ࡱ> Y\X bjbjdUdU H?g?g\$ $ $P*T~T.-------$/d2--4-^--)|++Mm*dS*o--0.e* 5z 5$++ 5++D--. 5$ X |: Course Prefix, Number, and Title: EPD 480 Section Number(s): 1001 Department: Elementary Education Instructor: Denise Padilla Academic Year: 2020-21 Semester: Fall Is this a GenEd class? Yes___ No_xx__ Complete and submit your assessment report electronically to your department chair. As needed, please attach supporting documents and/or a narrative description of the assessment activities. You may use as many or as few outcomes as necessary. Class/Course OutcomesAssessment MeasuresAssessment ResultsOutcome Results Analysis In the boxes below, summarize the outcomes assessed in your class or course during the last year. If this is a GenEd class, include the appropriate GenEd objectives. In the boxes below, summarize the methods used to assess course outcomes during the last year. Include the criterion youll use to judge whether or not students have achieved the expected outcome.In the boxes below, summarize the results of your assessment activities during the last year. Include your judgement as to whether or not the criterion for student achievement has been met.In the boxes below, please reflect on this outcomes results and summarize how you plan to use the results to improve student learning.Outcome #1: Establish a productive professional relationship with the GBC student intern though mentoring and classroom coaching. Assessment Measure: 1.Classroom observations 2.3 live class meetings 3. Midterm and summative meetings Criterion for achievement: 100% participation from lead teachersResults: All 17 lead teachers attended the live class sessions or watched the recorded sessions via ZOOM. They participated in midterm and summative evaluation meetings for each student teacher. Criterion Met: Yes/NoResults Analysis: Students met outcome. Each lead teacher had a student teacher who completed student teaching with a grade of B or better. Action Plan: Continue to introduce and break down InTASC standard expectations for lead teacher observations in live meetings. Incorporate more explicit instruction in the midterm and summative evaluation process so lead teachers are comfortable filling out the rubrics. Outcome #2: Observe the student intern and communicate effectively through formal and informal feedback. Assessment Measure: 1.Classroom observations 2.3 live class meetings 3. Midterm and summative meetings Criterion for achievement: 100% participation from lead teachersResults: All 17 lead teachers attended the live class sessions or watched the recorded sessions via ZOOM. They participated in midterm and summative evaluation meetings for each student teacher. Criterion Met: Yes/NoResults Analysis: Students met outcome. Each lead teacher had a student teacher who completed student teaching with a grade of B or better. Students met outcome. Action Plan: Continue to introduce and break down InTASC standard expectations for lead teacher observations in live meetings. Incorporate more explicit instruction in the midterm and summative evaluation process so lead teachers are comfortable filling out the rubrics. Outcome #3: Create action plans for student intern improvements based on the 10 InTASC standards. Assessment Measure: 1.Classroom observations 2.3 live class meetings 3. Midterm and summative meetings Criterion for achievement: 100% participation from lead teachersResults: All 17 lead teachers attended the live class sessions or watched the recorded sessions via ZOOM. They participated in midterm and summative evaluation meetings for each student teacher. Criterion Met: Yes/NoResults Analysis: Students met outcome. Each lead teacher had a student teacher who completed student teaching with a grade of B or better. Students met outcome. Action Plan: Continue to introduce and break down InTASC standard expectations for lead teacher observations in live meetings. Incorporate more explicit instruction in the midterm and summative evaluation process so lead teachers are comfortable filling out the rubrics. Right now, actions plan details are discussed and noted on midterm assessment rubrics and through in-person conversations with the student teacher, lead teacher, and college supervisor during observation visits. Continue this process.  Notes: This course is designed to support our lead teachers while they mentor and coach GBC student interns in their classrooms. Our live class sessions helps lead teachers to understand and implement the 10 InTASC standards as they complete observations and feedback with their student teacher. We work on ways to discuss and implement a variety of observation tools during the semester, hour long sessions during the semester meeting and discussing the midterm and summative evaluation process. The content from this class impacts the semester long work in the classroom that is a collaborative process between the college supervisor, the lead teacher, and the student intern. Over the course of the last two years, multiple lead teachers have thanked Brian and I for the opportunity to meet independent from the student teachers to be able to ask questions and discuss student teacher placements with other lead teachers. They are able to get ideas from our department and other lead teachers and they can express celebrations and frustrations in a safe environment. 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