TAP RUBRIC - Teacher Education
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Transcript TAP RUBRIC - Teacher Education
LEARNINGS IN ASU
28 Sept-23 Dec 2013
Bhagwati Singh
Senior Professional
Sarva Shiksha Abhiyan, Uttar Pradesh
Major Courses Undertaken
CITW- Classroom Instructions that works
TAP- The System for teacher and student advancement
Change Leadership Module
Technology Module
Behavior Management in Classroom
Early literacy module
Equity Module
Democracy module
Sustainability module
Ethics Module
Course I Liked Most :
Tap Rubric - Teachers Evaluation System
Overview of TAP Evaluation Rubric
Comprehensive set of professional indicators, to measure teaching
skills, knowledge, and responsibilities of the teachers/trainee in a
school.
Why TAP• Found to be correlated to student achievement at a statistically
significant level in two separate studies.
The Parts of the TAP Evaluation Rubric
Domains
Indicators
Descriptors
Performance Level
TAP RUBRIC- DOMAINS
Planning
• Standards & Objectives
• Motivating Students
• Presenting Instructional
Content
• Lesson Structure & Pacing
• Activities & Materials
• Questioning
• Academic Feedback
• Grouping Students
• Teacher Content
Knowledge
• Teacher Knowledge of
Students
• Thinking
• Problem Solving
•Instructional Plans
•Student Work
•Assessment
Professionalism
• Staff
Development
• Instructional
Supervision
• School
Responsibilities
Reflecting on
Teaching
Environment
• Managing Student
Behavior
• Expectations
• Environment
• Respectful Culture
Understanding TAP RUBRIC
Performance
Levels
Standards and Objectives
Indicators
Significantly Above
Expectations (5)*
At Expectations (3)*
Significantly Below Expectations (1)*
Descriptors
Descriptors
Descriptors
All learning objectives and
state content standards are
explicitly communicated.
Sub-objectives are aligned and
logically sequenced to the
lesson’s major objective.
Learning objectives are: (a)
consistently connected to
what students have previously
learned, (b) know from life
experiences, and (c)
integrated with other
disciplines.
Expectations for student
performance are clear,
demanding, and high.
State standards are displayed
and referenced throughout
the lesson.
There is evidence that most
students demonstrate
mastery of the objective.
Most learning objectives and state
content standards are
communicated.
Sub-objectives are mostly aligned to
the lesson’s major objective.
Learning objectives are connected to
what students have previously
learned.
Expectations for student
performance are clear.
State standards are displayed.
There is evidence that most students
demonstrate mastery of the
objective.
Few learning objectives and state content standards are
communicated.
Sub-objectives are inconsistently aligned to the lesson’s
major objective.
Learning objectives are rarely connected to what students
have previously learned.
Expectations for student performance are vague.
State standards are displayed.
There is evidence that few students demonstrate mastery of
the objective.
Tap-Trainee Teachers Evaluation System Rubric
My Learnings from the course
Developing standards and rubrics to measure teaching
performance.
Collecting evidence to accurately assess classroom instruction.
Knowledge and understanding of the TAP Evaluation and
Application of TAP Rubric
Planning and conducting instructional pre- and post-conferences
for evaluation
Learnings From Other Courses
CITW
• Learnt research based classroom
strategies for improving
students achievement.
• Can help teachers in creating the
effective environment for
students learning and
understanding of concepts.
Learnings From Other Courses
• Change Leadership Module
Strategies for implementing educational reforms or changes like
developing and communicating a shared vision of the change,
creating an atmosphere and context for change, planning and
providing resources, investing in professional development,
Checking progress, Continuing to give assistance
Use of Innovation Configuration Maps Stages of Concern and
Level of Use,
Learnings From Other Courses…..
Equity Module
• Issues of Gender Equity & Inclusion
• Biases in curricula and learning materials
• How to carry out effective trainings on these issues
Democracy module
• Understanding relationship between democracy, education and
schooling
Sustainability module
• Challenges of sustaining human well-being on Earth due to
exploitation of natural resources
• Seeking sustainable solution through science,technology, and
society acting at global and local levels.
• How to teach sustainability concepts in the classrooms
Learnings From Other Courses
Technology Module
•
New technologies like Edmodo and Photopeach
• Becoming proficient at information searches
• Using online educational resources
• Creating websites
• Using google drive, google forms, skype, hangouts etc.
Classroom Management
•
Managing problem behavior of students in classroom
Early literacy module
•
Effective early reading instructions
Learnings From Other Courses
Core Course and Ethics Module
• What makes a good teachers
• Expert and Novice Teacher
• Developing passion and commitment in teachers
• Modeling Ethical Conduct in the classroom
• Remembering, Reinterpreting and Reorganizing what is known
:Developing Context-Sensitive Knowledge
Key features of the teaching learning
processes in the courses in ASU
• Discussions
• Group work
• Need based support to each individual
• Meticulous planning
• Motivation
• Regular assignments and feed back
• Meetings and discussions with experts and educational leaders
• Critical Friend
• Exposure Visits
Sharing the Knowledge and Skills
• Sharing of books, textual and digital materials
• Meetings
• Workshops
• Trainings
• Emails
• Demonstrations
• Making use of the key features of the learning processes in ASU like
group discussions, providing need based support, motivation, regular
feedback
School Visits
• Trainee teachers co-teaching with school teachers
• Activities and worksheets planned for every students
• Students involved in different activities
• Self assessment by the students
• Reading classes
• Suitable groupings
• Regular feedback
Improving Trainee-Teacher Preparation
• Improving the quality of teacher instruction
• Longer internship in school
• Co-teaching with the regular teachers in school.
• Mentoring by good school teachers
• Identifying the knowledge and skills that a teacher needs to teach
successfully, and then create comprehensive set of standards for
teacher accountability.
• Developing standards and rubrics to measure teaching performance
• Regular Classroom Observations and feedback
• Assignments and timely feedback on them
New Learnings:Effective Reading Instructions
• Components
•
•
•
•
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Phonological Awareness and Phonics
Word decoding and encoding
Fluency
Oral language and vocabulary (listening comprehension)
Comprehension
• Strategies
• Inferences
• Within text
• Between text
• Background/Academic knowledge
• Writing
• Motivation and learning strategies
• Cognitive engagement and self-regulation