Energy for Life

Content Standard 7.4.1. -Heredity and Reproduction

English/LA – Content Standards Covered in Grade 8 Sessions and/or Graduate Coursework

Reading 8.1.01 – Continue to develop oral language and listening skills

Reading 8.1.02 – Develop understanding of concepts of print

Reading 8.1.06 – Expand reading vocabulary

Reading 8.1.07 – Develop independent pre-reading strategies to facilitate comprehension

Reading 8.1.08 – Develop meaning while reading and after reading

S. 2 - Develop mentoring clusters of teacher educators, content area specialist, and school practitioners

Obj. 4 – Form mentoring clusters – teachers and preservice teachers via coursework, technology, and workshops

YOED 4000 – Managing the Classroom for Instruction

Field Placement and Mentoring – Participating Schools

S.3 - Build background expertise and content knowledge to enrich and enhance teacher performance via completion of two graduate courses (6 credit hours).

Obj. 3 – Develop content-specific teaching methodology of support growth in content area instruction.

Obj. 4 – Participants develop and maintain evaluation and assessment procedures and instruments as a basis for best practices.

FOED 6630 – Educational Tests and Measurements Preparing Reflective Decision Makers

Writing Prompts and Holistic Scoring Session

Designing Rubrics

Writing Workshop and Peer Evaluating

English/LA – Content Standards Covered in Grade 8 Sessions and/or Graduate Coursework

Writing 8.2.01 – Engage in prewriting using a variety of strategies

Writing 8.202 – Write for a variety of audiences and purposes

Writing 8.203 – Compose drafts of written works

Writing 8.205 – Include editing before completion

Writing 8.206 – Evaluate own and others’ writing

The ITQ Project

Table 1 Middle Tennessee’s Work Sample Components

Table 2 Planning and Identified Needs for Professional Development

Table 3 Seven Attributes

Defining Attribute

Recruitment Plan

School Administrator and Counselor Participation

Plan of Operation-Instructional Plan

Project

Cycle

Courses

And

Evaluation Plan

State Framework Alignment

Table 5 Curriculum Alignment – Tennessee Curriculum Standards, Coursework, Teacher Training Sessions

References