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University of Northern Iowa Level III Field Experience: Student Evaluation
Capturing Your Teaching: Preparing for your Video Performance Assessment
|Elementary/Middle||Secondary Social Studies||Science||Instrumental Music|
Overall Evaluation Structure:
The evaluation structure of the Level III Field Experience has two components:
- A reflective conference between you and the cooperating teacher based on your video recording.
- A final electronic evaluation form to be completed by the cooperating teacher at the conclusion of the experience.
The rubric and descriptors of performance expectation are the same for the both the reflective conversation and the final evaluation.
Video Performance Assessment Overview:
This video performance assessment is designed to engage you in demonstrating your understanding of teaching and student learning in an authentic, experiential way. You will be prompted to synthesize what you have learned throughout your preparation program and apply it with the students you will teach in your Level III field experience. Your video performance assessment evidence will demonstrate your current abilities, knowledge and skills as a beginning teacher on your way to becoming a highly effective teacher.
What Do I Need to Do?
- Video-record your classroom teaching
- Record yourself teaching (i.e. whole group instruction, partner work, centers, class discussion, etc.)
- Record a complete segment of your instruction
- Video should be continuous and unedited, with no interruption in the events
- Video should include interaction between you and your students and your responses to students or student responses to each other
- Both you and your students should be visible and clearly heard
- Engage in a reflective conference about your video with your cooperating teacher
- Prepare for your conference by reviewing the INTASC standards and performance descriptors your are striving towards on the rubrics
- Review the reflective conversation questions for each dimensions of teaching to help you frame your thoughts for the conference
- Goals of Reflective Conference:
- Reflect on your skills in planning, instruction and assessment
- Assess your ability to establish rapport with students
- Analyze the current state of your dispositions and attitudes that lead to being an effective educator
- Determine areas of professional strength and growth
- To complete the assessment, you will submit a commentary in the corresponding sections on the form below as evidence of how you planned, implemented, and reflected upon your instruction
What Do I Need to Know?
- Using your video, you and your cooperating teacher will have the opportunity to discuss and reflect on five dimensions of your teaching: planning, instruction, assessment, analysis of teaching, and content knowledge/academic language.
- The corresponding rubrics and reflective conversation questions are in place to help you analyze your teaching and help you improve your practice.
- The qualifiers on the rubrics are defined as follows:
- Not Demonstrated=No evidence that the descriptor has been met.
- Developing=Candidate shows development or a partial application of the descriptor.
- Demonstrated=Candidate clearly demonstrates all aspects of the descriptor.
- Not Applicable=Descriptor does not pertain.